The criteria (rubrics, matrices, continuum, etc.) used to rate the student performance elicited by the assessment instrument. The tool should clearly stand on its own so that an independent evaluator can rate performances the same (or nearly the same) as the teacher (calibration).
A developmental step in each of the three levels of the Career Ladder Program.
A written representation of the data gathered during the observations which is
condensed to reflect teacher strengths and refinements/requirements in each ATPES area.
Patterns and Trends
Data that demonstrates a regular, mainly unvarying way of doing, i.e. indicating that learning has/has not occurred over a period of time.
CAR level teacher whose portfolio is being reviewed by another CAR level teacher. The Peer Review form becomes a part of the documentation in the portfolio.
Pre Observation Conference
A meeting with facilitators to discuss the teacher's educational philosophy, classroom schedule, instructional methods, planning, classroom management policies, instructional strengths and areas of growth prior to the observations. Teachers present this information to facilitators in a written/typed format.
A continuous examination for improvement by the teacher of his/her professional skills and knowledge.
Professional Growth Plan
A specific, personal area of improvement is designated in cooperation with facilitators. It will represent a yearlong, continuous examination of a relevant topic or skill. The plan will also include defined artifacts and products that serve to assess the teacher's achievement of this growth plan.
descriptive breakdown of the data
numerical breakdown of the data
Ratings / Evaluation Conference
A conference scheduled within five working days of the end of the evaluation window. The site administrator and facilitators meet with the teacher to deliver and explain the district and Career Ladder ratings along with a written narrative based on data collected from observations.
An explanation provided by the teacher to support the importance and purpose of the plan's focus or why students were selected as case studies.
Relevant and Challenging Tasks
Significant and practical tasks that have social and/or real world applicability and represent extended student learning.
Choices in Staff Development provided by the Pay for Performance Office.
A spiral, not linear, process in which one critically thinks about and evaluates action in order to retain effective practices and discard ineffective ones. Quality reflections also indicate future actions.
Research Focus Area
The identification of a new area of study by the teacher in order to solve a problem and increase teacher effectiveness to positively impact student learning. Significant change in the area of study is expected at least every three (3) years for Collaborative Action Research teachers.
Specific descriptors that serve to measure learner performance levels. A matrix (technically) includes multiple areas or skills, although a matrix may also be termed a rubric.
All specific descriptors on a rubric level have been achieved.
Thoughtful consideration of personal learning strengths and needs based on specific criteria. Goals are set based upon those considerations.
Significant Academic Learning
Realistic expectations of a student's growth established in relation to curriculum expectations. It may also be defined as learning that can be normally expected within a specified time period. Individual needs and abilities are considered.
Significant Growth Targets
Designed for each student in consideration that learning may vary for individuals.
Student Achievement Plan (SAP)
A plan to elicit and document specific student growth. This plan includes designation of both global and supporting outcomes as well as a congruent assessment component.
Student Data Analysis and Reflection
The process is the foundation of the Amphitheater Career Ladder Program. Teachers identify areas of need for students' academic learning. This plan will include products, measurement tools and data analysis/reflection. It is the analyses and reflections that drive improved instruction.
Learning in which the student seeks out knowledge and/or works independently with little teacher intervention or facilitation.
A group of students to focus on for data collection, usually a class of approximately 25 students, as identified by the teacher.
Student Portfolios/Student Work Sample (for documenting student performance)
Evidence of the quality of each student's performances over time. This may be a "best work" portfolio, but it must be extensive and clear enough to permit an independent calibration covering all areas of assessment. Documentation included may take a variety of forms (video, audio, pictorial, written, anecdotal, charted). All documentation must be dated, analyzed, and rated based on criteria.
Teacher observations completed during an evaluation window that provide data for the consensus conference that leads to a teacher's evaluation ratings (for compensation).
A set of skills/concepts identified by the teacher as being meaningful for students to master.
Together, these supporting outcomes lead to student growth in
the area of the global outcome. It is essential that each supporting outcome:
Teacher Evaluation Rubric for Student Outcomes Mastery (Student Outcomes Rubric)
A comprehensive rubric that establishes four performance levels: Master, Practitioner, Apprentice, Novice. The rubric is used by teachers to self-evaluate their progress toward exiting the Student Outcomes Level.
Compilation of a teacher's specific module portfolio requirements in a well-organized, complete manner to represent individual professional development.