2012 13teacherassessment
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This document contains information from a teacher's evaluation using the Teacher Keys Effectiveness System for the 2012-2013 school year. It lists observations and formative assessments conducted by the evaluator Yolanda Brown and ratings given for each of the ten teacher performance standards, including Professional Knowledge, Instructional Planning, Instructional Strategies, Differentiated Instruction, Assessment Strategies, Assessment Uses, Positive Learning Environment, Academically Challenging Environment, Professionalism, and Communication. Ratings were given as Exemplary, Proficient, Needs Development or Ineffective.
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1) The document describes the evolution of an English for Specific Purposes (ESP) program for first-year medical students at King Faisal University in Saudi Arabia from 1975-1977. It aimed to develop students' English communication skills to support their medical studies.
2) Initial conditions found students' English abilities were very low. The first year focused on remedial English, while the second year introduced a new three-stage ESP curriculum integrating English and medical content.
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1)tenants of an effective assessment process
Programs should have clearly defined student learning outcomes focused on knowledge, skills, and competencies. Assessment measures should be independent from grades and evaluations, and use multiple methods including at least one direct measure of student learning. Analysis of longitudinal data should result in relevant findings to plan and enact improvements to the program.
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Computer managed instruction (CMI) is a system that uses computers and software to manage the instructional process and provide administrative support to instructors. CMI automates routine functions like grading, scheduling, and tracking resources to reduce instructor workload. It can be introduced gradually and adapted to meet instructor and student needs. CMI helps track student performance over time, provides feedback, and evaluates instruction. Both students and teachers have defined roles to make the most of CMI's individualized and self-paced learning capabilities.
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The document discusses issues with curriculum implementation and innovations in schools. It notes that poor student performance may be linked to inconsistent curriculum delivery among schools and teachers. Additionally, stakeholders often do not feel ownership over curricular changes, and some innovations are adopted without proper support or evaluation. The document then provides responses to address these issues, emphasizing the need for stakeholder involvement, monitoring of changes, and collaboration to promote ownership and success of new curriculums.
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The document discusses unit planning in education. It states that a unit is comprised of interrelated ideas with objectives that all content and activities are directed towards accomplishing. Effective unit planning is developmental, provides vertical and horizontal organization of learning experiences, and involves participation in goal planning. A unit plan should consider individual learner differences and backgrounds, provide new experiences, and help satisfy future needs. The document provides details on steps for developing a unit plan, including selecting objectives and content, organizing teaching/learning activities, and evaluating learning.
Results
The document is a self-assessment tool from the Australian Institute for Teaching and School Leadership. It evaluates a teacher's professional knowledge, practice, and engagement. For professional knowledge, it identifies the teacher's strengths in differentiating learning programs and evaluating effectiveness. Areas for development include demonstrating knowledge of student development. For professional practice, strengths include working with colleagues and classroom management strategies. An area for development is communicating to engage students. For professional engagement, strengths include initiating policies, while areas for development include understanding professional standards and applying feedback.
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Human capital is largely influenced by the quality of education. Therefore, reforms must take place in school, beginning with the school leaders in ensuring good student outcomes.
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Monitoring is the systematic process of collecting, analyzing, and using information to track a curriculum's progress toward objectives and guide management decisions. It is important to determine if a curriculum remains relevant and effective, know if it is working, provide decisions on aspects to retain, improve, or modify, and determine whether to continue or terminate a program. Monitoring a curriculum helps ensure it meets its goals.
Action plan
The document outlines a plan for a "Teachers Teaching Teachers" professional development day at SMHS. Teachers will be surveyed about their technology skills and strengths. Those using technology innovatively will present to other teachers on topics like using Office, engaging students online, and creating technology projects. The day will include sessions for basic tech skills, online connections, and project creation. Teachers will brainstorm ways to apply the information and administrators will check for implementation throughout the year.
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The document outlines a model for curriculum development that includes 7 steps: 1) Diagnosing needs, 2) Formulating objectives, 3) Selecting content, 4) Selecting learning experiences, 5) Selecting teaching methods, 6) Implementation, and 7) Evaluation. It describes each step in the process, highlighting that the selection of content considers student characteristics and objectives, and criteria for content include relevance to life, variety, and learnability. The model emphasizes that learning experiences refer to learner interactions with their environment and that evaluation depends on the curriculum content.
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Brittany has designed her classroom to foster student learning through a positive learning environment that is engaging, organized, and student-centered. This environment sets high expectations for student performance, awakens enthusiasm for learning, and promotes creativity and respect among students by making resources easily accessible and encouraging risk-taking and peer support.
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Brittany encourages deep reading in her students by having them answer text-based questions and find evidence to support their answers. She also engages students in challenging math problem solving that requires multiple steps. Additionally, Brittany incorporates monthly STEM instruction and projects to provide cross-curricular, real-world learning opportunities. She works with students to set academic goals and assess their progress, while maximizing instructional time through organized materials and student responsibilities.
2012 13feedback
The document contains multiple formative assessments for teacher Brittany R. Beaumont conducted by evaluator Yolanda Brown on various dates between November 2012 and May 2013. Across the assessments, Beaumont receives ratings ranging from exemplary to proficient on planning and instruction, differentiated instruction, assessment practices, learning environment, and professionalism. Specific strengths noted include Beaumont's use of research-based teaching strategies, assessment of student progress, positive classroom environment, and communication skills. Areas in need of improvement were occasionally noted but not described in detail.
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The National Competency-Based Teacher Standards (NCBTS) defines the desired practice of effective teaching.
Assessment, recording, reporting policy
This document outlines an assessment, recording, and reporting policy for a school. It discusses the rationale for assessment and its various forms, including formative, diagnostic, and summative assessment. The aims of assessment are to recognize achievement, support learning, provide feedback, and inform instruction. Formative assessment should be integrated into teaching and used to evaluate and improve learning. Teachers should record evidence of progress systematically and use it to report to pupils, parents, and other teachers. The school policy includes issuing two written reports per year to parents and using various methods of assessment across subject areas. Assessment data will be evaluated regularly to ensure consistency and improve practice.
resume_2014
Rachel Vidd is an educator with over 10 years of experience in curriculum and instruction, special education, and intervention. She holds a MA in Education from Ashland University and certifications in mild/moderate intervention and integrated social studies. Her resume summarizes her roles teaching at various schools from 2007 to present, including her current position as an academic resource center instructor at Solon High School where she collaborates with others to create personalized academic plans for students and monitors their progress.
Slo module1
1. Pennsylvania's Teacher Effectiveness System uses multiple measures to evaluate teacher performance, including observation scores, building-level data, teacher-specific data, and elective data.
2. The Student Learning Objective (SLO) process is used to document teacher effectiveness based on student achievement of content standards. Teachers design SLOs specific to their courses to establish goals and select assessments to provide evidence of reaching those goals.
3. The SLO process involves teachers identifying standards, establishing goals, and selecting assessments, and principals reviewing and refining the SLO. The process facilitates discussions between principals and teachers about performance expectations.
Ped 117 7 domains
Teachers in Philippine schools are committed to providing high-quality classroom instruction and ensuring student learning outcomes. They are dedicated to serving students and communities while accounting for cultural diversity. The document discusses the 7 domains of teaching performance: social regard for learning; learning environment; diversity of learners; curriculum; planning, assessing, and reporting; community linkages; and personal growth and professional development. Each domain contains several strands that define the desired teaching skills and responsibilities.
2022-2023-PORTFOLIO-LORNA.pptx
This portfolio outlines the objectives and key result areas for a teacher, Mrs. Lorna C. Pordaliza, for the 2022-2023 school year. It includes 15 objectives across 5 key result areas: content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, and personal growth and professional development. Evidence provided to demonstrate achieving the objectives includes classroom observation tools, lesson plans, instructional materials, and results of assessments. The portfolio also includes an introduction by the teacher.
TPDF 2009
The document outlines a teacher education and development program with 7 domains: social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal/professional development. Each domain contains statements of principles and criteria for teachers to maintain high standards for student learning, teaching practices, professional growth, and community engagement. The program aims to develop well-rounded teachers who promote holistic student learning.
Welcome back teachers 1516
This document outlines expectations and plans for the 2015-2016 school year for the Crawford Central School District. Key points include: reviewing cell phone and lesson plan policies; emphasizing data-driven instruction; focusing on core subjects like math and language arts; providing professional development on topics such as trauma-informed classrooms and assessment literacy; and implementing differentiated teacher supervision models. Evaluation criteria and timelines are defined for both teachers and specialists. Useful educational technology tools are also highlighted.
SCHOOL PLAN FOR PROFESSIONAL DEVELOPMENT.docx
The school plan for professional development outlines goals and activities for teachers for the 2022-2023 school year. It aims to 1) continuously upskill teachers to improve learning outcomes, 2) design responsive teaching strategies, and 3) enhance teacher knowledge, skills, and attitudes. The plan identifies priority learning needs across 7 domains and specific competencies. It then outlines objectives, timeframes, resources, delivery modes, and number of participants for activities targeting each competency. These include mentoring, workshops, trainings, seminars, and continuing education opportunities focused on content knowledge, learning environments, diversity, curriculum, assessment, community engagement, and personal growth. The overall goal is to strengthen teaching practices and learner achievement through ongoing professional development
Complete RPMS PORTFOLIO 2019
Take note, that is not the font style I used. Hindi supported ung font style dito sa website. If you want to get the font style I used when you download this file, download also these following font styles:
DJB Pokey Dots (for KRA, MOV and OBJECTIVE)
AR DELANEY (for the domains of PPST)
Calligram Personal (for the objectives placed on green background)
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10
Brittany has created several tools to facilitate communication between home and school including standards posters, FROGS binders, behavior logs, a classroom blog, academic bulletins, PLC meeting minutes, and various technology resources. She also holds frequent parent conferences to discuss student performance and goals. Through these various methods, Brittany aims to keep parents informed about their child's learning and behavior.
6
Brittany uses a backwards design model to create standards-based assessments in all subject areas and provides feedback to students to help them improve. She analyzes assessment data with her grade team to plan instruction and groups students accordingly. Brittany also shares student progress with parents regularly and collaborates with her grade team to develop common quarterly assessments.
5
Brittany uses a backwards design model to create standards-based assessments in all subject areas and provides feedback to students to help them improve. She analyzes assessment data with her grade team to plan instruction and groups students accordingly. Brittany also shares student progress with parents regularly and collaborates with her grade team to develop common quarterly assessments.
4
Brittany conducts small group instruction daily based on ongoing assessment of student needs and strengths. Group composition changes weekly and between subjects. She also provides enrichment opportunities multiple times per week for all students to develop higher-level thinking skills regardless of skill level. Brittany applies daily intervention strategies targeting struggling students' needs in small groups or individually, collecting data on effectiveness to measure growth and adjust plans. She also mentors other teachers, shares resources online, and plans differentiated lessons with her team weekly.
3
Brittany Beaumont uses flexible grouping, enrichment opportunities, standards displays, STEM instruction, intervention strategies, anchor charts, book rooms, word walls, feedback, math talk, math and literacy centers, guided reading, analogies, problem solving, Daily Five, literacy packs, and writer's workshop to differentiate instruction for her students. She also serves as a teacher leader by participating on her school's leadership team, leading professional development sessions, mentoring new teachers, and sharing materials online.
2
Brittany uses ongoing formal and informal assessment to flexibly group students and target instruction to their strengths, weaknesses, and learning styles. She provides enrichment opportunities multiple times per week to encourage higher-level thinking skills for all students. Brittany displays Common Core standards and leads STEM instruction planning with her team. She engages in data-driven instructional planning including interventions and uses assessment to guide future instruction.
1
Brittany Beaumont groups students flexibly based on formative assessments to target their strengths, weaknesses, and learning styles. She provides enrichment opportunities multiple times per week to challenge all students. Brittany displays Common Core standards and leads STEM instruction monthly. She applies intervention strategies daily through small groups and assessments to measure student growth. Brittany serves as a teacher leader in her school and district through roles such as mentoring and participating on advisory panels.
Resumebeaumont
Brittany Beaumont is an experienced elementary teacher seeking a teaching position in the Seattle area. She has over 10 years of experience teaching first grade in Georgia, Maryland, and Florida. She has strong skills in student-centered instruction, standards-based lesson planning, collaborative teaching, and differentiating instruction for all students. Beaumont holds multiple teaching certifications and has a proven track record of leadership through roles like grade team leader and professional development coordinator.
Portfolio test
Brittany conducts small group instruction daily based on ongoing assessment of student needs and strengths. Group composition changes weekly and between subjects. She also provides enrichment opportunities multiple times per week to encourage higher-level thinking for all students. Brittany displays standards and leads her team in monthly STEM instruction. She applies daily intervention strategies targeted to struggling students' needs and collects data on their effectiveness. Brittany serves as a teacher leader in her school and district through roles such as mentoring new teachers and participating on advisory panels.
Standard 1 copy
Brittany uses ongoing formative assessments to flexibly group students and target their individual needs. She provides enrichment opportunities to challenge all students, regardless of skill level. Brittany displays the Common Core standards and leads STEM instruction. She applies intervention strategies with fidelity and collects data to measure student growth. Brittany also serves as a teacher leader in her school and district.
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2012 13teacherassessment
- 1. Teacher Keys Effectiveness System 2012-2013 Formative Assessment Evaluators use a combination of observation and documentation to determine teacher ratings on each of the ten performance standards. Menu By Created Date Activity 1 YOLONDA BROWN 11/29/2012 Walkthrough 2 YOLONDA BROWN 01/07/2013 Formative Assessment 3 YOLONDA BROWN 03/24/2013 Formative Assessment 4 YOLONDA BROWN 05/08/2013 Walkthrough 5 YOLONDA BROWN 05/08/2013 Walkthrough 6 YOLONDA BROWN 05/14/2013 Walkthrough Planning Exemplary Proficient Needs Development Ineffective 1. Professional Knowledge - The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. 4 2 3 2. Instructional Planning - The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. 2 3 Instructional Delivery Exemplary Proficient Needs Development Ineffective 3. Instructional Strategies - The teacher promotes student learning by using research- based instructional strategies relevant to the content to engage students in active learning & to facilitate the students' acquisition of key knowledge & skills. 1 3 2 4 5
- 2. 4. Differentiated Instruction - The teacher challenges and supports each student's learning by providing appropriate content and developing skills which address individual learning differences. 5 1 2 3 Assessment of and for Learning Exemplary Proficient Needs Development Ineffective 5. Assessment Strategies - The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. 2 3 6. Assessment Uses - The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students & parents. 2 3 Learning Environment Exemplary Proficient Needs Development Ineffective 7. Positive Learning Environment - The teacher provides a well- managed, safe, and orderly environment that is conducive to learning and 2 3 6
- 3. encourages respect for all. 8. Academically Challenging Environment - The teacher creates a student- centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners. 2 6 3 Professionalism and Communication Exemplary Proficient Needs Development Ineffective 9. Professionalism - The teacher exhibits a commitment to professional ethics and the school's mission, participates in professional growth opportunities to support student learning, and contributes to the profession. 2 3 10. Communication - The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning. 2 3