Appendix to the TGDS Professional Learning Facilitator’s Guide 2014-15

Teacher Growth & Development System

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1. I understand the information provided in today’s training: ! Agree ! Somewhat Agree ! Neutral ! Somewhat Disagree ! Disagree

2. I will be able to use the information from today’s training in my practice:

! Agree ! Somewhat Agree ! Neutral ! Somewhat Disagree ! Disagree

3. What was the most effective part of today’s training? Why?

4. What was the least effective part of today’s training? Why?

5. Do you have any additional comments or questions?

Appendix A: Intro to OETF Exit Ticket

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Please use the chart below to record information and questions about the Teacher Growth and Development System (TGDS). You will give this chart to the facilitator at the end of the workshop.

Try to write 3 things that you already know about TGDS:

KNOW

Keep track of questions that come up over the course of this workshop:

WANT TO KNOW

Write at least 3 things that you learned from this workshop:

LEARNED

Appendix B: KWL Chart

4. Have you already written a professional goal for the 2014-2015 academic year that addresses one of the opportunities for improvement from Question 3? If yes, write your goal here. If no, choose one of the opportunities for improvement from above. What would you like to see by the end of the year? Write it here as a goal.!

1. Does your school site have a Team Goal for this academic year? If so, what is it?

2. What are one or two areas of your practice where you excel?

3. What are one or two areas of your practice where you would like to improve? What does your practice currently look like in these areas?

5. Review your goal through the lens of the SMARTe Goal criteria. Is your goal SMARTe? If not, which components are not included? What could you change?

6. Write your revised SMARTe Goal here:

Use this worksheet to develop your personal SMARTe Goals for the 2014-2015 academic year.

Appendix C.1: Creating SMARTe Goals

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Use this worksheet to write the polished version(s) of your SMARTe Goal(s). You can write one or both goals, depending on your progress during the workshop. You will give this sheet to the facilitator at the end of the workshop.

Appendix C.2: My SMARTe Goals

My Professional Practice Goal My Student Learning Goal

Smart, Measurable, Attainable, Relevant, Time-Framed, and Equity-Focused

Facilitators can cut these cards to prepare for the Creating Effective SMARTe Goals Workshop.

First Draft Goals SMARTe Goals

The percentage of students scoring proficient on the PWT will increase from 50% to 75%,

with a significant portion coming from historically disenfranchised populations.

By 5/18, the percentage of students scoring proficient on the PWT will increase from

50% to 75%, with at least 60% of the increase coming from historically disenfranchised

populations.

During the 2014-2015 school year, all students will participate effectively in a range of

academic discussions (e.g. one-on-one, in groups, and teacher-led) with diverse partners

about appropriate, grade-level texts and course topics.

During the 2014-2015 school year, all students will participate effectively in a range of academic discussions (e.g. one-on-one, in

groups, and teacher-led) with diverse partners about appropriate, grade-level texts

and course topics; they will demonstrate effective participation through proficiency on

an academic discussion rubric(s).

85% of my students will score proficient (80% correct) on previous Algebra I district assessment questions that are used in

classroom activities.

By June 1, 85% of my students will have scored proficient (80% correct) on previous Algebra I district assessment questions that

are used in classroom activities, with students receiving these opportunities

weekly starting at the end of April.

Most of my students will reach the end-of-year reading benchmarks for my grade level as

outlined by SRI reading lexile levels.

By June 1, 90% of my students will reach the end-of-year reading benchmarks for my

grade level as outlined by SRI reading lexile levels.

80% of students will demonstrate proficiency (scores of 80% or more) on district

performance tasks.

By June 1, 80% of students will demonstrate proficiency (scores of 80% or more) on

district performance tasks.

All students will be able to engage in productive academic discourse and build on

each other’s ideas.

By June 1, all students will be able to engage in productive academic discourse and build

on each other’s ideas to deepen their understanding of our learning content. I will measure student success through use of the Zwiers rubric for Academic Discourse Skills.

Appendix C.3: SMARTe Goal Matching Cards

By May, I will incorporate mathematics routines to promote number sense and

algebraic thinking in my opener or closing activities.

By May 18, I will provide students at least 12 instances of incorporating mathematics routines to promote number sense and

algebraic thinking in my opener or closing activities.

During the 2014-2015 school year, I will learn and implement three new strategies to support

all students in engaging productively in academic discussion.

During the 2014-2015 school year, I will learn and implement three new strategies to support all students in engaging productively

in academic discussion with a focus on English Language Learners and African

American Males.

I will implement close-reading strategies to enhance understanding of author’s purpose.

For each major unit during the 2014-2015 school year, I will implement close-reading strategies using an excerpt from a novel, a short story, a poem, or an article, with a

specific focus on craft and structure in order to enhance understanding of author’s

purpose.

During the 2014-2015 school year, I will have monthly contact with parents.

During the 2014-2015 school year, I will send home a monthly newsletter to parents and

average 2 positive calls home per week in my call log.

In order to address the language standards of the CCSS, I will establish word study

notebooks.

In order to address the language standards of the CCSS, I will establish word study notebooks based on the instructional

strategies outlined in Words Their Way by the Spring term of the 2014-2015 school

year.

During the 2014-2015 school year, I will incorporate mini-lessons into each unit of

study that teach students how to build on each other’s talk.

During the 2014-2015 school year, I will incorporate mini-lessons into each unit of study that teach students how to build on each other’s talk to improve the rigor of

academic discourse in my classroom.

Appendix C.3: SMARTe Goal Matching Cards

Step%2:%SMARTe%Goals%

A Goal Setting Guide SMARTe goals can help improve achievement and success. A SMARTe goal clarifies exactly what is expected and the measures used to determine if the goal is achieved.

Use the questions below along with the data from your preliminary observation cycle to help you think through two SMARTe goals: a STUDENT learning goal and a PROFESSIONAL focused SMARTe goal.

SMARTe goals must have sufficient evidence for an administrator to evaluate them between 5/18/15 and 6/2/15.

Specific (and strategic): • What specifics will help you know you’ve reached your goal? • What standards is this goal aligned with?

Measurable: • What data will you use to measure progress? • Can this goal be measured? • Is this goal based upon multiple sources of data?

Attainable (aggressive): • How difficult will this goal be for you to achieve? • Will resources be available to achieve this goal? • Is this goal aligned to district and school improvement goals?

Relevant (results oriented): • How is this goal relevant to you and your students? • How will this goal enhance teaching/professional practice/craft? • How will this goal enhance learning opportunities for students?

Time framed: • When will you collect data? • Will this goal have sufficient evidence for an administrator to evaluate it between 5/18/15

and 6/2/15?

Equity focused: • Does this goal interrupt patterns of inequity? • Does this goal support equal access and achievement for all students?

Appendix C.4: SMARTe Goal Information from the TGDS Handbook

SMARTe Goal Samples:

SMARTe Goals must have sufficient evidence to be evaluated

by 6/2/15.

Middle/High: Student Learning Middle/High: Professional Practice

By 5/18, the percentage of students scoring proficient on the PWT will increase from 50% to 75%, with at least 60% of the increase coming from historically disenfranchised populations.

By May, I will provide students at least 12 instances of incorporating mathematics routines to promote number sense and algebraic thinking in my opener or closing activities.

During the 2014-2015 school year, all students will participate effectively in a range of academic discussions (e.g. one-on-one, in groups, and teacher-led) with diverse partners about appropriate, grade-level texts and course topics and demonstrate proficiency on an academic discussion rubric(s).

During the 2014-2015 school year, I will learn and implement three new strategies to support all students in engaging productively in academic discussion with a focus on English Language Learners and African American Males.

By June 1, 85% of my students will have scored proficient (80% correct) on previous Algebra I district assessment questions that are used in classroom activities, with students receiving these opportunities weekly starting at the end of April.

For each major unit during the 2014-2015 school year, I will implement close-reading strategies using an excerpt from a novel, a short story, a poem, or an article, with a specific focus on craft and structure in order to enhance understanding of author’s purpose.

Elementary: Student Learning Elementary: Professional Practice

By June 1, 90% of my students will reach the end-of-year reading benchmarks for my grade level as outlined by SRI reading lexile levels.

During the 2014-2015 school year, I will send home a monthly newsletter to parents and average 2 positive calls home per week in my call log.

By June 1, 80% of students will demonstrate proficiency (scores of 80% or more) on district performance tasks.

In order to address the language standards of the CCSS, I will establish word study notebooks based on the instructional strategies outlined in Words Their Way by the Spring term of the 2014-2015 school year.

By June 1, all students will be able to engage in productive academic discourse and build on each other’s ideas to deepen their understanding of our learning content. I will measure student success through use of the Zwiers rubric for Academic Discourse Skills.

During the 2014-2015 school year, I will incorporate mini-lessons into each unit of study that teach students how to build on each other’s talk to improve the rigor of academic discourse in my classroom!

Appendix C.4: SMARTe Goal Information from the TGDS Handbook

Review the evidence below and work with a partner to do the following for each scenario: a. Align the evidence from each scenario to the appropriate indicator. b. Assess the teacher’s level for that indicator using the evidence provided.

For Scenario 1: To which indicator is this evidence best aligned? How would you assess this teacher’s level, based on the evidence provided? For Scenario 2: To which indicator is this evidence best aligned? How would you assess this teacher’s level, based on the evidence provided?

Appendix D: Using Evidence

T: Did you win your soccer game last weekend?...Congrats! S: (to a classmate) Didn’t you mean ________? S responds: Oh, maybe you are right! Students clap after presentations.

T claps hands 5x to call attention. 20% of students respond by clapping back. Ss walk from the circle carpet to their desks. Transition takes 8 minutes. T: It looks like I need to remind everyone of our group norms again.

Scenario 1 Scenario 2