Effectively Organizing the TLE Platform

I am very good at doing things twice: first the cumbersome way and then a better way; I've discovered that long-term "learning style" again through uploading documents into The Platform.  My initial uploads seemed precise to me, and then after reviewing them, they were overly complicated and unclear (and probably would irritate the Evaluator).  I offer this procedure:

1.  When you upload a document, you have to specify which Performance Standard with which it will be associated before you are allowed to upload the document.  In the description section on the left, I put the section and element number and the descriptor, "Section 2.3: Plans instruction effectively for content mastery, pacing, and transitions."  Under that, I put the exact titles from my table of contents from my notebook (copy and paste).  It looks like this:

Section 2.3: Plans instruction effectively for content mastery, pacing, and transitions.

Lesson Plans (dated 8/30/13) showing sequential process for section assessment

Lesson Plans (dated 9/9/13) showing integration of curriculum to long-term goals

Example of all Essential Questions for the year for each lesson with mastery items underlined

Essay: §3.4.2 Understanding the Content and Mastering the Skills Through Research-Based Instructional Strategies

Then, click the check box for Standard 2 from the right side of the window, and then click, "Done."  This will create a section on the right that has a tab, "Attach File."  Like other "attach" tabs, it will open a "choose file" where you can select the document, then click, "OK" and it uploads.  You can upload electronic documents from your computer or scanned files.  Use electronic documents if you have them.  I had many samples of handouts I created for class as well as TKES essays - that had identifying titles - and loaded those into The Platform.  The titles of the documents load into The Platform.  

This is where it gets a little odd: I have scanned many documents (300+) into my computer to upload into The Platform.  Each scan automatically gave it a scan number (Scan0235).  I did not rename each file - that would take too long.  To help organize The Platform, I attached the scanned documents in scanned order with the associated Element descriptor in order of the scanned documents.  Meaning: if the Evaluator wanted to see the, "Example of all Essential Questions for the year for each lesson with mastery items underlined," s/he would look at the third scanned document under Section 2.3.

I have documents in my computer in folders such as, "Teaching Techniques," "Handouts," "GC-Publications," and "GC-TKES."

2.  What do you do with all of those scanned documents?  I occurred to me that I file them somewhere for safe keeping.  So, I created a folder, "GC-TKES/TLE Upload Documents/TO DO."  These files were scanned in order from my notebook, so as I use my table of contents from my Word document, I can put them in the right section of The Platform.  I did not scan all of my documents; only the clear, precise ones that showed excellent evidence.

3.  What do you do with the scanned files after you upload them?  They are still located in your, "TO DO" subfolder.  I decided to create a subfolder entitled: "GC-TKES/TLE Upload Documents/Section 1" then one labeled, "Section 2," etc.  That way, if I need to go back and double check a scan/file, I can find it easily.  I know now which scans have been uploaded into what section and what scans I still have to upload.  It looks like this:

GC-TKES

TLE Upload Documents

Section 1

Section 2

etc...

TO DO

Table of Contents

You may recall that I decided to enter my entire table of contents (TOC) into each Standard to show the totality of my evidence.  (You would be correct in inferring that I have a, "preponderance of the evidence" philosophy with this new system.)  I will reload the TOC as my evidence notebook changes.

Metacognition; TAPS 6.7

Metacognition is important in life.  It is important for you as an adult learning new concepts or skills, important for you as you evaluate your effectiveness as a teacher, and important to teach your students so that they become independent learners.  In addition, it is Element 6.7 in the TAPS portion of TKES: Teaches students how to self-assess and to use metacognitive strategies in support of lifelong learning.

It has taken me quite a while to figure out a way for me to incorporate and specifically teach metacognitive strategies to my students.  For me, metacognition is relatively new (I became aware of it, in an intense way, while working on my doctorate) and has two aspects.  One: metacognition is your own personal awareness of your comprehension, understanding, and ability to ascertain your progress in learning.  Two: there are "stacks of research" showing how important it is for students to use metacognition to increase their achievement.  I use metacognition all the time, but either I was not teaching it before or I was ineffective.  Now that metacognition has become more pronounced in education, I do not think that my students truly could gauge their own progress without my telling them.  I do not want to be ineffective; how do I change that?

I read an excellent article last year about promoting meta-cognition in the classroom, and even though it was a bit cumbersome and had too much information, I created a way that would be simple, quick, and effective for my students; you can do the same.  Not only will it easily demonstrate element 6.7, but, more importantly, it will help you and your students.  It shows them where they are in their understanding (concept) and demonstrating (skill) of each learning goal and you where they are.

I teach middle school, so after each new concept is presented or skill is described, the students give themselves a score from 1 to 5 and note what is the area of weakness.  Each time the concept or skill is reviewed, the students re-rate themselves and note any changes in weakness.  Not only has it been very helpful for the students to gauge for themselves (and compared to others) how they are doing, I can quickly ask, "Show me with your fingers how you rated yourself" or "Raise your hand if you gave yourself a 5."  This week one class in particular had too many 3s and 2s.  I asked, "Why did you give yourself a 3 on that?"  Student answered.  "What do I need to do so that your score goes up next time?"  Student answered.  Result?  They understood the content, but could not perform the skill (to a level of 5) because I was going too fast.  Excellent: metacognition, formative assessments, student/teacher input for future planning &/or content....

My scoring system

1. I really don't understand this at all; I'm mostly lost.
2. I've got some of it, but I'm not quite sure I understand how all of this works together.
3. I've got most of it, but I get confused on a couple of parts.
4. I can do this very well; a few mistakes; I'll give myself a 5 by the end of the week.
5. I'm great; I could teach this to someone else; I could perform this on stage in the cafeteria during lunch time and get it right.

Observation Preparation--upon further review

I do not like uncontrolled variables that affect me (or my certificate).  I do not want documents uploaded into The Platform if at all possible.  It was my assumption that I would have my first 20 minute observation this past week, potentially Thursday, then Friday; I was not observed.  However, during that time, I decided that one variable that could slip past was my Evaluator not looking into the cabinets were my lesson plans and evidence were located even though I had informed him/her where the materials were.  To remedy that, I put both on the table where s/he would observe me (I did not have the lesson plans standing up like that; I did that for the picture.)

I also learned something about the teaching process, student interaction process, and the communication process in anticipation for my observation - as I had 12 class periods to anticipate being observed.  I will post that information soon.

TKES/TAPS Teacher information for evaluation

I decided that I would have copies of the TAPS (Teacher Assessment on Performance Standards) information at my area in preparation for the first observation.  I copied the standards and each element for Standard 3 & 7 and then underlined the parts I wanted to ensure I mentioned during the observation.  While I would normally say or have the students demonstrate 90% of this anyway, I want to hit 100%.

To that end, I had a copy of the Depth of Knowledge section from my lesson plans with questions for levels 1, 2, 3, & 4 highlighted (so that I could see the easily), then overlaid a copy of Standards 3 & 7 with the specific elements underlined.  It looks like this:

This is the lesson plan format I created last year to prepare for TKES.  Each line/element is a drop down field where I can create a TKES/TAPS complete and compatible lesson plan for a class in <1 minute.  You can see it here, but you can also see it at my online portfolio (here) or in my Keys to Successful Teacher Assessment (here),

Data

Data is becoming a re-occurring theme at my school.  While this is nothing new to most of us, it's implications and use - in the TKES process - probably are.

Consider Standard 2: Instructional Planning: The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data [emphasis added] to address the differentiated needs of all students. It is because of the lack of specific data that a teacher in a pilot program initially received a Level II in this area.  Ultimately, through more observations and her ability to document how she was using data, she scored Level III.  But, the initial scare (of not passing) was real.

Currently, we're being told to carefully consider 2.1: Analyzes and uses student learning data to inform planning [emphasis added].  To me, that means that my current formative assessments are helping me determine the lesson plans leading to the summative assessment.  My summative assessment is planned, but my lesson planning is flexible to make sure the students arrive at the summative prepared and on time.  I don't want my students "just" to make an A, I really want them to learn the material and demonstrate that by making an A!  I want them to be changed people because of my instruction! 

After my summative assessment, I will log the grades, print the report, and store at least one grade document in my notebook under 2.1 with a note in how the summative report will - or did - guide and direct my lesson plans for the next summative assessment.  Essentially, if my students hit the target for this assessment, I'll keep the plans similar; if they don't demonstrate mastery, then I'll adjust my lesson plans.  We, probably, all show that our data guides how we give instruction to the next unit, but now we have to intentionally make those decisions and document it.

In short, if the lesson process worked, keep it; if it didn't, analyze the test scores and change the instruction to adapt.

As I noted on pp. 51-52 of my doctoral study

Formative assessments.  McLeod (2005) noted that meta-analytic research showed effective formative assessments have a greater impact on improving student achievement, including closing the achievement gap, than “any other instructional practice” (p. 4), supply updated information to allow for redirected instruction, and can serve as benchmarks for annual learning goals.  In the classroom setting, McLeod asserted that, “data analysis should cause targeted instructional changes to improve student learning” (p. 5) and student data should be a part of continuous instructional improvement (Black & Wiliam, 2009; Hamilton et al., 2009; Huebner, 2009).  Teachers should make instructional decisions based on data from their students’ work accordingly (Lieberman & Miller, 2001), and formative assessments serve as guides for students’ progress toward annual learning goals (Huebner, 2009; McLeod, 2005).  Researchers found that effective formative assessment practices have shown to be powerful tools to improve student achievement and that formative assessments provide updated information to which the teacher could allow for redirected instruction that could benefit student learning (Huebner, 2009; McLeod, 2005; Popham, 2009b).  Formative assessments can help develop the student-teacher interaction, student motivation, and student achievement (Brookhart et al., 2008; Wiliam, 2007) and can highlight student accomplishments (Tomlinson, 2007).  Researchers showed frequent formative assessments revealed students’ thinking (Bransford et al., 2000) and could provide a “realistic measurement of students’ progress” (Dochy et al., 1999, p. 170).  The initial content or unit lesson plan should allow for predesigned formative assessments (Black & Wiliam, 2009).  As indicated in the March 2010 edition of the First Bell newsletter, the superintendent (Local County School District, 2010a) noted that teachers in Local County use informal benchmark information to design classroom instruction.

Cason, M. G. (2011). Activating Prior Knowledge With Cues and Questions As a Key Instructional Strategy to Increase Student Achievement in Low Socioeconomic Middle Schools. (Ed.D. 3469058), Walden University, United States -- Minnesota. Retrieved from http://ezp.waldenulibrary.org/login?url=http://proquest.umi.com/pqdweb?did=2459520451&Fmt=7&clientId=70192&RQT=309&VName=PQD

In short(er): give an assessment, print out the report, store it under Standard 2, and show in your lesson plans how that assessment is guiding your instruction/curriculum/planning for the next unit.  I included in my lesson plans a statement that includes, "____ (Performance Task(s), Post-Test, Unit Test, Section Test) will guide future ___ (today's instruction, future planning, next assessment, next content, next unit)"

Hope this helps.  See my website for more information: https://sites.google.com/site/gcason123/