DCPS IMPACT Group1 Guidebook August 2010

8/6/2019 DCPS IMPACT Group1 Guidebook August 2010

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Our schools must be caring and supportive environments. Our decisions at all levels must be guided by robust data.

All children, regardless of background or circumstance, can achieve at the highest levels. It is critical to engage our

students families and communities as valued partners. Achievement is a function of effort, not innate ability. We have

the power and responsibility to close the achievement gap. Our schools must be caring and supportive environments.

Our decisions at all levels must be guided by robust data. All children, regardless of background or circumstance,

can achieve at the highest levels. It is critical to engage our students families and communities as valued partners.

Achievement is a function of effort, not innate ability. We have the power and responsibility to close the achievement gap.

Our schools must be caring and supportive environments. Our decisions at all levels must be guided by robust data.

All children, regardless of background or circumstance, can achieve at the highest levels. It is critical to engage our

students families and communities as valued partners. Achievement is a function of effort, not innate ability. We have

the power and responsibility to close the achievement gap. Our schools must be caring and supportive environments.

Our decisions at all levels must be guided by robust data. All children, regardless of background or circumstance,

can achieve at the highest levels. It is critical to engage our students families and communities as valued partners.

Achievement is a function of effort, not innate ability. We have the power and responsibility to close the achievement gap.

Our schools must be caring and supportive environments. Our decisions at all levels must be guided by robust

data. All children, regardless of background or circumstance, can achieve at the highest levels. It is critical to

engage our students families and communities as valued partners.

Achievement is a function of effort, not innate ability. We have the

power and responsibility to close the achievement gap. Our schools

must be caring and supportive environments. Our decisions at all

levels must be guided by robust data. All children, regardless of background or circumstance, can achieve at the

highest levels. It is critical to engage our students families and communities as valued partners. Achievement

is a function of effort, not innate ability. We have the power and responsibility to close the achievement gap.

GROUP 1General Education Teachers

With Individual Value-Added

Student Achievement Data

IMPACTThe District of Columbia Public Schools

Effectiveness Assessment System for

School-Based Personnel

20102011


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On the cover of the IMPACT guidebook are the six core beliefs of DCPS. They are:

n All children, regardless of background or circumstance, can achieve at thehighest levels.

n Achievement is a function of effort, not innate ability.n We have the power and responsibility to close the achievement gap.n Our schools must be caring and supportive environments.n It is critical to engage our students families and communities as valued partners.n Our decisions at all levels must be guided by robust data.

These core beliefs are the foundation of our work as a school system. They speak to the

incredibly powerful idea that, despite the challenges that many of our students face,

we have the ability to make a dramatic, positive impacton their lives. Our hope is that

this effectiveness assessment system will help us increase that impact and, in doing

so, broaden the life opportunities of the children of the District of Columbia.

Michael DeAngelis Simona Monnatti

2010. All rights reserved.


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TABLE OF CONTENTS

LetterfromtheChancellor

PuttingGrowthFirst

Overview

IMPACTComponents

PuttingItAllTogether

ConcludingMessage

3

4

68

50

54


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2 IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SSTEM FO SChOOL-BASED PESONNEL

BelPerezGabilondo


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Overthepastthreeyears,ourdistricthasmadeunprecedentedgainsinstudentachievement.Aswelearnedearlierthisyear,onthe

NationalAssessmentofEducationalProgress(NAEP),ourfourthgradersled the nationinreadinggrowthandoutperformedall other

urban school systemsinmathgrowth.Thisextraordinarynewsisadirectresultofyourtirelesseffortsonbehalfofourstudents.

IknowthatitisincrediblychallengingtobeaneffectiveeducatorinDCPSandthatyoucontinuetofaceobstacleseveryday.

ButIalsoknowthatyouaredeterminedtoovercomethesedifculties,andIadmireyoutremendouslyforrefusingtoloweryour

standards.

Thankyou.

Aswereectuponourachievements,wemustalsorecognizethatwestillhavefartogo.Noneofusissatisedwhensomanyof

ourstudentsarestillbelowgradelevelinbothreadingandmath.WeintroducedtheTeachingandLearningFrameworkandIMPACT

lastyearasacentralpartofourstrategytochangethisunacceptablereality.Ourgoalwastoprovideacommonlanguageforinstruction,aclearsetofperformanceexpectations,andthebeginningsofacomprehensivesystemforguidanceandsupport.

IrecognizethatmanyofyoufoundthesechangestobechallengingatrstandthatneithertheframeworknorIMPACTwasperfect.

ThisiswhyweembarkeduponanextraordinaryefforttogatherfeedbackfromasmanymembersoftheDCPScommunityas

possible.Inmorethan100feedbacksessions,ourIMPACTteamengagedinindividualandsmallgroupconversationswithover

1,000teachers,administrators,andotherschool-basedstaffmembersineverypartofthedistrict.Iwanttothankallofyouwho

tookthetimetoparticipateinthiseffort.

Weheardyou.

Inresponsetoyourfeedback,wemadeanumberofsubstantivechanges.WemadetheTeachingandLearningFrameworkmoreexibletobetterhonortheartandcomplexityofteaching.Werevisedthenon-teachingrubricstobemorespecicandmorealigned

toyouractualjobresponsibilities.WeaddedanewstandardtotheCommitmenttoSchoolCommunityrubrictohonoryoureffortsto

buildpartnershipswithfamilies.Andweclariedhowstudentachievementwouldbemeasuredinnon-DCCASgradesandsubjects.

Thesearejustafewofthemanymodicationswemadebasedonyourfeedback.

Becauseofyourinput,IknowthattheTeachingandLearningFrameworkandIMPACTarestronger,clearer,andmorealignedtoour

goalofensuringanexcellenteducationforeverychildinthenationscapital.ThisisoneofthemanyreasonsIamsoexcitedabout

ourpotentialforevengreaterstudentachievementgainsthisschoolyear.

Thankyouagainforyourcommitmenttoexcellenceinalleightwardsofthiscity.Iaminspiredbyyourpassionanddeeplygrateful

forthedifferenceyoumakeinourchildrenslives.

Sincerely,

Michelle Rhee

Chancellor, District of Columbia Public Schools

Dear DCPS Community,


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how does IMPACT support my rowt?TheprimarypurposeofIMPACTistohelpyoubecomemoreeffectiveinyourwork.Ourcommitment

tocontinuouslearningappliesnotonlytoourstudents,buttoyouaswell.IMPACTsupportsyour

growthby:

n Clarifying ExpectationsIMPACToutlinesclearperformanceexpectationsforallschool-based

employees.Overthepastyear,wehaveworkedtoensurethattheperformancemetricsand

supportingrubricsareclearerandmorealignedtoyourspecicresponsibilities.

n Providing FeedbackQualityfeedbackisakeyelementoftheimprovementprocess.Thisis

why,duringeachassessmentcycle,youwillhaveaconferencetodiscussyourstrengthsaswell

asyourgrowthareas.Youcanalsoviewwrittencommentsaboutyourperformancebylogging

intoyourIMPACTaccountathttp://impactdcps.dc.gov.

n Facilitating CollaborationByprovidingacommonlanguagetodiscussperformance,IMPACT

helpssupportthecollaborativeprocess.Thisisessential,asweknowthatcommunicationand

teamworkcreatethefoundationforstudentsuccess.

n Driving Professional DevelopmentTheinformationprovidedbyIMPACThelpsDCPSmake

strategicdecisionsabouthowtouseourresourcestobestsupportyou.Wecanalsousethis

informationtodifferentiateoursupportprogramsbycluster,school,grade,jobtype,oranyother

category.

n Retaining Great PeopleHavinghighlyeffectiveteachersandstaffmembersinourschools

helpseveryoneimprove.Bymentoringandbyservingasinformalrolemodels,theseindividuals

provideaconcretepictureofexcellencethatmotivatesandinspiresusall.IMPACThelpsretain

theseindividualsbyprovidingsignicantrecognitionforoutstandingperformance.

PTTINg gOTh FIST


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at are te scool systems plans for professionaldeelopment?

Professionaldevelopmentisvitaltoourcollectivesuccessandtoourbeliefincontinuous

improvement.Thebestschoolsarefocusedonthelearningofchildrenandadults.Thisiswhywe

areworkingaggressivelytoprovideyouwithoutstandingsupport.

Tostart,overthepastthreeyears,wehavedramaticallyincreasedspendingonprofessional

development.Wehavealsofullyimplementedtheinstructionalcoachprogramforteachersand

haveprovidedasignicantamountofdifferentiatedtrainingforotherschool-basedemployees.

Weareevenmoreexcited,though,aboutourplansforthefuture.Thisyear,incollaborationwith

theWashingtonTeachersUnion,wewillbepilotingnewprofessionaldevelopmentcentersand

anexpandedmentoringprogram.Wewillalsobeplanningarst-of-its-kindonlineprofessional

developmentplatform,whichwillofferawealthofresourcestohelpyouimprove.Forexample,

teacherswilleventuallyhaveaccesstovideoclipsofexemplarypracticeaswellaslessonplans

andassessmenttools.Inaddition,educatorswillbeabletoconnectwithoneanothertodevelop

virtualprofessionallearningcommunities.

AlloftheseeffortswillbeguidedbytheperformancedatawereceivefromIMPACT,ensuringthat

ourprofessionaldevelopmentistargetedtoyouruniqueneeds.

BelPerezGabilondo


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o is in group 1?Group1consistsofallgeneraleducationteachersforwhomwecangenerateindividualvalue-

addedstudentachievementdata.Value-addedisameasureoftheimpactyouhaveonyour

studentslearningoverthecourseoftheschoolyear,asevidencedbytheDCCAS.Togenerate

value-addeddata,weneedbothbeforeandafterDCCASscoresforyourstudents.Inother

words,weneedscoresfrombeforetheyenteredyourclassaswellasscoresfromaftertheyspenta

yearlearningwithyou.

TheonlyteachersinDCPSforwhomwehavebothbeforeandafterDCCASdataarethosewho

teachreadingormathingradesfourthrougheight.

EventhoughweadministertheDCCASinthethirdandtenthgrades,wecannotcalculatevalue-

addeddataforteachersofthesegrades.Thisisbecausewehavenobeforedatafortheir

students,aswedonottestattheendofsecondgradeorattheendofninthgrade.

ill more teacers moe to group 1 as DCPS addsstandardized tests for more subjects and rades?

Yes.Overthenextfewyears,wewillbeimplementingdevelopmentallyappropriatestandardized

assessmentsforstudentsinkindergarten,rstgrade,andsecondgrade.Wewillalsobeadding

end-of-courseexamsforsecondaryEnglish,math,science,andsocialstudies.Astheseassessments

arerolledout,moreteacherswillbemovedintoGroup1.

at are te IMPACT components for members of group 1?

ThereareveIMPACTcomponentsformembersofGroup1.Eachisexplainedingreaterdetailinthe

followingsectionsofthisguidebook.

n Individal Vale-Added Stdent Achievement Data (IVA) Thisisameasureoftheimpactyou

haveonyourstudentslearningoverthecourseoftheschoolyear,asevidencedbytheDCCAS.

Thiscomponentmakesup50%ofyourIMPACTscore.

n Teaching and Learning Framework (TLF)Thisisameasureofyourinstructionalexpertise.


n Commitment to the School Commnity (CSC)Thisisameasureoftheextenttowhichyou

supportandcollaboratewithyourschoolcommunity.Thiscomponentmakesup10%ofyour

IMPACTscore.

gOP 1: OvEvIE


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n School Vale-Added Stdent Achievement Data (SVA)Thisisameasureoftheimpactyourschoolhasonstudentlearningoverthecourseoftheschoolyear,asevidencedbytheDCCAS.


n Core Professionalism (CP)Thisisameasureoffourbasicprofessionalrequirementsforall

school-basedpersonnel.Thiscomponentisscoreddifferentlyfromtheothers,whichiswhyit

isnotrepresentedinthepiechart.Formoreinformation,pleaseseetheCoreProfessionalism

sectionofthisguidebook.

*In the event that Individual Value-Added Student Achievement Data (IVA) cannot be generated for your class, you

will be moved to Group 2.

**In the event that School Value-Added Student Achievement Data (SVA) cannot be generated for your school, the

Commitment to the School Community (CSC) component will expand to replace the SVA portion of the pie.

CSC10%

SVA5%

Individual Value-Added Student Achievement Data (IVA)*

Teaching and Learning Framework (TLF)

Commitment to the School Community (CSC)

School Value-Added Student Achievement Data (SVA)**

IVA50%TLF

35%

IMPACT CMPETS FR GRuP 1


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8 IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SSTEM FO SChOOL-BASED PESONNEL8

INDIvIDAL vALE-ADDED STDENTAChIEvEMENT DATA (IvA)

at is IvA?IVAisameasureoftheimpactyouhaveonyourstudents

learningoverthecourseoftheschoolyear.Itisbasedonthe

DCCAS.

Is IvA te same as Adequate earlyProress?

No.AdequateYearlyProgressisanattainmentmeasure,

meaningthatitisanabsolutetargetthatisrequiredofall

students,regardlessoftheircurrentskilllevel.IVA,ontheotherhand,isagrowthmeasure.Itisbasedonthegains

thatyourstudentsmake.

ic teacers ae IvA?

TocalculateIVA,weneedstandardizedtestdataabouta

teachersstudentsbothfrombeforetheyenteredher/hisclass

andfromaftertheyspentayearlearningwithher/him.Weuse

theDCCASforthispurpose.Theonlyteachersforwhomwe

havebeforeandafterDCCASdataarethosewhoteachreadingormathingradesfourthrougheight.

Asnotedintheoverview,eventhoughweadministertheDC

CASinthethirdandtenthgrades,wecannotcalculateIVAfor

teachersofthosegrades.Thisisbecausewehavenobefore

datafortheirstudents,aswedonottestattheendofsecond

gradeorattheendofninthgrade.And,ofcourse,wecannot

generateIVAforteachersinallothergradesandsubjects

becausetheirstudentsdonottaketheDCCASatall.

y is IvA one of my IMPACTcomponents?

Webelievethatateachersmostimportantresponsibilityis

toensurethather/hisstudentslearnandgrow.Accordingly,

webelievethatteachersshouldbeheldaccountablefortheachievementoftheirstudents.Butmeasuringthat

achievementcanbedifcultforavarietyofreasons.For

example,studentsstarttheyearatdifferentskilllevelsand

theyfacedifferentexternalfactorsthatsometimesaffecttheir

learning.IVAhelpsaddressthesechallenges.Whilecomplex,

itallowsustoleveltheplayingeldsothatwecanassessthe

teachersimpactonthelearninggrowthorher/hisstudents.

how does it work?

Weuseasophisticatedstatisticalmodeltoisolatetheimpact

thatyouhaveonyourstudentslearningaftertakinginto

accountmanyoftheotherfactorsthatmightaffecttheir

achievement.DCPSwillbeofferingadditionaltrainingonthis

processlaterintheschoolyear.

en will I et my nal IvA score?

BecauseweneeddatafromtheDCCAStocalculateIVA,

youwillnotreceiveyourscoreuntilaftertheconclusionof

theschoolyear.WearecontinuingtoworkwiththeOfceoftheStateSuperintendentofEducation(OSSE)toshortenthe

timeittakestoreceivethenalDCCASdatasothatwecan

provideyourIVAscoresooner.

If I ae additional questions aboutIvA, wom sould I contact?

PleasecontacttheIMPACTteamat202-719-6553or

[email protected].

IVA


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IVA

MeaghanGay


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TEAChINg AND LEANINg FAMEO (TLF)

at is te Teacin and LearninFramework?

TheTeachingandLearningFrameworkistheschoolsystems

denitionofeffectiveinstruction.Itoutlinesthekeystrategies

thatwebelieveleadtoincreasedstudentachievement.

Asthegraphictotherightillustrates,theFrameworkhas

threedomains,orsections:Plan,Teach,andIncrease

Effectiveness.

y do we need a Teacin and

Learnin Framework?TheFrameworkisessentialtotheworkofincreasingstudent

achievementintwofundamentalways.First,itprovidesa

commonlanguageforeffectiveinstruction,whichenablesus

toalignallofourconversationsaboutteachingandlearning.

Second,itprovidesclearexpectationsforteachers,thereby

creatingthefoundationforacomprehensiveassessment

systemlikeIMPACT.

o initially deeloped te Teacin

and Learnin Framework?Teachers,administrators,instructionalstafffromthe

DCPSCentralOfce,andmanyothersparticipatedinthe

developmentoftheframeworkduringthe20082009school

year.Aspartofthatprocess,weconsultednumeroussources,

including:

n CaliforniasStandards for the Teaching Professionn CarolDwecksMindset

n CharlotteDanielsonsFramework for Teachers

n ColoradosPerformance Based Standards

n ConnecticutsCommon Core of Teaching

n DougReevesUnwrapping the Standards

n GrantWiggins&JayMcTighesUnderstanding by Design

n InsightEducationGroupsStrategic Design for Student

Achievement

n MartinHabermansStar Teacher

n

MassachusettsPrinciples for Effective Teachingn MikeSchmokersResults Now

n NationalBoardsProfessional Teaching Standards

n NewTeacherCentersDevelopmental Continuum

n NewYorkStatesTeacher Certication Framework

n NorthStarAcademysTeacher Evaluation Rubric

n ResearchforBetterTeachingsSkillful Teacher

n RobertMarzanosClassroom Instruction that Works

n RobertPiantasClassroom Assessment Scoring System

n TeachforAmericasTeaching as Leadership

n TexasTxBess Framework

TLF


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TLF

at was te process for deelopinreisions to te Teacin and LearninFramework oer te past scool year?

Ourrevisionprocessinvolvedgatheringfeedbackfromas

manyteachers,administrators,instructionalcoaches,and

mastereducators*aspossible.Inadditiontohundredsof

emails,phonecalls,andin-personconversationsabout

theframeworkandIMPACT,weconductedover100formal

feedbacksessionsthatwereattendedbyover1,000

educators.Throughouttheprocess,teachers,administrators,

instructionalcoaches,andmastereducatorsprovidedinput,

revieweddrafts,andhelpedusfurtherrenethetext.They

alsotestedouttherevisionsbyusingthemtoassesslessons

taughtinactualDCPSclassrooms.Wearedeeplygratefulto

alloftheeducatorswhocommittedtheirtimeandenergyto

thisprocess.

*The master educator program is explained later in this section.

how as te Teacin and LearninFramework caned?

Wehaverespondedtoteacherfeedbackbyrevisingthe

frameworkinseveralkeyways:

n The revised framework is more exible.Forexample,for

Teach4,insteadofaskingteacherstoeffectivelytarget

threelearningstyleswithinthe30-minuteobservation

period,therevisedframeworkexamineswhetherthe

teacherhasprovidedstudentswithmultiplewaysto

engagewiththecontentthatareappropriatetothelessonobjectiveandthatmovestudentstowardmastery.This

approachpreservesthekeyideasofthestandardwhile

respectingthediversityofwaysinwhichoutstanding

teachersachievethem.

n The revised framework is more streamlined.Many

teachersandprincipalstoldusthattheframeworkwastoo

cumbersomewiththirteenstandards(includingtheA/B/C

partsofTeach5andTeach9),andthatsomethings,such

asstudentbehavior,wereassessedmultipletimes.In

therevisedversion,wehavecutthenumberofstandards

fromthirteentonineandhavereducedtheoverlapamong

20092010 TEAC DMAI STADARDS 20102011 TEAC DMAI STADARDS

T1:Focusstudentsonlessonobjectives T1:Leadwell-organized,objective-drivenlessons

T2:Delivercontentclearly T2:Explaincontentclearly

T3:Engageall studentsinlearning T3:Engagestudentsatall learninglevelsinr igorouswork

T4:Targetmultiplelearningstyles T4:Providestudentsmultiplewaystoengagewithcontent

T5A:Checkforandrespondtostudentunderstandingduringthelesson T5:Checkforstudentunderstanding

T5B:Respondtostudentmisunderstandings T6:Respondtostudentmisunderstandings

T5C:Probeforhigher-levelunderstanding T7:Develophigher-levelunderstandingthrougheffectivequestioningT6:Maximizeinstructionaltime T8:Maximizeinstructionaltime

T7:Investstudentsinlearning T9:Buildasuppor tive,learning-focusedclassr oomcommunit y

T8:Interactpositivelyandrespectfullywithstudents

T9A:Studentbehavior

T9B:Reinforcepositivebehavior

T9C:Addressinappropriate,off-task,orchallengingbehavior


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TLF

them.Forexample,inappropriatestudentbehavior,whichwaspreviouslyreectedinTeach6,Teach9A,andTeach

9C,isnowcapturedinTeach8.

n The revised framework eliminates some elements

that teachers fond frstrating.Overthecourseofthe

pastschoolyear,severalpartsoftherubricemergedas

repeatedpointsoffrustrationamongteachers.Insome

cases,wesimplyeliminatedtheseelements.Forexample,

wedeleteddynamicpresencefromTeach2andrefers

backtotheobjectivefromTeach1.

how will te Teac standards beassessed in te reised framework?

Therevisedframeworkprovidesforamoreholisticapproach

toassessment.Foreachstandard,itasksobserversto

assesswhichlevel(4,3,2,or1)providesthebestoverall

descriptionoftheteacher.Anobserverdoesnotneedtorate

ateacherseparatelyoneachbulletinordertocomputea

nalrating,sincesomeindicatorsmaybemorerelevanttoa

particularlessonthanothers.Thisshiftinapproachallows

moreexibilityinrecognitionofthecomplexityofteaching.

Italsoreectsaresponsetofeedbackfromteacherswho

feltfrustratedbythescoringofcertainstandardsunderlast

yearsrubric.

how will my prociency in teTeacin and Learnin Framework beassessed?

Yourprociencywillbeassessedthroughformalclassroom

observationsaccordingtotherubricattheconclusionofthis

section.

ill I be assessed on te entireTeacin and Learnin Frameworktis year?

No.WeareonlyassessingteachersontheTeachdomain

duringthe20102011schoolyear.

how many formal obserations will Iae?

Youwillnormallyhaveveformalobservations:threebyan

administrator(principalorassistantprincipal)*andtwoby

animpartial,third-partyobservercalledamastereducator.

Someexceptionsaredescribedlaterinthisguidebookinthe

PuttingItAllTogethersection.

*A representative from the DCPS Ofce of Bilingual Education will conduct

the administrator observations for members of Group 5.


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TLF

at is a master educator?

Amastereducatorisanexpertpractitionerinaparticular

contentareawhowillserveasanimpartialobserverof

yourpractice.Themastereducatorsarenotschool-based.

Instead,theytravelfromschooltoschool,conducting

theirobservationswithoutanyknowledgeoftheTeaching

andLearningFrameworkscoresyoureceivefromyour

administration.Thoughwemakeaconcertedefforttoensure

thatthemastereducatorswhoobserveyouhaveexpertisein

yourparticularsubjectarea,pleaseunderstandthataperfect

pairingcannotalwaysbeachieved.

ere did te idea for te mastereducators come from?

Themastereducatorrolewasbornoutofthefocusgroupswe

heldwithDCPSteachersduringthe20082009schoolyear

whenwerstdesignedIMPACT.Inover50focusgroups,DCPS

teachersconsistentlysaidtheywantedanobjective,expert

teacher,whowasfamiliarwiththeircontentarea,tobeapart

oftheassessmentprocess.

en will my formal obserationsoccur?

Overthecourseoftheyear,youradministrator(principalor

assistantprincipal)willconductthreeformalobservations

andamastereducatorwillconducttwo.Therst

administratorobservationwilloccurbetweenSeptember13

andDecember1,thesecondbetweenDecember1andMarch

1,andthethirdbetweenMarch1andJune15.Therst

mastereducatorobservationwilloccurbetweenSeptember13

andFebruary1.ThesecondwilloccurbetweenFebruary1and

June15.

ill te formal obserations beannounced or unannounced?

Therstadministratorobservationwillbeannounced.All

otherobservationswillbeunannounced.

how lon will te formal obserationslast?

Eachformalobservationwillbeatleast30minutes.

ill tere be a conference after teformal obserations?

Yes.Within15calendardaysfollowingtheobservation,the

observer(administratorormastereducator)willmeetwithyou

toshareher/hisratings,providefeedback,anddiscussnext

stepsforprofessionalgrowth.

ADMIISTRATR BSERVATI CCLE

SEP 13 DEC 1 MAR 1 Ju 15

A A A

1ST 2ND 3RD

MASTER EDuCATR BSERVATI CCLE

SEP 13 FEB 1 Ju 15

ME ME

1ST 2ND


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TLF

ill I receie written feedback basedon my formal obserations?

Yes.Youwillreceivewrittencommentsthroughaweb-based

portal.Youcanlogintoyouraccountbygoingto

http://impactdcps.dc.gov.

how will my formal obserations bescored?

Foreachformalobservation,youwillreceivea4(highest)to

1(lowest)ratingforeachstandardoftheTeachdomainof

theTeachingandLearningFramework.Yourstandardscores

willthenbeaveragedtogethertoformanoverallscoreof4.0

(highest)to1.0(lowest)fortheobservation.Attheendofthe

year,yourveobservationscoreswillbeaveragedtogetherto

calculateanoverallscoreof4.0(highest)to1.0(lowest)for

thiscomponentofyourIMPACTassessment.Seethesamplescorecharttotheright.

ill I ae any informal obserations?

Administratorsareencouragedtoconductinformal

observationstohelpprovideyouwithongoingsupportand

guidance.Youshouldalsofeelfreetoinviteaninstructional

coachoryourcolleaguestoconductinformalobservationsin

anefforttohelpyouimproveyourpractice.

If I ae additional questions aboutte Teacin and Learnin Framework,wom sould I contact?


[email protected].

TEACIG AD LEARIG FRAMER (TLF)

ADMI

CCLE

EDS 12/1

ADMI

CCLE

EDS 3/1

ADMI

CCLE

EDS 6/15

ME CCLE

EDS 2/1

ME CCLE

EDS 6/15

VERALL AuAL

CMPET SCRE

(Average of Cycles)

TLF SCRE (Average of Teach 1 to Teach 9) 3.7 3.8 3.7 3.7 3.8 3.7

Teach 1:LeadWell-Organized,Objective-DrivenLessons 3.0 4.0 4.0 4.0 4.0

Teach 2:ExplainContentClearly 4.0 3.0 4.0 4.0 4.0

Teach 3:EngageStudentsatAllLearningLevelsinRigorousWork 4.0 4.0 4.0 4.0 4.0

Teach 4:ProvideStudentsMultipleWaystoEngagewithContent 3.0 4.0 3.0 3.0 4.0

Teach 5:CheckforStudentUnderstanding 4.0 4.0 4.0 3.0 3.0

Teach 6:RespondtoStudentMisunderstandings 4.0 3.0 4.0 4.0 4.0

Teach 7:DevelopHigher-LevelUnderstandingthroughEffectiveQuestioning 4.0 4.0 4.0 4.0 4.0

Teach 8:MaximizeInstructionalTime 3.0 4.0 3.0 3.0 4.0

Teach 9:BuildaSupportive,Learning-FocusedClassroomCommunity 4.0 4.0 3.0 4.0 3.0

SAMPLE SCORE CART

TEACIG AD LEARIG FRAMER (TLF)


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TEACIG AD LEARIG FRAMER (TLF) RuBRIC: PLANOTE: In 20102011, only the Teach domain of the Teaching and Learning Framework will be assessed.

LEVEL 4 (IGEST) LEVEL 3

TLF P1: DEVELP AuAL STuDET ACIEVEMET GALS

TLF

P1A

Teacherdevelopsanambitios and measrable annual

studentachievementgoalforher/hisclassthatisaligned

totheDCPScontentstandards.

Teacherdevelopsameasrableannual

studentachievementgoalforher/hisclass

thatisalignedtotheDCPScontentstandards.

TLF

P1B

All or nearly all studentscancommunicate(ina

developmentallyappropriatemanner)thegoalandhowit

willbeassessed.

Moststudentscancommunicate(ina

developmentallyappropriatemanner)thegoal

andhowitwillbeassessed.

TLF P2: CREATE STADARDS-BASED uIT PLAS AD ASSESSMETS

TLF

P2A

Basedontheannualstudentachievementgoal,the

teacherplansunitsby:1)identifyingtheDCPScontent

standardsthather/hisstudentswillmasterineachunit;

2)articlatingwell-designedessentialquestionsforeach

unit;3)creatingwell-designedassessmentsbeforeeach

unitbegins(beginningwiththeendinmind);and4)

allocatinganinstructionallyappropriateamountoftime

foreachunit.

Basedontheannualstudentachievementgoal,

theteacherplansunitsby:1)identifyingthe

DCPScontentstandardsthather/hisstudents

willmasterineachunit;2)articlatingwell-

designedessentialquestionsforeachunit;and

3)creatingwell-designedassessmentsbefore

eachunitbegins(beginningwiththeendin

mind).

TLFP2B

Foranygivenunit,all or nearly allstudentscan

communicate(inadevelopmentallyappropriatemanner)theessentialquestion(s)oftheunit.

Foranygivenunit,moststudentscan

communicate(inadevelopmentallyappropriatemanner)theessentialquestion(s)

oftheunit.

TLF P3: CREATE BJECTIVE-DRIVE LESS PLAS

TLF

P3

Basedontheunitplan,theteacherplansdailylessonsby:

1)identifyinglessonobjectivesthatarealignedtothe

DCPScontentstandardsandconnectedtopriorlearning;

2)matchinginstructionalstrategiestothelesson

objectives;and3)designingdailyassessmentsthat

measureprogresstowardsmastery.

Basedontheunitplan,theteacherplansdaily

lessonsby:1)identifyinglessonobjectives

thatarealignedtotheDCPScontentstandards

andconnectedtopriorlearning;and2)

matchinginstructionalstrategiestothelesson

objectives.


19/60

LEVEL 2 LEVEL 1 (LEST)

Teacherdevelopsameasrableannualstudent

achievementgoalforher/hisclass.

Teacherdevelopsageneralannualstudentachievementgoal

forher/hisclassR does not developagoalatall.

alfofthestudentscancommunicate(ina

developmentallyappropriatemanner)thegoaland

howitwillbeassessed.

Less than halfofthestudentscancommunicate(ina

developmentallyappropriatemanner)thegoalandhowitwill

beassessed.

Basedontheannualstudentachievementgoal,the

teacherplansunitsby:1)identifyingtheDCPS

contentstandardsthather/hisstudentswillmasterin

eachunit;and2)articlatingwell-designedessential

questionsforeachunit.

Teacherdoes not plan nits by identifyingtheDCPScontent

standardsthather/hisstudentswillmasterineachunitR

does not articlatewell-designedessentialquestionsforeach

unit.

Foranygivenunit,halfofthestudentscan


Foranygivenunit,less than halfofthestudentscan


Basedonthelong-termplan,theteacherplansdaily

lessonsbyidentifyinglessonobjectivesthatare

alignedtotheDCPScontentstandards.

Teacherhaslittle or no evidenceofdailylessonplanning

basedontheDCPScontentstandards.


20/60


TEACIG AD LEARIG FRAMER (TLF) RuBRIC: TEACNOTE: In 20102011, only the Teach domain of the Teaching and Learning Framework will be assessed.

Notes:

1. Onewayinwhichanobservercouldeffectivelygatherinformationtoscorethisstandardisthroughbriefconversationswithstudents(whenappropriate).

2. Inallclasses,objectivesshouldbewritteninastudent-friendlymanner,usingdevelopmentallyappropriatelanguage.Inearlychildhoodclasses,postingawrittenobjectiveisnotnecessary.

3. Inrarecases,itisnotappropriatetostateanobjectiveforalesson(forexample,thismightbetrueinaninquiry-basedlessonorinanearlychildhoodclassthatusesaMontessoriorReggioEmiliamodel).Inthesecases,anobservershouldassesstheteacherbasedonwhetherthestudentsareengagedinworkthatmovesthemtowardmasteryofanobjective,evenifthisisnotstatedtostudents.


TEAC 1: LEAD ELL-RGAIZED, BJECTIVE-DRIVE LESSS

TLF

T1

Teacherishighly effectiveatleadingwell-organized,

objective-drivenlessons.

Teacheriseffectiveatleadingwell-organized,

objective-drivenlessons.

For Level 4, nearly all of the evidence listed under Level 3 is pres-

ent, as well as some of the following:

Studentscanauthenticallyexplainwhattheyarelearning,

beyondsimplyrepeatingbackthestatedorpostedobjective.

Studentscanauthenticallyexplainwhy whattheyarelearning

isimportant,beyondsimplyrepeatingtheteachersexplana-

tion.

Studentsunderstandhowtheobjectivetsintothebroader

unitandcoursegoals.Forexample,thismightbeshown

throughaneffectiveteacherexplanationofhowthelesson

connectstotheunitsessentialquestionsorstructure,or

reectedinstudentsdemonstratingthroughtheircomments

thattheyunderstandhowthelessontsintothebroadergoals

oftheunit.

Theteacheractivelyandeffectivelyengagesstudentsinthe

processofconnectingthelessontotheirpriorknowledge.For

example,theteachermightaskstudentstoconnectconcepts

totheirownexperiencesortowhattheyhavelearnedinother

courses.

The following best describes what is observed:

Thelessonobjectiveisspecic,measurable,and

alignedtostandards;itconveyswhatstudents

arelearningandwhattheywillbeabletodoby

theendofthelesson.

Theobjectiveofthelessoniscleartostudents.

Forexample,theteachermightclearlystateand

explaintheobjective,orstudentsmightdemon-stratethroughtheiractionsthattheyunderstand

whattheywillbelearninganddoing.

Theteacherensuresthatstudentsunderstand

theimportanceoftheobjective.Forexample,the

teachermighteffectivelyexplainitsimportance,

orstudentsmightdemonstratethroughtheir

commentsthattheyunderstandtheimportance

ofwhattheyarelearning.

Thelessonbuildsonstudentspriorknowledgein

asignicantandmeaningfulway,asappropriate

totheobjective.

Thelessoniswell-organized:Allpartsofthe

lessonareconnectedtoeachotherandalignedto

theobjective,andeachpartsignicantlymoves

studentstowardmasteryoftheobjective.


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4. Insomelessons(forexample,centertimeinanearlychildhoodorelementaryclass),differentgroupsofstudentsmightbeworkingtowardavarietyofdifferentobjectives.Inthesecases,itisnotalwaysnecessarytohavedistinctobjectivespostedforeachcenterordifferentactivity.However,observersshouldassesswhethereachcenteroractivityisdesignedintentionallytomovestudentstowardmasteryofanobjective.Similarly,inlessonslikethese,differentgroupsofstudentsmightbeworkingonavarietyofactivitiesthatdonotclearlybuildoneachotheroronwhathappenedpreviouslyinthelesson.Inthesecases,observersshouldassesstheextenttowhichtheseactivitiesarethemselveswell-organized.

5. Forsomepartsofalesson(forexample,amorningmeetinginanearlychildhoodclassoraskill-buildingwarm-up),itmaybeappropriateforateachernottohaveadistinctobjectiveortohaveanobjectivethatdoesnotalignwiththeobjectivefortherestofthelesson.Inthesecases,anobservershouldassessthisstandardfortheremainderofthelesson.Furthermore,anobserverinthesesituationsshouldnotlowertheteachersscoreforlessonorganization,butinsteadshouldassesstheconnectionoftheotherpartsofthelessontoeachother.


Teacherisminimally effectiveatleadingwell-

organized,objective-drivenlessons.

Teacherisineffectiveatleadingwell-organized,objective-

drivenlessons.


Thelessonobjectivemaybemissingonecomponent

(forexample,itmightnotbespecic,oritmightnotbe

alignedtostandards),butitdoesconveywhatstudents

arelearningandwhattheywillbeabletodobytheend

ofthelesson.

Theteachermaystatetheobjectiveofthelessonbut

maydosoinawaythatdoesnoteffectivelyleadtostudentunderstanding.Forexample,theobjectivemight

notbeindevelopmentallyappropriatelanguage.

Theteachermayexplaintheimportanceoftheobjective

butmaydosoinawaythatdoesnoteffectivelylead

tostudentunderstanding.Forexample,theexplanation

mightbetoogeneraltobeeffective.

Theteachermaystatehowthelessonconnectsto

studentspriorknowledge,butthelessongenerallydoes

notbuildonstudentspriorknowledgeinasignicant

andmeaningfulway.Forexample,theteachermight

simplymakeareferencetowhatstudentsweredoingin

thepreviouslesson.

Somepartsofthelessonmaynotbecloselyconnected

toeachotheroralignedtotheobjective,orsomeparts

maynotsignicantlymovestudentstowardmasteryof

theobjective.


Thelessonobjectivemaybemissingmorethanonecomponent,the

objectivemaynotconveywhatstudentsarelearningorwhatthey

willbeabletodobytheendofthelesson,theremaynotbeaclear

objectivetothelesson,ortheobjectivestatedorpostedmaynot

connecttothelessontaught.

Theteachermaynotstatetheobjective,orstudentsmaybeunclear

orconfusedaboutwhattheywillbelearninganddoing.

Theteachermaynotexplaintheimportanceoftheobjective,or

studentsmaynotunderstanditsimportance.

Theteachermaymakenoefforttohavethelessonbuildonorcon-

necttostudentspriorknowledge,ortheteachermaymakeaneffort

thatisineffective.

Thelessonmaybegenerallydisorganized.Differentpartsofthe

lessonmayhavenoconnectiontoeachother,studentsmaybecon-

fusedaboutwhattodo,mostpartsofthelessonmaynotbealigned

totheobjective,ormostpartsofthelessonmaynotsignicantly

movestudentstowardmasteryoftheobjective.


22/60



Note:

1.Iftheteacherpresentsinformationwithanymistakethatwouldleavestudentswithasignicantmisunderstandingattheendofthelesson,theteachershouldbescoredaLevel1forthisstandard.


TEAC 2: EXPLAI CTET CLEARL

TLF

T2

Teacherishighly effectiveatexplainingcontentclearly. Teacheriseffectiveatexplainingcontentclearly.



Explanationsareconcise,fullyexplainingconceptsinasdirect

andefcientamanneraspossible.

Theteachereffectivelymakesconnectionswithothercontent

areas,studentsexperiencesandinterests,orcurrentevents

inordertomakethecontentrelevantandbuildstudent

understandingandinterest.

Whenappropriate,theteacherexplainsconceptsinawaythat

activelyinvolvesstudentsinthelearningprocess,suchasby

facilitatingopportunitiesforstudentstoexplainconceptsto

eachother.

Explanationsprovokestudentinterestinandexcitementabout

thecontent.

Studentsaskhigher-orderquestionsandmakeconnections

independently,demonstratingthattheyunderstandthecontent

atahigherlevel.


Explanationsofcontentareclearandcoherent,

andtheybuildstudentunderstandingofcontent.

Theteacherusesdevelopmentallyappropriate

languageandexplanations.

Theteachergivesclear,precisedenitionsand

usesspecicacademiclanguageasappropriate.

Theteacheremphasizeskeypointswhenneces-

sary.

Whenanexplanationisnoteffectivelyleading

studentstounderstandthecontent,theteacher

adjustsquicklyandusesanalternativewayto

effectivelyexplaintheconcept.

Studentsaskrelativelyfewclarifyingquestions

becausetheyunderstandtheexplanations.

However,theymayaskanumberofextension

questionsbecausetheyareengagedinthe

contentandeagertolearnmoreaboutit.


23/60


Teacherisminimally effective atexplainingcontent

clearly.

Teacherisineffectiveatexplainingcontentclearly.


Explanationsaregenerallyclearandcoherent,witha

fewexceptions,buttheymaynotbeentirelyeffectivein

buildingstudentunderstandingofcontent.

Somelanguageandexplanationsmaynotbedevelop-

mentallyappropriate.

Theteachermaysometimesgivedenitionsthatarenot

completelyclearorprecise,orsometimesmaynotuse

academiclanguagewhenitisappropriatetodoso.

Theteachermayonlysometimesemphasizekeypoints

whennecessary,sothatstudentsaresometimesunclear

aboutthemainideasofthecontent.

Whenanexplanationisnoteffectivelyleadingstudents

tounderstandtheconcept,theteachermaysometimes

moveonorre-explaininthesamewayratherthan

provideaneffectivealternativeexplanation.

Studentsmayasksomeclarifyingquestionsshowing

thattheyareconfusedbytheexplanations.


Explanationsmaybeunclearorincoherent,andtheyaregenerally

ineffectiveinbuildingstudentunderstandingofcontent.

Muchoftheteacherslanguagemaynotbedevelopmentally

appropriate.

Theteachermayfrequentlygiveunclearorimprecisedenitions,or

frequentlymaynotuseacademiclanguagewhenitisappropriateto

doso.

Theteachermayrarelyorneveremphasizekeypointswhenneces-

sary,suchthatstudentsareoftenunclearaboutthemainideasof

thecontent.

Theteachermayfrequentlyadhererigidlytotheinitialplanfor

explainingcontentevenwhenitisclearthatanexplanationisnot

effectivelyleadingstudentstounderstandtheconcept.

Studentsmayfrequentlyaskclarifyingquestionsshowingthatthey

areconfusedbytheexplanations,orstudentsmaybeconsistently

frustratedordisengagedbecauseofunclearexplanations.


24/60




TEAC 3: EGAGE STuDETS AT ALL LEARIG LEVELS I RIGRuS R

TLF

T3

Teacherishighly effective atengagingstudentsatall

learninglevelsinrigorouswork.

Teacheriseffectiveatengagingstudentsatall

learninglevelsinrigorouswork.


ent, as well as both of the following:

Theteachermakesthelessonaccessibletoallstudentsat

differentlearninglevels.

Theteachermakesthelessonchallengingtoallstudentsat

differentlearninglevels.


Theteachermakesthelessonaccessibleto

almostallstudents;thereisevidencethatthe

teacherknowseachstudentslevelandensures

thatthelessonmeetsalmostallstudentswhere

theyare.Forexample,ifnecessary,theteacher

mightdifferentiatecontent,process,orproduct

(usingstrategiesthatmightinclude,forexample,

exiblegrouping,leveledtexts,ortieredassign-

ments)inordertoensurethatstudentsareable

toaccessthelesson.

Theteachermakesthelessonchallengingto

almostallstudents;thereisevidencethatthe

teacherknowseachstudentslevelandensures

thatthelessonpushesalmostallstudents

forwardfromwheretheyare.Forexample,the

teachermightaskmorechallengingquestions,

assignmoredemandingwork,orprovideextension

assignmentsinordertoensurethatallstudents

arechallengedbythelesson.

Thereisanappropriatebalancebetween

teacher-directedinstructionandrigorous

student-centeredlearningduringthelesson,

suchthatstudentshaveadequateopportunities

tomeaningfullypractice,apply,anddemonstrate

whattheyarelearning.


25/60


Teacherisminimally effectiveatengagingstudentsat

alllearninglevelsinrigorouswork.

Teacherisineffectiveatengagingstudentsatalllearninglevels

inrigorouswork.


Theteachermakesthelessonaccessibletomoststu-

dents;somestudentsmaynotbeabletoaccesscertain

partsofthelesson.

Theteachermakesthelessonchallengingtomoststu-

dents;somestudentsmaynotbechallengedbycertain

partsofthelesson.

Whilestudentshavesomeopportunitiestomeaning-

fullypractice,apply,anddemonstratewhattheyare

learning,thereismoreteacher-directedinstruction

thanappropriate.


Thelessonisnotaccessibletomoststudents.

Thelessonisnotchallengingtomoststudents.

Thelessonisalmostentirelyteacher-directed,andstudentshave

fewopportunitiestomeaningfullypractice,apply,anddemonstrate

whattheyarelearning.


26/60




TEAC 4: PRVIDE STuDETS MuLTIPLE AS T EGAGE IT CTET

TLF

T4

Teacherishighly effectiveatprovidingstudentsmultiple

waystoengagewithcontent.

Teacheriseffectiveatprovidingstudentsmultiple

waystoengagewithcontent.


ent, as well as the following:

Thewaysstudentsareprovidedtoengagewithcontentallsig-

nicantlypromotestudentmasteryoftheobjective;students

respondpositivelyandareactivelyinvolvedinthework.


Theteacherprovidesstudentsmorethanone

waytoengagewithcontent,asappropriate,and

allwaysarematchedtothelessonobjective.For

particulartypesoflessons,thismayonlyentail

givingstudentstwowaystoengagewithcontent

(forexample,aSocraticseminarmightinvolve

verbal/linguisticandinterpersonalways),while

formanylessons,thismayinvolvethreeormore.

Thewaysstudentsengagewithcontentall

promotestudentmasteryoftheobjective.

Notes:

1. Teachersshouldreceivecreditforprovidingstudentswithwaysofengagingwithcontentthattargetdifferentlearningmodalities

(auditory,visual,kinesthetic/tactile)ormultipleintelligences(spatial,linguistic,logical-mathematical,kinesthetic,musical,interpersonal,intrapersonal,naturalistic),orforusingothereffectiveteachingstrategies.

2. Ateachercanalsobegivencreditforgivingstudentsmultiplewaysofengagingwithcontentevenwhenallofthewaystargetthesamemodalityorintelligence.Forexample,ateachermayshowashortvideoclip,thenuseagraphicorganizer.Thoughbothofthesetargetthevisuallearningmodality,theyprovidestudentswithdifferentwaysofengagingwiththesamecontentandshouldbecreditedassuch.

3. Forateachertoreceivecreditforprovidingstudentsawayofengagingwithcontent,studentsmustbeengagedinthatpartofthelesson.Forexample,ateachershouldnotreceivecreditforprovidingawayofengagingwithcontentiftheteachershowsavisualillustrationbutmoststudentsarenotpayingattention,oriftheteacherasksstudentstomodelparallelandperpendicularlineswiththeirarmsbutmoststudentsdonotparticipate.


27/60


Teacherisminimally effectiveatprovidingstudents

multiplewaystoengagewithcontent.

Teacherisineffectiveatprovidingstudentsmultiplewaysto

engagewithcontent.


Theteacherprovidesstudentsmorethanonewayto

engagewithcontent,butnotallofthesemaybewell

matchedtothelessonobjective;or,theteachermayonly

givestudentstwowaystoengagewithcontentwhen

usinganadditionalwaywouldhavebeenmoreappropri-

atetotheobjective(forexample,alessonintroducing

fractionsthatinvolvesonlyauditoryandinterpersonal

butnotvisualortactile/kinestheticways).

Somewaysprovideddonotpromotestudentmasteryof

theobjective.


Theteacherprovidesstudentswithmorethanonewaytoengage

withcontent,butmostofthesemaynotbewellmatchedtothe

lessonobjective;or,theteachermayonlygivestudentsonewayto

engagewiththecontent.

Mostorallwaysprovideddonotpromotestudentmasteryof

theobjective;or,somewaysmaydetractfromorimpede

studentmastery.


28/60




TEAC 5: CEC FR STuDET uDERSTADIG

TLF

T5

Teacheris highly effective atcheckingforstudent

understanding.

Teacheriseffectiveatcheckingforstudent

understanding.



Theteacherchecksforunderstandingatallkeymoments.

Everycheckgetsanaccuratepulseoftheclasssunder-

standing.

Theteacherusesavarietyofmethodsofcheckingforunder-

standing.

Theteacherseamlesslyintegratesinformationgainedfromthe

checksbymakingadjustmentstothecontentordeliveryofthe

lesson,asappropriate.


Theteacherchecksforunderstandingofcontent

atalmostallkeymoments(whencheckingisnec-

essarytoinforminstructiongoingforward,such

asbeforemovingontothenextstepofthelesson

orpartwaythroughtheindependentpractice).

Theteachergetsanaccuratepulseofthe

classsunderstandingfromalmosteverycheck,suchthattheteacherhasenoughinformationto

adjustsubsequentinstructionifnecessary.

Ifacheckrevealsaneedtomakeawhole-class

adjustmenttothelessonplan(forexample,

becausemostofthestudentsdidnotunderstand

aconceptjusttaught),theteachermakesthe

appropriateadjustmentinaneffectiveway.

Notes:

1. Ateacherdoesnotnecessarilyhavetocheckwitheverystudentinordertogaugetheunderstandingoftheclass(getthepulse).Aslongastheteachercallsbothonstudentswhoraisetheirhandsandonthosewhodonot,aseriesofquestionsposedtotheentireclasscanenableateachertogetthepulseoftheclass.Or,iftheteachercheckstheunderstandingofanumberofstudents,ndsthatmostofthemdidnotunderstandsomepartofthelesson,andimmediatelyre-teachesthatparttotheentireclass,thisshouldcountaseffectivelygettingthepulseoftheclassbecausetheteachergainedenoughinformationtobeabletoadjustsubsequentinstruction.

2. Forsomelessons,checkingthepulseoftheclassmaynotbeanappropriatestandard.Forexample,ifstudentsarespendingthemajorityoftheperiodworkingonindividualessaysandtheteacherisconferencingwithafewstudents,itmaynotbenecessaryfortheteachertochecktheunderstandingoftheentireclass.Inthesecases,theteachershouldbejudgedbasedonhowdeeplyandeffectivelys/hechecksfortheunderstandingofthestudentswithwhoms/heisworking.

3. Insomelessons,itcanbeappropriatetogivecreditforcheckingforunderstandingofdirections,inadditiontocheckingforunder-

standingofcontent.However,ateacherwhoonlychecksforunderstandingofdirectionsandrarelyorneverchecksforunderstandingofcontentshouldnotreceiveahighscoreonthisstandard.

4. Allofthetechniquesinthelistofexamplestotherightcanbeeffectivechecksforunderstandingiftheyarewell-executedandappropri-atetothelessonobjective.However,eachofthesetechniquescanalsobeusedineffectively.Ateachershouldnotreceivecreditsimplyforusingatechniqueonthelist.Inordertobecreditedasaneffectivecheckforunderstanding,thetechniquemustbeappropriatetotheobjectiveandyieldinformationthatcaninforminstructionandthussucceedingettingthepulseoftheclasssunderstanding.


29/60


Teacherisminimally effective atcheckingforstudent

understanding.

Teacherisineffectiveatcheckingforstudentunderstanding.


Theteachersometimeschecksforunderstandingof

content,butmissesseveralkeymoments.

Theteachergetsanaccuratepulseoftheclasss

understandingfrommostchecks.

Ifacheckrevealsaneedtomakeawhole-classadjust-

menttothelessonplan,theteacherattemptstomake

theappropriateadjustmentbutmaynotdosoinan

effectiveway.


Theteacherrarelyorneverchecksforunderstandingofcontent,or

missesnearlyallkeymoments.

Theteacherdoesnotgetanaccuratepulseoftheclasssunder-

standingfrommostchecks.Forexample,theteachermightneglect

somestudentsoraskverygeneralquestionsthatdonoteffectively

assessstudentunderstanding.

Ifacheckrevealsaneedtomakeawhole-classadjustmenttothe

lessonplan,theteacherdoesnotattempttomaketheappropriate

adjustment,orattemptstomaketheadjustmentbutdoesnotdoso

inaneffectiveway.

Examplesofchecksforunderstanding:

Askingclarifyingquestions

Askingreadingcomprehensionquestions

Askingstudentstorephrasematerial

Conferencingwithindividualstudents

Drawinguponpeerconversations/explanations

Havingstudentsrespondonwhiteboards

Havingstudentsvoteonanswerchoices

Movingaroundtolookateachgroupswork

Observingstudentworkinastructuredmanner

Scanningprogressofstudentsworkingindependently

Usingconstructedresponses

Usingexitslips

Usingrole-playing

Usingthink-pair-share


30/60




TEAC 6: RESPD T STuDET MISuDERSTADIGS

TLF

T6

Teacherishighly effectiveatrespondingtostudent

misunderstandings.

Teacheriseffectiveatrespondingtostudent

misunderstandings.



Theteacherrespondstoalmostallstudentmisunderstandings

witheffectivescaffolding.

Theteacheranticipatesstudentmisunderstandingsandpre-

emptivelyaddressesthem,eitherdirectlyorthroughthedesign

ofthelesson.

Theteacherisabletoaddressstudentmisunderstandings

effectivelywithouttakingawayfromtheowofthelessonor

losingtheengagementofstudentswhodounderstand.


Theteacherrespondstomoststudentmisunder-

standingswitheffectivescaffolding.

Whenpossible,theteacherusesscaffoldingtech-

niquesthatenablestudentstoconstructtheir

ownunderstandings(forexample,byaskinglead-

ingquestions)ratherthansimplyre-explaininga

concept.

Ifanattempttoaddressamisunderstandingis

notsucceeding,theteacher,whenappropriate,

respondswithanotherwayofscaffolding.

Notes:

1. Atsomepointsinalesson,itisnotappropriatetoimmediatelyrespondtostudentmisunderstandings(forexample,atthebeginningof

aninquiry-basedlesson,orwhenstoppingtorespondtoasinglestudentsmisunderstandingwouldbeanineffectiveuseofinstructionaltimefortherestoftheclass).Insuchcases,aneffectiveteachermightwaituntillaterinthelessontorespondandscaffoldlearning.Observersshouldbesensitivetothesesituationsandnotpenalizeateacherforfailingtorespondtomisunderstandingsimmediatelywhenitwouldbemoreeffectivetowait,providedthattheteachermakessomearrangementtoaddressthemisunderstandingslaterandmakesthiscleartothestudents.

2. Allofthetechniquesinthelistofexamplestotherightcanbeeffectivetechniquesforscaffoldinglearningiftheyarewell-executedandappropriatetothelessonobjective.However,eachofthesetechniquescanalsobeusedineffectively.Ateachershouldnotreceivecreditsimplyforusingatechniqueonthelist.Inordertobecreditedasaneffectivescaffold,thetechniquemustbewell-executedandappropriatetotheobjective,andthussucceedinaddressingthestudentsmisunderstanding.

3. Iftherearenoevidentstudentmisunderstandingsduringthe30-minuteobservation,thiscategoryshouldbescoredasNotApplicable.


31/60


Teacherisminimally effectiveatrespondingtostudent

misunderstandings.

Teacherisineffectiveatrespondingtostudent

misunderstandings.


Theteacherrespondstosomestudentmisunderstand-

ingswitheffectivescaffolding.

Theteachermayprimarilyrespondtomisunderstandings

byusingscaffoldingtechniquesthatareteacher-driven

(forexample,re-explainingaconcept)whenstudent-

driventechniquescouldhavebeeneffective.

Theteachermaysometimespersistinusingaparticular

techniqueforrespondingtoamisunderstanding,even

whenitisnotsucceeding.


Theteacherrespondstofewstudentmisunderstandingswitheffec-

tivescaffolding.

Theteachermayonlyrespondtomisunderstandingsbyusingscaf-

foldingtechniquesthatareteacher-drivenwhenstudent-driven

techniquescouldhavebeeneffective.

Theteachermayfr equentlypersistinusingaparticular

techniqueforrespondingtoamisunderstanding,evenwhenit

isnotsucceeding.

Examplesoftechniquesforscaffoldinglearning:

Activatingbackgroundknowledge

Askingleadingquestions

Breakingthetaskintosmallerparts

Givinghintsorcueswithamnemonicdevice

Havingstudentsverbalizetheirthinkingprocesses

Modeling

Usingcuecards

Providingvisualcues

Suggestingstrategiesorprocedures

Usinganalogies

Usingmanipulativesorahands-onmodel

Usingthink-alouds


32/60




TEAC 7: DEVELP IGER-LEVEL uDERSTADIG TRuG EFFECTIVE QuESTIIG

TLF

T7

Teacherishighly effectiveatdevelopinghigher-level

understandingthrougheffectivequestioning.

Teacheriseffectiveatdevelopinghigher-level




Theteacheraskshigher-levelquestionsatmultiplelevelsof

Bloomstaxonomy,ifappropriatetothelesson.

Studentsareabletoanswerhigher-levelquestionswithmean-

ingfulresponses,showingthattheyareaccustomedtobeing

askedthesekindsofquestions.

Studentsposehigher-levelquestionstotheteacherandto

eachother,showingthattheyareaccustomedtoaskingthese

questions.


Theteacherfrequentlydevelopshigher-level


Nearlyallofthequestionsusedareeffectivein

developinghigher-levelunderstanding.

Theteacherusesavarietyofquestions.

Notes:

1. Ateachermayaskhigher-levelquestionsinresponsetostudentscorrectanswers,aspartofthedeliveryofcontent,orinanothercontext.Alloftheseusesofquestioningshouldbeincludedintheassessmentofthisstandard.

2. Ateachershouldreceivecreditfordevelopinghigher-levelunderstandingbyposingamoredifcultproblemorsettingupamorechal-lengingtask,evenifthesearenotnecessarilyphrasedasquestions.

3. Atsomepointsinalesson,itisnotappropriatetoimmediatelyaskquestionstodevelophigher-levelunderstanding(forexample,ifstu-dentsarerehearsingabasicskill).Ateachershouldnotbepenalizedforfailingtoprobeforhigher-levelunderstandinginthesecases.However,overthecourseofa30-minuteobservation,thereshouldbesomeopportunitiestoprobeforhigher-levelunderstanding.Asaresult,thiscategorycannotbescoredasNotApplicable.

4. Thefrequencywithwhichateachershouldusequestionstodevelophigher-levelunderstandingwillvarydependingonthetopicandtypeoflesson.Forexample,inahighschoolhistorylessonontheIndustrialRevolution,ateachershouldbeaskingquestionstodevelophigher-levelunderstandingmuchofthetime.Incontrast,inapartofalessonontheappropriateuseofpunctuation,ateachermightnotdosoquiteasfrequently.Still,questioningtopromotehigher-levelunderstandingshouldbepresentineverylesson.

5. Allofthetechniquesinthelistofexamplestotherightcanbeeffectivetypesofquestionstodevelophigher-levelunderstandingiftheyarewell-executedandappropriatetothelessonobjective.However,eachofthesetechniquescanalsobeusedineffectively.Ateachershouldnotreceivecreditsimplyforusingatechniqueonthelist.Inordertobecreditedaseffective,thequestionmustbewell-executed

andappropriatetotheobjectiveandthussucceedindevelopinghigher-levelunderstanding.


33/60


Teacherisminimally effective atdevelopinghigher-

levelunderstandingthrougheffectivequestioning.

Teacherisineffectiveatdevelopinghigher-levelunderstanding

througheffectivequestioning.


Theteachersometimesdevelopshigher-levelunder-

standingthrougheffectivequestioning.

Someofthequestionsusedmaynotbeeffectivein

developinghigher-levelunderstanding.Forexample,

theteachermightaskquestionsthatareunnecessarily

complexorconfusingtostudents.

Theteachermayrepeatedlyusetwoorthreequestions.


Theteacherrarelyorneverdevelopshigher-levelunderstanding

througheffectivequestioning.

Mostofthequestionsusedmaynotbeeffectiveindeveloping

higher-levelunderstanding.Forexample,theteachermightask

questionsthatdonotpushstudentsthinking.

Theteachermayonlyuseonequestionrepeatedly.Forexample,

theteachermightalwaysaskstudentsWhy?inresponsetotheir

answers.

Examplesoftypesofquestionsthatcandevelophigher-levelunderstanding:

ActivatinghigherlevelsofinquiryonBloomstaxonomy(usingwordssuchasanalyze,classify,compare,decide,evaluate,explain,orrepresent)

Askingstudentstoexplaintheirreasoning

Askingstudentstoexplainwhytheyarelearningsomethingortosummarizethemainidea

Askingstudentstoapplyanewskillorconceptinadifferentcontext

Posingaquestionthatincreasestherigorofthelessoncontent

Promptingstudentstomakeconnectionstopreviousmaterialorpriorknowledge


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TEAC 8: MAXIMIZE ISTRuCTIAL TIME

TLF

T8

Teacherishighly effectiveatmaximizinginstructionaltime

throughwell-executedroutines,procedures,andtransitions;

efcientinstructionalpacing;andeffectiveclassroom

management.

Teacheriseffectiveatmaximizinginstructional

timethroughwell-executedroutines,procedures,

andtransitions;efcientinstructionalpacing;and

effectiveclassroommanagement.



Routinesandproceduresrunsmoothlywithminimalprompting

fromtheteacher;studentsknowtheirresponsibilitiesanddo

nothavetoaskquestionsaboutwhattodo.

Transitionsareorderly,efcient,andsystematic,andrequirelittleteacherdirection.

Studentsareneveridlewhilewaitingfortheteacher(for

example,whiletheteachertakesattendanceorprepares

materials).

Studentsshareresponsibilityfortheoperationsandroutinesin

theclassroom.

Thelessonprogressesatarapidpacesuchthatstudentsare

neverdisengaged,andstudentswhonishassignedworkearly

havesomethingelsemeaningfultodo.

Theowofthelessonisneverimpededbyinappropriateoroff-

taskstudentbehavior,eitherbecausenosuchbehavioroccursorbecausewhensuchbehavioroccurstheteacherefciently

addressesit.


Routinesandproceduresrunsmoothlywithsome

promptingfromtheteacher;studentsgenerally

knowtheirresponsibilities.

Transitionsaregenerallysmoothwithsome

teacherdirection.

Studentsareonlyidleforverybriefperiodsof

timewhilewaitingfortheteacher(forexample,

whiletheteachertakesattendanceorprepares

materials).

Theteacherspendsanappropriateamountof

timeoneachpartofthelesson.

Thelessonprogressesataquickpace,suchthat

studentsarealmostneverdisengagedorleft

withnothingmeaningfultodo(forexample,after

nishingtheassignedwork,orwhilewaitingfor

onestudenttocompleteaprobleminfrontofthe

class).

Inappropriateoroff-taskstudentbehaviorrarely

interruptsordelaysthelesson.


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Teacherisminimally effectiveatmaximizing

instructionaltimethroughwell-executedroutines,

procedures,andtransitions;efcientinstructional

pacing;andeffectiveclassroommanagement.

Teacherisineffectiveatmaximizinginstructionaltimethrough

well-executedroutines,procedures,andtransitions;efcient

instructionalpacing;andeffectiveclassroommanagement.


Routinesandproceduresareinplacebutrequiresigni-

cantteacherpromptinganddirection;studentsmaybe

unclearaboutwhattheyshouldbedoingandmayask

questionsfrequently.

Transitionsarefullydirectedbytheteacherandmaybelessorderlyandefcient.

Studentsmaybeidleforshortperiodsoftimewhile

waitingfortheteacher.

Theteachermayspendtoomuchtimeononepartofthe

lesson(forexample,mayallowtheopeningtocontinue

longerthannecessary).

Thelessonprogressesatamoderatepace,butstudents

aresometimesdisengagedorleftwithnothingmeaning-

fultodo.

Inappropriateoroff-taskstudentbehaviorsometimes

interruptsordelaysthelesson.


Therearenoevidentroutinesandprocedures,sotheteacherdirects

everyactivity;studentsareunclearaboutwhattheyshouldbedoing

andaskquestionsconstantlyordonotfollowteacherdirections.

Transitionsaredisorderlyandinefcient.

Studentsmaybeidleforsignicantperiodsoftimewhilewaitingfor

theteacher.

Theteachermayspendaninappropriateamountoftimeononeor

morepartsofthelesson(forexample,spends20minutesonthe

warm-up).

Thelessonprogressesatanotablyslowpace,andstudentsare

frequentlydisengagedorleftwithnothingmeaningfultodo.

Inappropriateoroff-taskstudentbehaviorconstantlyinterruptsor

delaysthelesson.


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TEAC 9: BuILD A SuPPRTIVE, LEARIG-FCuSED CLASSRM CMMuIT

TLF

T9

Teacherishighly effective atbuildingasupportiveand

learning-focusedclassroomcommunity.

Teacheriseffectiveatbuildingasupportiveand

learning-focusedclassroomcommunity.



Studentsareinvestedinthesuccessoftheirpeers.For

example,theycanbeseencollaboratingwithandhelpingeach

otherwithoutpromptingfromtheteacher.

Studentsmaygiveunsolicitedpraiseorencouragementtotheir

peersforgoodwork,whenappropriate.

Studentcommentsandactionsdemonstratethatstudentsare

excitedabouttheirworkandunderstandwhyitisimportant.

Thereisevidencethattheteacherhasstrong,individualized

relationshipswithstudentsintheclass.Forexample,the

teachermightdemonstratepersonalknowledgeofstudents

lives,interests,andpreferences.

Studentsmaydemonstratefrequentpositiveengagementwith

theirpeers.Forexample,theymightshowinterestinother

studentsanswersorwork.


Studentsareinvestedintheirworkandvalue

academicsuccess.Forexample,studentswork

hard,remainfocusedonlearningwithoutfrequent

reminders,andperseverethroughchallenges.

Theclassroomisasafeenvironmentforstudents

totakeonchallengesandriskfailure.For

example,studentsareeagertoanswerquestions,feelcomfortableaskingtheteacherforhelp,and

donotrespondnegativelywhenapeeranswersa

questionincorrectly.

Studentsarealwaysrespectfuloftheteacher

andtheirpeers.Forexample,studentslistenand

donotinterruptwhentheirpeersaskoranswer

questions.

Theteachermeaningfullyreinforcespositive

behaviorandgoodacademicworkasappropriate.

Theteacherhasapositiverapportwithstudents,

asdemonstratedbydisplaysofpositiveaffect,

evidenceofrelationshipbuilding,andexpressions

ofinterestinstudentsthoughtsandopinions.

Notes:

1. Ifthereareoneormoreinstancesofdisrespectbytheteachertowardstudents,theteachershouldbescoredaLevel1forthisstandard.

2. Briefinterruptionsduetostudentexcitement(forexample,whenastudentaccidentallyshoutsoutananswerbecauses/heisexcitedtorespondtothequestion)shouldnotbecountedagainstateacherunlesstheyoccurconstantlyandsignicantlyinterferewiththelessonorwiththeabilityofotherstudentstorespond.


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Teacherisminimally effectiveatbuildingasupportive

andlearning-focusedclassroomcommunity.

Teacherisineffectiveatbuildingasupportiveandlearning-

focusedclassroomcommunity.


Studentsaregenerallyengagedintheirworkbutare

nothighlyinvestedinit.Forexample,studentsmight

spendsignicanttimeoff-taskorrequirefrequent

reminders;studentsmightgiveupeasily;ortheteacher

mightcommunicatemessagesabouttheimportanceof

thework,butthereislittleevidencethatstudentshave

internalizedthem.

Somestudentsarewillingtotakeacademicrisks,but

othersmaynotbe.Forexample,somestudentsmight

bereluctanttoanswerquestionsortakeonchallenging

assignments;somestudentsmightbehesitanttoask

theteacherforhelpevenwhentheyneedit;orsome

studentsmightoccasionallyrespondnegativelywhena

peeranswersaquestionincorrectly.

Studentsaregenerallyrespectfuloftheteacherandtheir

peers,buttherearesomeexceptions.Forexample,stu-

dentsmightoccasionallyinterrupt,ormightberespectful

andattentivetotheteacher,butnottotheirpeers.

Theteachermayrarelyreinforcepositivebehaviorandgoodacademicwork,maydosoforsomestudentsbut

notforothers,ormaynotdosoinameaningfulway.

Theteachermayhaveapositiverapportwithsomestu-

dentsbutnotothers,ormaydemonstratelittlerapport

withstudents.


Studentsmaydemonstratedisinterestorlackofinvestmentintheir

work.Forexample,studentsmightbeunfocusedandnotworking

hard,befrequentlyoff-task,orrefusetoattemptassignments.

Studentsaregenerallynotwillingtotakeonchallengesandrisk

failure.Forexample,moststudentsmightbereluctanttoanswer

questionsortakeonchallengingassignments,moststudentsmight

behesitanttoasktheteacherforhelpevenwhentheyneedit,orstudentsmightdiscourageorinterferewiththeworkoftheirpeers

orcriticizestudentswhogiveincorrectanswers.

Studentsmayfrequentlybedisrespectfultotheteacherortheir

peers.Forexample,theymightfrequentlyinterruptorbeclearlyinat-

tentivewhentheteacherortheirpeersarespeaking.

Theteachermayneverreinforcepositivebehaviorandgoodaca-

demicwork,ors/hemaydosoforonlyafewstudents.

Theremaybelittleornoevidenceofapositiverapportbetweenthe

teacherandthestudents,ortheremaybeevidencethattheteacher

hasanegativerapportwithstudents.


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TLF IE1: ASSESS STuDET PRGRESS

TLF

IE1

Teacher:1)routinelyses assessmentstomeasurestudent

masteryofcontentstandards;2)providesstudentswith

mltiple waysofdemonstratingmastery(forexample,

selectedresponse,constructedresponse,performancetask,

andpersonalcommunication);and3)providesstudents

withmltiple opportnitiesduringtheunittodemonstrate

mastery.

Teacher:1)routinelyses assessmentsto

measurestudentmasteryofcontentstandards;

and2)providesstudentswithmltiple waysof

demonstratingmastery(forexample,selected

response,constructedresponse,performance

task,andpersonalcommunication).

TLF IE2: TRAC STuDET PRGRESS DATA

TLF

IE2

Teacher:1)routinelyrecordsthestudentprogressdatagatheredinIE1;2)ses a system(forexample,

gradebooks,spreadsheets,charts)thatallowsforeasy

analysisofstudentprogresstowardmastery;and3)at

least half ofthestudentsknowtheirprogresstoward

mastery.

Teacher:1)routinelyrecordsthestudentprogressdatagatheredinIE1;and2)

ses a system(forexample,gradebooks,

spreadsheets,charts)thatallowsforeasy

analysisofstudentprogresstowardmastery.

TLF IE3: IMPRVE PRACTICE AD RE-TEAC I RESPSE T DATA

TLF

IE3

InresponsetoIE2,theteacher:1) re-teaches,as

appropriate;2)modies long-term plans,asappropriate;

and3)modies practice,asappropriate.

InresponsetoIE2,theteacher:1)re-teaches,

asappropriate;and2)modies long-term

plans,asappropriate.

TEACIG AD LEARIG FRAMER (TLF) RuBRIC: ICREASE EFFECTIVEESSNOTE: In 20102011, only the Teach domain of the Teaching and Learning Framework will be assessed.

BelPerezGabilondo MeaghanGay


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Teacherroutinelyses assessmentstomeasure

studentmasteryofcontentstandards.

Teacherdoes not rotinely se assessmentstomeasure

studentmasteryofcontentstandards.

TeacherroutinelyrecordsthestudentprogressdatagatheredinIE1.

Teacherdoes not rotinely recordstudentprogressdatagatheredinIE1.

InresponsetoIE2,theteacherre-teaches,as

appropriate.

Teacherdoes not re-teach.

MichaelDeAngelis


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COMMITMENT TO ThESChOOL COMMNIT (CSC)

at is Commitment to te ScoolCommunity?

Thiscomponentmeasuresseveralaspectsofyourworkas

amemberofaschoolcommunity:1)yoursupportofyour

schoolslocalinitiatives;2)yoursupportoftheSpecial

EducationandEnglishLanguageLearnerprogramsatyour

school;and3)youreffortstopromotehighacademicand

behavioralexpectations.Forteachers,thiscomponentalso

measurestwootheraspects:4)yourpartnershipwithyour

studentsfamilies;and5)yourinstructionalcollaborationwith

yourcolleagues.

y is tis one of my IMPACTcomponents?

Thiscomponentwasincludedbecausewebelievethat

ourstudentssuccessdependsonthecollectiveeffortsof

everyoneinourschools.

how will my Commitment to teScool Community be assessed?

Youradministratorwillassessyouaccordingtotherubricat

theconclusionofthissection.S/hewillassessyouformally

twotimesduringtheyear.Therstassessmentwilloccurby

December1andthesecondbyJune15.

Aspartofeachassessmentcycle,youwillhaveaconferencewithyouradministrator.Atthisconferenceyouwillreceive

feedbackbasedontheCommitmenttotheSchoolCommunity

rubricanddiscussnextstepsforprofessionalgrowth.

how will my Commitment to teScool Community be scored?

Foreachassessmentcycle,youwillreceivea4(highest)to1

(lowest)ratingforeachstandardoftherubric.Yourstandard

scoreswillthenbeaveragedtogethertoformanoverallscore

of4.0(highest)to1.0(lowest)fortheassessmentcycle.

Attheendoftheyear,yourassessmentcyclescoreswill

beaveragedtogethertocalculateanoverallscoreof4.0

(highest)to1.0(lowest)forthiscomponentofyourIMPACT

assessment.Seethesamplescorechartbelow.

Pleasenotethat,ifyouaresharedbetweentwoschools,you

willreceivescoresateachofthem.Thesescoreswillthen

beaveragedtogethertodetermineyournalscoreforthis

component.

If I ae additional questionsabout Commitment to te ScoolCommunity, wom sould I contact?


[email protected].

CSC

SAMPLE SCORE CART

CMMITMET T TE SCL CMMuIT (CSC)

CMMITMET T TE SCL CMMuIT (CSC)CCLE

EDS 12/1CCLE

EDS 6/15

VERALL AuAL

CMPET SCRE

(Average of Cycles)

CSC SCRE (Average of CSC 1 to CSC 5) 3.4 3.6 3.5

CSC 1:SupportoftheLocalSchoolInitiatives 3.0 4.0

CSC 2:SupportoftheSpecialEducationandEnglishLanguageLearnerPrograms 4.0 3.0

CSC 3:HighExpectations 4.0 4.0

CSC 4:PartnershipwithFamilies(forTeachersOnly) 3.0 4.0

CSC 5:InstructionalCollaboration(forTeachersOnly) 3.0 3.0


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MichaelDeAngelis


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*This standard may be scored as Not Applicable if a school has no students who receive Special Education or English Language Learnerservices, no students who need assistance from a Student Support Team, and no students with 504 plans.

CMMITMET T TE SCL CMMuIT (CSC) RuBRIC


CSC 1: SuPPRT F TE LCAL SCL IITIATIVES

CSC

1

Individualmeets Level 3expectationsANDextends

impactbyndingnewandinnovativewaystohelpthe

localschoolinitiativessucceedand/orbydedicatinga

trulyexceptionalamountoftimeandenergyinsupportof

theinitiatives.

Individualconsistentlysupportsthelocal

schoolinitiativesinaneffectivemanner.

Examples of local school initiatives include: increasing the student attendance rate, reducing the suspension rate,

and expanding a reading across the curriculum program.

CSC 2: SuPPRT F TE SPECIAL EDuCATI AD EGLIS LAGuAGE LEARER PRGRAMS*

CSC

2

Individualmeets Level 3 expectationsAND extends

impactbyndingnewandinnovativewaystohelp

theSpecialEducationandEnglishLanguageLearner

programs,theStudentSupportTeam,andallstudents

with504planssucceedand/orbydedicatingatruly

exceptionalamountoftimeandenergyinsupportofthese

programsandstudents.

Individualconsistentlysupports,inaneffective

manner,theschoolsSpecialEducationand

EnglishLanguageLearnerprograms,the

schoolsStudentSupportTeam,andallstudents

with504plans.

Examples of how one might support these programs and students include: submitting necessary documentation

for an IEP meeting, proactively offering assistance and support to a special education teacher, and helping

ensure that facilities are available for the provision of services.

CSC 3: IG EXPECTATIS

CSC

3

Individualmeets Level 3expectationsANDextends

impactbyndingnewandinnovativewaystohelp

promotehighexpectationsand/orbydedicatingatruly

exceptionalamountoftimeandenergytowardsdeveloping

acultureofhighexpectationsintheschool.

Individualconsistentlypromoteshighacademic

andbehavioralexpectations,inaneffective

manner,forallstudents.

Examples of how one might promote high expectations include: promoting achievement through rigorous

academic work and challenging extracurricular opportunities, modeling high personal standards, and emphasizing

pride in self, school, and community.


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Individualsometimessupportsthelocalschool

initiativesinaneffectivemanner.

Individualrarely or neversupportsthelocalschoolinitiatives

inaneffectivemanner.

Individualsometimessupports,inaneffective

manner,theschoolsSpecialEducationandEnglish

LanguageLearnerprograms,theschoolsStudent

SupportTeam,andallstudentswith504plans.

Individualrarely or neversupports,inaneffectivemanner,

theschoolsSpecialEducationandEnglishLanguageLearner

programs,theschoolsStudentSupportTeam,andallstudents

with504plans.

Individualsometimespromoteshighacademicand

behavioralexpectations,inaneffectivemanner,forall

students.

Individualrarely or neverpromoteshighacademicand

behavioralexpectations,inaneffectivemanner,forall

students.


44/60


CMMITMET T TE SCL CMMuIT (CSC) RuBRIC


CSC 4: PARTERSIP IT FAMILIES (FR TEACERS L)

CSC

4

Teachermeets Level 3expectationsANDextends impact

byndingnewandinnovativewaystofosterengagement

withstudentsfamiliesand/orbydedicatingatruly

exceptionalamountoftimeandenergytowardspartnering

withthem.

Teacherconsistentlyengagesstudentsfamilies

asvaluedpartnersinaneffectivemanner.

Examples of how one might engage students families include: making regular phone calls or home visits to

communicate with parents/guardians, including families in class projects, and creating a welcoming classroom

environment for families.

CSC 5: ISTRuCTIAL CLLABRATI (FR TEACERS L)

CSC

5

Teachermeets Level 3expectationsANDextends impact

byproactivelyseekingoutcollaborativeopportunitieswith

otherteachersand/orbydedicatingatrulyexceptional

amountoftimeandenergytowardspromotingeffective

instructionalcollaboration.

Teacherconsistentlycollaborateswith

colleaguestoimprovestudentachievementin

aneffectivemanner.

Examples of how one might collaborate to improve student achievement include: active participation in the Thirty-

Minute Morning Block, active participation in grade-level and departmental meetings, and active participation in

mentoring relationships (formal or informal).

SimonaMonnatti MeaghanGay


45/60


Teachersometimesengagesstudentsfamiliesas

valuedpartnersinaneffectivemanner.

Teacherrarely or neverengagesstudentsfamiliesasvalued

partnersinaneffectivemanner.

Teachersometimescollaborateswithcolleaguesto

improvestudentachievementinaneffectivemanner.

Teacherrarely or nevercollaborateswithcolleaguesto

improvestudentachievementinaneffectivemanner.

BelPerezGabilondo


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SChOOL vALE-ADDED STDENTAChIEvEMENT DATA (SvA)

at is SvA?

SVAisameasureofaschoolsoverallimpactasopposed

toanindividualteachersimpactonstudentlearning.Itis

agrowthmeasurebasedontheDCCAS.Everyemployeeinthe

schoolreceivesthesamescoreforSVA.

Is SvA te same as Adequate earlyProress?

No.AdequateYearlyProgressisanattainmentmeasure,

meaningthatitisanabsolutetargetthatisrequiredofall

students,regardlessoftheircurrentskilllevel.SVA,onthe

otherhand,isagrowthmeasure.Itisbasedonthegains

thatthestudentsinyourschoolmake.

y is SvA one of my IMPACTcomponents?

Becauseeducationisverymuchateameffort,wefeelitis

importanttoholdeveryoneinabuildingaccountableforthe

overallsuccessoftheschool.Thisisthesameideabehind

theTEAM(TogetherEveryoneAchievesMore)Program,which

providesbonusestoallstaffmembersinschoolsthatmeet

certainperformancetargets.

how does it work?

Weuseasophisticatedstatisticalmodeltoisolatethe

impactthatyourschoolhasonstudentlearningaftertaking

intoaccountmanyoftheotherfactorsthatmightaffect

achievement.DCPSwillbeofferingadditionaltrainingonthis

processlaterintheschoolyear.

en will my scool receie its nalSvA score?

BecauseweneeddatafromtheDCCAStocalculateSVA,your

schoolwillnotreceiveitsscoreuntilaftertheconclusionof

theschoolyear.WearecontinuingtoworkwiththeOfceof

theStateSuperintendentofEducation(OSSE)toshortenthe

timeittakestoreceivethenalDCCASdatasothatwecan

providetheSVAscoresooner.

If I ae additional questions aboutSvA, wom sould I contact?


[email protected].

SVA


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MeaghanGay


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COE POFESSIONALISM (CP)

at is Core Professionalism?Thiscomponentmeasuresfourbasictenetsofprofessionalism:

1)havingnounexcusedabsences;2)havingnounexcusedlate

arrivals;3)followingthepoliciesandproceduresofyourschool

(orprogram)andtheschoolsystem;and4)interactingwith

colleagues,students,families,andcommunitymembersina

respectfulmanner.

how will my Core Professionalismbe assessed?

Youradministrator(orprogramsupervisor)willassessyour

CoreProfessionalismaccordingtotherubricattheconclusion

ofthissection.S/hewillassessyouformallytwotimesduring

theyear.TherstassessmentwilloccurbyDecember1and

thesecondbyJune15.

Aspartofeachassessmentcycle,youwillhaveaconference

withyouradministrator(orprogramsupervisor).Atthisconfer-

enceyouwillreceivefeedbackbasedontheCoreProfessional-

ismrubricanddiscussnextstepsforprofessionalgrowth.

how will my Core Professionalism bescored?

UnliketheotherrubricsinIMPACT,thereareonlythreelevels

forCoreProfessionalism:MeetsStandard,SlightlyBelow

Standard,andSignicantlyBelowStandard.

IfyouconsistentlyreceiveaCoreProfessionalismratingof

MeetsStandard(andyoureceivenoratingsofSlightlyBelow

StandardorSignicantlyBelowStandard),youroverallscore

forthiscomponentwillbeMeetsStandarda

DCPS IMPACT Group1 Guidebook August 2010

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