Listed below I have put a handful of the different dimensions and the standards for the proficient

level that I am required to write about. I will talk a bit about these different markers of evaluation

to see if these benchmarks are being met. I will write this as if I am analyzing the effectiveness

of a teacher and what that might look like for me.

■ Conferences and Conversations with the Teacher

One of the few chance’s parents have to talk to teachers about their children's needs and

development is during parent-teacher conferences. Waiting in line for up to 20 minutes, these

exchanges last between 15 and 20 minutes. One outcome is a dialogue that builds rapport and

provides crucial details regarding a student's development.

Teachers often bear the responsibility of ensuring that the conference is productive; however, the

experience may become more mutually beneficial if families were included more through

communications and cooperative meeting planning. To achieve this, I will use family voices to

introduce each of my arguments and encourage open dialogue about their needs.

I will need to learn how to become as efficient as possible to serve my students in this area.

■ formal Observations/ Walkthroughs

These observations and walk-throughs of the classroom allow others to see how their structure

works. It also allows for feedback from your advisors that can help you streamline your

classroom and make you more proficient in the future.

The things that we keep in our rooms show who we are, what we stand for and what we are

teaching. It’s a clear deliberate atttempt

■ Student Growth Processes

■ Analysis of Student Data

PLANNING DIMENSION 1.1

Standards and Alignment

The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with
standards and are appropriate for diverse learners. Standards Basis: 1A, 1B, 3A, 3B, 3C

Under standards and alignment proficient Instructional Planning Includes: • All goals aligned to state
content standards. • All activities, materials and assessments that: ˚ are relevant to students ˚ provide
appropriate time for lesson and lesson closure ˚ fit into the broader unit and course objectives ˚ are
appropriate for diverse learners • All objectives aligned to the lesson’s goal. • Integration of technology
when applicable.

PLANNING DIMENSION 1.2

Data and Assessment

The teacher uses formal and informal methods to measure student progress, then manages and analyzes
student data to inform instruction. Standards Basis: 1B, 1F, 2B, 2C, 5A, 5B, 5C, 5D

Data and Assessment The teacher uses formal and informal methods to measure student progress, then
manages and analyzes student data to inform instruction. Standards Basis: 1B, 1F, 2B, 2C, 5A, 5B, 5C, 5D

Instructional Planning Includes: • Formal and informal assessments to monitor progress of all students. •
Consistent feedback to students, families and other school personnel while maintaining confidentiality. •
Analysis of student data connected to specific instructional strategies.

PLANNING DIMENSION 1.3

Knowledge of Students
Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-
emotional development and achievement for all students. Standards Basis: 1A, 1B, 1C, 2A, 2B, 2C

Instructional Planning Includes: • All lessons that connect to students’ prior knowledge and experiences.
• Adjustments to address strengths and gaps in background knowledge, life experiences and skills of all
students.

PLANNING DIMENSION 1.4 Activities

The teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and
achievement. Standards Basis: 1B, 1C, 1D, 1E

Instructional Planning Includes: • Questions that encourage all students to engage in complex, higher-
order thinking. • Instructional groups based on the needs of all students. • All students understanding
their individual roles within instructional groups. • Activities, resources, technology and instructional
materials that are all aligned to instructional purposes.

INSTRUCTION DIMENSION 2.1 Achieving Expectations

The teacher supports all learners in their pursuit of high levels of academic and social-emotional success.
Standards Basis: 1B, 1D, 1E, 2A, 2C, 3B, 4A, 4D, 5B

The Teacher • Sets academic expectations that challenge all students. • Persists with the lesson until
there is evidence that most students demonstrate mastery of the objective. • Addresses student
mistakes and follows through to ensure student mastery. • Provides students opportunities to take
initiative of their own learning.

INSTRUCTION DIMENSION 2.2 Content Knowledge and Expertise

The teacher uses content and pedagogical expertise to design and execute lessons aligned with state
standards, related content and student needs. Standards Basis: 1A, 1C, 1E, 1F, 2C, 3A, 3B, 3C

Proficient The Teacher • Conveys accurate content knowledge in multiple contexts. • Integrates learning
objectives with other disciplines. • Anticipates possible student misunderstandings. • Provides
opportunities for students to use different types of thinking (e.g., analytical, practical, creative and
research-based). • Accurately reflects how the lesson fits within the structure of the discipline and the
state standards.

References:

https://www.edutopia.org/blog/parent-teacher-conferences-collaborative-conversations-john-mccarthy