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Memphis Framework

Memphis Framework

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Published by: mcstei on Aug 04, 2011
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07/10/2013

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TeacherEffectivenessMeasureFrameworkandRubricversion2.0revisedSummer2012
 
MemphisCitySchools*TeacherEffectivenessMeasureTeachingandLearningFrameworkRubricRevisedJuly27,2012
2
PLAN1:KNOWYOURSTUDENTSINORDERTOPLANYOURINSTRUCTIONEFFECTIVELY
OVERVIEWOFREVISIONS:
 
Nomajorcontentchangesweremade.EdPlanwasaddedtothenotesasadataresourceforteachers.
5SignificantlyAboveExpectations/4AboveExpectations3MeetingExpectations2BelowExpectations1SignificantlyBelowExpectations
ForLevel4
-AllevidencesupportingLevel3is present,aswellas
one
ofthefollowing:
ForLevel5
-AllevidencesupportingLevel3is present,aswellas
two
ormoreofthefollowing:
 
Teacherproactivelyandappropriatelysharesinformationwithotherindividualswhocanimpactstudentachievement(e.g.resourceteachers,othercontentareateachers,counselors).
 
Teachertakesstudentsand/orfamilyinputintoaccountduringtheplanningprocess.
 
Teacher’splansmakecontentpersonallymeaningfulandrelevanttostudents.
Thefollowingbestdescribeswhatisobserved:
 
Teacherusesthreeormoresourcesofdatatoattainstudents’currentperformancelevels.
1
 
Teacher’sknowledgeofstudents’performancelevelsisregularlyusedtoplaninstruction.
2
 
Teacherusesknowledgeofstudents’interests,backgrounds,andlearningneedsintheplanningprocess.
Thefollowingbestdescribeswhatisobserved:
 
Teacherusesonetotwosourcesofdatatoattainstudents’currentperformancelevels,and/orresourcesusedmaynotaccuratelydeterminestudents’currentperformancelevels.
 
Teacher’sknowledgeofstudents’performancelevelsissporadicallyoroccasionallyusedtoplaninstruction.
 
Teachersporadicallyoroccasionallyusesknowledgeofstudents’interests,backgrounds,andlearningneedsintheplanningprocess.
Thefollowingbestdescribeswhatisobserved:
 
Teacherdoesnotusedatatodeterminestudents’currentperformancelevels.
 
Teacher’sknowledgeofstudents’currentperformancelevelsisnotusedtoplaninstruction.
 
Teacherdoesnotuseknowledgeofstudents’interests,backgrounds,andlearningneedsintheplanningprocess.
Note:
 
Teachersshouldnotshareinformationthatmaybeconfidentialorsensitivetostudentswithoutfirstobtainingappropriatepermissiontodoso.

1
EdPlanisadistrictdatasourcethatteacherscanusetoretreivediversedatainformationregardingstudents.Othersourcesthatcanbeusedtoattainstudents’currentperformancelevelsinclude,butarenotlimitedto,end-of-yearassessments,through-courseassessments,interestsurveys,learningstyleinventories,pre/posttests,andteachercreatedassessments.
2
Instructionalplanscaninclude,butarenotlimitedto,flexiblegroups,targetedinstructionalstrategies,andreteaching.
 
MemphisCitySchools*TeacherEffectivenessMeasureTeachingandLearningFrameworkRubricRevisedJuly27,2012
3
OVERVIEWOFREVISIONS:
 
Revisionsnotethatteachersare“using”coursegoalsinsteadof“developing”coursegoals.SeefirstdescriptoratLevel3.
 
Somewhatnebuloustermslike“ambitious”werequalifiedtooffermoremeasureabledetails.Seefootnote3asanexample.
 
Revisionsincludeateacher’sattentiontostandards’appropriaterigorlevel(s)whenplanning.FootnoteswereaddedtoexplainhowrigorlevelsareassignedduringplanningaccordingtoBloom’sRevisedTaxonomy.Seefootnote4andthefirstdescriptoratLevel3asexamples.
PLAN2:SETTHROUGH-COURSEANDEND-OF-COURSEGOALS
5SignificantlyAboveExpectation/4AboveExpectations3MeetingExpectations2BelowExpectations1SignificantlyBelowExpectations
ForLevel4
-AllevidencesupportingLevel3is present,aswellas
one
ofthefollowing:
ForLevel5
-AllevidencesupportingLevel3is present,aswellas
two
ormoreofthefollowing:
 
Teacherdevelopsambitious
3
andmeasurablethrough-courseandend-of-coursestudentachievementgoal(s)forindividualsandtheclassthatarealignedtothecontentstandards.
 
Allornearlyallstudentscancommunicatethegoal(s)andassessment(s).
 
Familymembersareengagedinunderstandingstudentgoalsandhowtheyareassessed.
Thefollowingbestdescribeswhatisobserved:
 
Teacherusesmeasurablethrough-courseandend-of-coursestudentachievementgoalsforindividualsandtheclassthatalignwithprescribedlevelsofrigorforeachstandard
4
.
 
Teacherconsistentlyusesstudentdatatoanticipateandplanfordifferentiationandscaffoldingneedssothatstudentsmeetthrough-courseandend-of-coursegoals.
5
 
Moststudentscancommunicate
6
theirprogresstowardthegoal(s)andhowtheywillbeassessed.
Thefollowingbestdescribeswhatisobserved:
 
Teacherusesmeasurablethrough-courseandend-of-coursestudentachievementgoalsfortheclass,butnotforallindividualstudents,thataresomewhatalignedtostandards’prescribedlevelofrigor.
 
Teacheroccasionallyusesstudentdatatoanticipateandplanfordifferentiationandscaffoldingneedssothatstudentsmeetthrough-courseandend-of-coursegoals.
 
Halfofthestudentscancommunicatetheirprogresstowardthegoal(s)andhowtheywillbeassessed.
Thefollowingbestdescribeswhatisobserved:
 
Studentachievementgoalsarenotmeasureableoralignedtothestandards’prescribedlevelofrigor.
 
Teacherdoesnotusestudentdatatoanticipateandplanfordifferentiationandscaffoldingneedssothatstudentsmeetthrough-courseandend-of-coursegoals.
 
Lessthanhalfofthestudentscancommunicatetheirprogresstowardthegoal(s)andhowtheywillbeassessed.
Note:
 
Through-coursegoalsrefertoon-going/formativegoals,andend-of-coursegoalsrefertosummative/annualgoals.

3
“Ambitious”goalsarethosethataimtogrowastudenttwoormoreyearsabovewhereheorsheisuponenteringacourseorgrade.TVAAScanbeusedtogaugestudentgrowthforstudentsintestedareasandpreandpostdataspecifictocourseskillsandcontentcanbeusedtogaugestudentgrowthforstudentsincourseswithoutTVAASdata.
4
Bloom’sRevisedTaxonomyisusedtogaugeastandard’slevelofrigor.Thestandards’rigorlevelsmovefromthelowerlevelsofremembering,understanding,andapplying,tothehigherlevelsofanalyzing,evaluatingandcreating.Allstandardsarenotappropriateforthehigherendsofthetaxonomyandviceversa.Somestandardsbuildcontentandskillsfromthelowerleveltothehigherlevel,andshouldbeaddressedwithintheappropriatetimeofateacher’slesson/unitplan.
5
SeePlan1forstudentdatasources.Thesedatashouldbeusedtoinformhowateacherscaffoldsanddifferentiatesinstructionfortheclass,groupsofstudents,and/orindividuals.
6
Goalsshouldbecommunicatedinamannerthatisappropriateforstudents’gradeanddevelopmentallevels.

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