suggesting she seek ROE, where she was able Smith with some resources assistance from the to connect with other and supports through her instructional reading coach. teachers facing similar local ROE and by Mrs. Smith worked with the struggles which helped her suggesting she seek instructional reading coach with all of her ELL assistance from the throughout the year and students. In the end, instructional reading coach. attended a training at the student a did not meet the Mrs. Smith worked with the ROE and was able to threshold for inclusion in instructional reading coach connect with other the PERA student growth throughout the year and teachers facing similar rating, but Mrs. Smith was attended a training at the struggles. In the end, 75% proud of the strides she ROE and was able to of Mrs. Smith’s students made in connecting with connect with other met or exceeded their the student’s parents. In teachers facing similar growth targets. the end, 90% of Mrs. struggles. In the end, 95% Smith’s students met or of Mrs. Smith’s students exceeded their growth met or exceeded their targets. growth targets and one student was excluded because he did not meet the attendance threshold for inclusion in the PERA student growth rating. Prompt: Given the scenario assigned to your group and the previous contextual information, what do you need to do ahead of time to prepare for a summative conference with Mrs. Smith? What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? How will you prepare to provide constructive and supportive feedback at this final stage of the student growth process? Running Record Question: How can I apply the discussion we just had regarding the summative conference to my building (local context)? Vignette: Presenter Resource Listen-fors
suggesting she seek assistance from the instructional reading coach. Mrs. Smith worked with the instructional reading coach throughout the year and attended a training at the ROE and was able to connect with other teachers facing similar struggles. In the end, 75% of Mrs. Smith’s students met or exceeded their growth targets. ROE, where she was able to connect with other teachers facing similar struggles which helped her with all of her ELL students. In the end, student a did not meet the threshold for inclusion in the PERA student growth rating, but Mrs. Smith was proud of the strides she made in connecting with the student’s parents. In the end, 90% of Mrs. Smith’s students met or exceeded their growth targets. Smith with some resources and supports through her local ROE and by suggesting she seek assistance from the instructional reading coach. Mrs. Smith worked with the instructional reading coach throughout the year and attended a training at the ROE and was able to connect with other teachers facing similar struggles. In the end, 95% of Mrs. Smith’s students met or exceeded their growth targets and one student was excluded because he did not meet the attendance threshold for inclusion in the PERA student growth rating. Prompt: Given the scenario assigned to your group and the previous contextual information, what do you need to do ahead of time to prepare for a summative conference with Mrs. Smith? What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? How will you prepare to provide constructive and supportive feedback at this final stage of the student growth process? Running Record Question: How can I apply the discussion we just had regarding the summative conference to my building (local context)? Vignette: Presenter Resource Listen-fors
Training%20Materials-Teacher%20Evaluator%20Student%20Growth%20Aca.docx