Novice proficiency level: Secondary Social Studies

N/A

Support Materials
Post-Observation Conversation with Evaluator (Excerpt)
Tracking Sheet

Overall rating & analysis

Overall rating: Three N strands equal an overall Novice rating.

Novice

Beginning

Advanced

 

In action… Demonstrates attempt to administer diagnostic, formative, OR summative assessments, to grade accurately, and to track student performance periodically

In reflection… Accurately explains key strategies for administering diagnostics and summative assessments

Accurately explains process for grading and tracking student performance

Explains in a compelling way the importance of each strategies and process

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

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

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

 

 

Analysis: Why did the teacher receive these ratings?

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

Why N?

Although the teacher administers "summative assessments to determine student performance," he does not administer diagnostics (i.e., "I know it's not very Teach For America, but I've decided to not administer diagnostics this year. I definitely see their value for teachers who are teaching math or English. But my students last year came in with basically no subject knowledge at all. I found that administering diagnostics frustrated students and gave me very little useful information.")

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

Why N?

The teacher does not grade "efficiently so that students are aware of their performance." Although the teacher grades exams immediately, he waits to grade projects until the last two weeks before the end of the semester. The teacher reported, "A few of my students were complaining about their report card grades — they seemed sort of surprised."

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

Why N?

The teacher did not grade or track students’ performance until the end of the quarter when grades were due. He reported being "behind on all my students’ projects for the last couple units." Tracking students’ performance once a quarter is too infrequent to be considered "periodic," which would require the teacher to track students’ performance at the end of each unit at minimum.