Novice proficiency level: 3rd Grade Math

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?

The teacher administered a diagnostic exam at the beginning of the year and attempts to successfully administer assessments. However, many weeks she is unable to assess all of her students (i.e., "Most weeks I don't get to review all of my students’ work twice. Sometimes, I don't even get to assess students once.").

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

Why N?

Despite the teacher’s attempts, she does not grade "efficiently so that students are aware of their performance." The teacher reports that she struggles with translating her index card system into meaningful grades on her tracking spreadsheet (i.e., "I think I'm still struggling with how to translate this stack of cards into my excel spreadsheet that tracks students’ progress on each objective in a meaningful or efficient way.").

She also reported that, although she gives students immediate feedback when she first assesses them, many of her students are not aware of their performance in the class overall (i.e., "I give them immediate feedback when I work with them during the week, so they always know their assessment scores. However, I'm not sure if my students have more of a big picture idea of how they're doing in my class. Several of them seemed pretty surprised by their mid-marking period grades when I sent reports home, especially my lower-performing students. I don't think that they always are able to infer their grades from my weekly feedback on their work. But I do tell them at the time whether or not they're achieving proficiency on our objectives.").

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

Why N?

Despite the teacher’s attempts, she does not "tracks student performance periodically." The teacher only tracks students’ performance at the middle and the end of each quarter. If she were tracking students’ performance periodically she would be entering their grades into her tracking system after diagnostics and at the end of each unit, at a minimum.