North Carolina Department of Public Instruction

Analyzing Student Work to Change Teacher Practice

What does student growth mean to you?

North Carolina DPI

Analyzing Student Work to Change Teacher Practice

5 Rating Categories

Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

3 Rating Categories

Not Demonstrated

Developing

Proficient

Accomplished

Distinguished

Does Not Meet Expected Growth

Meets Expected Growth

Exceeds Expected Growth

North Carolina DPI

Analyzing Student Work to Change Teacher Practice Pre-work review: Overview of Standard 6

North Carolina DPI

Analyzing Student Work to Change Teacher Practice

6Contribute to Academic

Success

6 End of Grade (EOG) or End of Course (EOC) tests

6 Common Exams

6 Career Technical Education Assessment

6 K-2 Literacy

6 Analysis of Student Work

Grade 36

Pre-work review: Overview of Standard 6

In Need of Improvement

Effective Highly Effective

Standards 1-5In the year

Standard 6Three-year rolling average

6 6 62 years ago

1 year ago

Currentyear+ + /3)

)

1 5432DemonstrateLeadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Any rating lower than proficient

And/Or

Does Not Meet

Expected Growth

Proficient or Higher

on Standards1-5

And

Meets or Exceeds Expected Growth

Accomplishedor Higher

on Standards1-5

And

Exceeds Expected Growth

Pre-work review: Overview of Standard 6

North Carolina DPI

Analyzing Student Work to Change Teacher Practice

North Carolina DPI

Analyzing Student Work to Change Teacher Practice

Teachers collect artifacts of student work

Teachers fill out submission form

Teachers Choose Clarifying Objective

Reviewers Rate Each Artifact

Teachers Upload Artifacts to Online Platform

Reviewers Access Online Platform

North Carolina DPI

Analyzing Student Work to Change Teacher Practice In the proposed ASW

process, teachers:• Describe teaching context and

choose five Objectives

• Compile a Timelapse Artifact for each Objective

• Complete and upload an Evidence Collection

• Submit the Evidence Collection for “blind” review

• Receive a category rating for Standard 6

EVIDENCE COLLECTION

TA 1

TA 2

TA 3

TA 4

TA 5

2 Work Samples

2 Work Samples

2 Work Samples

2 Work Samples

2 Work Samples

North Carolina DPI

Analyzing Student Work to Change Teacher Practice Spring 2014 Pilot planned with educators from:

AIG/AP/IB

Exceptional Children

English as a Second

Language

Original Pilot Areas

Arts Education

Healthful Living

World Languages

North Carolina DPI

Analyzing Student Work to Change Teacher Practice

Proposed ASW Timeline

Participant Application Window

Participant Selection

Participant Training

Reviewer Application Window

Official Pilot Launch

Reviewer Selection

Reviewer Training

Evaluation Window

Pilot Wrap-up

Fall 2013 Spring 2014

By the end of this section, I will be able to:

• Choose an objective for a Timelapse Artifact.

• Describe how to capture student growth using student work samples.

• Explain how student growth is illustrated in relationship to the objective.

North Carolina DPI

Analyzing Student Work to Change Teacher Practice

North Carolina Summer Institutes

Analyzing Student Work to Change Teacher Practice

Discuss at your table:

How do you measure growth?

North Carolina DPI

Analyzing Student Work to Change Teacher Practice How do you measure growth?

North Carolina DPI

Analyzing Student Work to Change Teacher Practice How do you measure growth?

North Carolina Summer Institutes

Analyzing Student Work to Change Teacher Practice Arts Education Timelapse Artifact

Objective 2.V.2.3: Create art from real and imaginary sources of inspiration

Student Work Sample A (1st point in time) Student Work Sample B (2nd point in time)

North Carolina DPI

Analyzing Student Work to Change Teacher Practice

Conceptualizing Student Growth One Objective

Capturing Student Growth

Timelapse Artifact Student Work Sample A

(1st point in time)

Student Work Sample B (2nd point in time)

When captured:

When captured:

Description: Description:

How does Sample A show where the student/s began in relationship to the identified objective?

How does Sample B illustrate student growth in relationship to the objective?

Submission Form Part A: Teaching Context

North Carolina DPI

Analyzing Student Work to Change Teacher Practice

North Carolina DPI

Analyzing Student Work to Change Teacher Practice

District or Charter

Name of School(s) Served

Teaching Assignment Title

5-Digit Course code(s)

[See principal or his/her designee if unknown]

Frequency & Duration

[ex. 45 min. daily for 18 weeks or 1 semester]

Total Instructional

Hours

Number of Students

List separately: Assigned Class(es) Course(s) Program(s)

Total Number of Students for this academic year

North Carolina DPI

Analyzing Student Work to Change Teacher Practice

North Carolina

Analyzing Student Work to Change Teacher Practice

Timelapse Artifact 1

Timelapse Artifact 2

Timelapse Artifact 3

Timelapse Artifact 4

Timelapse Artifact 5

Representative Courses or Classes (by title and course code from Part A)

StudentsAt least one Timelapse Artifact needs to represent multiple students. Indicate with an “X” which Timelapse Artifact(s) represent multiple students.

Time At least one Timelapse Artifact needs to represent growth throughout an extended period of time, such as the beginning to end of a semester, course, year, etc. Indicate with an “X” which Timelapse Artifact(s) will represent growth over an extended period of time.

Strands & StandardsWrite the unique Clarifying Objective chosen for each Timelapse Artifact, making sure that the Evidence Collection includes representation of Strands and Standards based on the appropriate chart below for your content area’s North Carolina Essential Standards.

North Carolina DPI

Analyzing Student Work to Change Teacher Practice

North Carolina DPI

Analyzing Student Work to Change Teacher Practice World Languages

Include Timelapse Artifacts encompassing each of the 3 strands of World Languages and all of the Essential Standards that are part of your language program(s). CLASSICAL LANGUAGES

DUAL & HERITAGE LANGUAGES

MODERN LANGUAGES

Essential Standards 2, 3, 4

Essential Standards 1, 2, 3, 4

Essential Standards 1, 2, 3, 4

Connections to Language & Literacy (CLL)

Connections to Language & Literacy (CLL)

Connections to Language & Literacy (CLL)

Connections to Other Disciplines (COD)

Connections to Other Disciplines (COD)

Connections to Other Disciplines (COD)

Communities (CMT)

Communities (CMT) Communities (CMT)

North Carolina DPI

Learning PathReflection Question

What are the big ideas/resources that everyone in the district needs

to know?

IMPROVING PRACTICE

Essential Standards

2013Summer Institutes