Mid-Year Evaluation

Kim is sending out the rubric for mid-year evaluations. Please print it out and complete a self-evaluation by circling the rating you feel applies to you. Please bring your self-evaluation to your next O3 so we can discuss it. Please note the following items:

 

***The description under each category lists the tasks/behaviors for a rating of Effective (3). ***

1.      You would rate yourself a 3, if you feel you are doing all of the items listed on a consistent basis.

2.      You would rate yourself a 2, if you feel that you don’t meet the criteria consistently.

3.      You would rate yourself a 4, if you feel that you go above and beyond the criteria listed. 

4.      You would rate yourself a 5, if you can demonstrate that you are a leader and can train other staff members in this category.

 

***If you feel you should earn a 4 or a 5 in a particular category, please describe what you’re doing that you feel qualifies you for this score. ***

 

The reason I am asking you to do a self-evaluation is to give you an opportunity to provide input into the evaluation process. As much as I try to be aware of what is happening in your classrooms, it is impossible for me to know everything. If you feel that I am not rating you accurately, please let me know. When you take the time to do a self-evaluation, it provides a better opportunity for us to discuss any differences in our ratings. 

I will be out...

I will be out on Monday, December 10^th and Tuesday, December 11^th! If you need anything please do not hesitate to call/email me, see your team lead, or the other deans.

Interesting Reading

Back in October, I read an article in the Marshall Memo about differentiate instruction. I recently came across it again and thought that I would share it.

In this article in Teaching Children Mathematics, instructional coach Jacque Ensign describes math differentiation strategies used in two Seattle elementary classrooms. These teachers’ approaches have been widely emulated in other Seattle schools, all of which have been using the Everyday Mathematics curriculum since 2007:

          • Upper elementary – The teacher begins her 75-minute math workshop with a 15-minute mini-lesson introducing the math concept and vocabulary of the day. Students write the objective in their notebooks (for example, “I can measure and draw acute angles”) and do a few initial guided-practice problems on their whiteboards. Students then move through three stations, each lasting15-20 minutes. In the first segment, the teacher works with the readiness group (determined by a pre-unit assessment), guiding them through the day’s math concept and having them explain it to a partner. Half of the remaining students work in mixed-achievement pairs on an Everyday Mathematics math game practicing the day’s concept; the remaining students work on practice pages, consulting with their partner and following a class protocol of asking leading questions rather than giving the answer.

In the next two segments, the teacher works with the at-level group, then the enrichment group, covering the same concept but at a brisker pace and getting into more challenging extension problems, while other students move through the game and practice pages station in their assigned mixed-achievement pairs. When all students have had their group time with the teacher and done the other two activities, students return to stand behind their desks. The teacher calls on a few students to report to the class on their own performance and compliment a partner. Students then sit down and the teacher projects an exit problem on the screen with a document camera. “Do this in your notebook. Show me what you know so I know which students got this and who I need to teach again,” she says. When students finish the problem, they write one of the following self-evaluation questions in their notebooks:

-    I could teach this!

-    I can do this on my own.

-    I can do this with help.

-    I don’t get this at all!

followed by completing the phrase, because I am able to… This allows the teacher to see who has mastered the day’s lesson and who needs more support the next day.

          • Kindergarten – This teacher begins her one-hour math block by convening students on the rug, doing several math finger plays and chants, and then introducing the math concept of the day. She moves students through a brief guided practice and demonstrates how students can develop the concept during work time. She then sends students a few at a time to choose hands-on math activities on cafeteria-size trays. Students work on these individually or with a partner, bringing each tray up when they finish and choosing another. The teacher moves around the room working with individual students and small groups and assessing at least five students a day.

 

“Teacher-Initiated Differentiation: Two Classrooms Become Models for Their Large, Urban District” by Jacque Ensign in Teaching Children Mathematics, October 2012 (Vol. 19, #3, p. 158-163), http://www.nctm.org; Ensign can be reached at jaensign@seattleschools.org.

Important Dates

December 12^th: Middle school Strive @ 2:20 pm.

December 13^th: Intermediate Hall Award Assembly

December 14^th: $1 Jean day

December 24^th – January 4^th: Winter Break

(only 13 days, according to the countdown)

 

PLC Update

Thank you all for sharing last Tuesday on strategy 1, 2, and 4. All of you did a great job explaining your strategy. I chose the 5^th grade team as the winner! I felt that they offered a lot of tangible examples that were easily adaptable for any grade level and subject areas. Wonderful job to everyone!

The new schedule for presentations is:

Date	Strategy	Presenter
Nov. 27th	1	3rd grade
Nov. 27th	2	4th grade
Nov. 27th	4	5th grade
January 22nd	5	Boe
January 22nd	7	Brown
January 22nd	8	Gyulveszi
January 22nd	9	Heires
February 26th	10	Nesseth
February 26th	11	Stevens
February 26th	12	Swygert
February 26th	13	Van Sickle
April 26th	14	Wagner
April 26th	15	Jarrell
April 26th	17	3rd grade
April 26th	20	4th grade

 

 

 

 

 

 

Our next PLC meeting is scheduled for Tuesday, January 22^nd.

· Everyone will be presenting their Individual Sharing sheets with a picture, work sample, and/or video

· Boe, Brown, Gyulveszi, and Heires will also be presenting their strategy on the Presenter form.

Please let me know if you have any questions.

Important Dates

Friday, November 30th-December 7th: Book Fair

Monday, December 3rd: College T-shirt Day for College Readiness promotion

Tuesday, December 4th: Report Cards sent home

December 5th-6th: Parent-Teacher Conferences

December 6th-7th: Half Day

Friday, December 7th: K-5 Red Wings Assembly @ 9:30. Students may wear a Red Wings or red shirt with dress code bottoms

Tuesday, December 11th: Staff meeting

December 24th-January 4th: Winter Break (Only 20 days and 13 hours until, according to the Countdown on the right side of the blog)

Great Online Tool

 

Looking for a different way to call on students or form groups?

When I was in Nikki’s classroom I observed her using the computer to randomly call on her students. Instead of calling on students with hands raised or pulling Popsicle sticks, Nikki inputted her student’s name in the computer then pushed a button and it randomly selected a student. The students were engaged throughout the lesson because they were excited about the possibility of being selected. http://www.barryfunenglish.com/ is a great online tool that offers a variety of tools for classroom instruction.

 

Retention

The office needs a list of possible retention students. At your grade level meetings this week, please provide names of students who might need to be retained next school year. Thank you!