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COMPREHENSIVE ASSESSMENT

EDUCATOR INFORMATION RECORD


EDUCATOR NAME: Lindsey Hornbuckle SCHOOL NAME: Walker Valley High School
The purpose of this record is to gather a sampling of information regarding the assessment and
Evaluation and Professional Growth Domains. The evaluator may ask for further clarification of
this information. You may record information on these pages or reproduce them exactly as they
appear.

Domain III: Assessment and Evaluation


1. Provide two examples of pre/post-instructional data for a class of students. If applicable, use
state mandated tests as one example. Describe the amount of student progress exhibited and
how your conclusions were used to make instructional decisions. (In analyzing TVAAS data,
observable trends should be described. Classroom examples should be more specific. You may
attach copies of the assessments). III A, III C.

Pre-Instructional Data

Post-Instructional Data

Conclusions

1. In my English classes, a
pre-test was given in order to
assess students knowledge
prior to the End-of-Course
test at the end of the
semester. This pre-test
allowed me to see which
areas my students are weak
and strong by classes. I was
able to place a greater
emphasis on the End-ofCourse areas, along with,
state standards.

I break my class instruction


into different units, according
to state standards. After each
unit, I give the students a test
over the material to check for
understanding. The formats
for my tests are both multiple
choice, like the End-ofCourse, and short answer, to
practice writing skills. From
these tests, my students and I
could see if there was an
increase or decrease in their
given knowledge of the
material. This test format also
helps to familiarize them with
the format for the End-ofCourse test.

The pre-test allowed me to


check for content knowledge;
as well as, the unit tests
allowed me to check for
understanding throughout the
semester. Both pre and posttest data were beneficial
because it allowed me to
gauge which students may
need the extra help in order to
pass the End-of-Course
exam. At the end of the
semester, much progression
was made by each student
because 96% of my students
passed the End-of-Course
exam, and the 4% that did
not, did not pass my class
overall.

Adopted by the Tennessee State Board of Education


June 2004 (rev. June 2009)

57

2. The first lesson my


classes go over is the
Literary Terms for the
semester. These thirty plus
terms are used throughout
the entire semester in
everything we do in literature.
I give students a pre-test over
this content, as well as, a
Parts of Speech quiz to
gauge where my students
knowledge is prior to teaching
the standards for English 9.
This pre-test identifies
students who cannot read,
who retained previous
knowledge, them I remember
talking about that, and
several others. This allows
me the knowledge how much
time each class may need to
spend on a specific topic.

Adopted by the Tennessee State Board of Education


June 2004 (rev. June 2009)

After grading these pre-tests,


I begin to put my lessons
together for each class
specifically. I cover the same
material in each class, but
these tests help me to identify
which classes and students
may need extra practice
and/or more time on one
specific standard or point. At
the end of each unit, every
student takes a test to check
for understanding about the
previous lesson. If the
classes average is high, we
move on, if not, I re-teach. My
ultimate goal is for each
student to learn the material.
Students retention of the
material is also tested at the
end of the semester with the
class final.

After grading the finals, most


students grade on the final
matches up to their grades
throughout the semester;
however, I have had students
who struggle during the
course of the semester do
well on the final, and I believe
that reason to be the students
were capable all along but
may not have prioritized
throughout the semester. I
have not, however, had a
student excel throughout the
course and completely fail the
final. I believe the two go
hand-in-hand.

57

CA-EIR
2. How do you communicate student achievement and progress to students, parents, and
appropriate others? Describe and/or provide examples. IIIB.
Communicating student achievement and progress to students, parents, and others is
extremely important in the success of a students career in school. I personally send out a
progress report to my students every two weeks. The Freshman Academy only requires one
mid-way through each nine-weeks; however, I want my students to know their grades more
frequently. My students also know they can come to me any time to check their grades or
missing assignments. I also have a sign posted of my tutoring schedule, and that is another
form of communication I have with my students.
I communicate with the parents of my students in several ways. First, the very first day
of class, I send an informational letter home to be signed by parents/guardians. The letter
contains the details about who I am, what I teach in my classes, what materials are needed,
my contact information, and the line, I will send home a progress reports every two weeks.
Second, I communicate with parents through the progress reports I send home and getting the
report signed and returned is a grade for each students every two weeks. Third, I also make
phone calls mid-way through each nine-weeks. I will call parents of excelling students, as well
as, students who may be struggling with content or behavior. I also ask for parents email
addresses. It is sometimes easier to send a parent a quick email than play phone tag. I have
several parents who prefer email to phone calls; however, if they have no email or phone, I will
always send a letter. Lastly, I also communicate through our schools website. I try to update
assignments and information concerning my class. Parents can also check their childs grades
by using the Parent Portal on the website.
I also communicate with our principals and special education services about any other
specific situations that concern a student. Conferences with teachers, students, parents, and
administration are always an excellent way to communicate concerns. Obviously, an open line
of communication is important among all parties involved, and I strive to make this a top
priority as part of my teaching standards.

Adopted by the Tennessee State Board of Education


June 2004 (rev. June 2009)

58

Domain V: Professional Growth


3. A collaboration is defined as an intellectual endeavor where two or more educators share
with each other and gain professional knowledge from each other. Discuss two relevant
examples of collaborative professional development you have participated in within the last five
years. VA.
Collaborative Activity and Date

Purpose of Collaboration

Results of the Collaboration

Tuesday, January 8, 2013, I


collaborated with my English
9 co-worker. We discussed
the upcoming semester and
plans for teaching specific
lessons. She and I both teach
the same material, and our
goal is help each other stay
on the same track. We, by no
means, attempt to teach the
same way because we have
different styles, but this is just
a way to help support one
another. We discuss our
ideas and then try to come up
with the best way possible for
our students to learn. A
teachers motto, Beg, borrow,
or steal from one another, to
benefit the students learning.

The overall purpose of our


collaborations is to become
better teachers. She may
have a marvelous idea about
the upcoming unit or found
new materials, and I may
have done the same thing so
we share. These are the
times we share and plan
together. We also discuss the
ideas that we may have
believed to be brilliant, but
they did not work out the way
we hoped, so we try to fix
them for the next semester.
This collaboration is beneficial
to both us as teachers and to
the success of our students.

This collaborations was


extremely successful for me.
My first unit plan went really
smooth because everything
was planned out. Of course,
there were bumps along the
way, but that is education. We
both may have used the same
idea, and one may have been
taught more successfully than
the other, so that is what we
discuss. We are just simply
trying to help each other and
make each other better
educators in our field.

Monday, January 21, 2013, I


collaborated with the entire
English department. We have
monthly meetings to discuss
any new/old issues,
questions, or concerns.

This particular meeting was to


discuss the upcoming
schedules for next semester
and new classes being
offered. We also share with
one another anything we do in
our classroom that seems to
work and keeps the students
engaged. The purpose of
sharing is to give the other
teachers new ideas to use in
their teaching.

This collaboration was very


informative. I was made
aware of what I could do to
help potential students who
are interested in taking AP
English in the future. This
allows me to discuss them
with my classes to gauge their
future interest in receiving
English credits by taking an
alternative English course. I
also used a review game
shared by one my co-workers
to help my students review for
an upcoming test.

CA-EIR
Adopted by the Tennessee State Board of Education
June 2004 (rev. June 2009)

58

2. Use the chart provided below to provide information regarding 2 of your


most useful professional growth opportunities. Include a description of your
application of this professional growth in your classroom as well as
information regarding any professional leadership with colleagues which
might have resulted from your growth. VB.

Professional Development Activity and Date

Application and Leadership which have


resulted from the Professional Development
Activity

Whats a Grade, October 2012


Mr. Johnny McDaniel

This professional development activity was


presented by our superintendent Mr. Johnny
McDaniel. His presentation was to challenge
us in being aware of our grading policies. One
example was if two students grades improve
and decline over a semester, but the grade
average is the same, which child learned?
What did those grades mean?
I took this information back to my colleagues
to encourage that while we still have to grade
assignments, how do we know that they are
learning? This is why I piloted Standards
Based Grading for our English department this
past semester. This strategy then allows the
students and parents to see what each grade
means according to the standards we are
teaching in class. Our freshman English
department is adopting this policy for next
school year.

Quadrant D Lessons, January 2013


Dr. Richard Jones

This professional development activity was


presented by Dr. Jones. The purpose of this
professional development was to challenge
teachers to have classroom lessons that
contained more rigor and relevance so
students are learning and growing. The
concept of Quadrant D is one where the
teacher is more of a facilitator and the
students are learning by creating and living
out the lessons.
Our academy and departments met after this
professional development to take lessons we
already teach and transform them into
Quadrant D lessons.

Adopted by the Tennessee State Board of Education


June 2004 (rev. June 2009)

58