asw 101. standard i: teachers demonstrate leadership. standard ii: teachers establish a respectful...

ASW 101

Standard I: Teachers demonstrate leadership.

Standard II: Teachers establish a respectful environment for a diverse population of students.

Standard III: Teachers know the content they teach.

Standard IV: Teachers facilitate learning for their students.

Standard V: Teachers reflect on their practice.

Standard VI: Teachers contribute to the academic success of students.

NC Professional Teaching Standards

Overview of Standard 6

Contribute to

Academic Success

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

6 NC Final Exams

6 Career Technical Education Assessment

6 Analysis of Student Work

K-3 Checkpoints6

6

Analysis of Student Work

6 Analysis of Student Work

Contribute

to Academic

Success

In 2014-2015, ASW is the Standard 6 measure for teachers in Advanced Placement, Arts Education, Healthful Living, International Baccalaureate, and World Languages.

Growth is based on student work submitted by teachers and rated by content experts in a “blind review” process.

Participation in ASW Processfor High School Teachers (60% rule)

1. If 60% of an educator’s classes* are in ASW subject areas, then the educator must participate in both ASW and any other Standard 6 measure covering the remaining classes.

2. If 60% of an educator’s classes* can be covered by an existing measure of student learning, then the teacher is not required to participate in ASW.

*Please note that locally developed electives that do not follow the standards set forth in the NC Standard Course of Study are not included in the ASW Process.

Participation in ASW Processfor K-8 Teachers (45 minute rule)

1. Educators who have 45 minutes per week scheduled with students in these content areas are required to participate in ASW.

2. Educators who do not have 45 minutes per week scheduled with students in these content areas are not required to participate in ASW.

For educators who do not meet the requirements to participate in the ASW Process, the district may choose to opt in to the ASW Process for those educators. The decision to opt in for a group of educators must be a district-wide decision.

8 Step Process: Step 1Teacher Responsibility

Teaching Context

• Screen shot

Principal receives a notification once a teacher’s schedule has been validated. The principal will then log into the Online Platform to confirm that the schedule is correct.

Principal’s Input

8 Step Process: Step 2Platform Responsibility

Class Selection

Beginning in 2014 – 2015, the online platform will select the classes in which the teacher must collect artifacts.

Objectives:Using the Strands and Standards guidance charts, the teacher will choose 5 objectives.

Objective Selection

Can You find?????

Lessons Learned from Pilots

• Choose objectives carefully– Match teacher’s instruction and assessment – Select artifacts that demonstrate:

• the objective selected • at 2 points in time

– Realize not all objectives link easily to ASW process

Activity Coming Soon!

Verb…That’s What’s Happening!!!!!• Understand• Evaluate• Use• Implement• Demonstrate• Apply

• Analyze• Select• Execute• Organize• Differentiate• Interpret• Explain• Recall• Explain• Identify

Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands & Standards Guidance Chart

Some examples of meetings:• PDPs• teacher meetings

Principal’s Input

Teacher decisions needed to compile a Timelapse Artifact (TA):a) A specific objective

b) Sample type• Individual Student

or

• Whole Class

c) Collection Method

d) Samples from Point 1 and Point 2

5 Timelapse Artifacts

The Teacher may choose:Option 1 – Student Work SamplesCollect and keep 2 work samples:• for each class member• for the objective • at 2 separate points in time

OR

Work Sample Type

1 1

11 1

1 1

1 1

1

1

1 1

22 2

2

22

2

2

2

2 2

2

2

The Teacher may choose:Option 2 – Whole Class Work Samples2 work samples that represent the entire class• for the objective • at 2 separate points in time

Work Sample Type

2

1

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Sdmsdf0 lsdjlkjsdflkjsdfljk

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Collection Method Method(s) or tool(s) for collecting:

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sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf

sdf

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sdfmsdf lmf, sdfmsd. Sdmsdf0

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kw klwe ljsdfljsdf sdljsdfljsdf

Sljd

Collection Method → File Size

Up to 10 MB per file!

TA 1

Timelapse Artifact Option 1 – Individual Student Work Samples

Online platform will select3 students

The TA will be compiled using the Individual Student Work Samples from these selected students.

Student Selection


If a student work sample is unavailable, that student will be reshuffled to create another sampling.

Student Selection

TA 1

Context for 1st work sample in each Timelapse Artifact

How does this artifact show where the studentis in relation to the chosen clarifying objective?

Upload Evidence

How does this artifact show where the student is in relation to the chosen clarifying objective?

This artifact was created using an 8th grade Healthful Living Health Education Class containing 32 students before instruction on the objective began. In this video, the student did not show proper technique in the their performance of CPR in the following ways.1. The students body position has him sitting on the victims waist. 2. The hands have been placed separately on the victims upper chest.3. The compressions given are of insufficient depth and are given too slow.4. The elbows are bending during the compression.

Context for 2nd work sample in each Timelapse Artifact

How does this artifact show where the studentis in relation to the chosen clarifying objective?

Upload Evidence

How does this artifact show where the student is in relation to the chosen clarifying objective?

This artifact was created using an 8th grade Health Education Class containing 32 students three class days after instruction began. In this video, the student shows proper technique in the their performance of CPR in the following ways. 1. The student has the proper body position, on his knees next to the victim. 2. The force of the compression is generated from the hips and applied in a vertical direction. 3. The hands are positioned with an interlocking grip.4. The heel of the bottom hand has been placed on the sternum.

Context for Growth in each Timelapse Artifact

Describe the growth that occurred between Points 1 and 2.

Upload Evidence

Describe the growth that occurred between Points 1 and 2.

CPR performed with the technique in video #1 was inadequate and would not have given the victim an opportunity to survive. The technique in video #2 would provide blood flow and oxygen to give the victim a chance of survival


1

2

1

2

1

2

1 Timelapse

Artifact

Upload Evidence

Timelapse Artifact Option 2 – Whole Class Work Samples 2

1

1 Timelapse Artifact

Upload Evidence

All 5 Timelapse Artifacts will be uploaded to the online platformas the teacher’sEvidence Collectionfor the school year.

TA 3Student

TA 4Student

TA 5Whole Class

TA 1 Student

TA 2 Whole Class

Upload Evidence

The Evidence Collection will be reviewed by 2 content area specialists.

Reviewer #1 Reviewer #2

Blind Review

ED M

If the category ratings from each reviewer are the same, then the review process is complete and the Standard 6 rating will be posted for that year.

Category Rating: Meets Expected Growth


M

Blind Review

M


If the category ratings from the two reviewers are not the same, the Evidence Collection is automatically sent to a 3rd reviewer for an additional review to get a rating for that year.

M

Reviewer #3

Blind Review

E

2-Step ASW Process ReviewThese will be explained in detail in later modules.

#1Evidence Collection Checklist

#2

ASW Quality Rubric

Blind Review

• D = Does Not Meet Expected Growth • M = Meets Expected Growth • E = Exceeds Expected Growth

Transfer your rating for each TA from the quality rubric to the table below:

Evidence Collection Rating Form:

TA 1 TA 2 TA 3 TA 4 TA 5

Receive Rating

D M M M E

Synthesis table to determine Standard 6 rating

a

Receive Rating

aDoes Not Meet Meets Exceeds

D D D D D M M M M M E E E E E

D D D D E M M M M E M E E E E

D D D D M D M M M M M M E E E

D D D E E M M M E E D E E E E

D D D M E D D M M M D M E E E

D D D M M D M M M E D D E E E D D M M E

D D M E E

D M M E E

An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6

Effectiveness Status

3 Years of Combined Data for Standard 6

6 6 6Year 1 Year 2 Year 3

Standard Standard Standard

Contribute to Academic

Success

Mr. NC’s 3 years of growth data:

2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)

Mr. NC’s Standard 6 rating for 2014-2017 Meets Expected Growth

Effectiveness Status Only for 2014 – 2017: Best 2 out of 3 years of data

Standard Standard Standard

6 6 6Year 1

2014-2015Does Not Meet

Expected Growth

Year 22015-2016

Meets Expected Growth

Year 32016-2017

Meets Expected Growth

New Timeline• Sept. – Dec.

District time to train teachers and correct 2nd semester schedule data in PowerSchool.

• January Teachers access schedule information in ASW Platform to complete a practice validation of their 2nd semester schedules

Districts correct teacher schedule information

Teachers access schedule information in ASW Platform to complete the final validation of their 2nd semester schedules

• February – May2nd Semester Evidence Collection Window

Can evidence be collected during 1st semester?– Teachers of year-long classes may voluntarily choose to

collect and keep evidence from the first semester for use in one or more of their 3 Timelapse Artifacts, but are not required to do so. The expectation for the ASW Process is that teachers will only need to collect and keep evidence for 3 Timelapse Artifacts in the spring of 2015.

– For semester teachers – the online platform will only choose classes from the 2nd semester. Teachers with semester classes should only collect evidence from 2nd semester classes.

New Timeline

New Timeline• May

2nd Semester Student Selection/Evidence Upload Window Opens

• June 2nd Semester Evidence Upload Window Closes

World Languages D234

Elementary Art D127

Middle/ HS Art D124

PE - Elem/ Middle/ High Auditorium

Middle / High Music Mr. Street's Rm

Elementary Music Ms. Wyatt's Rm

AP Teacher Workroom D Hall

Strands & Standards Guidance Charts

(MS) Motor Skills

PE.1.MS.1.2Use recognizable forms of the five basic manipulative skills.

PE.6.MS.1.3Explain the importance of practice to improve skill level.

PE.9.MS.1.4Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music.

(MC) Movement Concepts

PE.4.MC.2.4Classify examples of health-related fitness into the five components.

PE.7.MC.2.3Apply game strategies and tactics at appropriate times and in appropriate ways.

PE.9.MC.2.1Create plans for establishing and maintaining lifelong health-enhancing behaviors based on concepts of health, fitness, and nutrition.

(HF) Health-Related Fitness

PE.3.HF.3.1Summarize four or more of the five health-related fitness assessments and the associated exercises.

PE.8.HF.3.1Evaluate progress toward achieving health-related fitness standards, using the results to make improvements.

PE.8.HF.3.3Use a variety of resources to assess, monitor, and improve personal fitness.

PE.9.HF.3.1Evaluate personal health-related physical fitness status in terms of cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition.

(PR) Personal/Social Responsibility

PE.5.PR.4.2Use cooperation and communication skills to achieve common goals.

NO MIDDLE SCHOOL

PE.9.PR.4.2Select the most appropriate ways of responding and mediate to settle conflicts.

asw 101. standard i: teachers demonstrate leadership. standard ii: teachers establish a respectful...

Documents

step process

teacher responsibility

asw process activity

platform responsibility

teachers schedule

objective selection

teachers instruction

principals input slide