Connections to the TPGESFramework for Teaching Domains

Student GrowthPeer Observation

Professional Growth PlanningReflection

What’s your level of understanding

with TPGES

Student Growth Process

Step 1:Determine

needs

Step 2:Create specific learning

goals based on pre-

assessment

Step 3:Create and implement teaching

and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students achieved the goals

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During first

weeks of school

Establish Baseline

Target students’ priority need

Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the

Enduring Skills

Identify what proficiency looks like for the Enduring Skills

Identify the Enduring Skills in the content area standards

Know the expectation of content area standards

Teac

her K

now

ledg

e

Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom (applying

learning to new and unique situations)• is worthy of embedded, course-long focus,• may be necessary for the next level of

instruction.• Requires critical thinking (analyzing, creating

and evaluating)

ENDURING LEARNINGReading Example

EXAMPLES NON-EXAMPLESSummarize key supporting details and ideas

-Identifying main ideas of a text-Differentiate between bias and evidence.-Differentiate between essential and irrelevant information.-Skimming or scanning a text.

Sub Skills

Strategy

ENDURING LEARNINGScience Example

EXAMPLES NON-EXAMPLESDevelop models using an analogy, example, or abstract representation to describe a scientific principle or design solution.

Create a model of an erupting volcano using vinegar and baking soda.

Activity

ENDURING LEARNINGSocial Studies ExampleEXAMPLES NON-EXAMPLES

Produce an argument to support claims with appropriate use of relevant historical evidence.

Describe point of view for primary and secondary sources.

Use Chicago Style correctly when citing evidence.

Improve student perception of history.

Sub Skill

Strategy

Disposition

Talk with a Partner

What’s the enduring skill related to your work?

Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom (applying

learning to new and unique situations)• is worthy of embedded, course-long focus,• may be necessary for the next level of

instruction.• Requires critical thinking (analyzing, creating

and evaluating)

SMART Goal Process for Student Growth

S

Specific- The goal

addresses student needs

within the content.

The goal is focused

on a specific area of need.

M

Measurable- An

appropriate instrument or

measure is selected to assess the

goal.

The goal is measurable and uses an appropriate instrument.

A

Appropriate- The goal is

clearly related to the role

and responsibilitie

s of the teacher.

The goal is standards-based and

directly related to the subject and

students that the teacher

teaches.

R

Realistic- The goal is

attainable.

The goal is doable, but rigorous

and stretches the outer bounds

of what is attainable.

T

Time-bound- The goal is

contained to a single school year/course.

The goal is bound by a

timeline that is definitive

and allows for determining

goal attainment.

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Sample Science Goal

This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.

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Components of a Quality Student Growth Goal

• Meets SMART criteria

• Focuses on a standards-based enduring skill/learning

• Includes growth target

• Includes proficiency target

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Identify SMART criteria, the growth target and the proficiency target in the goal.

SPECIFIC

This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.

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MEASURABLE

This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.

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APPROPRIATE

This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.

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REALISTIC

This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.

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TIMEBOUND

This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.

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Science sample growth goal

This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.

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Enduring Skills

Science sample growth goal

This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.

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Growth Target

Science sample growth goal

This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.

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Proficiency Target

Craft a sample SGG.

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sample

Why use rubrics?

Look over the rubric you are using. Talk at your table: What should rubrics do?

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What rubrics should do (CASL, pg.200)

• Define quality for ourselves.

• Describe quality for students.

• Make judgments more objective, consistent, accurate.

• Guide instructions• Provide a common

language.

• Promote descriptive feedback to students.

• Promote student self-assessment and goal-setting.

• Make expectations for students explicit.

• Eliminate bias.• Focus teaching.• Track student learning.

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Rubrics and Student Growth Goal-Setting

• An analytic rubric can help teachers combine multiple sources of data to– determine a baseline score for goal-setting– determine if students met the goal at the end of

the course, and – formatively assess, provide feedback, and adjust

instruction along the way• When developed together can meet

expectation for rigor and comparability

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Don’t forget

• Test your rubric with student work• Continue to refine your rubric

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Engaging Students

• Students rewrite rubrics in student-friendly language• Students use models to identify criteria for quality• Students analyze poor models using the rubric

and identify how to improve• Students develop rubrics• Students use rubrics to provide peer feedback

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Program Review

Connections

Teacher

Effectiveness

Connections

Using Rubrics to create formative and summative assessments

Get a start: Work with a partner or small group to brainstorm a list of formative or summative assessments you would create that informs progress toward standards.

Be ready to share.

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Formative & Summative Assessment Ideas/Next Steps

• Peer review using the rubric (teachers and students)…introduce the rubric prior to instruction and use during peer/teacher conferencing (immediate feedback using the rubric)

• Gallery walk using the rubric (peer/teacher feedback)

• Organized checklist (spreadsheet) to collect anecdotal records…focused on certain parts of the rubric

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Formative & Summative Assessment Ideas/Next Steps

• Peel and stick labels detailing specific areas of the rubric…less overwhelming for kids

• Intentional feedback on strips of paper• Rubric broken down to correspond with steps in

mini-units• student self-assessment throughout process• Coding text against criteria• Assessing parts of essay/writing (intro., etc.)

and focusing on areas of difficulty

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Formative & Summative Assessment Ideas/Next Steps

• Cold prompt…individual writing assessment to determine current level of performance

• Conferencing about last year’s on-demand score

• Pull data from a variety of sources to get an idea of where kids are

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Student Growth ProcessStep 1:Determine

needs

Step 2:

Create

specific

learning

goals based

on pre-

assessment

Step 3:

Create and implement teach

ing and

learning

strategies

Step 4:Monit

or studen

t progre

ss throug

h ongoin

g format

ive assessment

Step 5:

Determine whether

students

achieved the

goals

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