Continuing from my Criterion 1-3 post, I am preparing for my first comprehensive TPEP evaluation and 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 4: Providing clear and intentional focus on subject matter content and curriculum.
4.1 Showing knowledge of subject area is a bit vague. However, I am an English major, the curriculum leader for my district, an ELA Fellow, and have done Smarter item writing and item review.
That should cover my bases. For teachers who are just starting or not quite so involved, having standards based grading is a plus. Something we started when a team member was working on National Board certification was adding the standard strand # to assignments. Having targets or “I can” statements based on the standards visible on your board is also great for this one.
4.2 Technology. I like that this one says “available” resources for those schools with limited access. How do you use technology to enhance student learning? I have an interactive whiteboard with which I can get students to come up and edit items, circle, mark, etc. Since I got it, I have seen better student engagement with coming to the front. The use of video clips and effective PPTs is also great. Student response systems can be good if you know how to use them well (I’m still struggling with this one). I have some MP3 players that I put our class novels on for SPED, ELL, and struggling readers. This way they can listen during silent reading without getting behind or struggling too much. I also have a headset for speech to text on the Chromebooks for students with writing accommodations.
Criterion 5: Fostering and managing a safe, positive learning environment.
5.1 Some different arrangements and physical learning tools I use in my classroom are bouncy bands for desk fidgets, a tall table for standing or stool sitting, and desks in pairs that transform to table groups of 4. These seats are color coded and numbered based on a strategy from my GLAD training and I try to pair students low-mid and mid-high within the table group for general classwork.
5.2 We have our school system/word like most schools. Ours is POWER, pride, ownership, warmth, encouragements, and respect. My big one within the classroom is respect and my primary rule is not to talk over others who are speaking to the class (myself or other students). I have laminated discipline papers that I wrote on “WARNING: Your behavior is not following the POWER standards. You will get a step if you continue. Please stop.” This it placed on students desks if the name/look/proximity warning was ineffective. We also have POWER tickets as a token economy that are given out to students following the standards. I give them out most for being prepared at the beginning and getting started right away on assignments.
5.3 Noticing what’s happening really requires observation from the administrator and is hard to record, but the admin could probably talk to students to find out if you have “withitness”.
5.4 Applying consequences comes naturally with a good school discipline program. As stated in 5.2 I use warnings and then students will receive a step if they do not stop. I also tend to write first names on step forms for students who have repeat behaviors so I can give them that as a warning. We always call home when a student is given a step and we have a ISS that is only for one period at a time called TRY (Take Responsibility for Yourself). It is a time for students to gather themselves and refocus, hopefully to finish their school days. If they are sent to TRY multiple times the parents are asked to pick them up. We also call home when they are sent to TRY. There are many other individualized strategies we use and try.
5.5 As I stated in 5.2, I use POWER tickets to acknowledge adherence to rules and procedures. I also give out HW rewards both to the top class and to students who turn in all of their homework. Thank you’s and other verbal acknowledgement go a long way for kids also.
5.6 Objectivity and control I feel also needs to be observed or asked of students. Maintaining and even tone of voice and not letting particular students “set you off” is important. It is also important to make sure students get in trouble for the same things and one is not singled out. However, as I tell one of my advisory kids this year, “He who speaks the loudest is the one who’s heard.”
Criterion 6: Using multiple data elements to modify instruction and improve student learning.
6.1 I use standards-based grading and team created assessments modeled after/using SBA item stems. We also have been working with the SPED and ELL teams to create modified assessments.
6.2 For data points we use classroom assessments, daily work/observations, the SBA interim tests, and our progress monitoring assessment system through the district.
6.3 Students graph their scores and set goals for themselves. Growth goals for students that we create are based on the standards and the core skills for students at our grade level. This year we are focusing on integrating relevant cited evidence.
Criterion 7: Communicating and collaborating with parents and the school community.
7.1 Communication is important. I use the Remind app, emails to parents, phone calls to parents, notifications through Skyward message system, and the school website. I also have Google classroom, but have not used the parent aspect of that yet.
7.2 For student progress I communicate through phone calls and emails about major missing assignments. Grades are posted in skyward. We send some periodic packets of work completion with small self-evaluations from students. A similar packet is given out at our twice-a-year conferences. We get over 80% attendance and calls or emails are made to the parents who cannot attend.
Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.
8.1 I plan to include this blogging for collaborating and seeking/giving mentorship. I have a PLC team that I share ideas with as well as several district committees. I also plan to include the OSPI ELA Fellow position and the SBA item writing and review.
8.2 I am the team leader (dept. head) and we use our school-established norms modified for the team. We have worked to bring our new team together and, since we have mixed planning times, worked to make sure that we are communicating and on the same page. I also led the vertical teaming 6-12 because of my role as ELA curriculum leader. Any anecdotal information about what you have contributed to the team would be effective here.
8.3 As stated above, I am the district curriculum leader and my team’s building leader. Any way that you contribute to teams, committees, study groups, or similar initiatives will help with this category.
That ends my current ideas for comprehensive evaluation! Refer to my first post last month for Criterion 1-3 and 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.