Oregon Framework for Teacher and Administrator
Evaluation and Support Systems
Participant Handouts for Training
Multiple Measures: Gathering Evidence
April 2013
Morning
Gathering Evidence Handout 1: STUDENT GROWTH & PROFESSIONAL GOAL
SETTING TEACHER TEMPLATE
Teacher
T. Wilson, sixth-grade science teacher
School
George Washington MS
Administrator
P. Randolph, Principal
Content

The goal is being written
around which
grade/subject/level?
Context

Use the sixth grade Oregon Science standards, district-adopted Science
Curriculum Framework & CCSS for Literacy in Science
What are the characteristics
or special learning
circumstances of my
class(es)?
Mr. Wilson’s sixth grade science class has 30 students, 5 are
intermediate ELL students and 5 are advanced ELL students. He also
has 3 students on IEPs.
Goal-Setting Conference
Based on Pre- CFA (Common Formative Assessment) data:





Baseline Data


What are the learning needs
of my students?
Attach supporting data.
5 intermediate ELL scored average score of .75
3 on IEPs scored average score of .75
5 advanced ELL students scored average score of 1.2
10 Low performers scored average score of 2
7 mid performers average score of 2.7
Based on Pre- CFA data that scored the Integration of Knowledge and
Ideas Literacy in Science standard with a four point descriptive rubric all
students will improve one level on their targeted areas on a Post-CFA
assessing similar tasks.
Student Growth Goal
Statement
5 intermediate ELL scored average score of .75: Integrates information
with words that are supported by a visual representation.

5 advanced ELL students scored average score of 1.2: Distinguish the
difference between facts and judgments within published scientific
studies.
Does my goal meet the
SMART criteria?
3 on IEPs scored average score of .75: Integrates information with
words that are supported by a visual representation.
Participant Handouts for Training
Gathering Evidence
April 2013
Page 2
10 Low performers scored average score of 2: Distinguish the
difference between facts and judgments within published scientific
studies.
7 mid performers average score of 2.7: Compare and contrast the
information gained from experiments and from reading a text on the
same topic.
1. Identify student knowledge level at the beginning of each unit using
a formative assessment.

Frequency: Prior to each unit

Process benchmark: Development/refinement of
formative assessments for each unit

Outcome benchmark: Analysis of student knowledge
level related to content standard(s) using formative
assessment results prior to each unit
Evidence:_______________________
2. Use formative assessment results to plan and adjust instruction for
each unit.


Strategies for
Improvement


How will I help students attain
this goal?
Provide specific actions that
will lead to goal attainment.


Frequency: After each formative unit assessment
Process benchmark: Analysis of student data after each
formative assessment, with notes as to how instruction
will be adjusted during the next unit
Process benchmark: feedback notes from ELL specialist
Outcome benchmark: Lesson plans that target core
content standards for each unit and reflect attention to
identified student needs based on formative
assessments
Evidence:_______________________
3. Disaggregate unit assessment data for Intermediate and Advanced
ELL students and identify proportion that mastered content
standards within each unit.
 Frequency: After each unit assessment
 Process benchmark: Tracking form of student mastery of
core content standards within each unit
 Outcome benchmark: Completed/updated tracking form
of unit assessment results
Participant Handouts for Training
Gathering Evidence
April 2013
Page 3
Evidence:______________________
Science Team Goal: In order to build mastery of science content by
ELLs, we will work to consistently identify and teach symbols, key
terms, and other domain-specific words and phrases, using specific
pedagogical techniques and additional resources to ensure
comprehension.
Professional Growth
Goal:



What do I want to change
about my instruction that will
effectively impact student
learning?
What is my personal learning
necessary to make that
change?
What are my measures of
success?
Participant Handouts for Training
Gathering Evidence
1. Research evidence-based instructional strategies that target
vocabulary development and academic language with ELL
students. Identify a minimum of two instructional strategies for
use in my classroom.
 By October 1, read Teaching Basic & Advanced
Vocabulary by Marzano and share insights with science
team
 By October 1, meet with ELL specialist to discuss
evidence-based instructional strategies for teaching
academic language and vocabulary to ELL students
 By October 15, identify two instructional strategies to use
in my classroom
Evidence:___________________________________
2. Pilot two instructional strategies related to teaching symbols, key
terms, and other domain-specific works and phrases effectively
with ELL students. Use exit slips at least weekly to measure
student mastery of new vocabulary and/or scientific language.
 Frequency: Weekly meetings
 Process benchmark: Include weekly vocabulary in
Monday lesson plans as well as instructional strategy
that will be used to teach it
 Process benchmark: Weekly analysis of exit slips to
assess student mastery of new vocabulary and/or
scientific language and determine effectiveness of
instructional strategy. Make adjustments if needed.
 Outcome benchmark: Implemented lesson plans that
incorporate identified instructional strategies
 Outcome benchmark: Improved mastery of scientific
vocabulary and discourse by Intermediate and Advanced
ELL students with possible cause/effect relationship to
specific instructional strategy
 Outcome benchmark: “bank” of effective
resources/instructional strategies to inform future ELL
science instruction
April 2013
Page 4
Evidence:___________________________________
1. Use Oregon Science standards, district-adopted Science Curriculum
Framework & CCSS for Literacy in Science
Resources and Support: 2. Formative assessment results; Unit assessment results

What resources and support
do I need to meet my
Professional Growth Goal?
Mid-Year Review
Teacher Signature:
3. Collaboration with ELL specialist
4. Weekly science team meetings
Date:
Administrator Signature:
Date:
Collaborative Mid-Year Goal
Review



What progress has been made?
Include a reflection on goals
Attach supporting data
Strategy Modification

What adjustments need to be made
to my strategies?
Teacher Signature:
Date:
Administrator Signature:
Date:
Date:
Administrator Signature:
Date:
Summative Conference
End-of-Year Data


What does the end of the year data
show?
Attach data
Reflection on Results

Overall, what worked, or what
should be refined?
Professional Growth Plan
Implications

How can I use these results to
support my professional growth?
Teacher Signature:
Participant Handouts for Training
Gathering Evidence
April 2013
Page 5
Gathering Evidence Handout 2: Observation Evidence Collection Form
Educator—Name/Title:
T. Wilson, sixth-grade science teacher
Evaluator—Name/Title:
P. Randolph, principal
School(s):
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Plan Duration:
Two-Year
Observation Number: 1
Directed Growth Plan
Improvement Plan*
One-Year
Less than a year _____
Observation Date: 9/29/11
Observation Time/Duration:
1:30–1:40
Observation Location (e.g., classroom, grade-level meeting, etc.): Classroom
Intended Observation Focus: higher-order thinking (school focus on rigor)
Observation Evidence
What did the educator and students say and do?
Aligned Indicator
Vocabulary-rich lesson (autotrophs, heterotrophs, producers, consumers, decomposers,
predator, prey)—aligned to standards (on board).
Danielson
1a.
Marshall
A.f. & A.h.
Your facilitation is very well balanced in terms of your guidance versus student driven.
3c.
3b.
C.f., C.g. &
C.h.
C.f.
3a., 3c.
C.e. & C.h.
3d.
D.b., D.c., &
D.f.
Application, analysis, synthesis, evaluation = yes!—yay!
“What evidence do you have?” Yes—this is what we were talking about in terms of
getting them deep!
Use of Spanish to support ELLs in the class—used to translate vocabulary (producers
and consumers), clarify directions and make connections to cognates (“primary is like
primero”).
Harris , Valerie , Gerry!  Big improvement! These guys are way ahead of last year,
huh?
Choral responses are used to get quick feedback from the class (1:33, 1:34; 1:38).
Student disagreement in choral response (showing a lack of understanding around
1:38)—Teacher reviewed the concept of heterotrophs versus autotrophs.
Material is interesting and expectations clear—the worst anyone is behaving is pretty
compliant.
Feedback to the Educator
Do you script your questions?
It might be interesting to show them the article from today’s paper about cougars returning to the local area.
Targeted use of Spanish for your ELLs seemed to keep them on pace with the lesson. Nice job. How will you assess their
overall understanding at the conclusion?
Good use of class choral responses to check student understanding.
Students were asked to do higher-order thinking in today’s activity—how will you assess student understanding at the
end of the unit? How are planning to bring this focus on analysis and higher-order thinking into subsequent lessons?
Participant Handouts for Training
Gathering Evidence
April 2013
Page 6
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Participant Handouts for Training
Gathering Evidence
April 2013
Page 7
Gathering Evidence Handout 3: Set A, Artifact 1 Cover Page
Educator—Name/Title:
T. Wilson, sixth-grade science teacher
Evaluator—Name/Title:
P. Randolph, principal
School(s):
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Plan Duration:
Two-Year
Artifact Title/Name:
Submission Date:
Directed Growth Plan
Improvement Plan*
One-Year
Less than a year _____
Two-Day Lesson Plan—November 21-22, 2011
11/30/11
Artifact Evidence
What aspects of educator performance does this artifact illustrate?
Aligned
Indicator
Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).
The Framework for Teaching(Danielson)
I. Planning and Preparation
II. Classroom Environment
III. Instruction
1a. Knowledge of Content and
Pedagogy
2a. Creating an Environment 3a. Communicating with
of Respect and Rapport
Students
1b. Demonstrating Knowledge of
Students
2b. Establish a Culture for
Learning
1c. Setting Instructional Outcomes 2c. Managing Classroom
Procedures
1d.Demonstrating Knowledge of
2d. Managing Student
1e.Designing Coherent Instruction Behavior
1f.Designing Student Assessments 2e. Organizing Physical
Space
Resources
Participant Handouts for Training
Gathering Evidence
IV. Professional
Responsibilities
4a. Reflecting on Teaching
4b. Maintaining Accurate
3b. Questioning and Discussion
Records
Techniques
4c. Communicating with
3c. Engaging Students in
Families
Learning
4d. Participating in a
3d. Using Assessment in
Instruction
3e. Demonstrating Flexibility
and Responsiveness
Professional Community
4e. Growing and Developing
Professionally
4f. Showing Professionalism
April 2013
Page 8
Marshall Teacher Evaluation Rubric
A. Planning and
Preparation for
Learning
B. Classroom
Management
C. Delivery of
Instruction
D. Monitoring,
Assessment,
and Follow-Up
E. Family and
Community
Outreach
F. Professional
Responsibilities
a. Knowledge
b. Standards
c. Units
d. Assessments
e .Anticipation
f. Lessons
g. Engagement
h. Materials
i. Differentiation
j. Environment
a. Expectations
b. Relationships
c. Respect
d .Socialemotional
e. Routines
f. Responsibility
g. Repertoire
h. Efficiency
i. Prevention
j. Incentives
a. Expectations
b. Mindset
c. goals
d. Connections
e. Clarity
f. Repertoire
g. Engagement
h. Differentiation
i. Nimbleness
j. Application
a. Criteria
b. Diagnosis
c. On-the-Spot
d. SelfAssessment
e. Recognition
f. Interims
g. Tenacity
h. Support
i. Analysis
j. Reflection
a. Respect
b. Belief
c. Expectations
d. Communication
e. Involving
f. Homework
g.
Responsiveness
h. Reporting
i. Outreach
j. Resources
a. Attendance
b. Language
c. Reliability
d.Professionalism
e. Judgment
f. Above-andbeyond
g. Leadership
h. Openness
i. Collaboration
j. Growth
Participant Handouts for Training
Gathering Evidence
April 2013
Page 9
Lesson Plans
Objective
T. Wilson
Resources
Vocabulary
Lesson Cycle/Activities
Assessments/Homework
Modifications (gifted,
special education, ELL)
Sixth-Grade Science
DAY 1
Students will be able to:
 Construct definition of the word “diffusion.”
 Construct a definition of the word “active transport.”
 Distinguish between active and passive transport/diffusion.
 Indicate why both diffusion and active transport are necessary for the absorption of
nutrients.
Lesson 6: Diffusion and Active Transport, Inquiry 6: “Spreading Out and Through”
Two-Day Lesson—Day 1
Diffusion—When a substance spreads out from one place to another.
Passive transport—The movement of nutrients from one place to another that does not
require energy from cells.
Active transport—The movement of nutrients from one place to another that does require
energy from cells.
Membrane—The protective outer wall of a cell. It keeps the insides of the cell in and what
should stay outside the cell out.
Permeable—Allowing all liquids or gases to pass through a membrane.
Semipermeable—Only certain substances can pass in and out of a membrane.
ATP—The substance made in your body that gives off energy for active transport to take place.
Do Now:
Use the glossary to look up the words “active transport” and “passive transport” and add
them to you list of definitions on Lesson 6 Notes.
Direct Instruction:
 Teacher will explain that there is another way—besides diffusion—that our bodies
absorb nutrients from food.
 Teacher does a quick review of diffusion.
Independent Practice:
 Students will assign themselves jobs and pick up lab materials. They will conduct Day 1
of Inquiry 5.1: “Exploring Chemical Digestion in the Stomach” SG pp. 33–35. They will
record their data on their data table.
Guided Instruction:
Students will go verbally through procedures of Inquiry 6.1.
 Since the membranes are defective and will not allow us to physically complete the lab,
we will go through each step and make predictions of what would happen if a sugar
solution was put into a membrane and set into a water-filled test tube versus if a
starch solution was put in a membrane and set into a water-filled test tube.
 Students will hypothesize which solution will be able to pass through the membrane
after 15 minutes and why.
 Students will describe why they will need Benedict’s solution and Lugol’s solution to
complete the test.
Direct Instruction:
 Teacher explains what “passive transport” and “active transport” are.
Exit slip—quick write-up on passive and active transport (flip index card).
Tuesday: In your own words, the difference between active and passive transport.
Modified: Use Venn diagram.
Group 1—ELLs: Miguel, Jonathan, Adriana, Saul, Edward, Aldo, Melodi, Marco
Modifications: English translated into Spanish verbally, when needed for clarity—special
emphasis on key vocabulary terms (which are also on index cards on the tabletop).
Participant Handouts for Training
Gathering Evidence
April 2013
Page 10
Lesson Plans
Objective
T. Wilson
Resources
Vocabulary
Lesson Cycle/Activities
Assessments/Homework
Modifications (gifted,
special education, ELL)
Sixth-Grade Science
DAY 2
Students will be able to:
 Distinguish between active and passive transport/diffusion.
 Indicate why both diffusion and active transport are necessary for the absorption of
nutrients.
 Summarize the digestive processes that take place in the small intestine.
 Add to study notes.
Lesson 6: Diffusion and Active Transport, Inquiry 6: Spreading Out and Through
Two-Day Lesson—Day 2
Diffusion—When a substance spreads out from one place to another.
Passive transport—The movement of nutrients from one place to another that does not
require energy from cells.
Active transport—The movement of nutrients from one place to another that does require
energy from cells.
Membrane—The protective outer wall of a cell. It keeps the insides of the cell in and what
should stay outside the cell out.
Permeable—Allowing all liquids or gases to pass through a membrane.
Semipermeable—Only certain substances can pass in and out of a membrane.
ATP—The substance made in your body that gives off energy for active transport to take place.
Small intestine, large intestine, liver, pancreas, and gall bladder
Do Now:
Update your binder.
Direct Instruction:
Teacher will talk through the science notes as students write them down.
 Teacher explains that today’s lesson will involve role play.
Guided Practice:
 Teacher will put Student Sheet 6.1 on the overhead projector and allow students to
come up and put their answers on the transparency.
 Teacher will also post the two homework articles, “Spies: The Long and Winding Tube”
and “Diffusion and Active Transport: Getting From Here to There,” on the overhead to
review and highlight with different colors.
Independent Practice:
 Students will make study flash cards based on the science notes the teacher has given;
they included these cards in their ISB.
 Students will develop a skit and role-play how active transport works (students in
predetermined triads; one ELL student/group).
Classroom observations.
Wednesday: Use the article “The Long Winding Tube” to describe what takes place in the
small intestine in 10+ lines; use content vocabulary!
Modified: 5+ lines; continue focus on content vocabulary.
Group 1—ELLs: Miguel, Jonathan, Adriana, Saul, Edward, Aldo, Melodi, Marco
Modifications: English translated into Spanish verbally, when needed for clarity—special
emphasis on key vocabulary terms (which are also on index cards on the tabletop).
Participant Handouts for Training
Gathering Evidence
April 2013
Page 11
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Participant Handouts for Training
Gathering Evidence
April 2013
Page 12
Gathering Evidence Handout 4: Set B, Artifact 1 Cover Page
Educator—Name/Title:
T. Wilson, sixth-grade science teacher
Evaluator—Name/Title:
P. Randolph, principal
School(s):
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Plan Duration:
Two-Year
Artifact Title/Name:
Submission Date:
Directed Growth Plan
Improvement Plan*
One-Year
Less than a year _____
Q1 Unit Assessment Data
11/30/11
Artifact Evidence
What aspects of educator performance does this artifact illustrate?
Aligned
Indicator
Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).
The Framework for Teaching(Danielson)
I. Planning and Preparation
II. Classroom Environment
1a. Knowledge of Content and
Pedagogy
2a. Creating an Environment 3a. Communicating with
of Respect and Rapport
Students
1b. Demonstrating Knowledge of
Students
2b. Establish a Culture for
Learning
3c. Engaging Students in
Learning
2d. Managing Student
1e.Designing Coherent Instruction Behavior
1f.Designing Student Assessments 2e. Organizing Physical
Space
3d. Using Assessment in
Instruction
Participant Handouts for Training
Gathering Evidence
4a. Reflecting on Teaching
4b. Maintaining Accurate
3b. Questioning and Discussion
Records
Techniques
4c. Communicating with
1c. Setting Instructional Outcomes 2c. Managing Classroom
Procedures
1d.Demonstrating Knowledge of
Resources
IV. Professional
Responsibilities
III. Instruction
3e. Demonstrating Flexibility
and Responsiveness
Families
4d. Participating in a
Professional Community
4e. Growing and Developing
Professionally
4f. Showing Professionalism
April 2013
Page 13
Marshall Teacher Evaluation Rubric
A. Planning and
Preparation for
Learning
B. Classroom
Management
C. Delivery of
Instruction
D. Monitoring,
Assessment,
and Follow-Up
E. Family and
Community
Outreach
F. Professional
Responsibilities
a. Knowledge
b. Standards
c. Units
d. Assessments
e .Anticipation
f. Lessons
g. Engagement
h. Materials
i. Differentiation
j. Environment
a. Expectations
b. Relationships
c. Respect
d .Socialemotional
e. Routines
f. Responsibility
g. Repertoire
h. Efficiency
i. Prevention
j. Incentives
a. Expectations
b. Mindset
c. goals
d. Connections
e. Clarity
f. Repertoire
g. Engagement
h. Differentiation
i. Nimbleness
j. Application
a. Criteria
b. Diagnosis
c. On-the-Spot
d. SelfAssessment
e. Recognition
f. Interims
g. Tenacity
h. Support
i. Analysis
j. Reflection
a. Respect
b. Belief
c. Expectations
d. Communication
e. Involving
f. Homework
g.
Responsiveness
h. Reporting
i. Outreach
j. Resources
a. Attendance
b. Language
c. Reliability
d.Professionalism
e. Judgment
f. Above-andbeyond
g. Leadership
h. Openness
i. Collaboration
j. Growth
Participant Handouts for Training
Gathering Evidence
April 2013
Page 14
T. Wilson
Q1 Unit Assessment Data
Analysis of ELL student progress, by question type
(multiple choice [MC], short answer, essay; score out of 10)
Unit 1 Assessment (9/30)
MC
Short Essay Avg
Answer
Score
Unit 2 Assessment (10/19)
MC
Short Essay Avg
Answer
Score
Unit 3 Assessment (11/9)
MC
Short Essay Avg
Answer
Score
Miguel
Jonathan
Adrianna
Saul
Edward
Aldo
Melodi
Marco
8.0
7.0
9.0
6.0
7.0
7.0
6.0
6.0
6.0
6.0
7.0
5.0
6.0
5.0
5.0
4.0
6.0
6.0
7.0
5.0
6.0
6.0
5.0
4.0
6.7
6.3
7.7
5.3
6.3
6.0
5.3
4.7
8.0
8.0
8.0
7.0
8.0
7.0
7.0
7.0
7.0
6.0
8.0
6.0
6.0
6.0
6.0
5.0
6.0
6.0
7.0
5.0
7.0
6.0
5.0
5.0
7.0
6.7
7.7
6.0
7.0
6.3
6.0
5.7
8.0
8.0
9.0
7.0
9.0
9.0
6.0
6.0
6.0
7.0
7.0
6.0
7.0
6.0
6.0
6.0
7.0
7.0
8.0
6.0
7.0
7.0
5.0
6.0
7.0
7.3
8.0
6.3
7.7
7.3
5.7
6.0
ELL Avg
7.0
5.5
5.6
6.0
7.5
(+.5)
6.3
(+.8)
5.9
(+.3)
6.5
(+.5)
7.8
(+.3)
6.4
(+.1)
6.6
(+.3)
6.9
(+.4)
Non-ELL
Avg
8
7.5
7
7.5
8
8
7.5
7.8
9
8.5
8.5
8.7
Participant Handouts for Training
Gathering Evidence
April 2013
Page 15
Gathering Evidence Handout 5: Set B, Artifact 2 Cover Page
Educator—Name/Title:
T. Wilson, sixth-grade science teacher
Evaluator—Name/Title:
P. Randolph, principal
School(s):
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Plan Duration:
Two-Year
Artifact Title/Name:
Submission Date:
Directed Growth Plan
Improvement Plan*
One-Year
Less than a year _____
Science Team Meeting Minutes—November 4, 2011
11/30/11
Artifact Evidence
What aspects of educator performance does this artifact illustrate?
Aligned
Indicator
Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).
The Framework for Teaching(Danielson)
I. Planning and Preparation
II. Classroom Environment
III. Instruction
1a. Knowledge of Content and
Pedagogy
2a. Creating an Environment 3a. Communicating with
of Respect and Rapport
Students
1b. Demonstrating Knowledge of
Students
2b. Establish a Culture for
Learning
1c. Setting Instructional Outcomes 2c. Managing Classroom
Procedures
1d.Demonstrating Knowledge of
2d. Managing Student
1e.Designing Coherent Instruction Behavior
1f.Designing Student Assessments 2e. Organizing Physical
Space
Resources
Participant Handouts for Training
Gathering Evidence
IV. Professional
Responsibilities
4a. Reflecting on Teaching
4b. Maintaining Accurate
3b. Questioning and Discussion
Records
Techniques
4c. Communicating with
3c. Engaging Students in
Families
Learning
4d. Participating in a
3d. Using Assessment in
Instruction
3e. Demonstrating Flexibility
and Responsiveness
Professional Community
4e. Growing and Developing
Professionally
4f. Showing Professionalism
April 2013
Page 16
Marshall Teacher Evaluation Rubric
A. Planning and
Preparation for
Learning
B. Classroom
Management
C. Delivery of
Instruction
D. Monitoring,
Assessment,
and Follow-Up
E. Family and
Community
Outreach
F. Professional
Responsibilities
a. Knowledge
b. Standards
c. Units
d. Assessments
e .Anticipation
f. Lessons
g. Engagement
h. Materials
i. Differentiation
j. Environment
a. Expectations
b. Relationships
c. Respect
d .Socialemotional
e. Routines
f. Responsibility
g. Repertoire
h. Efficiency
i. Prevention
j. Incentives
a. Expectations
b. Mindset
c. goals
d. Connections
e. Clarity
f. Repertoire
g. Engagement
h. Differentiation
i. Nimbleness
j. Application
a. Criteria
b. Diagnosis
c. On-the-Spot
d. SelfAssessment
e. Recognition
f. Interims
g. Tenacity
h. Support
i. Analysis
j. Reflection
a. Respect
b. Belief
c. Expectations
d. Communication
e. Involving
f. Homework
g.
Responsiveness
h. Reporting
i. Outreach
j. Resources
a. Attendance
b. Language
c. Reliability
d.Professionalism
e. Judgment
f. Above-andbeyond
g. Leadership
h. Openness
i. Collaboration
j. Growth
Participant Handouts for Training
Gathering Evidence
April 2013
Page 17
Science Team Meeting Minutes—November 4 (Quarter 1, Week 10)
Present:
V. Anderson
E. Avery
R. David
C. Elliott
S. Michaels
R. Smith
T. Wilson
Quarter 1 team focus: Build shared understanding of the implications of CCS instructional shifts in ELA on the science
classroom, and begin to make changes to our own practices to support student learning and college and career
readiness.
Item
Actions
Reviewed and discussed article on “CCS and the Science
* All teachers should try at least two strategies from pp. 8–
Classroom” and take-aways for team. (Thanks, T. Wilson, 21 and bring evidence of practice to next two meetings.
for finding and sharing this article!)
* R. Smith will check out the links to science readings and
suggest top picks for us by 11/12.
* T. Wilson will ask Ms. Avila to attend a November
meeting to follow up on ELL questions we generated
(share questions ASAP with Ms. Avila via e-mail).
Data update: All participants share data of recent unit
assessment(s).
* Everyone identified a partner who had students that
showed success in an area of their weakness to discuss
instructional strategies with during common planning
time.
Returned to discussion on doing writing-based
miniresearch projects into each quarter; shared writing
objectives for Quarter 2 opening units. Reviewed Draft 2
of shared rubric.
* Everyone will tweak writing objectives and send out by
Wednesday. Everyone will respond to each other via email. Bring final copy to 11/4 meeting.
* T. Wilson will revise rubric and send out by Friday via email (please read before 11/4 meeting).
* E. Avery will check afterschool library support available.
* Still to decide: Do we need examples to share with
students? (Final decision needed 11/4!)
Finalized plans for museum field trips in December.
None (reminder: permission slips out before Thanksgiving
break).
Finalized Quarter 2 team goal: Will keep the same goal
but add “a focus on Writing from Sources and Academic
Vocabulary.”
Upcoming:
Family Learning Night in January—we need to start
generating ideas. (V. Anderson will bring information
from last year.)
Next meeting: November 4
Reminder: meeting 11/12, not 11/11 (Q2, W1—Monday holiday)
Participant Handouts for Training
Gathering Evidence
April 2013
Page 18
Gathering Evidence Handout 6: Set C, Artifact 1 Cover Page
Educator—Name/Title:
T. Wilson, sixth-grade science teacher
Evaluator—Name/Title:
P. Randolph, principal
School(s):
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Plan Duration:
Two-Year
Artifact Title/Name:
Submission Date:
Directed Growth Plan
Improvement Plan*
One-Year
Less than a year _____
Family Communication Log, 10/28/2011–12/2/2011
12/15/11
Artifact Evidence
What aspects of educator performance does this artifact illustrate?
Aligned
Indicator
Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).
The Framework for Teaching(Danielson)
I. Planning and Preparation
II. Classroom Environment
III. Instruction
1a. Knowledge of Content and
Pedagogy
2a. Creating an Environment 3a. Communicating with
of Respect and Rapport
Students
1b. Demonstrating Knowledge of
Students
2b. Establish a Culture for
Learning
1c. Setting Instructional Outcomes 2c. Managing Classroom
Procedures
1d.Demonstrating Knowledge of
2d. Managing Student
1e.Designing Coherent Instruction Behavior
1f.Designing Student Assessments 2e. Organizing Physical
Space
Resources
Participant Handouts for Training
Gathering Evidence
IV. Professional
Responsibilities
4a. Reflecting on Teaching
4b. Maintaining Accurate
3b. Questioning and Discussion
Records
Techniques
4c. Communicating with
3c. Engaging Students in
Families
Learning
4d. Participating in a
3d. Using Assessment in
Instruction
3e. Demonstrating Flexibility
and Responsiveness
Professional Community
4e. Growing and Developing
Professionally
4f. Showing Professionalism
April 2013
Page 19
Marshall Teacher Evaluation Rubric
A. Planning and
Preparation for
Learning
B. Classroom
Management
C. Delivery of
Instruction
D. Monitoring,
Assessment,
and Follow-Up
E. Family and
Community
Outreach
F. Professional
Responsibilities
a. Knowledge
b. Standards
c. Units
d. Assessments
e .Anticipation
f. Lessons
g. Engagement
h. Materials
i. Differentiation
j. Environment
a. Expectations
b. Relationships
c. Respect
d .Socialemotional
e. Routines
f. Responsibility
g. Repertoire
h. Efficiency
i. Prevention
j. Incentives
a. Expectations
b. Mindset
c. goals
d. Connections
e. Clarity
f. Repertoire
g. Engagement
h. Differentiation
i. Nimbleness
j. Application
a. Criteria
b. Diagnosis
c. On-the-Spot
d. SelfAssessment
e. Recognition
f. Interims
g. Tenacity
h. Support
i. Analysis
j. Reflection
a. Respect
b. Belief
c. Expectations
d. Communication
e. Involving
f. Homework
g.
Responsiveness
h. Reporting
i. Outreach
j. Resources
a. Attendance
b. Language
c. Reliability
d.Professionalism
e. Judgment
f. Above-andbeyond
g. Leadership
h. Openness
i. Collaboration
j. Growth
Participant Handouts for Training
Gathering Evidence
April 2013
Page 20
Family Communication Log—T. Wilson
Date
Person Contacted
10/28 Alex’s mom,
CC: Team
Communication
Type
E-mail
10/31 Trevor’s mom
Telephone
11/7
Telephone
Trevor’s dad
11/11 Marco’s mom
E-mail
11/11 Trevor’s mom
Telephone
11/14 Katherine’s mom
Telephone and
e-mail
11/15 Marco’s mom
E-mail
11/19 Katherine’s mom,
counselor,
gifted teacher
Telephone
11/20 Thomas’s mom and In person
dad, team,
counselor
11/24 Nicole’s mom
Telephone
11/24 Trevor’s mom
Telephone
12/2
Telephone
Dominick’s mom,
counselor
Participant Handouts for Training
Gathering Evidence
Nature of Communication (Reason and Outcome)
Reason: Concerns about Alex’s lab reports
Outcome: Sent copies of lab report rubric and a highquality example
Reason: Wants printouts of all Quarter 1 assignments to
go over with Trevor to help him improve for 2nd quarter
Outcome: Will discuss with team on Monday, printouts
in report card envelope
Reason: Share notes from Monday team meeting—
disengagement on Trevor’s part, inconsistent effort,
especially on quizzes and tests (in-class work better)
Outcome: Not too bad, will talk to Trevor regarding
the questions we have
Reason: Follow-up from conference, sending
vocabulary list and reminder about cards
Outcome: She followed up that they would complete
them; clarified they are not for extra credit
Reason: Explain questions about first quarter
assignments—Mom: embarrassment level is high
Outcome: Accordion file with assignment book;
challenge with research topic, but actual writing is
going better
Telephone: left message
Reason: concern about Katherine’s conference as
student led
Outcome: Katherine came
Reason: shared quiz score and high use of vocabulary;
sent new list for next week
Reason: Katherine was upset in large group, couldn’t
concentrate, bad day; behavior affecting learning
(challenged?)
Outcome: Gifted services
Reason: Thomas’s social skills concerns—how he is
perceived by others and working with lab partner
Outcome: Thomas will meet with counselor on Fridays
Left message—response to note regarding
conferences
Left message—research paper is going well and new
system seems to be working well
Reason: Dominick’s behavior impacting learning—not
doing work, acting up in class
Outcome: Sign assignment notebook every night
April 2013
Page 21
Gathering Evidence Handout 7: Set C, Artifact 2 Cover Page
Educator—Name/Title:
T. Wilson, sixth-grade science teacher
Evaluator—Name/Title:
P. Randolph, principal
School(s):
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Plan Duration:
Two-Year
Artifact Title/Name:
Submission Date:
Directed Growth Plan
Improvement Plan*
One-Year
Less than a year _____
Parent E-Mail Exchange With Mother of Marco Martinez
12/15/11
Artifact Evidence
What aspects of educator performance does this artifact illustrate?
Aligned
Indicator
Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).
The Framework for Teaching(Danielson)
I. Planning and Preparation
II. Classroom Environment
III. Instruction
1a. Knowledge of Content and
Pedagogy
2a. Creating an Environment 3a. Communicating with
of Respect and Rapport
Students
1b. Demonstrating Knowledge of
Students
2b. Establish a Culture for
Learning
1c. Setting Instructional Outcomes 2c. Managing Classroom
Procedures
1d.Demonstrating Knowledge of
2d. Managing Student
1e.Designing Coherent Instruction Behavior
1f.Designing Student Assessments 2e. Organizing Physical
Space
Resources
Participant Handouts for Training
Gathering Evidence
IV. Professional
Responsibilities
4a. Reflecting on Teaching
4b. Maintaining Accurate
3b. Questioning and Discussion
Records
Techniques
4c. Communicating with
3c. Engaging Students in
Families
Learning
4d. Participating in a
3d. Using Assessment in
Instruction
3e. Demonstrating Flexibility
and Responsiveness
Professional Community
4e. Growing and Developing
Professionally
4f. Showing Professionalism
April 2013
Page 22
Marshall Teacher Evaluation Rubric
A. Planning and
Preparation for
Learning
B. Classroom
Management
C. Delivery of
Instruction
D. Monitoring,
Assessment,
and Follow-Up
E. Family and
Community
Outreach
F. Professional
Responsibilities
a. Knowledge
b. Standards
c. Units
d. Assessments
e .Anticipation
f. Lessons
g. Engagement
h. Materials
i. Differentiation
j. Environment
a. Expectations
b. Relationships
c. Respect
d .Socialemotional
e. Routines
f. Responsibility
g. Repertoire
h. Efficiency
i. Prevention
j. Incentives
a. Expectations
b. Mindset
c. goals
d. Connections
e. Clarity
f. Repertoire
g. Engagement
h. Differentiation
i. Nimbleness
j. Application
a. Criteria
b. Diagnosis
c. On-the-Spot
d. SelfAssessment
e. Recognition
f. Interims
g. Tenacity
h. Support
i. Analysis
j. Reflection
a. Respect
b. Belief
c. Expectations
d. Communication
e. Involving
f. Homework
g.
Responsiveness
h. Reporting
i. Outreach
j. Resources
a. Attendance
b. Language
c. Reliability
d.Professionalism
e. Judgment
f. Above-andbeyond
g. Leadership
h. Openness
i. Collaboration
j. Growth
Participant Handouts for Training
Gathering Evidence
April 2013
Page 23
From: Wilson, Tom
Sent: Wednesday, 11/9/2011, 2:15 p.m.
To: Martinez, Julia
Subject: Digestion Unit Vocabulary
Dear Mrs. Martinez,
As we discussed at our last conference, I’m attaching a list of key vocabulary for the unit on digestion that starts next
week. We committed to working together on two things:
1. Helping Marco keep his materials for science organized so that he can use these resources to study (so you will
now have this vocabulary list as a “backup”—and, as a reminder, it is also on this “this week” tab on our class
website: www.gwsmithschool.org/sciencerocks/6thgrade).
2. Helping Marco prioritize daily review of vocabulary at home so that he does more learning of these terms
“along the way” rather than only studying the night before a quiz.
I hope you can take these next steps with Marco:
1. Have him make vocabulary cards (word on the front, definition on the back).
2. Set up a nightly schedule for five minutes of review—maybe during dinner, maybe right before bed—but some
time when he will review the cards and you can either monitor him or work directly with him.
Please keep me posted on how this at-home activity goes this week so that we can continue to work together to
support Marco’s science learning. I hope we’ll see great results on this week’s quiz!
Mr. Wilson
Science Teacher
George Washington Middle School
From: Martinez, Julia
Sent: Thursday, 11/10/2011, 8:30 p.m.
To: Wilson, Tom
Subject: RE: Digestion Unit Vocabulary
Thank you for sending the vocabulary list. Marco is making the vocabulary cards tonight, but he feels like this is “extra
work.” Will he get extra credit for making these cards?
Thank you again,
Mrs. Martinez
P.S. Can you send more index cards? Thank you!
Participant Handouts for Training
Gathering Evidence
April 2013
Page 24
From: Wilson, Tom
Sent: Thursday, 11/10/2011, 11:30 p.m.
To: Martinez, Julia
Subject: RE: Digestion Unit Vocabulary
Dear Mrs. Martinez,
Thanks for your follow-up e-mail and question. It’s great for us to keep communicating in support of Marco’s science
learning. I reminded Marco today that making these vocabulary cards is absolutely “extra work,” but it is not for extra
credit —it is to help him improve his science grade. Specifically, I mentioned to him:
 Using science vocabulary appropriately improves his class discussion grade.
 Including the science vocabulary improves his lab reports.
 Learning the science vocabulary improves his quiz and test scores.
He seemed to understand why this work was required and why we are talking about it so much; keep me posted on
any more questions that come up at home.
I will send a pack of index cards early next week.
Mr. Wilson
Science Teacher
George Washington Middle School
From: Wilson, Tom
Sent: Tuesday, 11/15/2011, 2:20 p.m.
To: Martinez, Julia
Subject: Quiz score
Dear Mrs. Martinez,
Marco received a 6/10 on today’s quiz. While that score still has room for improvement, I wanted to let you know it
was his highest score of the quarter and that he included more vocabulary in his short-answer questions than any other
quiz this year. Let’s continue with our plan next week—I attached the list here for the circulatory system, the new unit
we’re starting, so you have them as backup at home. Let me know if you have questions.
Mr. Wilson
Science Teacher
George Washington Middle School
Participant Handouts for Training
Gathering Evidence
April 2013
Page 25
Gathering Evidence Handout 8: Plan for the Collection and
Organization of Evidence
Elements of the Plan
Notes: What, Where, When, and How…
SUPPORT
Support the
development of detailed
Educator Plans
Identify common
artifacts all or most
educators may be
expected to collect and
analyze
Share examples of highquality evidence
COMMUNICATE
EXPECTATIONS
ORGANIZE
Identify a system for
collecting and organizing
evidence
(paper based, e-mail
driven, cloud supported)
Determine a schoolwide
process by which
educators should submit
evidence
(how and when)
Calendar
(ensure that agreedupon supports and
resources are available
throughout the year;
identify and calendar
regular points of contact)
Communicate
schoolwide expectations
to all educators: what,
how and when to share
evidence
(faculty meeting, e-mail,
calendar reminders, etc.)
Participant Handouts for Training
Gathering Evidence
April 2013
Page 26