Self-Assessment Form

EducatorName/Title: Wendie LeBlanc-Teacher Rebecca Phillips

Primary EvaluatorName/Title:

Supervising Evaluator, if anyName/Title/Role in evaluation: N/A School(s): Petersham Center School

Part 1: Analysis of Student Learning, Growth, and Achievement

Briefly summarize areas of strength and high-priority concerns for students under your responsibility for the upcoming school year. Cite evidence such as results from available assessments. This form should be individually submitted by educator, but Part 1 can also be used by individuals and/or teams who jointly review and analyze student data.
603 CMR 35.06 (2)(a)1

According to the 2011-2012 Dibels testing scores the incoming 2nd grade class indicates there was one student in the at risk category and three students at the some risk category for reading difficulties. There were four students added to the class roster and early September scores indicated three students at risk and 1 with some risk for reading difficulties. According to the 1st grade teacher the class is weak in the area of math.

MCAS results shared with staff by the Principal and they indicated that writing answers to questions including in the area of math were an area of concern. A students ability to write answers to math questions and how they came to that answer was in need of improvement. One of my proposed goals will focus on improving writing in the area of math. The children will problem solve with skills based on the common core standards and writing will be incorporated into this process.

Team, if applicable: List Team Members below: Wendie LeBlanc Christina Boyer-Thompson Melissa Clark

Self-Assessment Form

January 2012

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Self-Assessment Form

EducatorName/Title:

Wendie LeBlanc-Teacher

Part 2: Assessment of Practice Against Performance Standards

Citing your districts performance rubric, briefly summarize areas of strength and h igh-priority areas for growth. Areas may target specific Standards, Indicators, or elements, or span multiple Indicators or elements within or across Standards. The form should be individually submitted by educator, but Part 2 can also be used by teams in preparation for proposing team goals.
603 CMR 35.06 (2)(a)2

According to the new teachers evaluation rubric, curriculum and planning and assessment (Standard I) is required. Using the common core standards and mapping of the curriculum will allow me to make sure the indicators and elements of the rubric are met. The rubric indicates that the teacher is knowledgeable of the subject matter. By mapping the curriculum with the common core standards in ELA and Math I will become more familiar with the standards that are required to be taught in ELA and Math. Focusing on mapping the common core standards in ELA and Math will allow lesson planning and unit designing easier as well. Standard II (Teaching all students) can be addressed within the development of the indicators on the Standard I of the rubric. Standards III and IV will not be applicable for the 2012-2113 school year however, I will be seeing how these standards can be related to the rubric through my work with the mapping of the common core and addressing standard I and II for preparation for the following school years. The writing within math goal will also be shown in the performance rubric for standard I and II of the teacher rubric.

Team, if applicable: List Team Members below: Teachers in grades K-6 are working mapping the common core standards in ELA and Math this year. Wendie LeBlanc Christina Boyer-Thompson Melissa Clark Are working on problem solving/writing in math

Signature of Educator Signature of Evaluator*

Date Date

* The evaluators signature indicates that he or she has received a copy of the self -assessment form and the goal setting form with proposed goals. It does not denote approval of the goals.

Self-Assessment Form

January 2012

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