| Table of Contents |
Teacher Evaluation Rubric for Mastery |
| Student Outcomes Action Plan |
Teacher Evaluation Rubric for Practitioner |
| Class Data Sheet |
Teacher Evaluation Rubric for Apprentice |
| Teacher Reflection #1 |
Training Series Dates |
| Teacher Reflection #2 |
Training Session Reflection |
| Teacher Reflection #3 |
Student Outcomes Appeal |
| Professional Growth Plan |
UPDATES |
STUDENT OUTCOMES MODULE
Objective: Teachers will analyze student data to drive instruction and increase 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 Entry to Student Outcomes Level
PROGRAM EXPECTATIONS
PROFESSIONAL DEVELOPMENT
- Participation in Student Outcomes Orientation
- Completion of a Professional Growth Plan
- Participation in three (3) Student Outcomes training sessions
- Participation in three (3) dialogue meetings with Instructional Support Leader and Instructional Coach
- Evaluate progress on Teacher Evaluation Rubric for Student Outcomes Mastery
- To meet the standard for Student Outcomes and advance to Entry to Collaborative Action Research the following year, teachers must reach Practitioner or Mastery on the Teacher Evaluation Rubric for Student Outcomes Mastery by Dialogue #3 Meeting.
- Maintenance and completion of a teacher portfolio, organized with a Table of Contents
- 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
STUDENT OUTCOMES
- Development and implementation of year-long Student Outcomes Action Plan based on Arizona State Standards
- Student portfolio data supports academic outcomes incorporating Critical Components of Student Learning
- Labeled and dated evidence of Critical Components of Student Learning included in student portfolios
- Class Data Sheet for entire population with a minimum of three (3) assessments (pre, mid, post)
- Analysis/reflection based on reflection prompts
FIRST SEMESTER--Student Outcomes
- Participate in Student Outcomes Training Series, session #1 by September 9, 2008
- Implement a Professional Growth Plan
- Design a Student Outcomes Action Plan including pre, mid, and post assessments
- Collect academic pre-assessment data on all students, record on Class Data Sheet and establish year-end significant growth targets
- Label and date evidence of Critical Components of Student Learning and place in individual student portfolios
- Schedule and participate in Dialogue #1 Meeting documented with a Dialogue #1 Memo by September 26, 2008
- Bring an organized teacher portfolio including
- Student Outcomes Action Plan #1-8
- Assessment(s)
- Measurement Tool(s)
- Class Data Sheet with pre-assessment data and year-end significant growth targets
- Completed Teacher Reflection #1
- Completed Training Session #1 Reflection and materials
- Professional Growth Plan
- Bring student portfolios with
- Appropriate supporting assessments
- Labeled and dated evidence of Critical Components of Student Learning in student work
SECOND SEMESTER--Student Outcomes- Participate in Student Outcomes Training Series, session #2 by January 22, 2009
- Collect academic mid-assessment data on all students, record on Class Data Sheet and raise year-end significant growth targets as needed
- Label and date evidence of Critical Components of Student Learning and place in individual student portfolios
- Continue implementation of Professional Growth Plan
- Schedule and participate in Dialogue #2 Meeting documented with a Dialogue #2 Memo by January 30, 2009
- Bring an organized, updated teacher portfolio including
- Student Outcomes Action Plan #1-8
- Class Data Sheet with mid-assessment data and year-end significant growth targets raised, as needed
- Completed Teacher Reflection #2
- Completed Training Session #2 Reflection and materials
- An updated Professional Growth Plan
- Bring student portfolios with
- Appropriate supporting assessments
- Labeled and dated evidence of Critical Components of Student Learning in student work
- Participate in Student Outcomes Training Series, session #3 by March 12, 2009
- Collect academic post-assessment data on all students and record on Class Data Sheet
- Label and date evidence of Critical Components of Student Learning and place in individual student portfolios
- Schedule and participate in Dialogue #3 Meeting documented with a Dialogue #3 Memo by May 8, 2009
- Bring an organized, updated teacher portfolio including
- Student Outcomes Action Plan #1-8
- Class Data Sheet with post-assessment data
- Completed Teacher Reflection #3
- Completed Training Session #3 Reflection and materials
- Completed Professional Growth Plan
- Bring student portfolios with
- Appropriate supporting assessments
- Labeled and dated evidence of Critical Components of Student Learning in student work
- Evaluate progress (must reach Practitioner or Mastery) on Teacher Evaluation Rubric for Student Outcomes Mastery
- Include one extra copy
- Student Outcomes Action Plan
- Class Data Sheet
- Sign final paperwork
Teachers may request to stay at Student Outcomes Level indefinitely if all Career Ladder Program Expectations are met each year.Meeting Student Outcomes Program Expectations at Apprentice on the Teacher Evaluation Rubric requires a teacher to stay at the Student Outcomes Level. Participation at ESO workshops remains OptionalMeeting Student Outcomes Program Expectations at Practitioner or Mastery on the Teacher Evaluation Rubric qualifies a teacher to participate in Entry to Collaborative Action Research-ECAR the following year.Not meeting Student Outcomes Program Expectations requires a teacher to repeat the level and attend ESO workshops to remain in the Career Ladder Program. |
