Evidence for 3.6

Standard 3: Instructional Strategies, Element 6: Communicates and presents material clearly, and checks for understanding.

Some of the elements could be problematic in providing a hard copy for evidence and documentation.  I started thinking outside of the box - a little - to see how I could accomplish some of the more difficult elements.  

For 3.6, as an example for presenting material clearly, I put a copy of 

1. A handout (diagram) I created to help clarinet players understand the relationship of the "pinky keys" for the upper and lower registers.  In essence, it clearly portrays the note names for each key in the low register and the upper register when the register key is pressed.  (Handout can be seen here)
2. I included an "Articulation Chart" which I use to visually represent the length and volume of different articulations.
3. Example of a brass valve instrument's descending chromatic fingering pattern
4. An example of instructions for beginning saxophone students on instrument assembly, sitting position, hand position, embouchure, and instrument care.  (Handout can be seen here)

As an example for checks for understanding, I put a copy of 

1. A lesson plan which includes depth of knowledge (DOK) questions
2. An example from the book when I used DOK use
3. An essay entitled: Checks for Understanding.  (Portions of the essay can be seen here)

Because we have been told specifically that the evaluator has to see each element in action, see each element in a lesson plan, &/or see each element documented, I concluded that it is safe to include handouts - and Essays - detailing how I accomplish each element.

Getting organized

At one of the faculty meetings I attended, it was made very clear that the days of assuming the teacher was effective are gone.  In today's educational environment, to prove you're an effective teacher requires evidence.  Therefore, begin collecting your evidence....  (I started the fall of 2013 and continue to this day.)

Getting your information/documentation/"evidence" organized will be important not only for you to provide verification that you have mastered each of the 72 elements, but also provides your evaluator a system so that they can find your documentation.

As I mentioned, there are 72 elements categorized into 10 standards; based on what I heard at the faculty meeting, I decided to have at least 1 piece of paper for each of the 72 elements.  Every school (and principal) is different, but your certificate is on the line and I'd recommend having 1 piece of quality evidence for each element.

1.  Create a table of contents (TOC) and then add specific and complete titles for your evidence.  Be consistent in your naming process.  I used the standards/elements from the DOE as the main outline, and then added the title of the piece of evidence under the appropriate standard and element.  For example, Section 3.4 begins like this:

3.4  Uses a variety of research-based instructional strategies and resources

     3.4.1  Lesson plan (dated 10/4/13) showing differentiation of process and product*

     3.4.2  Article: 3 Reasons, 10 Rules

I used the 3.4.1 outline method only because that is what the DOE used and I thought it would keep everything related.  I don't think it matters which outline system you use (1.A.i; I.A.i.; 1).A).i); etc.) as long as you use one and make it consistent.  

You may have noticed that I had an asterisk (*) at the end of 3.4.1.  That is a reminder to me that when I see my TOC, that specific piece of evidence will need to be updated.

2.  As you work through your table of contents adding titles of evidence, determine the location of other sources of evidence you'll need to collect and make a note in your TOC.  For example, in the area of "5.5: Uses grading practices that report final mastery in relationship to content goals and objectives," you could make a note, or leave a comment, that says, "Print out Lesson Plan (dated x/y/z) and Summative Test Report dated (x/y/z)."

I hope this helps you get started on collecting your evidence.  I'll continue with more a little later.  In the meantime, you can review a draft of "Keys to Your Successful Evaluation on the New Teacher Assessment on Performance Standards" located here: Notebook

The standards

Take a minute and review the standards and rubrics which will be used during your evaluation.  Become very familiar with them.

As you review the materials, make a list of things that you do which could be used as documentation for those standards. As you make your list, go ahead and write the standard number and sub category for that documentation. This will help you organize your documentation and evidence. Some of the documentation maybe in a grade book, in your desk, on the wall, or in notebooks. Make notations where the documentation is located.

Visiting the TKES web log...

Thank you for stopping by.  Take a look at the resources and let me know what you think.
Glenn

Welcome!

A friend and colleague of mine has read some of my writings and "handbooks" I've prepared for the TKES evaluation in our county.  She suggested that I create a blog and post some of the items I've written as well as creating a space for others to give/receive feedback/advice.  So, here it is.  I've never done this before, but am willing to take a step.

Here are some links to essays and ideas I've had in regard to TKES.  Please feel free to look at them and let me know if they are helpful, you need other resources, etc.

Respectfully,
Dr. M. Glenn Cason
Dr. Cason's Online Portfolio

Instructional Strategies
Instructional Strategies That Work

The 9 Most Effective Instructional Strategies: Updated

Advice and Teaching Methods

Sight Reading at Concert Festival

Saxophone Teacher's Handbook

Selected School Law Topics
Thoughts & Quotes Regarding "A Teacher's Pocket Guide to School Law"

TKES

TKES: Lesson Plan Design
TKES: Checks for Understanding
TKES: Differentiation
TKES: Mastering Concepts and Skills
TKES: Remediation and Enrichment
TKES: Keys to Your Successful Evaluation
TKES: Lesson Plan Design for Band


Handbooks and Other Resources
Classroom Instruction That Works, 2nd ed. Results
Instructional Strategies That Work
Saxophone Handbook
Surviving a Doctorate: Year 1