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  • 8/6/2019 Memphis Framework

    1/17

    TeacherEffectivenessMeasureFrameworkandRubricversion2.0revise

  • 8/6/2019 Memphis Framework

    2/17

    MemphisCitySchools*TeacherEffectivenessMeasureTeachingandLearningFrameworkRubric

    RevisedJuly27,2012

    PLAN1:KNOWYOURSTUDENTSINORDERTOPLANYOURINSTRUCTIONEFFECTIVELY

    OVERVIEWOFREVISIONS:

    Nomajorcontentchangesweremade.EdPlanwasaddedtothenotesasadataresourceforteachers.

    5SignificantlyAboveExpectations/

    4AboveExpectations

    3

    MeetingExpectations

    2

    BelowExpectations

    1

    SignificantlyBelowExpec

    ForLevel4-AllevidencesupportingLevel3is

    present,aswellasoneofthefollowing:

    ForLevel5-AllevidencesupportingLevel3is

    present,aswellastwoormoreofthefollowing:

    Teacherproactivelyandappropriatelysharesinformationwithotherindividuals

    whocanimpactstudentachievement(e.g.

    resourceteachers,othercontentarea

    teachers,counselors).

    Teachertakesstudentsand/orfamilyinputintoaccountduringtheplanningprocess.

    Teachersplansmakecontentpersonallymeaningfulandrelevanttostudents.

    Thefollowingbestdescribeswhatisobserved:

    Teacherusesthreeormoresourcesofdatatoattainstudentscurrentperformance

    levels.1

    Teachersknowledgeofstudentsperformancelevelsisregularlyusedtoplaninstruction.2

    Teacherusesknowledgeofstudentsinterests,backgrounds,andlearningneeds

    intheplanningprocess.

    Thefollowingbestdescribeswhatisobserved:

    Teacherusesonetotwosourcesofdatatoattainstudentscurrentperformance

    levels,and/orresourcesusedmaynot

    accuratelydeterminestudentscurrent

    performancelevels.

    Teachersknowledgeofstudentsperformancelevelsissporadicallyor

    occasionallyusedtoplaninstruction.

    Teachersporadicallyoroccasionallyusesknowledgeofstudentsinterests,

    backgrounds,andlearningneedsintheplanningprocess.

    Thefollowingbestdescribeswhati

    Teacherdoesnotusedatatodstudentscurrentperformanc

    Teachersknowledgeofstudeperformancelevelsisnotused

    instruction.

    Teacherdoesnotuseknowledstudentsinterests,backgrounlearningneedsintheplanning

    Note:

    Teachersshouldnotshareinformationthatmaybeconfidentialorsensitivetostudentswithoutfirstobtainingappropriatepermissiontodoso.

    1EdPlanisadistrictdatasourcethatteacherscanusetoretreivediversedatainformationregardingstudents.Othersourcesthatcanbeusedtoattainstudentscurrentperformancelevelsinclude,butarenotlimitedto,end-of-yearassessme

    assessments,interestsurveys,learningstyleinventories,pre/posttests,andteachercreatedassessments.2Instructionalplanscaninclude,butarenotlimitedto,flexiblegroups,targetedinstructionalstrategies,andreteaching.

  • 8/6/2019 Memphis Framework

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    MemphisCitySchools*TeacherEffectivenessMeasureTeachingandLearningFrameworkRubric

    RevisedJuly27,2012

    OVERVIEWOFREVISIONS:

    Revisionsnotethatteachersareusingcoursegoalsinsteadofdevelopingcoursegoals.SeefirstdescriptoratLevel3. Somewhatnebuloustermslikeambitiouswerequalifiedtooffermoremeasureabledetails.Seefootnote3asanexample. Revisionsincludeateachersattentiontostandardsappropriaterigorlevel(s)whenplanning.Footnoteswereaddedtoexplainhowrigorlevelsareassignedduringplanning

    BloomsRevisedTaxonomy.Seefootnote4andthefirstdescriptoratLevel3asexamples.

    PLAN2:SETTHROUGH-COURSEANDEND-OF-COURSEGOALS

    5SignificantlyAboveExpectation/

    4AboveExpectations

    3

    MeetingExpectations

    2

    BelowExpectations

    1

    SignificantlyBelowEx

    ForLevel4-AllevidencesupportingLevel3is

    present,aswellasoneofthefollowing:

    ForLevel5-AllevidencesupportingLevel3is

    present,aswellastwoormoreofthefollowing:

    Teacherdevelopsambitious3andmeasurablethrough-courseandend-of-coursestudent

    achievementgoal(s)forindividualsandthe

    classthatarealignedtothecontent

    standards.

    Allornearlyallstudentscancommunicatethegoal(s)andassessment(s).

    Familymembersareengagedinunderstandingstudentgoalsandhowthey

    areassessed.

    Thefollowingbestdescribeswhatisobserved:

    Teacherusesmeasurablethrough-courseandend-of-coursestudentachievementgoalsfor

    individualsandtheclassthatalignwith

    prescribedlevelsofrigorforeachstandard4.

    Teacherconsistentlyusesstudentdatatoanticipateandplanfordifferentiationand

    scaffoldingneedssothatstudentsmeetthrough-courseandend-of-coursegoals.5

    Moststudentscancommunicate6theirprogresstowardthegoal(s)andhowtheywillbeassessed.

    Thefollowingbestdescribeswhatisobserved:

    Teacherusesmeasurablethrough-courseandend-of-coursestudentachievementgoalsfor

    theclass,butnotforallindividualstudents,

    thataresomewhatalignedtostandards

    prescribedlevelofrigor.

    Teacheroccasionallyusesstudentdatatoanticipateandplanfordifferentiationandscaffoldingneedssothatstudentsmeet

    through-courseandend-of-coursegoals.

    Halfofthestudentscancommunicatetheirprogresstowardthegoal(s)andhowthey

    willbeassessed.

    Thefollowingbestdescribeswha

    Studentachievementgoalsmeasureableoralignedtot

    prescribedlevelofrigor.

    Teacherdoesnotusestudeanticipateandplanfordiffe

    scaffoldingneedssothatstu

    through-courseandend-of

    Lessthanhalfofthestudencommunicatetheirprogres

    goal(s)andhowtheywillb

    Note:

    Through-coursegoalsrefertoon-going/formativegoals,andend-of-coursegoalsrefertosummative/annualgoals.

    3Ambitiousgoalsarethosethataimtogrowastudenttwoormoreyearsabovewhereheorsheisuponenteringacourseorgrade.TVAAScanbeusedtogaugestudentgrowthforstudentsintestedareasandpreandpostdataspecifictoco

    canbeusedtogaugestudentgrowthforstudentsincourseswithoutTVAASdata.4BloomsRevisedTaxonomyisusedtogaugeastandardslevelofrigor.Thestandardsrigorlevelsmovefromthelowerlevelsofremembering,understanding,andapplying,tothehigherlevelsofanalyzing,evaluati

    standardsarenotappropriateforthehigherendsofthetaxonomyandviceversa.Somestandardsbuildcontentandskillsfromthelowerleveltothehigherlevel,andshouldbeaddressedwithintheappropriatetim

    lesson/unitplan.5SeePlan1forstudentdatasources.Thesedatashouldbeusedtoinformhowateacherscaffoldsanddifferentiatesinstructionfortheclass,groupsofstudents,and/orindividuals. 6Goalsshouldbecommunicatedinamannerthatisappropriateforstudentsgradeanddevelopmentallevels.

  • 8/6/2019 Memphis Framework

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    MemphisCitySchools*TeacherEffectivenessMeasureTeachingandLearningFrameworkRubric

    RevisedJuly27,2012

    OVERVIEWOFREVISIONS:

    RevisionsincludedescriptorsthatdirectlyalignwithallTeachindicators.See#3a-datLevel3. Revisionsincludeattentiontostudentscitingevidence,focusingontext,andcommunicatingcomplexideasindiverseways,whichareallexplicitinstructionalshiftsinherentin

    CoreStateStandards.See#3a-datLevel3.

    PLAN3:CREATEORADAPTSTANDARDS-BASEDINSTRUCTIONALPLANSANDASSESSMENTSGUIDEDBYPACINGANDCONTENTFROMINSTRUCTIONALMAP

    5SignificantlyAboveExpectations/4Above

    Expectations

    3

    MeetingExpectations

    2

    BelowExpectations

    1

    SignificantlyBelowEx

    ForLevel4-AllevidencesupportingLevel3ispresent,aswellasoneofthefollowing:

    ForLevel5-AllevidencesupportingLevel3ispresent,as

    wellastwoormoreofthefollowing:

    Rubricsorexemplarsaredevelopedpriortoteaching. Studentsparticipateinthedevelopmentofformative

    assessments7.

    Plansarecreatedtoensurethatmoststudentswillbeabletodescribehowsuccessonassessmentswillbe

    measured.

    Thefollowingbestdescribeswhatisobserved:

    Usingtheinstructionalmapsasaguide,theteacherselects,adaptsorcreatesinstructionalplansbydoingallofthe

    following:

    1) Identifyingcontentstandardsthatstudentswillmaster.

    2) Aligninginstructionalplanstothrough-courseandend-of-coursegoals.

    Teacherconsistentlyusesappropriatelycomplextextandtasks8intermsofcontentandvocabularytosupportstudentsmasteryofplannedlearningobjectives.9

    Teacherensureslessonsincludeallofthefollowing:1) Formativeand/orsummativeassessmentsthatmeasure

    studentprogresstowardperformanceobjectives.

    2) Lessonobjectivesalignedtothecontentstandardsandconnectedtopriorlearning.

    3) Instructionalstrategiesalignedtostandards-basedobjectivesthat:

    a. Bringstudentstomeetobjectivesthroughexplanationoftasks,activities,and/ordiscussionsandleadthemtodeepunderstandingofcontent.

    b. Usedifferentiationtoorganizelearningactivitiesandscaffoldingtosupportlearning.

    c. Providebriefandextendedassignmentopportunitieswherestudentsutilizetext,constructargumentsand/or

    makeinferencestocommunicatecomplexideasto

    others.

    d. Anticipatescommonstudentmisunderstandingsandplansredirectionthroughquestioningsothatstudentsrealizeandcorrecttheirthinking.

    Thefollowingbestdescribeswhatisobserved:

    Usingtheinstructionalmapsasaguide,theteacherselects,adaptsorcreatesinstructionalplansbydoingsomeofthe

    following:

    1) Identifyingcontentstandardsthatstudentswillmaster.

    2) Aligninginstructionalplanstothrough-courseandend-of-coursegoals.

    Teachersporadicallyusesappropriatelycomplextextandtasksintermsofcontentandvocabularytosupportstudentsmasteryofplannedlearningobjectives.

    Teacherensureslessonsincludesomeofthefollowing:1) Formativeand/orsummativeassessmentsthatmeasure

    studentprogresstowardperformanceobjectives.

    2) Lessonobjectivesalignedtothecontentstandardsandconnectedtopriorlearning.

    3) Instructionalstrategiesalignedtostandards-basedobjectivesthat:

    a. Bringstudentstomeetobjectivesthroughexplanationoftasks,activities,and/ordiscussionsandleadthemtodeepunderstandingofcontent.

    b. Usedifferentiationtoorganizelearningactivitiesandscaffoldingtosupportlearning.

    c. Providebriefandextendedassignmentopportunitieswherestudentsutilizetext,constru