Domain 1 focuses on Purposeful Designing. Since this is not an observable domain, you will need to provide evidence to Jessie or Trael on how you are effective in these areas. Let's look at each sub-domain and how you can do that:
1.1-Utilize Assessment Data for Purposeful Planning. Effective-Teacher is effective in utilizing assessment data for purposeful planning. Remember, you will need to not only show that you have the data, but how you use it to set goals and plan lessons. How do you maintain classroom assessment data? Do you create individual goals? How do you use this information to direct lesson plans {unit plans}? How regularly do you assess students beyond our building common assessments? What strategies do you use to assess students informally? Some examples of evidence includes guided reading levels/SRI to group students or goal sheets for students based off of test scores, etc. To be Highly Effective, you also need to demonstrate how you plan for differentiated high-yield instructional strategies using data {such as Aimsweb, GRL, math test scores, etc.} to plan lessons. Share the multiple examples of differentiated high-yield instructional strategies used and what you do to change them up to meet the needs of students.
1.2-Set Measurable Achievement Goals. Effective-Teacher is effective in setting measurable achievement goals. Your GAP will best fit here to demonstrate you are following through with your goal {show data that you are tracking}. How do you share your educational goals? How often do you share instructional educational goals? Do you have documents that share educational goals for individual students? How do you align goals with content academic standards? What benchmarks do you use to determine if students are on track in their learning? Document interventions you have used to help students enrich, strengthen, or remediate learning. For highly effective, show how you set goals and track them for each individual student or classroom goals you are working towards collectively. These could be reading goals, Aimsweb goals, spelling test scores, etc. If you helped create a goal for an IEP, that could also be used as evidence. Do you work with students on creating individual goals or group goals? How do you document goals that you create for individuals or groups?
1.3-Develop Standards-Based Unit Plans and Assessments. Effective-Teacher is effective in developing standards-based unit plans and assessments. Backwards mapping will come into play here. If you went to Kelly Bowser's session on this in November, you may have some tips to share. Do you use a curriculum map with standards? If so, how? How are objectives shared regularly. Explain how you backwards plan and adjust your lesson plans based upon need? How do you use assessments? How do you identify standards that have traditionally been harder/more difficult to attain? How do you allocate time? How do you differentiate instruction? How often do you differentiate and in what subjects? How do you adjust lessons for students with different learning styles? For highly effective, evidence could be a scope of sequence, lesson plan guides that you utilize, differentiation within your plans, and demonstrating strong test scores could show that you gave enough time for the lesson to be properly taught. Share teacher-created assessments, assessments that align with Aimsweb, and end-of-the-year benchmarks. How do you plan for units and lessons? When do you create your assessments and how do you deliver them? How often do you utilize informal and formative assessments? What do you do to make sure that you align lessons and standards to keep everything on track? What standards have you identified as difficult for students? How do you demonstrate flexibility in reaching students through enrichment/reinforcement/remediation?
1.4-Create Objective/Goal-Driven Lesson Plans and Assessments. Effective-teacher is effective in creating objective/goal-driven lesson plans and assessments. How do you keep track of your lesson objectives and standards that are covered? Do you document the high-yield strategies in your lessons? Do you plan around your assessments or assess after you plan? Are you using the curriculum map provided by your grade level? Ho much have you adjusted the map and sequence? Document this-show objectives within lessons, show HY strategies in plans, plans show formative assessments throughout unit. Highly effective-Do you utilize a variety of high-yield instructional strategies or regularly use the same ones? How do you mix up your instructional techniques? How do you communicate with yourself on lessons to identify what works and what doesn't? What types of formative assessments do you use to gauge mastery? How can you prove that the summative assessment information drives instruction? {ex. formative assessment a week into the unit used to differentiate plans from there depending on outcome of assessment}
1.5-Track Student Data and Analyze Progress. Effective-Teacher is effective in tracking student data and analyzing progress. After you have set the goals, how do you track them? What type of data do you keep? What do you do with the data? How often is the data used? How do you identify whether a student has mastered a standard? How often do you adjust plans? Have you identified content that is difficult for students? How do you determine grades? What types of adjustments are made to the grading system? Highly effective-what formative assessments are used to share student progress? What information is shared with parents and students? Frequency? How in-depth is the information that you share? Evidence: running records, testing data, GRLs, SRI levels, etc. Show that your grades are updated throughout grading period-not just inputted at the end. Show formative assessments in plans or tracking charts and how you have changed or planned lessons to follow.
In your discussion today, share ideas of what types of evidence you can fit where. How do you go from effective to highly effective in this domain? In the comments, leave some helpful advice for creating your artifact report for Domain 1 or leave a question you have about this domain.
1.1-Utilize Assessment Data for Purposeful Planning. Effective-Teacher is effective in utilizing assessment data for purposeful planning. Remember, you will need to not only show that you have the data, but how you use it to set goals and plan lessons. How do you maintain classroom assessment data? Do you create individual goals? How do you use this information to direct lesson plans {unit plans}? How regularly do you assess students beyond our building common assessments? What strategies do you use to assess students informally? Some examples of evidence includes guided reading levels/SRI to group students or goal sheets for students based off of test scores, etc. To be Highly Effective, you also need to demonstrate how you plan for differentiated high-yield instructional strategies using data {such as Aimsweb, GRL, math test scores, etc.} to plan lessons. Share the multiple examples of differentiated high-yield instructional strategies used and what you do to change them up to meet the needs of students.
1.2-Set Measurable Achievement Goals. Effective-Teacher is effective in setting measurable achievement goals. Your GAP will best fit here to demonstrate you are following through with your goal {show data that you are tracking}. How do you share your educational goals? How often do you share instructional educational goals? Do you have documents that share educational goals for individual students? How do you align goals with content academic standards? What benchmarks do you use to determine if students are on track in their learning? Document interventions you have used to help students enrich, strengthen, or remediate learning. For highly effective, show how you set goals and track them for each individual student or classroom goals you are working towards collectively. These could be reading goals, Aimsweb goals, spelling test scores, etc. If you helped create a goal for an IEP, that could also be used as evidence. Do you work with students on creating individual goals or group goals? How do you document goals that you create for individuals or groups?
1.3-Develop Standards-Based Unit Plans and Assessments. Effective-Teacher is effective in developing standards-based unit plans and assessments. Backwards mapping will come into play here. If you went to Kelly Bowser's session on this in November, you may have some tips to share. Do you use a curriculum map with standards? If so, how? How are objectives shared regularly. Explain how you backwards plan and adjust your lesson plans based upon need? How do you use assessments? How do you identify standards that have traditionally been harder/more difficult to attain? How do you allocate time? How do you differentiate instruction? How often do you differentiate and in what subjects? How do you adjust lessons for students with different learning styles? For highly effective, evidence could be a scope of sequence, lesson plan guides that you utilize, differentiation within your plans, and demonstrating strong test scores could show that you gave enough time for the lesson to be properly taught. Share teacher-created assessments, assessments that align with Aimsweb, and end-of-the-year benchmarks. How do you plan for units and lessons? When do you create your assessments and how do you deliver them? How often do you utilize informal and formative assessments? What do you do to make sure that you align lessons and standards to keep everything on track? What standards have you identified as difficult for students? How do you demonstrate flexibility in reaching students through enrichment/reinforcement/remediation?
1.4-Create Objective/Goal-Driven Lesson Plans and Assessments. Effective-teacher is effective in creating objective/goal-driven lesson plans and assessments. How do you keep track of your lesson objectives and standards that are covered? Do you document the high-yield strategies in your lessons? Do you plan around your assessments or assess after you plan? Are you using the curriculum map provided by your grade level? Ho much have you adjusted the map and sequence? Document this-show objectives within lessons, show HY strategies in plans, plans show formative assessments throughout unit. Highly effective-Do you utilize a variety of high-yield instructional strategies or regularly use the same ones? How do you mix up your instructional techniques? How do you communicate with yourself on lessons to identify what works and what doesn't? What types of formative assessments do you use to gauge mastery? How can you prove that the summative assessment information drives instruction? {ex. formative assessment a week into the unit used to differentiate plans from there depending on outcome of assessment}
1.5-Track Student Data and Analyze Progress. Effective-Teacher is effective in tracking student data and analyzing progress. After you have set the goals, how do you track them? What type of data do you keep? What do you do with the data? How often is the data used? How do you identify whether a student has mastered a standard? How often do you adjust plans? Have you identified content that is difficult for students? How do you determine grades? What types of adjustments are made to the grading system? Highly effective-what formative assessments are used to share student progress? What information is shared with parents and students? Frequency? How in-depth is the information that you share? Evidence: running records, testing data, GRLs, SRI levels, etc. Show that your grades are updated throughout grading period-not just inputted at the end. Show formative assessments in plans or tracking charts and how you have changed or planned lessons to follow.
In your discussion today, share ideas of what types of evidence you can fit where. How do you go from effective to highly effective in this domain? In the comments, leave some helpful advice for creating your artifact report for Domain 1 or leave a question you have about this domain.