Sample Rationale
Claim: Ms. Q’s practice is consistently Proficient in Standard I, Curriculum, Planning
and Assessment. She promotes the learning and growth of all students by providing
high-quality and coherent instruction, designing and administering authentic and
meaningful student assessments, analyzing student performance and growth data,
using this data to improve instruction, providing students with constructive
feedback on an ongoing basis, and continuously refining learning objectives.
I-A-1. Subject Matter Knowledge:
Ms. Q demonstrates sound knowledge and understanding of the subject matter and
the pedagogy it requires by consistently engaging students in learning experiences
that enable them to acquire complex knowledge and skills in the subject.
Evidence:
In the lessons observed on October 13, December 6, February 22, and April 11, Ms.
Q made use of appropriate curriculum materials and resources, from both Reading
Street and those developed by her grade-level team for reading. Ms. Q augmented
these curriculum materials with a graphic organizers (see Artifact
“LiteracyGraphicOrganizers,”), student-created anchor charts (KWL chart observed
on December 6; Peer editing chart noted on April 11), and a designated area for
materials related to each content area that support her students’ acquisition of key
concepts over time (February 22 observation).
Ms. Q, along with other members of the 5th grade team, is currently in the process of
a redesign to her reading instruction in an effort to balance two major dynamic
tensions: between explicit, systematic instruction on discrete skills, and guided
practice applying skills in a more as-needed, opportunistic basis in authentic
reading contexts. Her planning and preparation (e.g., selecting and annotating texts
appropriate for each group as evidenced in Artifact “Differentiated Texts”) ensures
that her “coaching moments” with each group are intentional and focused, and
she has instituted a common set of techniques (accountable independent reading,
control the game) across groups (noted in Common Planning Time observations
November 5 and December 3; artifact “Unit3LessonPlans.”).
I-B-2. Adjustments to Practice:
Ms. Q is developing systems to “organize and analyze results from a variety of
assessments to determine progress toward intended outcomes and use these
findings to adjust practice and identify and implement appropriate differentiated
interventions and enhancements for students.”
Evidence:
Ms. Q and her colleagues on the fifth grade team administer periodic Achievement
Network assessments to measure student proficiency in MCAS-assessed standards;
after analyzing data results, she has worked with the other fifth grade teachers to
select a priority skill and learning target, then develop and implement targeted
action plans or revised unit plans (Artifact “Reteach Plan 3”). This evaluator noted
that the team’s action plans could have been more evidence-based and
individualized to students’ learning needs in comments on artifacts submitted on
February 23 and April 12).
Ms. Q is beginning to establish structures for identifying and taking action based on
patterns evident in periodic literacy progress monitoring. She does not yet have
strong or consistent systems to collect daily observational data about which children
show evidence of mastering (or not) the skills taught (Observations on 2/22, 4/11).
Synthesis:
As a result of Ms. Q’s consistent efforts to provide coherent standards-aligned
instruction, analyze and use a variety of assessments, a majority of her students are
demonstrating growth in reading, comprehending, and responding to grade-level
texts.
Next Steps:
Ms. Q should continue working with her team to develop and implement a system
for collecting and reviewing daily notes on student performance.