Post-Conference Tips:
1. I will need to see the assessment methods you used to pre-assess--How did you know this was a skill or knowledge the students still needed?; formatively assess—How do you know if learning is happening during the lesson?; and post-assess—How do you know if they learned the skill or knowledge?
2. To score a 3, these assessment methods and data should be something you can demonstrate to be effective (accurately measures the skill/knowledge) and that this process is something that is consistent, i.e., routine, for you.
To Get a 4:
The methods above should be something you do systematically (done repeatedly and with a method/system).
Holistically refers to a complex and multiple system of data that are tightly aligned to targets.
PUHSD Standard—Standard Assessment—Aligns with In-TASC Standards 6Highly Effective—4 / Effective—3 (Proficient) / Developing—2 / Ineffective—1 / Non Compliance—0 / Not Demonstrated—ND
Assessment Use and Alignment
Post-Observation / Teacher systematically/ holistically plans for & uses formative & periodic summative assessments that are tightly aligned with curriculum & learning targets. / Teacher effectively & consistently plans for & uses formative & periodic summative assessments that are aligned with curriculum & learning targets. / Teacher ineffectively and/or inconsistently uses formative & periodic summative assessments that are aligned with curriculum & learning targets. / Teacher does not use formative & periodic summative assessments that are aligned with curriculum & learning targets. / Appropriate for use in 2nd or 3rd Observation Cycle.
(refer to Glossary) / Comments required.
Only appropriate for Observation Cycle 1
*Must hit all elements in 1, 2, and 3 to be eligible for a 4.
1. This element refers to the work that you do to ensure students are prepared for the assessments and that the assessments are appropriate to the curriculum as well as the varying levels of learners
To Get a 4:
To score a 4, you must show a systematic (done repeatedly and with a system/method) process to ensure ALL students are prepared for the assessments and that the assessments are appropriate to the curriculum as well as the varying levels of learners.
PUHSD Standard—Standard Assessment—Aligns with In-TASC Standards 6Highly Effective—4 / Effective—3 (Proficient) / Developing—2 / Ineffective—1 / Non Compliance—0 / Not Demonstrated—ND
Appropriate Assessment
Post-Observation / The teacher systematically prepares & accommodates all learners for appropriate academic/performance assessments & particular academic programs. / Teacher effectively prepares & accommodates learners for appropriate academic/performance assessments & particular academic programs. / Teacher inconsistently prepares & accommodates learners for appropriate academic/performance assessments & particular academic programs. / The teacher does not prepare and/or accommodate learners for appropriate academic/performance assessments & particular academic programs. / Appropriate for use in 2nd or 3rd Observation Cycle.
(refer to Glossary) / Comments required.
Only appropriate for Observation Cycle 1
*Must hit all elements in 1, 2, and 3 to be eligible for a 4.
1. This element refers to the work that you do to analyze the data from pre-assessments, formative in-class assessments, and post assessments to inform future lessons.
To Get a 4:
To score a 4, you must show a systematic (done repeatedly and with a system/method) process to analyze the data from pre-assessments, formative in-class assessments, and post assessments to inform future lessons.
Utilizing Appropriate AssessmentPost-Observation / Teacher systematically applies appropriate data analysis to promote effective assessment. / Teacher effectively applies appropriate data analysis to promote effective assessment. / Teacher inconsistently applies appropriate data analysis for assessment. / Teacher does not apply appropriate data analysis for assessment. / Appropriate for use in 2nd or 3rd Observation Cycle.
(refer to Glossary) / Comments required.
Only appropriate for Observation Cycle 1
*Must hit all elements in 1, 2, and 3 to be eligible for a 4.
1. Be ready to share a weakness of the lesson (what you would do differently) and a strength of the lesson (something you would keep the same). This reflection should be based on data you will share in the post conference. In addition, share what plans you have for next steps based on this analysis.
2. To score a 3, this analysis needs to be at the sub-group level.
To Get a 4:
To score a 4, you need to demonstrate that this analysis is systematic (done repeatedly and with a system/method).
To score a 4, this analysis needs to be at the individual level.
PUHSD Standard—Instructional Practices—Aligns with In-TASC Standards 7 & 8Highly Effective—4 / Effective—3 (Proficient) / Developing—2 / Ineffective—1 / Non Compliance—0 / Not Demonstrated—ND
Reflection of Instruction
Post-Observation / • The teacher systematically analyzes the effectiveness of the instruction to the content objectives & articulates how the results will guide future instructional goals.
• Teacher uses available & appropriate assessment data to identify trends & individual learning gaps to guide planning & instruction. / • The teacher can accurately identify strengths & weaknesses of the instruction & articulates how the results will guide future instructional goals.
• Teacher plans for & uses available & appropriate assessment data to identify trends & sub-group learning gaps to guide planning & adjust instruction. / • The teacher can identify strengths & weaknesses of the instruction. / • The teacher cannot identify the strengths & weaknesses of the instruction. / Appropriate for use in 2nd or 3rd Observation Cycle.
(refer to Glossary) / Comments required.
Only appropriate for Observation Cycle 1
*Must hit all elements in 1, 2, and 3 to be eligible for a 4.