Student Growth
It is hard to believe that we are now into our 3rd year of PERA/Student Growth. When I think back to the beginning of this initiative, I remember the apprehension around not only the Type III assessments, but the reality that these assessments were going to be linked to teacher evaluation.
Now in year 3, PERA seems like second nature. In the beginning of the year, I held an evaluation meeting for meeting for the staff who would be evaluated this school year and, at that meeting, I suggested that we should focus on formulating meaningful Type III assessments. I get that it’s easy to pull out last year’s assessment and use it this year, but unless the assessment reflects current classroom instruction, then we are just going through the motions for the sake of compliance. After our session on examining student work at our last institute day, looking at an assessment through this lens could prove to be a practice that not only improves student achievement, but improves teacher instruction.
It seems that Maddie Emrich came away from the institute day experience with a better approach to assessment. Maddie went back to her second-grade team and brought up the idea of assessing writing. The team’s gut reaction was to stick to their tried and true plan of assessing math – they’ve done it before and it was successful. Maddie encouraged the team to consider writing and after going back and forth the team decided to take on writing.
Maddie and the second-grade team created a pre and post informational writing rubric for their next unit. They also created a modified version for their students with special needs. Maddie talked about how she and the team have a better understanding of the informational unit and the standards the students need to master. Good stuff, Maddie and second grade – we will be checking in with you to see what you are learning – and to see how it’s improving your teaching.
By embracing PERA as an opportunity to grow, Maddie and the 2nd grade team are stepping out of their comfort zone – undoubtedly, they will be better educators and the growth will come in their students’ learning.
Marty
Now in year 3, PERA seems like second nature. In the beginning of the year, I held an evaluation meeting for meeting for the staff who would be evaluated this school year and, at that meeting, I suggested that we should focus on formulating meaningful Type III assessments. I get that it’s easy to pull out last year’s assessment and use it this year, but unless the assessment reflects current classroom instruction, then we are just going through the motions for the sake of compliance. After our session on examining student work at our last institute day, looking at an assessment through this lens could prove to be a practice that not only improves student achievement, but improves teacher instruction.
It seems that Maddie Emrich came away from the institute day experience with a better approach to assessment. Maddie went back to her second-grade team and brought up the idea of assessing writing. The team’s gut reaction was to stick to their tried and true plan of assessing math – they’ve done it before and it was successful. Maddie encouraged the team to consider writing and after going back and forth the team decided to take on writing.
Maddie and the second-grade team created a pre and post informational writing rubric for their next unit. They also created a modified version for their students with special needs. Maddie talked about how she and the team have a better understanding of the informational unit and the standards the students need to master. Good stuff, Maddie and second grade – we will be checking in with you to see what you are learning – and to see how it’s improving your teaching.
By embracing PERA as an opportunity to grow, Maddie and the 2nd grade team are stepping out of their comfort zone – undoubtedly, they will be better educators and the growth will come in their students’ learning.
Marty
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