Presentation/Assigment
TinaF
2 years ago
20
files (3)Module4ModulePost-observationConferencewithFieldSupervisor.docx
StudentAchievementChartTouro-Module5.docx
- HLPImplementationLessonPlanTemplate-FirstObservationModule5.docx
Module4ModulePost-observationConferencewithFieldSupervisor.docx
Module 4: Post-observation Conference with Field Supervisor (PoP Cycle 1)
·
· Post Observation Conference– not later than 3-4 days after the Formal Lesson Observation.
All these MUST be submitted 24 hours prior the meeting:
1. Submit the same Students Achievement Chart from pre-observation but now with post-assessments results
2. Submit lesson plan with revisions based on what you and your students did during the lesson that you taught. (Add questions you asked, the classroom management strategies you applied, timing for each section, feedback you provided, and etc.)
3. Submit Students' Work (at least three examples from three different levels) with meaningful feedback
4. Review the student work:
· what revision or what scaffolding would you provide to ensure the work is meeting the standards
5. Clearly outline how this revision provides students with opportunities to push their thinking
· Complete and submit Student Work Analysis Download Student Work Analysis
6. Submit self-evaluation with evedence from low-inference notes (JUST DOMAIN 3) using Touro Rubric with evidence Download Touro Rubric with evidence
7. Contact your Field Supervisor to schedule your Post-Observation Conference not later than 3-4 days after the Formal Lesson Observation
During this meeting you will discuss the following:
· identify your self-selected glow/reinforcement area (using the lens of the HLP/Danielson domain)
· justify the glow/reinforcement selection with evidence
· identify your self-selected grow/refinement area
· justify the grow/refinement selection with evidence
· name actionable next steps to improve the grow/refinement and:
· how this will positively impact student achievement
· how this will support other evaluation instrument areas
· identify actionable next-steps for sustaining performance
·
· identify actionable next-steps for improving performance
*actionable - strategies used by the teacher to leverage and promote student learning
TCAP Components #3 Instructional Unit & #4. Analysis of Student Work
StudentAchievementChartTouro-Module5.docx
Module 5 - Student Achievement Chart (SAC)
Anastasiya Nesterchuk
EDSN 689
Instructor: Annabell Burrell
07/08/2021
Standard: PK.MATH.11. [NY-PK.MD.2.] Sorts objects and shapes into categories; counts the objects in each category. Note: Limit category counts to be less than or equal to 10PRE-K LEARNING STANDARDS20
Lesson objective:
· Students will be able to color each shape according to the chart.
· Students will be able to identify and name basic shapes such as square, rectangle, triangle, circle and oval.
Student Achievement Chart (SAC)
|
FAME Mastery Levels |
Description of Student Work in each Mastery Category (# Correct AND characteristics of work) |
Assessment Data Outcomes:
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||
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Exceeds
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Description for ‘Exceeds’ the standard: # Correct: 4/4 Student work to include:
· Students can identify all four groups of shapes correctly by coloring them appropriately according to the chart. |
|
Pr
|
Post |
|
|
|
· Number of students: |
0 |
6 |
|
|
|
· Percent of Total class: |
0% |
100% |
|
|
|
· Student Names: |
|
Student A Student B Student C Student D Student E Student F |
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Meets
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Description for ‘Meets’ the standard: # Correct: 3/4 Student work to include:
· Students can identify three groups of shapes correctly by coloring them appropriately according to the chart.
|
· Number of students: |
1 |
0 |
|
|
|
· Percent of Total class: |
17% |
0% |
|
|
|
· Student Names: |
Student D |
|
|
Approaches
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Description for ‘Approaches’ the standard: # Correct: 2/4 Student work to include:
· Students can identify two groups of shapes correctly by coloring them appropriately according to the chart.
|
· Number of students: |
1 |
0 |
|
|
|
· Percent of Total class: |
17% |
0% |
|
|
|
· Student Names: |
Student C |
|
|
Falls Far Below
|
Description for ‘Falls Far Below’ the standard: # Correct: 1/4 Student work to include:
· The student identified one or fewer shape groups correctly by coloring them appropriately according to the chart. |
· Number of students: |
4 |
0 |
|
|
|
· Percent of Total class: |
68% |
0% |
|
|
|
· Student Names: |
Student A Student B Student E Student F |
|
Example of the assessment for the student who exceeds the mastery level:
Note: The student identified all shapes correctly and colored in the appropriate color as directed in the instructions.
Example of the assessment for the student who meets the mastery level:
Note: The student identified all squares, triangles, and circles correctly. However, they did not recognize one of the rectangles, which the student colored as part of the square.
Example of the assessment for the student who approaches the mastery level:
Note: The student identified all squares and circles correctly. However, they did not identify one of the rectangles, which the student colored as part of the square, and did not recognize the triangles.
Example of the assessment for the student who falls far below the mastery level:
Note: The student identified all squares correctly. However, did not identified one of the rectangles, triangles and circle.
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