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Exploring Curriculum and Assessments for Non-CST Tested Teachers Alliance Pupil-Free Day, Monday, January 9, 2012 Continued from Monday, October 10, 2011.

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Presentation on theme: "Exploring Curriculum and Assessments for Non-CST Tested Teachers Alliance Pupil-Free Day, Monday, January 9, 2012 Continued from Monday, October 10, 2011."— Presentation transcript:

1 Exploring Curriculum and Assessments for Non-CST Tested Teachers Alliance Pupil-Free Day, Monday, January 9, 2012 Continued from Monday, October 10, 2011

2 Today’s Objectives To reflect on first semester evaluation results To discuss and provide input on the student achievement components of the teacher evaluation process To identify potential common assessments for benchmarks To develop lessons based on areas of need identified (if time permits) 2

3 Overview of Framework for Teacher Effectiveness Domains 3

4 TCRP Preliminary Data Analysis 4 Based on Alliance-wide data, please chart the following in groups for one low performing indicator (in Domains 1, 2, or 3): 1) Looking at Level 3, what are the key terms in the rubric? What do those terms mean? 2) What specific strategies or approaches could a teacher use to achieve Level 3? Ex. “opportunities” = more than one chance planned for all students to… Consider concrete or observable teacher behaviors (e.g., teaching actions, planning, grouping) Note: This information will be shared with the TCRP Teacher Advisory Panel, Alliance administrators, and Alliance home office.

5 Future Performance Compensation 40% of future overall teacher performance will consist of student achievement data To date, student achievement data used has only been API In the future, student growth percentile calculations will be used to compute individual teachers’ student performance based on CST results 5

6 Design Pilot Evaluation 2 teachers per school Full Evaluation and Year 1 Roll-Out All teachers evaluated using new evidence-based process Effectiveness rating counts as first of two-year data cycle toward career path and compensation Bonus compensation based on school-wide targets Year 2 Roll-Out Effectiveness rating counts as second of two-year data cycle toward career path and compensation Bonus compensation based on school-wide targets Launch of New Career Path and Compensation Teachers placed on career path and receive compensation based on teacher effectiveness ratings from prior year TCRP Timeline 6

7 Newly-Developed Teacher Evaluation Process Percentage of overall teacher performance includes up to 40% student achievement performance Non-CST tested subject teachers’ portion of student achievement performance may include: –School-wide measures –Grade-level measures –Proxy measures from other subject areas 7

8 Examining Student Achievement Measures Form groups of 3-4 teachers Read through the options. Discuss the advantages and disadvantages of each. Individually, decide which option you prefer. Write the rationale for your decision on a post-it note and attach it to the poster. 8

9 Alternative Student Achievement Measures HS PE and arts courses require common benchmark assessments in order to: –Facilitate sharing of best practices –Identification of high performing teachers Download and look at the content standards for your subject area (http://www.cde.ca.gov/be/st/ss/) 9

10 Alternative Student Achievement Measures (cont’d) For PE: –Which standards could be assessed with a written exam? –Would you agree to a mock Fitnessgram for each benchmark administration? –Do you think a pacing plan could be created? If so, please develop. For arts: –Which standards could be assessed with a written exam? –Do you think a pacing plan could be created? If so, please develop. –What alternative assessments could be developed? 10

11 Fitnessgram Results (% students scoring HFZ) Aerobic Activity Body Composition Abdominal Strength Trunk Extension Strength Upper Body Strength Flexibility Gertz Ressler Heritage Huntington Park Mohan Ouchi Stern MASS CRAHS # CRAHS # CRAHS # ESAT Health Services Media Arts

12 Examining the Physical Fitness Test Results What factors might account for the differences between skills at an individual school? What factors might account for the differences between skills at different schools? How can these factors be addressed to level the playing field for the students? What PE content standards address the area of weakness? How are we currently teaching these standards? 12

13 Developing Common Assessments In groups of 3-4, select a content standard. Create a 4-point rubric to describe proficiency levels. How and when will this assessment be administered? 13

14 Creating Lessons Develop lessons based on this common assessment requirement. –Art: Collaborate or examine other standards (e.g., national, AP) –PE: Consider pecentral.com Fast food nutrition charts Reading labels vs. working it off 14

15 Closing Options for student performance measures for PE and arts teachers Q3 benchmark expectations Please continue to provide feedback on the evaluation rubric for your subject areas 15


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