8/28/2013
2013
W ORKGROUP ON TEACHER EVALUATIO N EVIDENCE TEACHER EVALUATION S UPPORT DOCUMENT: PREK & K
The evidence in this document is organized under The Framework for Teaching Danielson Rubric (2011 Edition)
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EVIDENCE DOCUMENT: PREK & K 2013
Participants Chris Barlas, Bridgeton Public Schools
Jacqueline Blanton, Orange Public Schools
Michelle Bocchetti, Vineland Public Schools
Sheila Caesar, Pleasantville Public Schools
Shelly Caldwell, Irvington Public Schools
Vincent Costanza, New Jersey Department of Education
Barbara Diaz, Passaic Public Schools
Anne Flynn, Little Egg Harbor Public Schools
Bob Fisicaro, New Jersey Department of Education
Connie Fugere, Little Egg Harbor Public Schools
Rosanne Hansel, New Jersey Department of Education
Jason Kupcha, Phillipsburg Public Schools
Audrey Lassiter, Jersey City Public Schools
Evelyn Motley, Plainfield Public Schools
Melissa Parisi, New Brunswick Public Schools
Tanya Robinson, Bridgeton Public Schools
Elaina Rutherford, Plainfield Public Schools
Nancy Ziobro, Asbury Park Public Schools
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EVIDENCE DOCUMENT: PREK & K 2013
Contents
Participants ...... 2
Overview ...... 4
Timeline ...... 5
FAQs ...... 6
Domain 1: Planning and Preparation ...... 7
Domain 2: The Classroom Environment ...... 13
Domain 3: Instruction ...... 18
Domain 4: Professional Responsibilities ...... 23
SGO Examples ...... 29
Preschool SGO: ELA Tiered ...... 29
Kindergarten SGO: ELA Tiered ...... 31
Kindergarten SGO: ELA Non Tiered ...... 33
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EVIDENCE DOCUMENT: PREK & K 2013
Overview The purpose of this document is to guide observers using The Framework for Teaching Danielson rubric (2011 Edition)1 by “tinting the lens” with a view from an early childhood perspective. Although this evidence document uses the format of the Danielson framework, we anticipate that the document will be useful for districts using other instruments as well since ALL instruments approved by the Department of Education align to Interstate Teacher Assessment and Support Consortium (InTASC) Standards2.
The guiding question that directs this effort is; what does evidence of a particular item look like given best practices in early childhood and a district’s curriculum? Furthermore, in the continued effort to support districts in implementing teacher evaluation systems of the highest quality, this document also includes Frequently Asked Questions (FAQs) concerning teacher evaluation and early childhood as well as Student Growth Objective (SGO) examples. As such, we anticipate that this document will change over time as educators learn lessons through implementation, which give rise to new examples and questions. As the timeline below indicates, the work took place between July and September of 2013. While the work group focused mainly on Domains 2 and 3, examples for Domains 1 and 4 are provided courtesy the Pennsylvania Department of Education through their own evidence document, which can be accessed here http://static.pdesas.org/content/documents/Examples%20for%20Early%20Childhood%20Teachers.pdf .
1 http://www.danielsongroup.org/article.aspx?page=frameworkforteaching
2 http://www.ccsso.org/Resources/Programs/Interstate_Teacher_Assessment_Consortium_(InTASC).html
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EVIDENCE DOCUMENT: PREK & K 2013
Timeline July 16th
First workgroup meeting that produces DRAFT of evidence for each Component
July 25th
Revise DRAFT and compile one document for workgroup distribution
August 2nd
Workgroup reviews document sends feedback
August 8th
Feedback incorporated
August 23rd
Document sent to PreK & K teachers/administrators outside of the group for review
August 30th
Feedback incorporated and shared with workgroup for FINAL review
September 2nd
Final document
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EVIDENCE DOCUMENT: PREK & K 2013
FAQs 1. How are non-teaching staff (e.g., Master Teacher & PIRT) evaluated?
a. 2013-14: Districts will be granted considerable latitude in evaluating staff members in these roles. Districts can choose to continue existing practice, adopt or adapt their selected teaching or principal practice instruments, or create their own instrument. For additional information visit http://www.state.nj.us/education/AchieveNJ/intro/SpecialistsandOthersOverview.pdf.
2. When should SGOs be established?
a. With supervisor input and approval, set ambitious yet achievable student learning goals by Nov. 15, 2013; by Oct. 15 in all subsequent years. In PreK and Kindergarten, best practices in assessment involve using performance based assessment measures that assess children in the context of daily curriculum and account for multiple domains of learning.3 Districts using a performance based assessment system should finalize a rating before November 15, 2013. For additional information visit http://www.state.nj.us/education/AchieveNJ/teacher/SGOOverview.pdf.
3. When should the final SGOs rating occur?
a. SGO scores should be reviewed and discussed with your supervisor/principal by the end of the school year.
3 National Research Council. (2008). Early Childhood Assessment: Why, What, and How? Committee on Developmental Outcomes and Assessments for Young Children, Catherine E. Snow and Susan B. Van Hemel, editors. Board on Children, Youth and Families, Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. http://www.nap.edu/catalog.php?record_id=12446
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EVIDENCE DOCUMENT: PREK & K 2013
Domain 1: Planning and Preparation
Component Unsatisfactory Basic Proficient Distinguished
1a: Demonstrating The only strategy The teacher plans The teacher’s plan for sorting by The teacher uses a “KWL” Knowledge of used on lesson lessons on sorting by attributes is based on chart at the introduction of Content and plan is whole attributes based on vocabulary learned in prior the unit on caterpillars to Pedagogy group instruction. characteristics lessons/experiences. uncover student The teacher has students are The teacher realized her students are misconceptions and children writing unfamiliar with. not sure how to use scissors so she prior knowledge. their names in all The teacher plans to plans to practice that before The teacher plans to adapt uppercase. forge ahead with a introducing the activity on cutting. all learning centers/entire Teacher lesson on skipping The teacher plans to expand a concept classroom environment to distributes ditto even though some on sharing by reflect the current worksheets to all students have not having them act out scenes from a topic/theme. In addition, students. mastered hopping on book they read about she adds specific activities to The teacher says, one foot. sharing. address the needs of “The spider is an Teacher has materials at varied levels individual students. insect.” in the classroom to meet the needs of Itinerant teacher and regular individual learning styles. ed teacher proactively seek The teacher answers student support from one another to questions accurately and enhance student success provides feedback that furthers their with upcoming unit. learning. Teacher applies a new The teacher seeks out content-related instructional strategy professional development. learned at a professional development session.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
1b: Demonstrating The lesson plan The teacher’s lesson plan The teacher creates an The teacher plans his lesson Knowledge of includes a teacher led has the same assignment assessment of students’ with three different follow-up Students 30-minute for the levels of cognitive activities, designed to meet the circle time. entire class, in spite of the development. varied ability levels of his The teacher plans to fact that one activity is The teacher examines students. present a lesson with beyond previous year’s portfolio The teacher plans to provide no the reach of some folders to ascertain the multiple activity options; visual props. students. proficiency levels of students will self-select the The teacher plans to In the unit on families, the groups of students in the activity that best meets their teach his class teacher has not class. individual approach to learning. Christmas incorporated The teacher administers a The teacher attended the local carols, despite the fact information provided by student interest survey at Mexican heritage day, that he has four the families. the beginning of the meeting several of his students’ religions represented Lesson plans make only school year. extended family members. among his students. peripheral reference to The teacher plans Teacher has determined that a students’ interests. activities based on student pre-k age student is reading and The teacher knows that interests. offers enrichment activities. some of her students The teacher realizes that The teacher regularly creates have IEPs but they’re so not all of his students are adapted assessment long, she hasn’t read Christian, so he plans to materials for several students them yet. read stories that reflect with learning disabilities. the diversity of the students. The teacher plans to invite students and families to share their ancestry with the class.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
1c: Setting A learning outcome for the Outcomes consist of Teacher’s lesson plans are Teacher uses “Plan, Instructional class is to understanding the connected to Early Learning Do, Review” to Outcomes make a mural. difference between Standards. encourage students to All the outcomes for the 1 to 1 correspondence One of the learning outcomes is set their own goals. class are factual and rote counting. for students to demonstrate The class develops a knowledge. The outcomes are written 1 to 1 correspondence. concept web that links The topic of a math with the needs of the The outcomes for the apple unit previous activity involves the “middle” group in mind. include some factual learning goals to those concept of 1 to 1 Despite having a number information as well as a they are currently correspondence but the of students receiving comparison to other fruits. working on. teacher only occupational The teacher reviews the project All students identify expects the students to therapy in the class, the expectations and modifies some additional learning rote count. outcomes state that all goals to be in line with students’ through use of the children will IEP objectives. “KWL” chart. be able to write their name.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
1d: Demonstrating The teacher only uses For a unit on dinosaurs the Books and materials are The teacher expands Knowledge of materials within their teacher really needs more supplemented by guest the literacy center and Resources classroom even when books, but the program only has speakers and field has the students more variety would three for which to choose. experiences. create class books. assist some students. The teacher knows she should Teacher facilitates use of The teacher attends For the unit on learn more about teaching technology. the Early Childhood dinosaurs, the students literacy, but the program only The teacher provides her Educators Summit, accessed all of their offered one professional preschool class a range of collects available information from development day last year and books and materials about resources, and teacher supplied books the teacher did not pursue dinosaurs; no matter their integrates them into and materials. additional professional developmental level, all practice. The teacher is not sure development. students can participate in The teacher invites how to teach The teacher thinks his students related local community phonological would benefit from hearing The teacher took an online professionals into the awareness, he says, about health safety from a course on sign language to classroom to talk ”How am I expected to professional; he contacts the expand her knowledge of about their jobs learn it on my own.” school nurse to visit his other forms of during the Community A student says, “It’s too classroom. communication. Helper Unit bad we can’t go to the The teacher distributes museum when we’re family literacy bags to doing our unit on the encourage reading at home. dinosaurs.”
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
1e: Designing After being After the mini-lesson, the The teacher reviews her The teacher’s unit on dinosaurs Coherent introduced to the teacher plans to have the learning activities and includes a variety of high-level Instruction parts of the plant whole class play a game to rewrites some of the activities throughout the classroom. the teacher plans reinforce the skill she taught. activities to make them Students choose those that suit their to have the class The teacher found a globe to more challenging. approach to learning. complete a use as a supplemental The teacher plans for While completing their projects, the worksheet. resource during the social students to complete students have access to a wide The teacher studies unit. projects in small groups; variety of resources. assigns circle time The teacher always lets he carefully selects group After the cooperative group activity, seating students self-select their members based students reflect on alphabetically. learning centers because on their ability level and their experience and make The teacher’s they behave better when learning style. suggestions for new materials to lesson plans are they can choose who they The teacher reviews expand a center. written on sticky want to sit with. lesson plans with her The lesson plan clearly indicates the notes. The teacher’s lesson plans supervisor; they are well concepts taught in the last few are formatted, but the timing structured with pacing lessons; the teacher plans for his for many activities is too long times and activities students to connect the current to maintain student clearly indicated. lesson outcomes to those they participation. previously learned.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
1f: The teacher only The plan indicates that Based on the previous day’s Teacher invites students to Designing administers a the teacher will pause to formative assessment, the select work samples that Student standardized test pulling “check for teacher plans to have five support their determined Assessments the student aside and understanding” but students work on a more outcome level. often timing without a clear process of challenging activity, while she The teacher ensures that responses. how that will works with six other students there is documented The teacher has no be done. to reinforce the concept. evidence to support the documentation Despite half of the Teacher has a variety of teacher determined supporting a determined students being able to assessments including child’s ranking for each domain. outcome level. identify the colors, the work, anecdotal notes and A team consisting of The teacher says, “The teacher plans a unit on checklists to support the classroom teachers, program only gave me colors. determined outcome. therapists, parents, and two curriculum choices, The teacher has some Based on the “KWL” chart the support staff participate in so I just have to keep documentation teacher will organize children the design on student moving. supporting the in different groups during the assessment. determined outcome next activity. level.
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EVIDENCE DOCUMENT: PREK & K 2013
Domain 2: The Classroom Environment
Component Unsatisfactory Basic Proficient Distinguished
2a: Creating Teacher does not acknowledge Teacher addresses Teacher addresses Teacher addresses an students by name. some students by name. individual students by individual students by environment Students engage in conflict In conflict situations, name and encourages name and inquires about of respect without any response or teacher imposes a students to address events in students’ and acknowledgement from solution for resolving others by name. (e.g., personal life. (e.g., “Good rapport teacher. the conflict (e.g., “You “Good morning Jaylin,. Did morning Jaylin, did Teacher and students do not two need to take turns you say good morning to mommy have the baby demonstrate respectful on the computer, I saw Joshua and Lindsey?) yet?”) behavior and often use sarcasm Ian there first.” Teacher involves children Children independently (e.g., Teacher states, “Rolling on Teacher and students in solving problems that engage in steps of conflict the carpet really shows that demonstrate arise in the classroom resolution. you’re ready for morning disrespectful behavior. using age-appropriate Students say please and meeting.”) Students must be conflict resolution thank you and apologize constantly reminded to strategies such a Positive for mistakes without being respect the rights of Behavior Supports (PBS). reminded by teacher. others. (e.g., Teacher Teacher consistently During center time, a states, “It’s not your models positive behavior student comments about a turn yet. You need to and prompts students to classmates painting, “That remember to take model such behavior. picture has so many turns). (e.g., Teacher frequently colors, it’s beautiful James! uses please, thank you Students independently and excuse me). respect the rights of During center time, the others by taking turns teacher kneels down next (e.g., Daquan said, “After to a student and says, Shalia has a turn it will be “This building is Imani’s turn.”). enormous, I wonder what could possibly be going on inside.)
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
2b: Teacher actions High expectations The classroom provides Teachers listen and respond to Establishing involve classroom are reserved for children with opportunities students and students are responding a culture for management and some children. to engage in relevant and to each other; (e.g., a child is reading learning preparatory activities Teachers are challenging, play based his/her journal and peers are only. primarily talking and learning experiences (e.g., commenting on the work.) There is no respect children are center time). Teacher takes a picture of a child’s for one another’s listening. Teachers have high work, or children make a sign stating work, there is no There is little respect expectations for all please do not knock down this purpose or focus. for the work of peers: students. structure. Teachers do not After a child knocks Teachers are listening to Students encourage other students to support problem down a block students and students are problem solve. solving, they solve structure of another listening to each other. Teacher provides opportunities for the children’s child the teacher Children respect each students to engage in investigations or problems for them. responds by saying other’s work (e.g., teacher projects to allow students to work There are no “stop”! allows a child building a tall interdependently, and they frequently opportunities for Teachers are tower to save his work.) share their feelings, ideas, work with children to engage inconsistent with Teachers encourages each other. with peers. encouraging children children to problem solve to problem solve. and share their ideas, work Teachers rarely and responses with peers encourage children and adults. to share their ideas, Children independently work and responses select materials to complete with peers and tasks. adults. Children know where materials belong.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
2c: Procedures for carrying out Some children in The teacher provides advanced Children remind teacher Managing routines are not small groups are not warning for most upcoming and/or classmates of what classroom established. (e.g., Schedule engaged while transitions. (e.g. During center is next in the schedule. procedures is not visible or posted working; or not time the teacher states, “In five Students assist with and/or and/or children are not engaged when minutes I’ll play our clean up contribute to the aware of established working directly song. It’s coming soon.” established transitioning routines.) with the teacher. Children move smoothly between signal. (e.g. A students asks, Transitions are too long, Routines are group activities. Can a play the clean up song too frequent, or ineffective. inconsistently Children respond to established when we’re ready?” Children’s wait time is long established. (e.g., attention signal.(e.g., raising hand Students re-direct a due to unprepared Children are not sure or clap) classmate to the transition transitions and/or what to do after the Appropriate backup materials are and/or routines. (e.g., Tells unprepared materials. completion of an planned and accessible as needed. a child to “wash your (e.g., Long wait time during activity.) The teacher refers and hands” before they come to hand washing, materials Schedule is posted incorporates the posted visual the sand table, to “be quiet, not set at small group time, and teacher refers to schedule. (e.g., Teacher states, “I it is teacher’s time to talk.”) no transition activity.) it randomly-with see on the schedule that we’re Child uses timer to help Materials are not prepared little connection to moving to center time. Can I have determine amount of time and/or accessible to children’s needs. a volunteer to read the schedule to work with a toy. (e.g., the students. Materials are and remind us what’s after center computer center, the child Children are continually prepped and ready. time?” transitions to another asking what is next and Some instructional “Downtime” is eliminated as center when the allotted appear to not know what is time is lost due to children move to alternative time is up.) expected of them.(e.g., . the long wait time of activities when appropriate. (e.g., During the morning routine tasks. when children complete small meeting children ask, Children regularly group activity they move on to “What are we doing next?” demonstrate off-task another activity.) behavior.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
2d. Classrooms rules are Classroom rules are Classroom rules are posted Children refer to the classroom rules Managing not established or posted but not with evidence of student to monitor behavior. (e.g., Sophia Student posted. referred to. input. (e.g., the rules are tells Vincent, “If you talk mean you Behavior Noise level distracts all Most students ignore clearly written by children or will tip Alicia’s bucket.” students from learning teachers request to children have written their Students take an active role in (e.g., children use an indoor voice. names alongside the rules.) monitoring their own behavior and frequently ask teacher Teacher monitors and Student behavior is generally that of other students. (e.g., to repeat what was reacts to some age-appropriate and independently, student does not go said.) indicators of behavior misbehavior rarely continues to a center that is at the limit of The teacher does not problems but often or detracts from instruction. children allowed in the center, monitor student misses or ignores Children respond to verbal and/or children have been taught behavior. (e.g., the others. and non-verbal teacher cues how to independently problem teacher spends an Teacher response to (e.g. Teacher plays the “clean solve without the need of teacher entire center time in misbehavior is up” song and children begin assistance). one center or in one inconsistent. (e.g., to clean up.) Student misbehavior rarely occurs. small group) teacher ignores Teacher consistently Students misbehave children calling out monitors and prevents frequently. (e.g., while enforcing the behavior problems with children destroy rule other times. effective results. (e.g., during materials, throw center the teacher moves objects, uses foul between centers.) language, and climb on Teacher response to furniture). misbehavior is effective particularly when focused on the positive and/or uses non- verbal cues.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
2e: Space poorly maintained by staff Space clean and Messes cleaned promptly Students respect and Organizing (e.g., floors left sticky or dirty, maintained by staff with staff encouraging maintain classroom physical trash cans overflowing) Sufficient space for students to take environment. (e.g., Liz tells space Classroom space overcrowded and several activities to go ownership of materials Rosanne, “You can’t just does not adequately support on at once (e.g., at least and supplies leave the marker on the learning (e.g., No interest areas or three centers are in Minimum of five centers floor, someone will slip.” learning centers) the classroom.) clearly defined and More than five centers Visual Supervision of centers is Visual Supervision is accessible to all students clearly defined and difficult to maintain. (e.g., Teacher adequate to protect with clear guidelines for accessible to all students cannot see over shelves where the children’s health and center participation (e.g., (centers may include library center is located.) safety only two children at the writing, blocks, art, Several hazards exist No major safety computer at one time). investigations, sand table, indoors/outdoors (e.g., loose hazards Visual Supervision is library and dramatic play.) electrical cords, no outlet covers, indoors/outdoors. adjusted appropriately Visual Supervision is heavy objects children can pull Essentials available for different ages and adjusted appropriately for down, furniture in poor repair and and accessible to abilities different ages and abilities, dangerous substances are within handle emergencies Teacher’s use of and a balance is the reach of the children- such as Evidence that teacher technology is age- maintained between the bleach) rotates materials or appropriate (e.g. child’s need to explore No essentials to handle manipulates incorporates iPads in the independently and emergencies available. (i.e., environment to meet investigation center or maintain safety emergency kit) the purpose of lessons. uses Smart Board to Students arrange the display pictures of environment to enhance previously built block an activity. (e.g. student structures. uses Smart Board to display a message she wants everyone to read at the writing center.)
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EVIDENCE DOCUMENT: PREK & K 2013
Domain 3: Instruction
Component Unsatisfactory Basic Proficient Distinguished
3a: Teacher gives unclear Teacher begins lesson by Teacher states clearly what the Teacher states clearly Communicating and confusing passing out materials students will be learning using what the students will be with students directions. (e.g., Teacher with little explanation. age appropriate vocabulary. learning using rich gives children A few students appear If appropriate, the teacher language and age directions with too confused and models the use of materials appropriate vocabulary. many steps resulting in uninterested in using the and calls attention to how Students explain children merely materials provided during students use materials. (e.g., directions to peers and following the last step.) small group lesson. during a small group lesson the share different Most students appear Teacher’s explanation of teacher uses the materials approaches to modeling confused and content is clear but does along with the children and materials. uninterested in the not invite student says “I am arranging the red Students share among materials provided and participation or teddy bears in size order. The each other how they are don’t use them. (e.g. encourage students to smallest one is first. Jeremy, I using materials (e.g. students wander from think (e.g., teacher states, notice that you arranged the “Look what I am doing, I center to center with no “Today we will be blue bears in size order and am measuring two rows clear purpose) working with the wooden put the largest one first.) of teddy bears, and the Teacher does not clarify shapes during small Teacher’s explanation of second row is longer”). vocabulary and content group. You each have content invites student Teacher checks for that is confusing or many different shapes to participation and thinking. understanding by asking unclear. (e.g., during work with.) (e.g., as the teacher puts shapes students to share what center time, Teacher on table she says, “We will be they are doing, tells a child in the block working with shapes today; I encouraging the use of center, “You need a can make different pictures new vocabulary. (e.g., moat with that castle” with the shapes. I can turn “Tamara said the triangle without further them upside down or has points. Can you think explanation. sideways. I wonder how you of another word for can arrange your shapes on points?” your paper). If appropriate, the teacher models the use of materials and calls attention to how others are using materials.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
3b: Using Teacher’s questions are Teachers attempt to frame Teachers primarily pose Students formulate many questioning of low cognitive or low some questions designed to questions to promote thinking questions, initiate topics, / level and elicit a single promote thinking and and understanding. and make unsolicited prompts correct response (e.g. understanding with uneven In both large and small groups, contributions. (e.g. and Teacher asks, “What results (e.g., after reading the teachers create opportunities Student asks the teacher discussion shape did you use story of the three pigs, the for most students to be heard to predict which car will there?”) teacher asks, “What were the (e.g., while reading the story make it down the ramp Teacher asks questions houses made of?”) about the three pigs, a teacher first. in asked rapid Teacher predominantly uses asks: “What do you think may Teacher asks many open- succession with little or closed-ended questions happen next? Why did the wolf ended questions. no opportunity for Teacher rarely follows up to blow down the house? Students read to peers in student response. a child’s response or does so If you were the author, how the library center and There is a recitation style with a response that does would this story end?” ask other children to of learning, it is teacher not provoke thought (e.g. During a walk outside, a child make predictions. directed and a few after a student says, “I think notices a shadow, which students dominate. (e.g., Annie will find the Panda”, followed prompts a discussion children sit on the carpet teacher replies, “Good of shadows. for a long period with answer.”) the teacher talking.)
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
3c: Engaging Students do not appear At times throughout Most students are Virtually all students are students in interested/ engaged in activities the day, children are intellectually engaged in intellectually engaged in learning (e.g., Children are roaming intellectually activities. Use of activities (e.g. students throughout centers without a interested or engaged technology is evident request additional/other clear purpose). in activities. when appropriate (e.g., materials and have choice Teacher makes no attempt or is Some activities are teacher demonstrates in groupings). unsuccessful at orienting and appropriate and how to use an iPad to Students pose questions to guiding students toward learning partially achieve the record a story retell). teachers and/or peers, objectives (e.g., Children need a learning objective. Lessons are purposeful expand on teacher directed great deal of assistance to engage The pacing of the and align to learning questions and ideas. with materials). lesson is uneven. objectives. Children initiate connection Pace is inappropriate – lesson Activities are a mix of Pacing is suitable and to their culture, prior drags or is rushed. higher-level thinking provides time needed to knowledge, life Lesson is too long and children and rote recall. be intellectually engaged. experiences, etc. are unable to stay focused. (e.g., Children do not Materials support Children retell the story in children are disruptive, rolling on respond in partner learning goals and require their own words. carpet, having to be called back, work, limited intellectual engagement. Students ask for additional continually re-directed to focus). engagement in Children remain involved materials to create Students are given materials activities. in centers during the individual props, collages, without an intentional purpose in During story time allotted time. etc. order to keep them busy (e.g., teacher reads the story Children respond to Children create different manipulatives are put on tables and attempts to relate questions, interact with uses for provided materials to fill time; teachers are using concepts to students’ peers and teachers for the (i.e. Create child-generated technology that is unrelated to prior knowledge. duration of the activity. signs, labels etc.). lessons). Students need regular assistance to engage with materials.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
3d: Using Teacher’s system for Teacher’s system Teacher’s system for Teachers collect evidence, work Assessment assessing students is for assessing assessing students via samples or anecdotal records for all in limited or absent. students via questions, anecdotal children and weekly use the Instruction Teacher uses no system to questions, records, observations, information to intentionally plan monitor student learning or anecdotal records, photos, and/or work and differentiated instruction (e.g., a system that is primarily observations, samples is observed and is after reviewing anecdotes from based on a single form of photos, and/or effective (e.g., Teacher small group time, the teacher added data (e.g. graded work samples is writes an anecdotal record color and shape to encourage more assignments). sporadic. of a child identifying main complex patterns and extensions. Little to no evidence of Teacher story ideas). Teacher regularly uses questions to authentic/formative questioning is Teachers collect evidence, monitor and provide evidence of assessment information rarely used to elicit work samples or anecdotal student learning (e.g. Teacher asks, used (e.g. Teacher does not student records daily (e.g., while “tell me why you think that ball will use a portfolio assessment understanding and engaging children in float?”). system that is aligned to is mostly closed- centers, teacher frequently Students apply teacher/student curriculum) ended. writes anecdotal records feedback in their own learning (e.g. Teacher feedback is general Teacher feedback is and collects work while students are in centers, the and masked as praise such not specific or samples.) teacher circulates and engages as “Good job.” individualized, and Teacher uses a children in prolonged exchanges does not develop combination of open- and dialogue. future ended and closed-ended During center time, the teacher improvement of questions. supports complex dramatic play by student work. Teacher engages in giving hints and cues as well as feedback with students models behavior. and repeats or extends the students’ responses.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
3e: The teacher ignores a Teacher makes minimal Teacher successfully Teacher makes major Demonstrating child’s suggestion to adjustments to plans and makes minor adjustments to planned flexibility and include a block from the sometimes is unaware of adjustments to address lessons (e.g. allows a responsiveness block area as an students who need extra student interest and student to identify illustration of a shape support, assistance, or attention behavior. (e.g., a teacher materials to build concept mentioned in a story. (e.g., after children have been includes blueprints in development). Teacher is sitting on the carpet for 20 the block area that a Teacher extends students unresponsive to minutes, teacher invites child brought from learning into extended student behavior and everyone to stand up, shake home). lessons, incorporating keeping students their legs and sit back down). Teacher allows students additional resources from engaged (e.g., child Teacher attempts to engage to explain their home or community (e.g.. rolling around of carpet students in questioning or reasoning when solving extends tree study by during circle time and interests, but does not deviate problems and makes having students bring in a teacher continues from scripted lesson to support lesson adjustments. (e.g., collection of leaves from writing the morning student interest or teacher joins child in the around their home). message). understanding. (e.g., when a investigation center During center time the student suggests placing the after the child says, “she teacher comments, “It’s Very Hungry Caterpillar in the used a microscope at December, so no more investigation area, the teacher home to examine ants.”). pumpkins in the art replies, “maybe we could do that area okay?” another time.”).
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EVIDENCE DOCUMENT: PREK & K 2013
Domain 4: Professional Responsibilities
Component Unsatisfactory Basic Proficient Distinguished
4a: Despite evidence to the At the end of the The teacher says: “I The teacher says: “I think that lesson Reflecting contrary, the teacher says, lesson the wasn't pleased with the worked pretty well, although I was on “My students did great on teacher says, “I level of disappointed in the level of engagement Teaching that lesson!” guess that engagement of the of the students. Johnny asked when we The teacher says: “That went okay.” The students because they were going to was awful; I wish I knew teacher says: “I were distracted” go outside and several other students what to do!” guess I'll try _____ The teacher documents said “I’m bored.” next time.” on lesson plan several In conversation with colleagues, possible lesson including related staff, the teacher improvements. considers different group strategies for improving a lesson.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
4b: The teacher says “I The teacher says: “I’ve got all The teacher records When asked about an Maintaining misplaced the data these notes about how the students’ progress toward activity during the day, a Accurate collection sheets for my kids are doing; I should put individual student proudly shows her Records class but it doesn’t them into the system but I just learning goals. project and can explain matter-I know don’t have the time” The teacher creates a how she created it. what the students can On the morning of the field spreadsheet for tracking Teacher facilitates daily do” trip, the teacher frantically which students have paid journaling for children to On the morning of the searches all the drawers in the for their school pictures. share accomplishments field trip, the teacher desk looking for the Teacher maintains a class with parents. discovers that five permission slips and finds attendance sheet. students never turned in them just before leaving. Teacher has a classroom their permission slips. Teacher communicates procedure for unpacking Teacher doesn’t maintain occasionally with the families backpacks (lunchbox, communication related about child progress. work folder, to child progress with communication book, etc). the family. Teacher communicates frequently with the families about child progress.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
4c: When asked what Teacher sends The teacher-sends weekly Students create materials for “Back Communicating information is shared information newsletter home to families, to School” night that show families with Families with home on PA including information that what they’re learning and parents, teacher says, standards but describes current and experiencing in school (i.e. “Nothing.” doesn’t connect upcoming class activities, documentation panels) Teacher says, “I would them to community and/or school A daily communication log invite the parent’s in, if classroom projects, home connection describing student learning it didn’t disrupt the activities. activities, field trips, etc. experiences is sent home for a classroom.” In response to The teacher-created monthly response from a parent or During IEP meeting, parent question progress report is sent home guardian. teacher hands IEP to about child’s for each student regarding A part of newsletter teacher parent and says, “Here, progress, their individual learning goals researches and shares relevant sign this.” teacher emails The teacher sends home a community resources. back “He’s doing project for the family to fine.” complete together. Teacher sends a newsletter home outlining Christmas activities
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
4d: The teacher doesn’t share The teacher The teacher is open to The teacher leads the Participating in instructional strategies inconsistently shares sharing successful “mentor” teacher group, a Professional with his colleagues. He figures instructional materials instructional strategies devoted to Community that if his students with his colleagues. with others. supporting new teachers do well, it will make him look The teacher only The teacher has decided to during their first year of good attends PLC meetings take some of the free teaching. The teacher doesn’t attend when reminded by online The teacher hosts “Caring required PLC her supervisor. courses and to share his & Sharing” group that (professional learning The teacher only learning with colleagues. meets communities) meetings contributes to the The teacher monthly; to collaborate The teacher doesn’t attend discussion when asked enthusiastically volunteers with families on topics any school/organization a question by the to run the book fair that will function beyond the work supervisor because of her background enhance their skills in day as a librarian. supporting their children The teacher says, “Don’t ask with Autism. me to serve on any The teacher leads the school/organization school’s annual Family committee.” Day, involving all students and faculty in activities. Teacher volunteers to participate in a pilot program for teacher assessments.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
4e: Growing The teacher never takes The teacher attends The teacher eagerly The teacher has initiated an and continuing education school/organization attends optional action research project in Developing courses, even though the workshops and workshops finding order to improve her own Professionally credits would increase professional development them to be a wealth of instruction. his salary. days, but doesn’t make use instructional strategies The teacher working on a The teacher endures the of he can use throughout particular instructional supervisor’s annual the materials received. the year. strategy asks his colleagues observation in her The teacher listens to his The teacher requests a to observe in his classroom classroom, knowing that supervisor’s feedback after a walk through visit from in order to provide if she lesson, but isn’t sure that the the objective feedback on his waits long enough the recommendations really supervisor. progress. supervisor will eventually apply in his situation. The teacher joined a The teacher founded a local leave and she can simply The teacher joins the local NAEYC affiliate group organization to devote to discard the feedback chapter of the American and finds that it provides Literacy Education; her form. Library her access to resources leadership has inspired Despite being an early Association because she for her development as a teachers in the community childhood educator for might benefit from the free professional. to work on several more than twenty years, books-but otherwise doesn’t curriculum and instruction the teacher declines feel it’s worth too much of projects. involvement in a NAEYC her time. affiliate group due to the cost.
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EVIDENCE DOCUMENT: PREK & K 2013
Component Unsatisfactory Basic Proficient Distinguished
4f: Showing The teacher makes The teacher considers The teacher notices some Teacher acts as a mentor for Professionalism errors when recording staying late to develop speech delays in a few of other teachers. the some activities to help her young students; the The teacher counsels a data sheets but doesn’t some of her students referral form shows she colleague regarding her tell his colleagues. but realizes it conflicts called in the speech inappropriate comments The teacher doesn’t with her gym class so therapist to do a few about a disadvantaged realize that three of her she decides against it. sessions in her classroom student. neediest students arrive The teacher notices a and provide feedback on The teacher schedules weekly at school an hour early student struggling in further steps. sessions with the special every morning because his class and sends a The teacher shares a note education staff to determine their mother can’t afford quick e-mail to from the Curriculum new instructional strategies daycare. supervisor. When he Council chair that says, “I and resources for them to The teacher fails to doesn’t get a appreciate when you attend discuss for supporting notice that one of her response, he assumes it our meetings-you always students. students is often ill, looks has been taken care of. contribute something When the malnourished, and When her colleague meaningful to school/organization adopts a frequently has bruises goes out on maternity the discussion. new web-based program, the on her arms and legs. leave, the teacher said, There is no evidence of teacher learned it inside and When one of his “Hello” and ”Welcome” violations of school out so that she could assist colleagues goes home to her substitute, but regulations. her colleagues with the suddenly due to illness, doesn’t offer any implementation. the teacher pretends to further assistance. have a meeting so that he won’t have to share in the coverage responsibilities. The teacher doesn’t file her students’ data collection sheets in their folders; it’s time consuming and she wants to leave early for vacation.
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EVIDENCE DOCUMENT: PREK & K 2013
SGO Examples
Preschool SGO: ELA Tiered Grade Course/Subject Number of Students Interval of Instruction Preschool Domain(s): 15 Full year Literacy Semester Other ______Name of Assessment Teaching Strategies GOLD (TSG)
Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) Standard 3.4: Children demonstrate emergent writing skills
Teaching Strategies GOLD Objective 19: Demonstrates emergent writing skills o Writes to convey meaning
Sources of Evidence: anecdotal records, photographs and work samples collected throughout the preschool day. (e.g., morning meeting, outdoor time, lunch, arrival, choice time, etc.)
* The collection of work samples must include a minimum of one sample for each of the following areas math, science, social studies per collection period. This will total a minimum of nine work samples per child by the end of the school year. Student Growth Objective Preparedness Group Number of Students in Target Level on Portfolio Number of Students Required for “Full Attainment” Each Group (Total) Rubric (Scale=0-7)
Developing (Not Yet-2) /15 1 level In-Progress (3-4) /15 1 level Proficient ( 5-7) /15 1 level Baseline Data and Preparedness Groupings (Please include the number of students in each preparedness group. Summarize the information you used to produce these groupings. Provide any additional student data or background information used in setting your objective.) After first 8 weeks (October 28, 2013): Developing: In-Progress: Proficient:
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EVIDENCE DOCUMENT: PREK & K 2013
Scoring Plan Preparedness Target Score on Objective Attainment Level Based on Percent and Number of Students Achieving Target Score Group Final Exceptional (4) Full (3) Partial (2) Insufficient (1) Assessment Developing In-Progress Proficient Approval of Student Growth Objective
Teacher ______Signature______Date Submitted______
Evaluator ______Signature ______Date Approved ______
Results of Student Growth Objective Preparedness Number of Objective SGO Score Group Students at Attainment Average Objective Teacher ______Target Score Level Attainment Level
Developing Evaluator ______
In-Progress _____ Date ______Proficient
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EVIDENCE DOCUMENT: PREK & K 2013
Kindergarten SGO: ELA Tiered Grade Course/Subject Number of Students Interval of Instruction K Domain(s): 20 Full year Language Semester Other ______
Name of Assessment Teaching Strategies GOLD Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
CCSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Sources of Evidence: anecdotal records, photographs and work samples collected during morning meetings, small group, think pair share and learning centers.
Student Growth Objective Preparedness Group Number of Students in Target Level on Portfolio Number of Students Required for “Full Attainment” Each Group (Total) Rubric (Scale=0-9)
Developing 5/20 6 3-4 In-Progress 10/20 8 8-9 Proficient 5/20 9 3-4 Baseline Data and Preparedness Groupings (Please include the number of students in each preparedness group. Summarize the information you used to produce these groupings. Provide any additional student data or background information used in setting your objective.)
Developing – In-Progress – Proficient –
Scoring Plan
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EVIDENCE DOCUMENT: PREK & K 2013
Preparedness Target Level on Objective Attainment Level Based on Percent and Number of Students Achieving Target Score Group Portfolio Exceptional (4) Full (3) Partial (2) Insufficient (1) Rubric (Scale=0-9)
Developing 6 5 3-4 2 <2 In-Progress 7 10 8-9 6-7 <6 Proficient 9 5 3-4 2 <2 Approval of Student Growth Objective
Teacher ______Signature______Date Submitted______
Evaluator ______Signature ______Date Approved ______
Results of Student Growth Objective Preparedness Number of Objective SGO Score Group Students at Attainment Average Objective Teacher ______Target Score Level Attainment Level
Developing Evaluator ______3 3 In-Progress 9 3 3.3 Date ______Proficient 5 4
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EVIDENCE DOCUMENT: PREK & K 2013
Kindergarten SGO: ELA Non Tiered Grade Subject Number of Students Interval of Instruction K ELA 21 Full year Semester Other ______Name of Assessment DRA2 SGO Type General Specific (Diagnostic Reading Assessment 2) Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
DRA2 will assess students’ oral behaviors to determine rate of accuracy, types of miscues, and problem solving strategies.
Student Growth Objective At least 70% of students will attain Level 3 or higher on the end-of year assessment which is individually administered to students.
Baseline Data (Please include what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.)
Kindergarten students will be administered DRA2 at the beginning of the school year to determine foundational reading skills as students transition from PreK program.
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EVIDENCE DOCUMENT: PREK & K 2013
Scoring Plan Objective Attainment Level Based on Percent and Number of Students Achieving Target Score Target Exceptional (4) Full (3) Partial (2) Insufficient (1) Score 70% 80% of students are 70% of students are 60% of students are 50% of students are reading Level 3 or higher reading at Level 3 or reading Level 3 or reading Level 3 or higher higher higher
Approval of Student Growth Objective
Teacher ______Signature______Date Submitted______
Evaluator ______Signature ______Date Approved ______
Results of Student Growth Objective (State how many students met the final assessment target.)
Score ______Teacher ______
Date ______Evaluator ______
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