You will have a chance to examine your own We are always working hard to make sure In grade levels with self-contained achievement data regularly (as often as students succeed. But without measuring classrooms, grade level teams will meet weekly) and then engage in data discussions our student’s success, we cannot know weekly with an instructional leader to with an instructional leader and with your whether that hard work is effective. The discuss the results of that week’s co-planning team. true measure of teacher effectiveness if how assessment. Data will examine different much students learn. Looking at frequent disciplines each week for instance, math – interim assessment data allows to always might be analyzed one week, then writing know and reflect upon what our students the next, and then social studies the next. can do; it enables us to make mid-course This is to ensure that we strike a balance corrections to accelerate student learning. between preserving instructional time and Looking at this data in teams also helps us collecting accurate and frequent assessment benchmark our achievement as a data. During these scheduled meetings, self-reflection… collaborative team against ourselves, our teams will examine grade level data as well past performance, and where available, as individual class and student data to and against the performance of other students determine what should be retaught, what in other districts. Only close and frequent should be addressed in small groups, what examination of our interim data will enable additional support individual students need, achievement-gap shattering results. and what we can learn from each other. feedback You will receive mid-year feedback on your Everyone needs regular opportunities to in mastery of our teaching standards and a pause and reflect on progress thus far. We chance to reflect on your level of mastery on all get involved in the day-to-day curriculum believe each standard and your goals for the year. and the immediate progress of our students, we but we need built-in mechanisms to ensure that we take the time to reflect on the big picture and engage in conversation about how things are going overall. Mid-year Because conversations provide us the opportunity to learn from instructional leaders how he or she evaluates our teaching standards mastery and also an opportunity to reflect on our own mastery of these teaching standards.
Because we believe in feedback and self-reflection… You will have a chance to examine your own achievement data regularly (as often as weekly) and then engage in data discussions with an instructional leader and with your co-planning team. We are always working hard to make sure students succeed. But without measuring our student’s success, we cannot know whether that hard work is effective. The true measure of teacher effectiveness if how much students learn. Looking at frequent interim assessment data allows to always know and reflect upon what our students can do; it enables us to make mid-course corrections to accelerate student learning. Looking at this data in teams also helps us benchmark our achievement as a collaborative team against ourselves, our past performance, and where available, against the performance of other students in other districts. Only close and frequent examination of our interim data will enable achievement-gap shattering results. In grade levels with self-contained classrooms, grade level teams will meet weekly with an instructional leader to discuss the results of that week’s assessment. Data will examine different disciplines each week – for instance, math might be analyzed one week, then writing the next, and then social studies the next. This is to ensure that we strike a balance between preserving instructional time and collecting accurate and frequent assessment data. During these scheduled meetings, teams will examine grade level data as well as individual class and student data to determine what should be retaught, what should be addressed in small groups, what additional support individual students need, and what we can learn from each other. You will receive mid-year feedback on your mastery of our teaching standards and a chance to reflect on your level of mastery on each standard and your goals for the year. Everyone needs regular opportunities to pause and reflect on progress thus far. We all get involved in the day-to-day curriculum and the immediate progress of our students, but we need built-in mechanisms to ensure that we take the time to reflect on the big picture and engage in conversation about how things are going overall. Mid-year conversations provide us the opportunity to learn from instructional leaders how he or she evaluates our teaching standards mastery and also an opportunity to reflect on our own mastery of these teaching standards.