Professional Certification Class
March 13, 2008, 4:00-7:00pm
Agenda
Jackson High School Library
| Examining School Improvement Plans
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| Places where involved in advocacy
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| Places where involved in participation
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| Consider planned activities that are for credits and clock hours related to goal areas
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| Sharing Goals – Gather Feedback
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| What do outside readers see?
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Step 1 - Needs Assessment and Goal Selection
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| Using the Descriptors of Practice page, find where each descriptor is addressed.
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| Mark each with a circled number indicating which descriptor.
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| Underline areas that indicate what the teacher can currently do.
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| Circle where an area of growth for the teacher is mentioned.
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| Put a checkmark next to each item below that is used in the assessment?
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| the priorities of your current job assignment
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| student needs
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| school’s data and school’s improvement plan
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| district initiatives
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| feedback and input from your growth team members in the above
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| Is this section worded through the lens of what STUDENTS will be able to do?
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| If not, what suggestions do you have for the revision?
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Step 2 - New Learning
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| Are the researcher and source used?
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| Is there enough information about the research to make a clear connection between the research and the goal?
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| Is the learning for the TEACHER stated? If so, what is it?
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| Is the learning clearly something NEW for the teacher?
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| How well is the learning tied to the self-assessment 1 2 3 4
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Step 3 - Professional Growth Action Plan
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| Are the items listed activities (w/verbs)?
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| Write any questions you have for the teacher around this section directly on the page.
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Step 4 - Evidence Proposed
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| Is the evidence related to students and student learning (“see” exceptions)? Yes no
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| Is there an explanation of how the performances will show the new learning? Yes no
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| Does the evidence account for low, medium, and high students?
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| Yes no
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| Lab time to apply comments and get assistance
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