4b - Maintaining Accurate Records - What's going on in Mr. Solarz' Class?

4b - Maintaining Accurate Records

3/20/2019

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Examples from Charlotte Danielson:

Evidence from the 2017-2018 and 2018-2019 School Years:

Evidence:

I give my students blog feedback sheets and they are responsible for checking items off as they revise them. They submit the sheet to me when done & I re-grade. On the report card, they receive a grade "Before Feedback" and a grade "After Feedback."

My students maintain a "Leader in Me" Binder that has a SMAARTER Goals section. Students set goals, monitor their progress towards those goals, and determine when goals have been met by putting a Post-It on our "Goals Accomplished" board.

My students do attendance and lunch count each day without reminders from me.

My students maintain an academic ePortfolio, follow the steps outlined on the "Blog Assignments" page, and determine when assignments are completed successfully.

Although, I maintain an electronic gradebook of assignments, my students do most of the other clerical tasks in the classroom.

Students put their permission slips into an envelope hanging on our white board and check off their name. Once it is mostly filled in, students remind each other who still needs to turn in their slips during REARJMCL or after morning announcements.

Since 21st Century Skills attainment is a high-priority for me, I want to assess students' progress, have them self-assess, set goals for improvement, and report out to parents how we're doing. This is how I currently do that:

Thanks to Corinne Duffy, our whole team is using these SBG sheets for collecting our data this year for each standard.

I use a combination of the sheets Corinne gave us and the online form that Chris Fahnoe gave us for keeping track of data. Both have their benefits and drawbacks. (Names and scores have been deleted.)

For WIN Time (RtI Time), I have a spreadsheet where I plan all of my students' individualized education programs based on their needs. Differentiation based on interest, ability, and learning style is considered during this time, as well as creating flexible groups to re-teach skills and concepts that weren't mastered the first time around. Click on the image to see it more closely.

After planning out the rotations for the week, each student gets a schedule of their activities. Students are in charge of reading the schedule and following it closely. Students are also in charge of announcing when it is time to rotate between stations based on the time. If they are meeting with the teacher, it will say so on their schedule. If they don't have a flexible seating option for a specific station, it will let them know where to sit. Students' IXL skills are printed at the bottom of each schedule, and students are asked to complete a written reflection on their learning each week at the bottom of the page. Click on the image to see it more closely.

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Domain 4: Professional Responsibilities

The components in Domain 4 are associated with being a true professional educator: they encompass the roles assumed outside of and in addition to those in the classroom with students. Students rarely observe these activities; parents and the larger community observe them only intermittently. But the activities are critical to preserving and enhancing the profession. Educators exercise some of them (for example, maintaining records and communicating with families) immediately upon entering the profession, since they are integral to their work with students. Domain 4 consists of a wide range of professional responsibilities, from self‑reflection and professional growth, to participation in a professional community, to contributions made to the profession as a whole. The components also include interactions with the families of students,
contacts with the larger community and advocacy for students. Domain 4 captures the essence of professionalism by teachers; teachers are, as a result of their skills in this domain, full members of the teaching profession, and committed to its enhancement.