1. “Arkansas educators gather and manage evidence of the work of evaluation online in BloomBoard. BloomBoard is a data management platform designed to meet the requirements of TESS. We say TESS is ‘powered by BloomBoard’.
All teachers and administrators use BloomBoard. Observations, data collection, uploading of artifacts and resources for professional development will be web- based in BloomBoard. You will have special training in this process. The capabilities with BloomBoard are outstanding. ONE PLACE – schedule all events – gather all data – upload all artifacts – have access to a ‘Professional Development Resources’. It’s exciting to think about having ready-to-use documents and reports when you click.”
In BloomBoard, Teachers are known as ‘Learners’ and Evaluators are known as ‘Observers’.”
TESS & Teacher Support
2014

2. AGENDA: Updates from BloomBoard
What’s the difference between a goal and an activity?
Complete the Self-Assessment and take a Snapshot of the Self-Assessment

3. The NEW BloomBoard The Observation Platform Apps.bloomboard.com
will redirect to
Edreflect.com

4. New Market Place Explore Resources
Can set preferences
Resources and PD
Micro-credentials

5. Resources http://goo.gl/FsR5Gu Under August heading
click on TESS and BloomBoard

6. VS.

7. versus
Learning Goals – define what a student is expected to know, understand, or be able to do Knowledge, understandings, procedures
Activities – assignments Means to an end goal
Ways for students to apply, practice, and demonstrate their knowledge, deepen their understandings, and polish procedures/processes

8. Examples…
Activities/Assignments -Students will successfully complete the exercises in the back of Chapter 3. -Students will create a metaphor representing the food pyramid. -Students will write a paper describing the relationships among atoms and subatomic particles.
Learning Goals
-Students will understand the defining characteristics of fables, fairy tales, and tall tales.
-Students will be able to solve equations with one variable
-Students will describe the major events of the Viet Nam war and the order in which they occurred.
In an activity, the specific CONTENT under study may not be clear, OR the thought process(es) to be applied to that content may not be completely clear. Learning goals must have BOTH.

9. Can you classify these statements?
Learning Goal
Activity
Statements
1. Students will be able to recognize the protagonist, theme, and voice of a piece of literature.
2. Students will produce a book report on a book of their choice, including a table of contents, with proper pagination and format throughout.
3. Students will understand the differences and similarities between metamorphic, igneous, and sedimentary rock.
4. Students will be able to explain how the problems created by the French and Indian War contributed to causes of the American Revolution.
5. Students will practice solving 10 equations in cooperative groups.
6. Given a set of coordinates, students will be able to graph the slope of a line.

10. Check Your Answers X Learning Goal Activity Statements
1. Students will be able to recognize the protagonist, theme, and voice of a piece of literature.
2. Students will produce a book report on a book of their choice, including a table of contents, with proper pagination and format throughout.
3. Students will understand the differences and similarities between metamorphic, igneous, and sedimentary rock.
4. Students will be able to explain how the problems created by the French and Indian War contributed to causes of the American Revolution.
5. Students will practice solving 10 equations in cooperative groups.
6. Given a set of coordinates, students will be able to graph the slope of a line.
1. Students will be able to recognize the protagonist, theme, and voice of a piece of literature.
This is a learning goal. There is a desired outcome specified (recognizing the protagonist, theme, and voice of a piece of literature).
2. Students will produce a book report on a book of their choice, including a table of contents, with proper pagination and format throughout.
This is primarily an activity. The cognitive or behavioral outcome is not clearly specified. There is no particular level of understanding or ability that is needed to produce a book report with these specifications. There are no clear standards for judging the quality of the product.
3. Students will understand the similarities and differences between metamorphic, igneous, and sedimentary rock.
This is a learning goal. There is a clear outcome regarding what students should know about the different rock types .
4. Students will be able to explain how the problems created by the French and Indian War contributed to causes of the American Revolution.
This is a learning goal. There is a clear desired outcome regarding the understanding of a causal relationship.
5. Students will practice solving 10 equations in cooperative groups.
This is an activity. Students are practicing solving equations, but there is no explicit expectation as to the type or types of equations or what students should understand better or be able to do.
6. Given a set of coordinates, students will be able to graph the slope of a line.
This is a learning goal. There are clearly defined cognitive skills that students must demonstrate.
This material comes verbatim from Designing and Teaching Learning Goals and Objectives, by Robert Marzano (2009, Marzano Research Laboratory), pp and pp

11. TESS PROFESSIONAL GROWTH PLAN

12. P G A major component of TESS
Identifies professional learning outcomes to advance the teacher’s professional skills
Clearly links professional development activities and the teacher’s individual professional learning needs identified through the evaluation process
Plan requires at least ½ of the professional development hours required by law or rule are related to one or more of the following:
Teacher’s content area
Instructional strategies applicable to the teacher’s content area
The teacher’s identified needs P G
“A vital activity in TESS is creating your Professional Growth Plan. Your PGP is your roadmap to guide and focus you in learning and changing your practice.”
Read through bullets.
“If your Professional Growth Plan is written correctly and implemented with fidelity, research shows these will result. (Present information.)

13. Slides 39 through 43 show the PGP Process in BloomBoard.
The Rubric is always available, allowing self-assessment on elements and components. We can work on improving ratings and record the improvement in saved ‘Snapshots’ of ratings.

14. 1. I.D. Areas of Strength and Areas for Growth.
Slides
1. I.D. Areas of Strength and Areas for Growth.

15. 2. PGP GOALS are written on Homepage sticky notes.

16. 3. Align components and follow prompts to outline the plan.

17. 4. Make a BloomList of Training and Activities to complete the plan.
If your Professional Growth Plan is written correctly and implemented with fidelity, research shows you will acquire new knowledge and skills; you will be able to apply new knowledge and skills; you will develop a reflective practice; you will be able to contribute to the professional learning community – but most importantly, you will impact student achievement and growth(Present information.)
4. Make a BloomList of Training and Activities to complete the plan.

18. Contact Information: Karen Robinson Literacy Specialist, SEARK Co-Op (870) Cell (870) Ext 4823 office

19. Resources used:
Designing and Teaching Learning Goals and Objectives, by Robert Marzano (2009, Marzano Research Laboratory), pp and pp
ADE Website
Apps.bloomboard.com OR Edreflect.com