The Washington State Teacher Performance Assessment

While observing students. Use a check list to formally assess students progress and understanding of the objective.

Before any activity, the pupil will need to know what they are going to learn, why they are learning it and how the assessment will take place. The teacher will discuss these with the pupils before the session and when each group of children sit down to start the activity they will be explained to them again. As the pupils get used to assessing their own work, they will find it easier to look at their own work naturally. As well as the objective for the activity, the pupils will need to know their own personalised learning goal so that they can integrate them. One example of how we do this at our setting is by having a learning activity

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).

This paper will analyze the strengths and weaknesses of the Teacher Keys Effectiveness System (TKES) from the perspective of a future school leader. As a future leader the main point is to understand the purpose of TKES, which is to increase achievement for all students, identify areas of strength and growth for teachers and individualize professional growth based on specific results or needs.

Describe the pre-assessment(s) used to establish all students’ baseline knowledge and skills for this lesson.

With the help of the test results and the parent’s input, our program director maps out the personalized curriculum and schedules the student’s lesson dates.

In turn students complete the obstacle course, running around the first two cones crawling through the tunnel, spinning the hoop around their hips, jumping over the box, picking up a ball and bouncing the ball around the final two cones. The activity involves different FMS locomotion and body management skills such as run crawl, jump, spin, dodge and object control (bounce ball) skills in a predetermined sequence. This activity uses gross (run, jump etcetera) and fine (bounce) motor skills in a predetermined sequence and links to ACPMP061, ACPMP064 and ACPMP069, that is students perform different FMS in a sequence whilst applying movement strategies (ACARA, HPE, 2013).

The teacher will prompt the students with questions. For example, if the students do not know where to begin, the teacher may ask: “What do we do first? We have to underline all the important information in the problem that we need to solve it” - the students will then point out all of the important information for the teacher to underline (i.e. “43-page book”, “first day - 14 pages”, etc.) As with the problem modeled by the teacher, the students will first decide how to demonstrate the problem using counters. As the teacher places and counts the counters on the overhead projector, students can use their own counters to try and solve the problem on their desks. Afterwards, the teacher will help the students make an equation for the problem based on the actions they performed with the counters.

These standards are evident in the following areas; Explicit Instruction has been used throughout the unit, where rather than stating a rule or simply demonstrating the use of the rule or strategy, each of the steps in applying the rule or strategy is demonstrated with precise explanations (Archer & Hughes, 2011; Kinder & Carnine, 1991). Guided inquiry has been incorporated throughout the unit to provide students with an opportunity to learn concepts more quickly through examples and matched non-examples presented back-to-back (Kinder & Carnine, 1991). During these parts of the lessons the students are guided through several examples using the concepts discussed. Because students ‘have to process new material in order to transfer it from our working memory to our long-term memory. . .

Across the United States, policymakers determine evaluation systems for public school educators. Used as a tool for increasing teacher effectiveness and accountability, teacher evaluation systems vary from state to state as determined by individual state departments of Education. According to Sergiovanni & Starrat (2002), the role of the evaluation process is important in developing teachers’ instruction, which should contribute to academic achievement of students. Evaluation should provide meaningful feedback to teachers, to improve instructional practices and support learning (Kelley and Maslow, 2012).

Write a response for each of these activities. At the end of the lesson, click the link on the final screen to open the Student Answer Sheet. Use the sample answers to evaluate your own work.

In the elementary classroom, there is a clear distinction what is the learning goal from learning activities. I post a learning goal for every subject on the board in the front of the classroom. Each student also has their own scale from level one which is an entry level to level four which is above expectations. As a whole group we are expected to get to a level three, which is at grade level. My students also track their progress on their scale. Finally, when a student reach the level three or four on the learning scale, I recognize them and celebrate their growth.

According to Bastable and Doody (2007) an objective is a specific, single one-dimensional behavior. Objectives are used to form a map to provide directions on how to achieve a particular goal. In this lesson the students will have two goals. The first is for the student nurses to be able to identify all the supplies necessary to change a sterile dressing and to be able to correctly assess when a dressing needs changed or reinforced. The lesson plan will contain the following objectives:

Mrs. Lawrence divided her students into four stations or groups during her Reading/Writing and Math lessons. A group of students played educational games on the smart board, a second group would silent read during reading/writing, a third group would work on worksheets, and a fourth group would meet with here for one-on-one lesson instruction. Mrs. Lawrence had her students rotate every

c. Equal sized class widths are found by dividing the range by the number of classes.