The following information provides steps for you to
follow in completing this Mississippi Statewide PGS Assessment as you will be
evaluating the performance of a teacher using the TGS as a program assessment
in EDU 65261—Instructional Dimension of Leadership. All administrator
candidates from other Mississippi Universities seeking licensure in the state
will be assessed using this same instrument. Please note that for the purpose
of this assignment, we will only be focusing on Domains 1-3/ Standards 1-7
which relate to the lesson plan and observation as an evaluation of teaching
performance for instructional faculty. Domain 4/ Standards 8-9 could only be
assessed over the course of the year as it relates to professional behaviors of
the faculty member.
Part C—Administrator Feedback to Teacher (DUE by Day
4 in MODULE 7)
After observing the lesson and reviewing all
materials/ observational notes, you are going to compile a Summary of Findings
and draw conclusions based on ratings and evidence you provided from the three
(3) Part B submissions evaluating teacher performance for TGR Domains 1-3/
Standards 1-7 from both the lesson materials and observation. You will organize
your findings by using by seven (7) distinct categories given below. Be sure to
label your responses for each category and support your responses to these
guiding questions with the evidence collected form your review (NELP 4.2, 4.3,
4.4, 7.3).
View the teacher video and accompanying
instructional documents by visiting the Achieve the Core (https://achievethecore.org/page/2986/questioning-poetry-troetti).
In this assessment, you will use the TGR rubric to evaluate the lesson
presented by the teacher in the video as you script the actual words of the
teacher. You will also use forms included in the MDE PGS/TGR Observation and
Feedback Guidebook to assess and provide additional information about the
lesson.
CATEGORY
1 ~ Lesson Feedback
1) Based on your review of the video lesson, what
are two instances where the teacher displayed exemplary behavior? Include
evidence/time stamps. What are two instances where the teacher might have
addressed the class more effectively?
2) What probing questions do you have for the
teacher? What things about the lesson do you need the teacher to clarify?
Include evidence/time stamps.
CATEGORY
2 ~ Equitable Access
1) How did this teacher provide equitable access to
educational resources, technologies, and opportunities that support the
educational success and well-being of each student? Where improvements could be
made? Include evidence/ timestamps.
CATEGORY
3 ~ High Quality Practice
1) Based on the quality of this lesson, should this
teacher be placed on a plan of improvement or be provided with a plan of “next
steps” to help a good teacher get even better? Explain your answer with
evidence from your observation.2) Based on the quality of this lesson, what
teacher growth plan should be used for “next steps” to help a good teacher get
even better? Explain your answer with
evidence from your observation.
CATEGORY
4 ~ Behavior and Other Supports
1) How do the lesson, lesson plan, and materials
address or not address cultural, linguistic, learning, and other differences of
students and are they inclusive of all learners? Explain. Cite evidence from
the lesson.
2) How were multiple ways to assess student learning
to address student learning, linguistic, and cultural differences? Cite
evidence from the lesson.
CATEGORY
5 ~ Professional Development
1) What professional learning and/or teacher growth
plan would you suggest for the teacher to improve his/her practice? For each
suggestion, identify what is the focus or target?
2) How would you engage the teacher to continually
reflect on his/her practice?
CATEGORY
6 ~ Collaborative Efforts
1) What short-term and long-term goals would you set
for this teacher?
CATEGORY
7 ~ Assessment of Student Learning
1) What formal and informal assessment strategies
did this teacher use to monitor student progress during instruction? How did
this teacher utilize information gained from these strategies to direct his/her
instruction? Include evidence or timestamps.
Part D—Assignment: Reflection Essay Comparison/
Contrast, Reflection of the TGR Process, & Plan of Action (DUE by Day 7 in
MODULE 7)
Be sure to upload all documentation for Part D in
both CANVAS and Tk20.
Once you complete and submit Part C on Day 4 of
Module 7, Part D will be made available online (on Day 5 of Module 7). You must
have Part C completed by midnight on Day 4 of Module 7 with it uploaded, so you
can complete the PGS Assessment, Part D Assignment.
Analyze the scores that an Experienced Administrator
assigned to this teacher from the document provided on Day 5 of Module 7 (sent
in a class announcement) and compare his/her comments and ratings with those of
your own.
Complete the Part D ASSIGNMENT by uploading all three
(3) parts of the essay as follows:
ESSAY
Part 1: Comparison/ Contrast with the
Experienced Administrator Provide an analysis of
your scores with those of the experienced administrator and: Discuss how your
scores compare for Standards 1-7. . . Discuss how his/her evidence caused you
to change your mind about how you evaluated the teacher and Why. . . , AND. . .
Discuss how he/she saw things that you did not see and explain?
ESSAY
Part 2: Reflection
Provide a thorough reflection of the entire assessment process for
measuring teacher effectiveness and the importance of teacher evaluation with
effective feedback in improving teacher quality and student achievement and the
effect of effective feedback on teacher efficacy and retention.
ESSAY
Part 3: Plan of Action Using the knowledge gained from
research, this assignment, and other course work, provide ways in which you
will work collaboratively with your school faculty and staff to evaluate,
develop, and implement the school’s curriculum, instruction, technology, data
systems, and assessment practices in a coherent, equitable, and systematic
manner. Support your position by citing relevant research and include
references.
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