Assessments and Data

According to NNSTOY (The National Network of State Teachers of the Year), the standard around Assessments and Data falls in the fifth domain:

Domain V:  Promoting the use of assessments and data for school and district improvement

The teacher leader is knowledgeable about current research on classroom- and schoolbased data and the design and selection of appropriate formative and summative assessment methods. The teacher leader shares this knowledge and collaborates with colleagues to use assessment and other data to make informed decisions that improve learning for all students and to inform school and district improvement strategies.

For the purposes of my evaluation in the Fort Madison Community School District, Domain 5 is further broken down into three sub-domains, outlined with a three point rubric, illustrated below:

Domain 5: Promoting the use of assessments & data for school and district improvement
Expectation: Effective

What it looks like…

Developing

What it looks like…

Aspiring

What it looks like…

5.1 Support assessment administration in the classroom

  

Teacher leader assists classroom teacher in the planning and administration of assessments to drive instruction.  Teacher leader begins to support classroom teacher in the planning and administration of formative and summative assessments to drive instruction.  Teacher leader is not involved with  classroom teacher in the planning and administration of formative and summative assessments to drive instruction. 
5.2 Challenging conversations about data Teacher leader has created  a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues. Data informs teacher practice regularly Teacher leader is working towards the creation of a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.  Teacher leader has not begun to create a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues. 
5.3 Support teacher in the analysis of student work to promote improvement in practice and student learning Teacher leader regularly facilitates reflective conversations around student work to help teacher ascertain the degree of student understanding, to identify immediate student needs, and to guide future instructional decisions. Teacher leader occasionally facilitates reflective conversations around student work to help teacher ascertain the degree of student understanding, to identify immediate student needs, and to guide future instructional decisions. Teacher leader does not yet facilitates reflective conversations around student work to help teacher ascertain the degree of student understanding, to identify immediate student needs, and to guide future instructional decisions.