| Table of Contents |
Teacher Reflection #1 |
| Training Series Dates |
Teacher Reflection #2 |
| Training Session Reflection |
Teacher Reflection #3 |
| Research Action Plan |
Expectations And Standards For A Quality Portfolio |
| Class Data Sheet |
ECAR Appeals Process |
| Case Study Cover Sheet |
UPDATES |
| Interventions & Extensions |
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ENTRY TO COLLABORATIVE ACTION RESEARCH MODULE
Objective: Teacher will research and document the impact of new methods of instruction on student achievement.
Criteria for initial placement
At least a 2/5ths contract, minimum 50% of time with students
Career Ladder Program Expectations were met at Student Outcomes
PROGRAM EXPECTATIONS
(Refer to) ENTRY TO COLLABORATIVE ACTION RESEARCH EXPECTATIONS AND STANDARDS FOR A QUALITY PORTFOLIO
PROFESSIONAL DEVELOPMENT
- Participation in Entry to Collaborative Action Research Orientation
- Participation in three (3) Entry to Collaborative Action Research training sessions
- Participation in three (3) dialogue meetings with Instructional Support Leaders
- Observation/reflection of at least three (3) Collaborative Group meetings
- Maintenance and completion of a teacher portfolio, organized with a Table of Contents and aligned to Entry To Collaborative Action Research Expectations And Standards For A Quality Portfolio
- Adherence to all due dates
INSTRUCTIONAL SKILLS
- Instruction is modified and adjusted based upon analysis of student data
- A.T.P.E.S. evaluation conducted by site administrator
ACTION RESEARCH
- Applied research is current and relevant to the focus question
- Bibliography is consistently updated
- Research implementation is well documented and dated
STUDENT OUTCOMES
- Development of an Entry to Collaborative Action Research Action Plan based on Arizona State Standards/School Site Focus
- Classroom implementation of new research tied to action plan
- Case Study Cover Sheets completed for three (3) students - portfolio data supports academic outcomes incorporating Critical Components of Student Learning
- Labeled and dated evidence of Critical Components of Student Learning in case study students' work
- Class Data Sheet for entire population with a minimum of three (3) assessments (pre, mid, post)
- Interventions & Extensions documented
- Analysis/reflection based on reflection prompts
FIRST SEMESTER--Entry to Collaborative Action Research
- Participate in Entry to Collaborative Action Research Training Series, session #1 by September 25, 2008
- Schedule and participate in Dialogue #1 Meeting documented with a Dialogue #1 Memo by October 24, 2008
- Bring an organized teacher portfolio including
- Training Session #1 Reflection and materials
- Draft of Research Action Plan #1-7a and #9
- Assessment(s)
- Measurement Tool(s)
- Three (3) Case Study Cover Sheets with rationale for student selection, pre-assessment data, and year-end significant growth targets
- Labeled and dated evidence of Critical Components of Student Learning in case study students' work
- Detailed analysis of pre-assessment data for each case study student
- Class Data Sheet for entire population with pre-assessment data and year-end significant growth targets
- Completed Teacher Reflection #1
SECOND SEMESTER--Entry to Collaborative Action Research
- Participate in Entry to Collaborative Action Research Training Series, session #2 by December 3, 2008
- Continue classroom implementation of new research tied to Research Action Plan
- Schedule and participate in Dialogue #2 Meeting documented with a Dialogue #2 Memo by February 6, 2009
- Bring an organized, updated teacher portfolio including
- Training Session #2 Reflection and materials
- Updated Research Action Plan #1-9
- Three (3) Case Study Cover Sheets with student mid-assessment data and year-end significant growth targets raised, as needed
- Labeled and dated evidence of Critical Components of Student Learning in case study students' work
- Detailed analysis of mid-assessment data and student growth for each case study student
- Class Data sheet for entire population with mid-assessment data and year-end significant growth targets raised, as needed
- Interventions & Extensions documented
- Collaborative Group Meeting Notes from CAR groups visited
- Completed Teacher Reflection #2
- Participate in Entry to Collaborative Action Research Training Series, session #3 by April 8, 2009
- Complete classroom implementation of new research tied to Research Action Plan
- Schedule and participate in Dialogue #3 Meeting documented with a Dialogue #3 Memo by May 8, 2009
- Bring an organized, updated teacher portfolio including
- Training Session #3 Reflection and materials
- Finalized Research Action Plan #1-9
- Three (3) Case Study Cover Sheets with student post-assessment data
- Labeled and dated evidence of Critical Components of Student Learning in case study students' work
- Detailed analysis of post-assessment data and student growth for each case study student
- Class Data Sheet for entire population with post-assessment data recorded
- Interventions & Extensions documented
- Collaborative Group Meeting Notes from CAR groups visited.
- Completed Teacher Reflection #3
- Include one extra copy
- ECAR Expectations and Standards for a Quality Portfolio
- ECAR Research Action Plan
- Class Data Sheet
- Sign final paperwork
Meeting Entry to Collaborative Action Research Program Expectations qualifies a teacher to participate in Collaborative Action Research the following year.
Not meeting Entry to Collaborative Action Research Program Expectations requires a teacher to repeat the Entry to Collaborative Action Research level and attend ECAR workshops to remain in the Career Ladder Program.
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