Anson High School Observation

It is the measurement of what students are learning. Achievement is defined by how well they can master certain skills. Assessments provide objective and subjective data in order to see student progress and mastery of skills (Ronan, 2015). Most educators select a valid, research-based assessment tool that ensures all areas are being assessed and that objective and reliable results are being produced that are shareable with parents, staff members, administrators and state. Assessments can include criterion-based testing, norm-referenced testing, or a combination of those. Observational assessment is an informal technique of watching your students to identify strengths and weaknesses, behaviors and cognitive strategies (Scholastic, 2000). Observations help determine which students need additional support and how to adjust instruction to encourage better learning. They help to guide and record teacher observations as certain tasks are performed. Student checklists can be used by students for self-assessments. They develop their own list of qualities to judge for their own work. Students who learn to monitor their own progress and judge their own efforts will strive to improve (Witt, Elliot, Kramer,

Our professional development sessions are conducted weekly in a variety of subject areas, and the monthly school-wide session, using interactive reform activities, align with the Danielson Framework for Teaching (Danielson, 2013) to showcase best practices of teachers and to develop grade-level performance tasks, looking at students’ work to provide individual feedback that is aligned with the teaching rubric in order to show academic progress and growth in the target areas of ELA and Math.

Observations and assessments can help the teacher plan activities that take into account the individual needs of the children. They also show how a child is developing. In my setting the teacher uses observations when planning and we complete narrative observations on a daily basis.

Professional Development measures the degree to which teachers value continuous personal development and school-wide improvement.

Since 1997, the primary tool for teacher evaluation was the Professional Development and Appraisal System better known as PDAS. Due to significant efforts to enhance both teacher effectiveness and “student learning and growth,” the Texas Teacher Evaluation and Support System (T-TESS) was elaborated (TEA, 2016, p. 3). The T-TESS was designed by educators to support continuous improvement by focusing on “feedback and support,” “moving the mindset away from compliance” (TEA, 2016, p. 3).

West is next for the 8th graders at Hadley Jr high. With only a month left in the school year 8th graders are getting more and more anxious. Last Friday students went to a dance at Glenbard West. They got to meet the sophomore and students from other schools.

The district beefed up the professional development for new teachers, especially those in the ARL program. Doing so has helped expand teachers capabilities which in turn increases their capacity in the school. In order for a school to be successful in reaching their mission,

This paper explores the Professional Development System of the Volusia County School Districts and how they are implemented. It addresses the unique contributions of Charlotte Danielson and how her Framework for Teachers influenced and aided the Florida Educator Accomplished Practices (FEAPs). This paper also addresses Assessment, Volusia Proficiency Model (VPM) and Problem solving techniques currently used in Volusia County Schools. It concludes with the author’s thoughts on how he would implement the knowledge and skills in each of these areas of Professional Development in the teaching and learning process.

Provided staff professional development on formative assessment, effective lesson planning, Professional Learning Communities, Marzano’s Instructional Strategies, and student friendly learning scales

The school that I chose to do my field work at is called Diamond Lake Elementary School. I chose to do this school because it is five minutes from my house and I work doing recess duty at the school. I am not a teacher at the school but I do work at the school which allows me to do observations there. According to the Illinois report card Diamond Lake has 330 students enrolled.("DIAMOND LAKE ELEM SCHOOL (2-4) - DIAMOND LAKE SD 76") both the Illinois report card it is 62.4% hispanic. Upon looking at the other races I found out that there are 24.5% white students, 6.1% Asian students and 1.8% black student.("DIAMOND LAKE ELEM SCHOOL (2-4) - DIAMOND LAKE SD 76") 60% of those students are low-income and 1% of them are homeless. Although they have more than half of their students on low income they have a surprising 96% attendance rate .("DIAMOND LAKE ELEM SCHOOL (2-4) - DIAMOND LAKE SD 76")

The new School Counselors do look at grades and analyze the reason a student is failing. They will collaborate with teachers to obtain information on failing grades. They may assist the teacher in putting together tutorial programs for children experiencing difficulties in learning or academic areas. For example, according to the Indiana State School District School Counseling Model (Culhan, 2010), the purpose and use of data is very important to the value of good sound practice in school counseling. When performed properly, the school counseling programs will provide effective use of data and find where students can improve in learning. Culhan (2010) stated, “Evaluations also may include a school wide measure, which invests all individuals in the success of the school’s students. This measure is designed to be something that everyone can contribute to, regardless of grade level or subject matter. The school wide measure (in the RISE sample) is aligned to the accountability model. For elementary and middle school, this measure includes school wide achievement and growth on the ISTEP+. For high school, this measure includes English 10 and Algebra I ECA performance and improvement, college and career readiness, and the graduation rate.” Thus, there are certain types of elements of data that must be collected to

In addition to gaining insight on the evolution of the education system in California, I am looking forward to learning about today’s trends in teaching as well as predictions for the direction we are headed for the future. With the help of research, I hope to find the specific factors the state use to determine best practices. Do best practices differ according to the demographics the public school is serving? How big of a role does each factor play in curriculum and teacher training? I also want to focus on the current use of Professional Learning Communities and the requirement of Professional Development. How have these newer practices changed the effectiveness of teaching? In Early Childhood we have always had to fulfill Professional Development requirements in order to maintain or upgrade Early Childhood Credential Permits. How new is the requirement for Professional Development for multi-subject teachers in maintaining their credential?

This field experience was completed in Palm Spring Elementary School, with the cooperating teacher Barbara Saad, who has a great training experience. To accomplish the artifact's objective, I was focused on observing and recognizing the demonstration of all indicators in Instructional Delivery and Facilitation and Assessment. In a first moment, an interview with the teacher was conducted in order to determine the procedures and use of formative and summative assessments to diagnose students’ learning needs, and to inform instruction. Then, while the teacher was actively working with students, I identified procedures and use of formative and summative assessments.

According to Danielson (2011), “a framework for teaching offers educators a means of communicating about teaching and allows those conversations to guide novices as well as to enhance the performance of veterans” (p. 6). Informal and formal observations give teachers great opportunities to get feedback about how instructional efforts can be effective. In addition, Darling – Hammond (2013) underlines that “evaluation process supports reflection on practice, collaboration with colleagues in a meaningful way, and improvement of student learning” (p.50). Growth Through Learning Module 1 defines both formal and informal observations as tools to evaluate teacher practice. Moreover, observations are ways for evaluators to collect evidence about teacher professional practice (http://growththroughlearningillinois.org).

A small pilot will be conducted to test the data collection procedures, time needed for completion, and competence of the instruments. For this phase, we have partnered with two local districts (Biddeford and Portland). We have partner teachers at the Middle and High School levels. Partner teachers and principals are provided with two options. First, they were allowed choose a collaborating teacher at their school. This would allow the creation of two groups, divided by