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GLOSSARY A-L
Action Research
The process by which practitioners attempt to study their problems scientifically in order to guide, correct, and evaluate their decisions and actions (Stephen Corey, 1953). Action Research in education is a study conducted by colleagues in a school setting of the results of their activities to improve instruction (Carl Glickman, 1992). Action Research is a fancy way of saying let's study what's happening in our school and decide how to make it a better place (Emily Calhoun ,1994).
Assessment instrument
A set of prompts designed to elicit the desired performance from students and the needed criteria are supplied.
ATPES - Amphitheater Teacher Performance Evaluation System
An evaluation instrument which consists of five areas that form a framework for quality instructional skills, including Pre- Instruction, Presentation, Learning Environment, Student Learning and Professionalism. Specific criteria support the measurement of effective teaching performance.
Authentic Assessment
A direct examination of student performance on worthy intellectual tasks. (By contrast, traditional assessment relies on indirect or proxy 'items'--efficient, simplistic substitutes from which valid inferences may be made about the student's performance at those valued challenges. Grant Wiggins, quoted from: http://ericae.net/db/edo/ED328611.htm).
Example: To be "authentic," the instrument should require the student to actually perform the skills to be mastered. For example, in figure skating, having a student actually take to the ice and perform a double toe loop jump is "authentic." Having the student describe how to perform it, rate how well they think they can perform it, or answer multiple choice questions about how to perform it would not be authentic assessments of the jump. Criteria for student performance, products and/or portfolio must be established. Data is collected based on the criteria (rubric).
Calibration
An agreement between teacher and facilitator on the results of a given assessment instrument. During calibration, facilitators review student work and come to agreement about the assigned results.
Case Studies
Usually a narrative, data-based story that focuses on a particular individual. The case studies for the Collaborative Action Research Level are an in-depth collection and analysis of three individual students' data related to a teacher's research focus area. The case studies should reflect and apply to other students working at the same level of ability.
CIP - continuous improvement process
The process that is the foundation of the Amphitheater Career Ladder Program. Teachers identify areas of professional growth and/or areas of need for students' significant academic learning and establish a plan to reach these goals. This plan will include products, measurement tools and data analysis/ reflection. It is the analyses and reflections that drive improved instruction.
Class Data Sheet
A spreadsheet style presentation of ongoing student growth data for the year for a specific population. Teachers at Student Outcomes and Collaborative Action Research levels will submit an updated class data sheet at each due date.
Collaborative Action Research (CAR) Groups
A group of three to six teachers working together, sharing practices, research information and student data as related to their research focus area(s). Group members may study the same, similar or divergent problems. Groups meet for a pre-established number of meetings per semester.
Congruency
A relationship is established between the parts of a plan. For Instructional Skills level teachers, there should be a congruency in the lesson plan that matches instructional objectives to specific, targeted assessments, for example. At the Student Outcomes levels, teachers strive to match a discrete assessment instrument and measurement tool to each supporting outcome in order to monitor student progress over time.
Connections
Associations made by students between learning and real-life situations, other content areas or prior knowledge and experience.
Consensus Conference
A meeting to determine Career Ladder ratings for the purpose of determining a Career Ladder teacher's compensation attended by Career Ladder facilitators and the site administrator. The ratings are based upon data collected during three separate observations during an evaluation window.
Criteria
Standards are established that can support a judgment or decision.
Critical Components of Student Learning
These were formerly referred to as the Student Outcomes Criteria. The components include Self-Evaluation/Reflection/Goal Setting, Relevant and Challenging Tasks, Connections, Higher Level Thinking, Self-Directed Learning.
Data
Factual as well as qualitative information about student learning which provides information about student progress toward the achievement of academic standards.
Data Analysis
An organization and examination of data in order to document student achievement as well as to make decisions to refine one's instructional practice with the goal of improving student learning.
Data Collection Tools
Assessments, surveys, journals, anecdotal records, observation charts, portfolios, etc. are examples of instruments that, because they are linked to clearly defined criteria (rubric), provide information about individual student's achievement levels toward the intended learning.
Dialogue Memo
A written record generated during a dialogue session to reflect the proceedings.
Dialogue Session
A meeting with the teacher at the Student Outcomes Level and two peer facilitators to discuss the rating and analysis of student data and teacher actions taken as a result of the data analysis. This session also offers an opportunity to calibrate the teacher's assessment data.
Evaluation Window / Window
A pre-scheduled period of time (for example, two weeks) during which a teacher's evaluation for Career Ladder occurs. Three observations provide the data for the evaluation.
Extensions
Opportunities provided by the teacher for any student who has surpassed his/her initial growth target well before the end of the year.
Formal Observation
One of the three observations during the evaluation window that is scheduled and requires a written lesson plan. Data is collected to support assessment of instructional and professional behaviors.
Formative Observation
Non-rated observations used to enhance and support instructional behaviors. They are followed by a conference that includes a written narrative that is given to the teacher and to the site administrator.
Global Outcome
A simple broad-based statement that identifies a major focus of instruction. It encompasses all students and is based upon the Arizona State Standards. For example, ... to effectively communicate ideas by writing...may be a global outcome in language arts.
Higher Levels of Thinking
Thinking demonstrated by students when they apply, analyze, synthesize and/or evaluate.
Initial Assessment / Pre Assessment
A collection of baseline data completed early in the year used to determine the extent of student learning while also guiding the teacher for instruction.
Interventions
Strategies and actions taken by the teacher to individualize for a student who is not making significant growth.
Level
Three areas of the Career Ladder program, include Instructional Skills, Student Outcomes and Collaborative Action Research.
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