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Cape Cod Tech

Cape Cod Tech . Self-Assessment Presentation. Self Assessment. Due at the end of the day today Needs to be reflective Needs to be aligned with the Teacher Rubric Needs to be of high-quality Needs to be about what students learn in Part 1and what you do in your role as teacher in Part 2.

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Cape Cod Tech

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  1. Cape Cod Tech Self-Assessment Presentation

  2. Self Assessment • Due at the end of the day today • Needs to be reflective • Needs to be aligned with the Teacher Rubric • Needs to be of high-quality • Needs to be about what students learn in Part 1and what you do in your role as teacher in Part 2

  3. 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. • Look at the data from your program/classes and identify your students’ strengths and weaknesses • Mark an S next to strengths and a W next to weaknesses

  4. Part I: Strengths • “When I reviewed the data I have about my prior years’ students, I noted the following strengths among my students”: • Now list the positives in bullet form

  5. Part I: High Priority Concerns • “When I reviewed the data I have about my prior years’ students, I noted the following weaker areas of knowledge, skills or outcomes among my students”: • Now list the concerns in bullet form

  6. Example # 1

  7. Example #2

  8. Part 2: Assessment of Practice Against Performance Standards • Citing your district’s performance rubric, briefly summarize areas of strength and high-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 • Read the rubric, noting where you are strong and where you have weaknesses • Look at most recent evaluation and note the commendations and the recommendations

  9. Part II: Strengths • When I thought about my own professional practice (how I currently do all the parts of my job) and compared this with the Standards that make up our Teacher Rubric, I note the following strengths”: (a bulleted list is fine.) • Now list what you find are your strengths • Next to each strength, indicate the element where this strength resides in on the Teacher Rubric • i.e. “excellent content knowledge and skills related to my technical shop” is a skill that would be found under “Subject matter Knowledge” in the rubric. You would list the number of the element I-A-1. • Your final statement/bullet would state “I have excellent content knowledge and skills related to my technical shop I-A-1”

  10. Part II Concerns • “When I thought about my own professional practice (how I currently do all the parts of my job) and compared this with the Standards that make up our Teacher Rubric, I note the following areas in which I can grow professionally”: (a bulleted list is fine.) • Now list what you find are your weaknesses as an educator • Next to each area of concern, indicate the element where this resides in • i.e. “incorporating employability standards into my curriculum” is a skill that would be found under “Rigorous Standards Based Units Design” in the rubric. You would list the number of the element I-A-3 . • Your final statement/bullet would state “Although I use technical standards as the basis for my unit plans, I have not incorporated standards in the Employability Strand I-A-3”

  11. Example # 1

  12. Example #2

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