Running Record of Evidence Aligned to the Standards and Indicators of Effective Teaching Practice

Date Source of Evidence StandardIndicator

I-A. Curriculum and Planning

Evidence (e.g. statement, description of action or artifact)

I-A-1 Subject Matter Knowledge curriculum mapping of the common core standards for ELA and Math. (pertains towards professional goal for 2012-2013 school year also).

Feedback Provided (req'd for observations)

no

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I-A. Curriculum and Planning

I-A-1 Subject Matter Knowledge Example of teacher lesson planning incorporating the common core standards no into lessons throughout the week. I-A-1 Subject Matter Knowledge Developed and implemented literature circle groups in the second no grade classroom. I-A-2 Child and Adolescent Development uses reference of list of common characteristics of 6, 7, and 8 eight no year olds when planning curriculum instruction. I-A-2 Child and Adolescent Development plan lessons using differentiated learning experiences, whole group instruction, hands -on activities, small group instruction, no one-on-one instruction, visual aids, presenting material auditorial to enable all students to progress towards meeting intended outcomes. I-A-3 Rigorous Standards-Based Unit Design Example of unit development for Number sense based on the no second grade common core standards. List of activities, and assignments to progress towards meeting the skills defined in state standslocal curricula. I-A-4 Well-Structured Lessons Examples of lesson plan development Example of online lesson plan used with common core standards. no

I-A. Curriculum and Planning I-A. Curriculum and Planning

I-A. Curriculum and Planning

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I-A. Curriculum and Planning

I-A. Curriculum and Planning

Running Record of Evidence Aligned to the Standards and Indicators of Effective Teaching Practice
I-B-1 Variety of Assessment Methods created student assessment binder to progress monitor students learning, growth, and progress toward achieving state/local standards. Formal assessments-chapter tests, teacher made assessments or check ups and informal teacher observation and conferencing.

school year 20122013 Artifact

I-B. Assessment

no

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I-B. Assessment

I-B-2 Adjustment to Practice dibels benchmark scores and progress monitoring of oral reading fluency; harcourt reading fluency scores; conferencing with students during DEAR time conferencing notes and record recorded; list of common core standards and frequent check ups or exit tickets to identify needs and plan for future instruction or reteaching. Small group instruction to students at-risk for reading difficulties in Wilson Reading. no I-C-1 Analysis and Conclusions Collaborate with Mrs. Thompson 1st grade teacher bi-weekly to plan instruction based on common core standards and grouping for centers. Collaborate with Mrs. Pallotta on dibels testing and progress monitoring. Collaborate on literature circle participation and progress. Collaborate with Mrs. Clark on math common core standards practice and strategies. Collaborate with Mrs. Smith on ELA practice and strategies. In collaboration with Mrs. Shaughnessy for students I.E.P. goals and instruction. Collaborate with specialists teachers to improve student learning. no

school year 20122013 Artifact

I-C. Analysis

Running Record of Evidence Aligned to the Standards and Indicators of Effective Teaching Practice
I-C-2 Sharing Conclusions With Colleagues Collaborate with Mrs. Thompson 1st grade teacher bi-weekly to plan instruction based on common core standards and grouping for centers. Collaborate with Mrs. Pallotta on dibels testing and progress monitoring. Collaborate on literature circle participation and progress. Collaborate with Mrs. Clark on math common core standards practice and strategies. Collaborate with Mrs. Smith on ELA practice and strategies. In collaboration with Mrs. Shaughnessy for students I.E.P. goals and instruction. Collaborate with specialists teachers to improve student learning. no I-C-3 Sharing Conclusions With Students DEAR time conferencing on reading Reflection Sheets on behavior and academic skills Semester Progress Reports Suggestions of Academic Practice for skills to work on at home listed in newsletters sent to parents. Notes in agenda books to parents, emails, or phone calls regarding academics. Parent/Teacher Conference Form----pre conferencing with students and student evaluation. Setting student goals for improvement. Teacher feedback on work sent home with student. no

school year 20122013 Artifact

I-C. Analysis

school year 20122013 Artifact

I-C. Analysis

Source of Evidence Artifact Observation - announced Observation - uannounced Student data Feedback - students

Standard-Indicator I-A. Curriculum and Planning I-B. Assessment I-C. Analysis II-A. Instruction II-B. Learning Environment II-C. Cultural Proficiency II-D. Expectations III-A. Engagement III-B. Collaboration [Fam & Comm. Engage.] III-C. Communication IV-A. Reflection IV-B. Professional Growth IV-C. Collaboration [Prof. Culture] IV-D. Decision-making IV-E. Shared Responsibility IV-F. Professional Responsibilities