Kristen Meyer

Monday, April 8, 2013

Summative Feedback and Evaluator Rubric
Proficiency Scale
4 Demonstration of the learning target is performed in such a way that it is a true model of proficiency for others.
3 The learning target was met in all criteria set for proficiency.
2 The learning target is close to being met, a small amount of support and/or feedback should close the gap to proficiency.
1 The learning target was attempted, but there is a significant gap toward proficiency and additional support is needed.
IMPLEMENTATION OF SCHOOL WORK PLAN: DEPARTMENT FORMATIVE ASSESSMENT FEEDBACK
Department Learning Targets
Indicator of
Observation Evidence
Proficiency
I can identify assessment criteria for each of my long-term targets.
Fall Feedback: I wonder if a next step is to show models of strong
4
and weak work to speak for itself so that you are not only doing
I can create and use mini rubrics to give students clear specific
this on individual pieces.
descriptive written feedback. We will be working on this with breaking
2
Fall Feedback: I wonder if with their art work that there is an after
down existing criteria and rubrics and creating mini-rubrics.
presentation of learning that could be done that they then take the
I can use the language of criteria and targets to provide students with clear
4
feedback of their peer coach, audience, or you and actually then
descriptive verbal feedback.
reflect (and could self-assess as well on the rubric) on the rubric
I can model the thinking involved in comparing examples of strong and
4
about what they plan is for revising their thinking and/or product
weak work to assessment criteria.
on the next piece. This would be some level of commitment for
I can model reading and analyzing feedback and then making a plan
one in terms of completion, artistic improvement or showing that
for revising my thinking and/or product.
3
they were then going to do something with the feedback.
Will code the curriculum for this and possibly have one piece for the
entire year.

SCHOOL-WIDE CLASSROOM ROUTINES

Key Objectives
I regularly greet scholars at the door and check for uniform
Uniform reminder given in the context of a spirit day
I regularly start class with a warm up
Warm-up was to write the daily learning target. Scholars are clustered
or circled for the start of class.
I regularly use Venture Prep common language (SLANT, Scholar,
A.S.S.E.T.S.) to redirect scholars
There were no official redirects given, only reminder of pace or
scholar support. A.S.S.E.T.S. language was not used in this lesson.
I use bling bucks, PBS strategies, and specific descriptive feedback to
positively reinforce scholarly behavior
Clear expectations and breaking down of the lesson supported teacher
to have time and space to monitor scholars during the gallery walk.
I maintain an aggressive pace in my lessons
Yes, clear time parameters are set for each part of the lesson and
reframing of next steps then take place before the next part begins.
I provide the group with clear directions about how they are to engage in
each part of my lesson, and hold scholars accountable for participation and
production
Yes, see written feedback in the column to the right.
I maintain a clean and organized classroom suitable for student
achievement
I maintain a respectful tone when interacting with scholars
Current scholar work is visible throughout the classroom, along with a
grading rubric
Work posted in the hallways with a grading rubric. Work posted in
the room was only work with no rubric posted.
If I refer a scholar to the dean, a timely email is sent describing what
sequence of events led to the referral
Yes, this communication has improved overtime.
If a scholar is to leave my classroom for any reason, I provide that scholar
with a hall pass
The LT Targets, A.S.S.E.T.S., and Agendas are visible, legible, and
relevant
All posted, visible, referred to, relevant and legible for todays lesson,
nothing visually posted for A.S.S.E.T.S. (or verbally referred to)

Indicator of
Proficiency
Fall

Spring

Observation Evidence
Warm-Up (Integrated into the Teacher Framing): Scholars write down the learning
target, I can participate in a gallery walk with my peers and give constructive
feedback. 11 out of 16 scholars wrote the date and todays learning target in their art
journal/notebook.
(9:35-9:45) Teacher Framing: Gallery walk and Criteria for answering questions: you
must

Include the question in your answer

Give constructive, detailed feedback

2 sentences in length

Sign your name to your response

Instructions: Each person will get 5 post-it notes. There will be groups of 5
scholars/paintings you will travel and collaborate with. Artists will then collect all of
the post-it notes and choose 2 pieces of feedback that are the best answers to the
question posed and then present that thinking.
(9:45-10:00) Gallery Walk: I noticed that scholars created their own artist questions to
have other artists respond to. There seemed to be a true integration of artist vocabulary
in the question and this is exemplified through examples of the following questions:

What is the theme to this piece?

What does the Big Bird symbolize?

Did I balance my work?

How does the black background draw the eye to Marilyn Monroe?

Does my composition show my understanding of value of proportion?

Strengths to the Gallery Walk:

Scholars are engaged in looking at other scholar work and using their own
level of expertise to answer the artists question.

Scholars have asked questions to the teacher and each other when they are
unsure of how to answer (collaboration)

Directions and criteria was clearly communicated both orally and visually.

Scholars followed the explicit criteria set during the framing of the lesson

Scholars stayed focus during the gallery walk

(10:00-10:07): Scholars were able to read through their responses to choose the 2 that
best answered their question
(10:07-10:09) Praise: I thought that it was really smart to address the possibility of
having to revise the question to get the best answers to support their art work.
(10:09-10:25) Scholar Presentations:
Scholars projected their voice, spoke to their piece and gave a thoughtful analysis of
scholar work. I can hear and see such an improvement in scholar confidence and
thinking about why they do what they are doing with their work. I thought that you set
them up well with starting with a question, having scholars attempt to answer the
question and then the scholar can respond.
(10:25-11:00)- Exit Ticket: Group Chart Paper Reflection Exit Ticket
1. Why is it important to give constructive feedback to your peers?
2. On a scale of 1-10, how did the group of work viewed score as a whole
installation (based off of Picasso criteria)? Why/How?

3.

Key Objective

INDIVIDUAL PROFESSIONALISM
Indicator of
Proficiency

Grading and Reporting

Follow the Venture Prep Grading and Reporting Policy
Family Communication
Builds personal relationships with families
Responds to parents concerns in a purposeful, appropriate and timely
manner with a sense of partnership
Basic Responsibilities
Responds to e-mail in a timely manner (1 Business Day)
Is on time for all duties and meets all deadlines
Turns in lesson plans each week on time (8:00 a.m. Monday)
Prepares for teaching and substitute coverage
Approaches things with a problem-solving perspective
Reflection and On-going Learning
Is honest and open with coach about strengths, weakness and concerns and
seeks out coaching
Crew, Not Passenger
Positively contributing to team, PD, and staff meetings
Consistently upholds the norms and expectations of professional staff
member
Upholding scholar behavior expectations in class, hall, etc.

Fall

Spring

Why was Pablo Picasso such an influential artist of the 20th century?

Observation Evidence

To take it from a 3 to a 4 would be calling for praise or nonreminder items.

3

Reflection Question: How has your learning evolved over time

this year? What has been helpful to this process? What has
hindered this process?
Time on the job, the longer Kristen is here, the stronger the voice.