Sample Rationale

Sample Rationale

Claim: Ms. Q’s practice is consistently Proficient in Standard I, Curriculum, Planning and Assessment. She promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.

I-A-1. Subject Matter Knowledge:

Ms. Q demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.

Evidence:

In the lessons observed on October 13, December 6, February 22, and April 11, Ms. Q made use of appropriate curriculum materials and resources, from both Reading Street and those developed by her grade-level team for reading. Ms. Q augmented these curriculum materials with a graphic organizers (see Artifact “LiteracyGraphicOrganizers,”), student-created anchor charts (KWL chart observed on December 6; Peer editing chart noted on April 11), and a designated area for materials related to each content area that support her students’ acquisition of key concepts over time (February 22 observation).

Ms. Q, along with other members of the 5thgrade team, is currently in the process of a redesign to her reading instruction in an effort to balance two major dynamic tensions: between explicit, systematic instruction on discrete skills, and guided practice applying skills in a more as-needed, opportunistic basis in authentic reading contexts. Her planning and preparation (e.g., selecting and annotating texts appropriate for each group as evidenced in Artifact “Differentiated Texts”) ensures that her “coaching moments” with each group are intentional and focused, and shehas instituted a common set of techniques (accountable independent reading, control the game) across groups (noted in Common Planning Time observations November 5 and December 3; artifact “Unit3LessonPlans.”).

I-B-2. Adjustments to Practice:

Ms. Q is developing systems to “organize and analyze results from a variety of assessments to determine progress toward intended outcomes and use these findings to adjust practice and identify and implement appropriate differentiated interventions and enhancements for students.”

Evidence:

Ms. Q and her colleagues on the fifth grade teamadminister periodic Achievement Network assessments to measure student proficiency in MCAS-assessed standards; after analyzing data results, she has worked with the other fifth grade teachers to select a priority skill and learning target, then develop and implement targeted action plans or revised unit plans (Artifact “Reteach Plan 3”). This evaluator noted that the team’s action plans could have been more evidence-based and individualized to students’ learning needs in comments on artifacts submitted on February 23 and April 12).

Ms. Q is beginning to establish structures for identifying and taking action based on patterns evident in periodic literacy progress monitoring.She does not yet have strong or consistent systems to collect daily observational data aboutwhich children show evidence of mastering (or not) the skills taught (Observations on 2/22, 4/11).

Synthesis:

As a result ofMs. Q’s consistent efforts to provide coherent standards-aligned instruction, analyze and use a variety of assessments, a majority of her students are demonstrating growth in reading, comprehending, and responding to grade-level texts.

Next Steps:

Ms. Q should continue working with her team to develop and implement a system for collecting and reviewing daily notes on student performance.