Differentiated Supervision Portfolios, Action Research, SLO’s

Portfolios Portfolio Guidelines are in the differentiated supervision plan document. Each section of the portfolio will contain artifacts as well as a reflection statement. Portfolios will be completed and submitted to your supervisor by April 30. Supervisors will score the portfolios based on a rubric. Feedback will be provided to the professional employee by the last school day of the year.

Domain I Competencies The teacher demonstrates solid knowledge of content, of connections and prerequisite relationships, of content-related pedagogy and of connections with technology. The teacher demonstrates a working knowledge of age-group characteristics, of different students’ approaches to learning, of students’ skills and knowledge levels, and of students’ interests and cultural heritage. The teacher demonstrates an appreciation of the diversity of the students, the staff, and the community and capitalizes on the richness of that diversity. The teacher selects goals that are valuable, clear, suitable for diverse students, and balanced among types of learning. The teacher actively seeks and utilizes varied instructional materials and community resources, including technology, to enhance teaching and learning. The teacher’s instructional plans are coherent and structured in that learning activities, resources, groupings, and time allocations are varied and suitable to the students and to the instructional goals. The teacher utilizes varied assessment methods, including those through technology, that are congruent with the goals for learning; students understand the criteria and standards; and the teacher utilizes assessment results to plan for and differentiate instruction

Domain I Artifacts Pacing Guides or Syllabi Unit Plans Lesson Plans Sample assessments Evidence of differentiated instruction Evidence of how IEP’s are implemented Instructional materials Field Trip Planse Software resources Community resources

Domain II Competencies Teacher/student interactions and student/student interactions are friendly, warm, caring, polite, respectful, and developmentally and culturally appropriate. The teacher establishes a culture of learning where students are committed to the value of the subject, accept the teacher’s high expectations, and take pride in quality work and conduct. The teacher effectively manages instructional groups, transitions, materials, supplies, non-instructional duties, and supervision of volunteers and paraprofessionals. The teacher makes standards of conduct clear, is consistently alert to student behavior, and responds appropriately, respectfully, and successfully to student behavior. The teacher arranges the classroom and organizes physical space and materials skillfully, resourcefully, and with safety in mind.

Domain II Artfiacts Classroom rules Student contracts, behavior and/or academic Seating charts Grading policies Communication logs Classroom newsletters and information to parents Photos of bulletin boards and displays Letters from parents or students Video clips

Domain III Competencies The teacher’s directions, procedures, and oral and written language are communicated clearly and accurately. The teacher’s questions and discussion techniques are of high quality and engage all students. The teacher utilizes engaging and varied representations of content, instructional strategies, assessment techniques, activities, assignments, technology, grouping configurations, materials and resources, structure and pacing. The teacher’s feedback to students is consistently high quality and [provided] in a timely manner. The teacher demonstrates flexibility and responsiveness by adjusting lessons, responding to students, and being persistent. The teacher accurately assesses lessons’ effectiveness and demonstrates an understanding of how to modify subsequent lessons.

Domain III Artifacts Same as Domain I and the following: Formative and summative assessment data Enrichment and practice lessons based on data Pre and post assessment results Examples of how technology was integrated Examples of how community resources were integrated Examples of how content was made relevant to the students experiences Student work samples with rubics, graphic organizers, etc. Video clips of lessons

Domain IV Competencies The teacher maintains accurate, complete records of student assignments and learning and of non-instructional activities. The teacher frequently and successfully provides instructional information and student progress information to parents and engages families in the school program. The teacher is supportive of and cooperative with colleagues and volunteers and makes substantial contributions to school and district projects. The teacher actively seeks professional development to enhance content and pedagogical skills and actively assists other educators. The teacher proactively serves all students, challenges negative attitudes, and takes a leadership role in high quality decision-making. The teacher understands and actively participates in the school’s School Improvement process.

Domain IV Artifacts Past evaluations and observations Professional development log Professional memberships and offices held Conference and workshop presentations Publications Educational journals and scholarly works regularly consulted Communication logs Examples of record keeping

Action Research Process Identify the question, issue or problem Who and what do I (or we) want to focus on? Define a solution This step will require some background research. From what you research, what strategy, material, resource or practice might solve the issue or problem? Apply the solution and collect data Select the solution you want to try. Specify how the solution will be applied. Specify what data you will collect to determine effectiveness. Analyze the findings What does the data tell you? Take action How will you change your practice based on the data?

Looking at the Components of PA’s SLO Template Teacher Information Content Area Student Learning Objective Data and Targets Used to Establish the SLO Assessment/Performance Task Administration of the Assessment/Performance Task Evidence of Individual Student Achievement Strategies/Actions to Achieve the SLO Implementation Timeline The SLO Template, which you should have in front of you as a printed copy, has twelve basic sections, each designed to help frame reflection about the students you are teaching, the setting in which they are being taught, the nature of the content students are experiencing, the goals and objectives you have for their learning, the ways in which you will know students are achieving appropriate objectives, strategies to improve instruction and a description of your effectiveness as a teacher based on your students’ demonstration of student achievement. Beginning with the end in mind, let’s jump to section 9, the Teacher Effectiveness Measure. Teacher Effectiveness Measure (Rating)

SLO Template and Action Research Sample SLO for Grade 6 Intermediate Chorus (54.0131) From September 15 to March 15, 100% of grade 6 chorus students will demonstrate an increase of 1 or more levels from the pre to the post assessment as measured by the district developed four-level rubric for sight-singing composition and sight-singing performance. The common performance based four-level rubric assessment titled “Sight Singing Assessment” was developed by representatives from the local RESA and its districts.