Evaluation Portfolio
  • Home
  • SMART Goals
  • Standard I
    • I-A Curriculum and Planning
    • I-B Assessment
    • I-C Analysis
  • Standard II
    • II-A Instruction
    • II-B Learning Environment
    • II-C Student Learning
    • II-D Cultural Proficiency
    • II-E Expectations
  • Standard III
    • III-A Engagement
    • III-B Collaboration
    • III-C Communication
  • Standard IV
    • IV-A Reflection
    • IV-B Professional Growth
    • IV-C Collaboration
    • IV-D Decision Making
    • IV-E Shared Responsibility
    • IV-F Professional Responsibilities

IC - Analysis

Analyzes data from assessments, draws conclusions, and shares them appropriately.
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OVERVIEW and EVIDENCE:
Mr personal educational philosophy and practice has always included a continuous and meaningful analysis of assessment data of all kinds.  In my experience, this occurs on both a micro-level (individual, course-specific assessments) and a macro-level (class trends and student progression).  This data, as always, greatly informs my year-to-year course design, as well as my day-to-day lesson planning and instruction, and has been an essential tool in curriculum design as well.   

EVIDENCE:
The most immediately apparent example is my analysis this evaluation cycle is a data research project I completed for a graduate studies course at American International College.  In accordance with MA-PAL standards of Educational Leadership, I conducted an extensive data analysis on a school-wide level, using 4 years of current Gr.10 MCAS data to identify a target academic area and student subgroup in need of improvement.  Below, you can see slides from my research presentation, as well as the full written report.
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MA_PAL_Task1_Artifact1
File Size: 26 kb
File Type: docx
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[**MODELING NOTE: This data project was presented to a cohort of graduate students at AIC, where the instructor used several points of my presentation as a model for future projects.]

EVIDENCE of Standard I-C-3: Sharing Conclusions with Students
  1. ​See Standard IVA - Reflection (AP Classroom Personal Progress Check)
  2. After each major writing assessment (FRQ), I create a lesson that (a) communicates common errors and best practices and (b) provides a model of student work that exemplifies both.​  This allows both students and me to adjust future practices and approaches to address gaps.  
[See link below to one such VIDEO LESSON]

drive.google.com/file/d/1ynJgEWCJAAuuM2wtiTRh28HXlywiSyMt/view

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  • Home
  • SMART Goals
  • Standard I
    • I-A Curriculum and Planning
    • I-B Assessment
    • I-C Analysis
  • Standard II
    • II-A Instruction
    • II-B Learning Environment
    • II-C Student Learning
    • II-D Cultural Proficiency
    • II-E Expectations
  • Standard III
    • III-A Engagement
    • III-B Collaboration
    • III-C Communication
  • Standard IV
    • IV-A Reflection
    • IV-B Professional Growth
    • IV-C Collaboration
    • IV-D Decision Making
    • IV-E Shared Responsibility
    • IV-F Professional Responsibilities