Beginning proficiency level: 9th Grade Science

N/A

Support materials:
Pre-Observation E-mail Message to Evaluator
Tracking Sheet

Overall rating & analysis

Overall rating: Two BP strands and one AP strand equal an overall BP rating.

Beginning

Advanced

Exemplary

Strand 1: The frequency with which the teacher assesses students’ progress.

Periodically administers diagnostic and summative assessments to determine student performance

Regularly administers diagnostic, formative, and summative assessments to determine student progress

Administers assessments as often as necessary for students to work to mastery

Strand 2: Accuracy and efficiency in grading and the students’ understanding of their own performance.

Grades accurately and efficiently so that students are aware of their performance

Accurately and efficiently grades in a way that helps students understand their performance and where they are in relation to the big goal

Accurately and efficiently grades in ways that help individual students learn their strengths and weaknesses, improve their performance and see where they are in relation to the big goal

Strand 3: The frequency with which the teacher tracks student performance.

Tracks student performance periodically

Tracks student performance regularly so that data can inform short- and long-term planning and differentiation

Tracks student performance immediately so that data can drive short- and long-term planning and differentiation


Analysis: Why did the teacher receive these ratings?

Rating: AP Strand 1: The frequency with which the teacher assesses students’ progress.

Why AP?

The teacher "consistently administers diagnostic, formative, and summative assessments to determine student progress," including diagnostic exams at the beginning of each unit, weekly quizzes throughout the unit, and end-of-unit assessments (i.e., "At the beginning of each unit, I administer a diagnostic to determine my students’ proficiency levels on the unit's objectives. During the unit, my students take quizzes every week that don't go into my tracking or grading system, but do allow me to see what objectives they're mastering. At the end of each unit, my students take an assessment that I've aligned directly with my objectives-with objectives being tested by one or more questions on each test.")

Why not E?

The teacher assesses students on a regular schedule but there is insufficient evidence that he "administers assessments as often as necessary for students to work toward mastery."

Rating: BPStrand 2: Accuracy and efficiency in grading and the students’ understanding of their own performance.

Why BP?

The teacher grades "efficiently so that students are aware of their performance." He grades assessments and returns them to students within a week of administering them.

Why not AP?

Although the teacher tracks students’ individual mastery on objectives and progress toward the big goal, he shares with students only their individual grades on exams and the class's overall progress toward the goal. Therefore, he does not grade in a way that shows students "where they are in relation to the big goal" (i.e., "Students receive back from me tests with a letter grade assigned to them. However, I know from my Excel tracking sheet which objectives they have mastered individually. I also tell students the percent of the class that has mastered each objective on our class tracking sheet so they know our progress as a class toward the big goal. In this way, every two months I have a clear picture of each of my students’ progress and students have a good idea of how we are doing as a class in achieving our big goal.").

Rating: BP Strand 3: The frequency with which the teacher tracks student performance.

Why BP?

The teacher "tracks student performance periodically," every month at the completion of a unit (i.e., "Once I collect the assessment, I'm pretty good about grading the exams and returning them in a week. .I also tell students the percent of the class that has mastered each objective on our class tracking sheet so they know our progress as a class toward the big goal. In this way, every month I have a clear picture of each of my students’ progress and students have a good idea of how we are doing as a class in achieving our big goal.").

Why not AP?

The teacher does not track "student performance regularly" which would require him to track students performance about once a week, during each unit. Although the teacher administers formative assessment quizzes during his units, he does not enter these student grades into his tracking system (i.e., "During the unit, my students take quizzes every week that don't go into my tracking or grading system, but do allow me to see what objectives they're mastering.")

The teacher does not track student performance sufficiently frequently to use data to "inform short- and long-term planning and differentiation." By the time the teacher enters student data into his tracking system, he has completed the unit and moves on to teach entirely different material, therefore he is not planning to re-teach or differentiate for students who have not displayed mastery on objectives (i.e., "n this way, every month I have a clear picture of each of my students’ progress and students have a good idea of how we are doing as a class in achieving our big goal. Then we are ready to move onto our next unit and a whole new set of material!").