Colorado Quality Standard 6: Student Growth and Teacher Assessment
Student growth data will be used as part of my teacher assessment under Colorado’s new SB191 mandate. 50% of my performance as a teacher will be based on my observations, while the other 50% will be based on student achievement. Our faculty will share a collective ACT measure and I will split the remaining assessments between the ACCESS language test, Aspire Reading scores, and the PARCC English Language Arts assessments. As the PARCC and Aspire tests are new to our school this year, the only comparison data I currently have is the ACCESS data that demonstrates student growth between 2013 and 2014.
As our nation’s protocol for teacher assessment has changed, it has driven us to a more data-driven model in which we include student growth. I am personally very happy about this change, as it will ensure that all teachers are striving for academic success continually. The ACCESS test scores attached here demonstrate academic achievement among my students (Element A). Using ACCESS test results helps inform my teaching each year and allows me to modify my instruction and differentiate according to each student’s area of concern.
In my third year of teaching, I am starting to feel more comfortable with using test data to inform my teaching. I struggled to correlate student data to my classroom lesson plans the first year, but am starting to improve my methods of differentiation depending upon what each student needs. The ACCESS data gives me a full report on student listening, speaking, reading, and writing that can inform my teaching and help me plan lessons that accomplish student success.
As our nation’s protocol for teacher assessment has changed, it has driven us to a more data-driven model in which we include student growth. I am personally very happy about this change, as it will ensure that all teachers are striving for academic success continually. The ACCESS test scores attached here demonstrate academic achievement among my students (Element A). Using ACCESS test results helps inform my teaching each year and allows me to modify my instruction and differentiate according to each student’s area of concern.
In my third year of teaching, I am starting to feel more comfortable with using test data to inform my teaching. I struggled to correlate student data to my classroom lesson plans the first year, but am starting to improve my methods of differentiation depending upon what each student needs. The ACCESS data gives me a full report on student listening, speaking, reading, and writing that can inform my teaching and help me plan lessons that accomplish student success.