Advanced proficiency level: Middle School English/ESL

Mr. Petrie speaks Spanish and sent English and Spanish versions of all communications.

Support materials:

Monthly Class Newsletter: The English Examiner

Transcript of Mr. Petrie's Responses on Orientation Panel

Overall rating & analysis

Overall rating: Four AP ratings equal an overall AP rating.

Beginning

Advanced

Exemplary

Strand 1: The number of strategies teacher uses to interact with students’ influencers and the extent to which strategies are customized.

Uses a single, formal method to interact with every student's family

Uses multiple methods and occasions to mobilize Students’ key influencers (e.g., parents, guardians, other relatives, coach, pastor, etc.)

Based on an understanding of individual students and their key influencers, customizes interactions in order to mobilize each students’ key influencers to invest students in working hard toward the Big Goal

Strand 2: The information teacher shares with student influencers, and the extent to which teacher enables student influencers to act on the information.

Provides basic information and respectfully requests help when students are not working hard

Shares knowledge and skills on how the influencers and the teacher can accelerate the students’ progress

Ensures that students’ influencers are equipped to invest and advocate for students beyond this school year, in addition to sharing knowledge and skills on how the influencer and the teacher can work together to accelerate the student's progress

Strand 3: The type of positive information teacher provides influencers about students’ academic progress.

Shares positive news of student performance on an absolute scale

Shares positive news of student performance on a relative scale

Shows influencers how to monitor students’ performance and recognize progress

Strand 4: The extent to which the teacher mobilizes student influencers.

Successfully informs students’ families of basic information

Successfully involves students’ key influencers

Successfully invests students’ key influencers


Analysis: Why did the teacher receive these ratings?

Rating: APStrand 1: The number of strategies teacher uses to interact with students’ influencers and the extent to which strategies are customized.

Why AP?

With his newsletter, his meetings with families about diagnostic results and "life goals," his family conferences during the year, his involving parents into the book publication projects, etc., Mr. Petrie employs a wide range of "methods and occasions to mobilize students’ key influencers" as required by Advanced Proficiency on Strand one of I-6.

Mr. Petrie seems to focus his efforts on students’ families-a group that most certainly qualifies as "key" influencers for students. While there is enough evidence here to determine an Advanced Proficient rating, an evaluator might probe further to be sure that Mr. Petrie is seeking out all the key influences in a student's life. Mr. Petrie is certainly involving students’ families but is he considering other key influencers, such as coaches, pastors, and friends, as levers toward each child's effort and achievement?

Why not E?

An Exemplary rating on Strand One requires evidence of the teacher’s customization of interactions with students and families based on an understanding of individual students and their key influencers. Such evidence is not available here. While there are indications that Mr. Petrie discusses individual students’ needs and goals, there is less evidence that he individualizes his approach with individual students.

Rating: APStrand 2: The information teacher shares with student influencers, and the extent to which teacher enables student influencers to act on the information.

Why AP?

Mr. Petrie describes one the three purposes of his family investment as "supporting families in encouraging students to work hard toward the goals." This is precisely what this Strand of the I-6 row is meant to evaluate.

By coaching students’ families about "study habits" and other issues in individual meetings, by informing families (in person and in the newsletter) of the specific learning standards to be covered, and by discussing with families "malleable intelligence" during Family Night, Mr. Petrie is sharing "knowledge and skills on how the influencers and the teacher can accelerate the students’ progress" as called for by the Advanced Proficiency cell on Strand Two of I-6.

Why not E?

In the information available, the observer has no indication that Mr. Petrie is equipping students’ influencers to advocate for students beyond this school year.

Rating: APStrand 3: The type of positive information teacher provides influencers about students’ academic progress.

Why AP?

Some of Mr. Petrie's communications about students’ achievement (such as the list of English Scholars in the newsletter) focus on student performance on an absolute scale. If the evidence was limited to that information, Mr. Petrie would rate Beginning Proficiency because Advanced Proficiency requires evidence of "positive news of student performance on a relative scale."

However, additional evidence of just such communication is available. Mr. Petrie describes, for example, the importance of his meeting with families about each student's diagnostic results. That baseline, he explains, gives "context to the discussions I have with [families] later a about how much their child had grown over time." This approach indicates that Mr. Petrie is in fact sharing positive news of performance on a relative scale, warranting an Advanced Proficiency rating.

Why not E?

Mr. Petrie does not appear to actively encourage students’ families to monitor and recognize student progress, so an Exemplary rating would be inappropriate.

Rating: APStrand 4: The extent to which the teacher mobilizes student influencers.

Why AP?

The evidence available from the newsletter and the orientation panel is peppered with specific indicators that Mr. Petrie is successful in his campaign to involve students’ key influencers in students’ hard work and goals. He describes, for example, the changes in answers to the surveys he gives parents-changes indicating increased ownership of the students’ hard work and success by families. The large proportion of his students’ families that are involved in the book project is another indicator. Taken all together these pieces of evidence suggest that Mr. Petrie has done more than merely "inform" key influencers (as required by Beginning Proficiency) but he has also "involved students’ key influencers" as required by the Advanced Proficiency cell.

Why not E?

Mr. Petrie's actions do not qualify as Exemplary on this Strand because he has not fully "invested" the families in the way that that cell describes. As indicated in the Interpretation Guide, Mr. Petrie would have to become "parThers" with influencers, and an observer would need to see indications that influencers were taking a proactive role in creating "opportunities to consistently reinforce academic achievement." Since we do not quite see that level of engagement, Mr. Petrie does not earn an Exemplary designation on this action.