School of Education University of Portland



Implementation PlanTopicContentTime requiredTimelineDeliveryOrientationOverview of educator evaluation frameworkPurposeEvaluation Cycle & Professional Growth CycleFive Elements in FrameworkObservationsMultiple MeasuresDefining Student GrowthMinimum of 1 hourAugust InserviceDistrictRubric ReviewDevelop understanding of standards and indicators (components) on the performance rubricIdentify characteristics of effective teaching based on the performance rubricIdentify possible evidence for standards and indicatorsMinimum of 2 hoursAugust InserviceDistrictFive Step Goal Setting ProcessSelf Reflection/Assessment & Determining Student NeedsCompleting the self assessment step of the Evaluation CycleUsing data to identify a students strengths and needs related to specific standardsCreation of baseline assessment or pre-testAnalyzing our own professional practice based on the performance rubricProposing possible student growth and professional goalsMinimum of 4 hoursAugust-SeptemberDistrictDeveloping Student Learning & Growth and Professional GoalsDistinguish between student growth and professional goalsIdentify the characteristics of S.M.A.R.T. goals incorporating student growthHighlighting the difference between achievement goals and growth goalsWrite their own student growth and professional S.M.A.R.T. goals and begin developing their Educator PlansInformal vs Formal formative assessments and the purpose of each (i.e. Progress monitoring)Minimum of 4 hoursAugust-SeptemberDistrictGathering EvidenceExplain the types of evidence required by the Oregon Framework and identify concrete examples of each.Review concrete examples of evidence and align to rubric Describe characteristics of high-quality sources of evidence.Identify artifacts of practice and measures of student learning & growth aligned to activities outlined in their educator plans.System for gathering evidenceMinimum of 3 hoursAugust-SeptemberDistrictDevelopment of Formative AssessmentsPurpose of CFAsInformal vs Formal formative assessments and the purpose of eachAssessment Literacy:Assessments: Purposes and TypesCommon Formative Assessment Design Process:Determining the Unit of StudyIdentifying and Unwrapping Matching Priority StandardsCreating Assessment itemsEvaluate, Revise, Checking for Quality of CFAsInitial training 1 day with follow-up throughout the yearInitial Training September-October ................
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