I am preparing for my first comprehensive TPEP evaluation. I have been on focused, it seems perhaps too long, like I lucked out somehow, but the waiting period is over and comprehensive time is here. I decided to begin listing ways I can show or share with my principal the ways I meet different criteria. My school uses Marzano’s evaluation scale, but I am sure the evidence would apply to any of them. Some evidence is best observed, but could also be written up as anecdotal evidence since administrators are not in our rooms that often.
Criterion 1: Centering instruction on high expectations for student achievement.
Having rubrics and learning targets seems like a given at this point in education, but it is important to have rubrics and targets that are meant for the students to understand and not just the teacher.
1.1 Kid-speak targets or standards.
1.1Kid-speak rubrics that are clearly aligned with the targets and standards.
1.2 Recognize and celebrate growth in students. This could be observable or anecdotal.
1.3I use an interest inventory at the beginning of the year to learn more about my students. This could also be done with a letter to the teacher, get to know you bingo, or other activity.
1.4Using manners and emphasizing respect for everyone in your classroom is important here. My “one rule” other than school rules is to show respect (primarily not talk while others are talking, me or other students). This is observable or anecdotal.
Criterion 2: Demonstrating effective teaching practices.
2.1 Some strategies I am using for previewing text this year are SQ3R, Using Text Features, and Defining Essential Vocabulary
2.2 We are using Thinking Maps in my building and the main maps I will use as evidence for this component are Comparing and Contrasting (I tell my kids we are not doing “Yeah, duh” compare and contrast, but are focusing on showing our deeper thinking as 7th graders.), Cause and Effect, and Central Idea + Key Details.
2.3 I organize my groups of 4 with paired groupings of low + mid and mid + high (as best available, of course). I use the previous year’s SBA scores as well as other school and district data.
2.4 To call on students I use a strategy I picked up at GLAD training. I have color groups numbered 1-4 and I call on a random color+number. I will call on every color at least once (depending on the question/task) and then will take volunteers.
2.5 This is best observed, but I make sure to ask questions of almost-right answers as well as to give feedback for answers that are not accurate and come back to the student after they have had time to think. For correct answers I ask the students to explain their thinking more or to provide evidence.
2.6 Again, this is best observed, but some strategies for keeping kids participating are breaking up independent work with short mini-lessons or sharing out, also asking a focus question and having students respond. During lessons where I am talking a lot I will do turn-and-talk, academic conversations. Having students ask their neighbor a question and then the neighbor answers works well also.
2.7 Intentionally teaching Tier2 words in ELA, I focus on cognitive verbs that are used in questions, prompts, and literary analysis. In history we teach content words. I focus on deeper meaning and thematically or central idea significant words as well as academic vocabulary.
2.8 I am still struggling with the best way to show evidence of this. I do have multiple variations of rubrics and tests that have changed over time as my team has adjusted them. I believe this would be good evidence. I am not one to keep a written record with each lesson, but I am trying to do more this year. Where/how do you reflect? How often do you record it?
Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs.
3.1 The most important part of scaffolding is making connections to prior learning and building on it. I plan on making specific notes and reference to planning lessons that emphasize those connections.
3.2 Differentiation I am targeting this year is sentence/answer frames, pared down or “big idea” texts for students to use on assessments, varying the required quantity of response, targeting essential skills, and simplified assignments (like city dots pre-drawn on maps).
Student growth goal: I am co-teaching with an ELL teacher this year so it felt natural to target the students we share. My principal encouraged us to “nest” our growth goals, so I am focused on integrating relevant evidence for both my small group and whole group goals.
That is where I am for this first chunk of my comprehensive evaluation. I will add on with my next set of notes next time I post! Let me know if you have any questions or great ideas for evidence.
In my non-teacher consumed hours I love to spend time with my husband and son, play board games, sew/craft/quilt, and read (I DO teach ELA).I aspire to be more into fitness and outdoors more often, though I find a comfy chair and a good book/movie mightily appealing.