teacher growth and appraisal growth of probationary ... 1: hr policy 801a growth of probationary /...

Teacher Growth and Appraisal

Growth of Probationary / Replacement Teachers

MODULE 1

Module 1: HR Policy 801A Growth of Probationary / Replacement Teachers Page: 2

OUTLINE

1. Procedures for Probationary/Replacement Teacher Evaluation

2. Timelines for Probationary/Replacement Teacher Evaluation

3. Sample Professional Portfolio

4. Expectations of Educational Professionals

5. Components of Professional Practice

6. Guidelines for Classroom Visitation

7. Forms:

Record of Initial Meeting (Form 1)

Probationary/Replacement Evaluator’s Report (Form 2) Teacher Self-Assessment

Professional Growth Plan Template

Professional Growth Plan Year-End Summary Report

Professional Growth Plan (Sample 1)

Professional Growth Plan (Sample 2)


Section 1 PROCEDURE FOR THE PROFESSIONAL EVALUATION OF PROBATIONARY AND REPLACEMENT TEACHERS

1. All probationary and full year replacement educators to be evaluated shall be informed initially when

employed. 2. All teachers in a probationary contract shall be evaluated in accordance with Module One of the

Newfoundland and Labrador English School District - Teacher and School Administrator Growth and Appraisal Policy (HR-801).

3. All teachers in a full year replacement contract shall be evaluated in accordance with Module One

of the Newfoundland and Labrador English School District - Teacher and School Administrator Growth and Appraisal Policy (HR-801).

4. At the time of hiring, all probationary and replacement teachers shall be directed to the Teacher and

School Administrator Growth and Appraisal Policy (HR-801) as published on the Newfoundland and Labrador English School District website.

5. The principal or designate shall be responsible for the evaluation of probationary and replacement

teachers. Board office personnel shall become involved in the evaluation of probationary and replacement teachers at the request of the principal. This request shall be made, in writing, to the Senior Education Officer of Human Resources or designate.

6. Probationary and replacement teachers will be encouraged to create professional portfolios of their

work. A sample Professional Portfolio contents list is enclosed. 7. An initial meeting shall be held with the probationary/replacement teacher being evaluated as early

as possible in the school year but not later than September 30th. The meeting shall discuss the evaluation process. A record of this initial meeting will be made using Form 1. A copy of this form will be provided to Human Resources Division.

8. Administrators in schools with more than one teacher taking part in Module One professional

evaluation may schedule a group initial meeting. Individual Form 1’s are still required. 9. A second meeting shall be held within two weeks of the initial meeting. In the preparation for this,

the teacher shall conduct a self-evaluation using the enclosed teacher self-assessment survey tool. The teacher shall develop a Professional Growth Plan in consultation with the evaluator(s). This form is available online via Member Services. In this meeting, a schedule of classroom observations shall be outlined.

10. Evaluation reports on probationary/replacement teachers shall be completed using Form 2 and based on:

Observations derived from classroom visitations.

Observations as outlined in the Components of Professional Practices. Observations of the Expectations of Educational Professionals.

Observation of progress towards goals outlined in the Professional Growth Plan.


11. All formal classroom observations shall be preceded by a pre-conference. The structure of this pre-conference may depend on factors such as the experience of the teacher, the probationary status etc. 12. The teacher shall provide a copy of the lesson plan for the class observation session to the evaluator. 13. All formal classroom observations shall be followed by a post-conference. 14. Evaluators may use information and procedures outlined in the Guidelines for Classroom Visits to assist in the evaluation process. 15. Evaluation reports on probationary/replacement educators shall be submitted on or before November 30th and March 31st of each school year. These reports are to be summaries of the evaluator’s activities with that teacher up to that point and time.

Reports shall be formative and encourage the teacher to reflect on practice.

When other evaluators are involved in the process, the principal shall obtain their input before completing the report.

Reports shall be discussed with the teacher after all evaluators have agreed and signed the report.

The report shall be discussed with the teacher. The teacher shall be given the opportunity to respond to the report.

The teacher will be requested to sign the report before it is sent to Human Resources.

A copy of reports shall be placed in the teacher’s personnel file. 16. A copy of all evaluation reports shall be provided to the probationary/replacement teacher and the Senior Education Officer of Human Resources/designate. All results of evaluation of probationary/replacement teachers shall be kept in confidential personnel files maintained at the District Office under the supervision of the Senior Education Officer of Human Resources or Designate. 17. A recommendation on the granting of tenure to a probationary teacher shall be made in writing by the principal to the Senior Education Officer of Human Resources. 18. The Senior Education Officer of Human Resources shall be contacted immediately if the successful completion of a teacher’s probationary period is in jeopardy. 19. The Senior Education Officer of Human Resources shall be contacted immediately if the successful completion of a teacher’s replacement contract is in jeopardy. 20. District level decision making on the continuation/termination of a probationary teachers contract is to be made no later than April 15th of the school year.


Section 2 PROFESSIONAL EVALUATION TIMELINES FOR

PROBATIONARY AND REPLACEMENT TEACHERS Administrators may wish to use this timeline to assist in the tracking of Probationary and Replacement teacher evaluations. This form does not need to be submitted to Human Resources Division.

Date Desired Action Date Completed Signature 3rd week of September Initial Meeting

End of September Self-Assessment

October 15th Implementation of

Professional Growth Plan

End of October First Classroom Visit

and Conference

November 30th Probationary Teachers Evaluation Report Form (Form 1 and Form 2)

March 15th Second Classroom Visit and Conference (Form 2)

March 31st Final Evaluator’s Report for

the Probationary / Replacement Teacher

** NOTE: Administrators may schedule additional classroom visits if warranted.


Section 3 SAMPLE PROFESSIONAL PORTFOLIO

A Professional Portfolio is a mode which allows teachers to collect information about their professional, personal and educational background so that they can demonstrate in a practical and realistic manner that they have the competencies and skills necessary to be successful in their current role or any future positions in which they might find themselves. Since the professional portfolio is a showcase it is important that it be kept current and relevant. The Professional Portfolio could include:

Records of achievement and successes

Records of courses completed

Resume

Certificate of qualification

Awards and certificates

Records of completed projects

Chronological work history – including responsibilities

Evidence of skills and competencies obtained

Mentor’s acknowledgement

Evaluation reports

School community involvement

Letter of commendations and recommendation

Committee work

Articles written

Conferences attended

Professional development experiences

List of leadership initiatives

Professional growth plan and reflections

Other pertinent materials


Section 4 EXPECTATIONS OF EDUCATIONAL PROFESSIONALS The School District and the school have the responsibility of providing the employee with a clear set of expectations. Expectations of professional performance encompass three domains namely, knowledge, skills and attitudes. It is expected that an educational professional will: A. Possess extensive knowledge, particularly of: The policies of the School District

The nature of the learner.

The content, aims, objectives and intended learning outcomes of the subject areas for

which they are responsible.

A variety of instructional and evaluation strategies.

B. Demonstrate skills, particularly in: Planning, organizing, delivering and

evaluating instruction.

Addressing the needs of the whole learner, accommodating different rates and styles of learning.

Employing a resource-based approach to learning.

Incorporating learners’ real-life experiences.

Stimulating independent and interdependent learning.

Establishing appropriate routines and in using instructional time effectively.

Performing different roles such as facilitator, motivator and communicator.

Maintaining adequate records.

Modifying programs to meet the needs of the learners.

Making professional decisions in the best interest of the learner.

Creating a stimulating and supportive atmosphere which respects the uniqueness of the individual.

Organizing an environment which is conducive to learning.

Working collaboratively to improve the educational process.

Using good interpersonal skills with all stake-holders.

C. Exhibit a positive personal attitude that: All students can learn.

The dignity of the learning must be preserved.

Creates an environment in which learners can develop positive self-esteem.

Provides for a bias free environment.

Encourages high, realistic personal and learner expectations.

Reflects a balanced emphasis on process and product within the curriculum.

Parents are integral to the learners’ education.

Reflects learning is a life-long process.

Professional growth is continuous.


Section 5 Components of Professional Practice The Newfoundland and Labrador English School District, recognizes the four (4) components of professional practice as desirable qualities of all teachers. These components are outlined in the following pages under the four domains of: 1. Planning and Preparation 2. Classroom Environment 3. Instruction 4. Other Professional Responsibilities Domain 1: Planning and Preparation a. Demonstrating Knowledge of Content and

Pedagogy: Knowledge of content Knowledge of prerequisite relationships Knowledge of content-related pedagogy

b. Demonstrating Knowledge of Students: Knowledge of characteristics of age group Knowledge of students’ varied approaches to

learning Knowledge of student’s skills and knowledge Knowledge of students’ interests and cultural

heritage c. Selecting Instructional Goals: Value Clarity Suitability for diverse students Balance

d. Knowledge of Resources e. Designing Coherent Instruction: Learning activities Instructional materials and Resources Instructional groups Lesson and unit structure

f. Assessing Student Learning: Congruence with instructional goals Criteria and standards Use for planning

Commentary A person cannot teach what they do not know. He/she must have sufficient command of a subject. This is not stagnant but evolves over time through renewal. Students must learn some skills before others. Knowledgeable teachers know this. Students vary in interests, talents and preferred approaches to learning. Skilled teachers help build on these strengths. Many classes contain special needs children. These students may demonstrate knowledge in many ways. This is useful in-planning. Instructional goals must be worthwhile and have high expectations for students. They must be clearly stated in terms of student learning and should be measurable. The goals should be appropriate to all students and should include a balance among different types of learning. There are two types of resources - those to help the teacher and those to help the student. They may be simple or complex. Knowledge about these to aid in teaching is part of the teacher’s responsibility. This is demonstrated by a unit plan. It enables teachers to demonstrate their skill in organizing and sequencing activities to engage students in learning using a variety of materials and groups appropriately in a reasonable time. It is only through the assessment of student learning that teachers know if students have met the instructional goals of a unit or lesson. Students should know the required standards achievement. Assessment is to provide feedback to the students.


Domain 2: The Classroom Environment a. Creating an Environment of Respect and Rapport: Teacher interaction with students Student interaction

b. Establishing a Culture for Learning: Importance of the content Student pride in work Expectations for learning and achievement

c. Managing Classroom Procedures: Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and Paraprofessionals

d. Managing Student Behavior: Expectations Monitoring of student behavior Response to student behavior

e. Organizing Physical Space: Safety and arrangement of furniture Accessibility to learning and use of physical resources

Domain 3: Instruction a. Communicating Clearly and Accurately: Directions and procedures Oral and written language

b. Using Questioning and Discussion Techniques: Quality of questions Discussion techniques Student participation

c. Engaging Students in Learning: Representation of content Activities and assignments Grouping of students Instructional materials and resources Structure and pacing

d. Providing Feedback to Students: Quality: accurate, substantive, constructive and

specific. Timeliness

e. Demonstrating Flexibility and Responsiveness: Lesson adjustment Response to students Persistence

Commentary Teaching is a matter of relationships among individuals and they should show mutual respect both between teacher and students and among students. The classroom is a place where a culture for learning exists. There are high expectations for all students and a high value on high quality work. Student work is valued and displayed. Students know that the teacher has a high regard for their abilities. Teaching requires good management before good instruction is possible. Teachers must develop smooth operation of the classroom and the efficient use of time before they can address instruction. Volunteers and paraprofessionals need guidance before they make a substantial contribution to the class. The key to efficient and respectful management of student behavior lies in agreed upon standards of conduct and clear consequences for overstepping the bounds. Use of physical space is important in a learning environment. Organization of space tells how teachers view learning–grouping, use of “centers”, desks facing forward. Space must be used efficiently and safely.

Commentary For students to become actively engaged in learning, they must be exposed to clear directions and explanations. When teachers use skilled questioning, they engage their students in an exploration of content. Experienced teachers give think-time before students respond to a question. They also cultivate well-run discussions. This is the “raison d’être” of education. Successful instruction requires the active and invested participation of all parties. It is the teacher’s responsibility to choose appropriate activities, assignments and grouping which will encourage students to become active participants in the learning process. Feedback is provided to all students about their learning. To be effective, feedback has to be timely, accurate, constructive, substantive, and specific. If a student can’t use a teacher’s comments, they can’t learn from them. Teachers can demonstrate flexibility and responsiveness if lesson is not working and it has to be modified in midstream. Also, a spontaneous event may provide for valuable learning. In addition, a teacher may search for alternative approaches if all students are not learning. Novice teachers rarely have the instructional repertoire to abandon a lesson midstream and go in a new direction. This comes with experience.


Domain 4: Other Professional Responsibilities a. Reflecting on Teaching: Accuracy Use in future teaching

b. Maintaining Accurate Records: Student completion of assignments Student progress in learning Non-instructional records

c. Communicating with families: Information about the instructional program Information about individual students Engagement of families in the instructional program

d. Contributing to the School District: Relationships with colleagues Service to the school Participation in school and district projects

e. Growing and developing professionally: Enhancement of content knowledge and

pedagogical skill Service to the profession

f. Showing Professionalism: Service to students Advocacy Decision making

Commentary Did the lesson work – were the goals met? Teachers must reflect on the lesson and evaluate their errors as well as their successes. This helps refine their practice. Teachers need to keep accurate records. Student assignments, checklists, portfolios and other performance tasks must be tracked. Other items such as field trip permission slips and lunch order collections keep the school operating smoothly. When the teacher and student’s family work co-operatively in the educational process, the likelihood of student learning is enhanced. Teacher contact is important to keep families informed. Committee work, school council, assistance with curriculum in-servicing for parents, joint planning in thematic units with colleagues are all examples as to how teachers make contributions to the school community. Continuing development is the mark of a true professional. They supervise student teachers, participate in study groups with colleagues, take short courses in order to stay informed and increase their skills. Teachers care for their students and advocate on their behalf when needed. They demonstrate a commitment to professional standards in problem solving and decision-making.


Section 6 GUIDELINES FOR CLASSROOM VISITATION

The following information is provided to assist an evaluator and a probationary/replacement teacher during pre-conference, observation, and post-conference periods. Pre-Conference Questions All or some of the following questions could be used by the observer in a Pre-Conference:

1. What are the anticipated outcomes of the lesson? 2. Where are you in the course? 3. What teaching / learning activities will be observed? 4. Which particular teaching procedures do you wish to be monitored? 5. How will you know if the students have met the identified learning outcomes? 6. Are there any group or individual characteristics of which the observer should be aware

(unusual behaviors, need for some students to leave, etc)? Observation Guidelines These questions are meant only as guidelines to be used by the observer for consideration during his/her analysis of the lesson. Standards

1. Were the students aware of the classroom behavioral expectations? 2. Were the students motivated and engaged in the lesson? 3. Were all materials and equipment necessary for the class session in place and ready to

use? 4. Was the taking of attendance and/or completion of record keeping efficiently completed? 5. How did the teacher ascertain the student’s level of familiarity with the subject?

Introduction

1. Were the learning expectations for that session clearly stated to students? 2. Did the teacher make connections to previous learning?

Teaching

1. Did the teacher give an appropriate instruction of the learning before students were expected to put into practice?

2. Which teaching strategies did the teacher employ? Cloze Procedure Authentic Experiences Problem Solving Role Play Concept Attainment Assigned Questions Inquiry Project Questioning Use of Technology Explicit Teaching Learning Contracts Demonstration Conferencing Guided Practice

Brainstorming Cooperative Small Group Interviewing Other

3. Were strategies used appropriate to the lesson? 4. Did the teacher model the learning and its application for the students?


Practice 1. Did the students have opportunities to demonstrate their learning? 2. Did the teacher monitor each student? 3. Did the teacher re-teach the learning when and where necessary?

Closure

1. Did the teacher bring closure to the class by consolidating and summarizing the learning expectations?

Follow Up (Unguided Practice)

1. Did the teacher assign follow-up work based on the day’s lesson? Motivation During the class session, did the teacher use any of the following forms of motivations?

1. Maintaining a constructive atmosphere 2. Avail of teachable moments 3. Add notes of interest 4. Provide feedback to students 5. Recognize students’ contributions 6. Acknowledge moments of success for students 7. Provide positive rewards

Post Conference Suggestions

1. Determine the teacher’s thoughts about the lesson. 2. Reinforce the positive teaching behaviors so that the teacher will develop them further. 3. Focus on the teacher’s efforts to improve on a few teaching procedures rather than on

many. 4. Identify concerns or procedures in need of improvement. 5. Use the pre-conference questions to determine if the identified outcomes were met. 6. Summarize the main strengths and identify potential areas for the teacher’s Professional

Growth Plan. 7. Retain a record of the post-conference for use in reporting. 8. Connections to assessment plan for the course.


Form 1 Record of Initial Meeting Report Form

This form is to be sent to Human Resources Division along with the November Report. A copy is to be provided to the probationary/replacement teacher. Teacher’s Name: Date: School(s): Principal(s): Teaching Assignment(s):

Experience: Training Specialty:

Status of Evaluation: Probation 1: Probation 2: Replacement: Comments: Requests to review Probationary Period Status and rationale MUST be recorded here and submitted no later than November 30th. Status change requests will not be accepted in any other form. Requests submitted past this deadline, will not be accepted. The following items were given to the teacher and explained:

Newfoundland & Labrador English School District, Teacher and School Administrator Growth and Appraisal (HR-801)

Self-Assessment for teachers

Process and schedule of classroom

Sample Professional Growth Plan

Guidelines for Classroom Visitation

Components of Professional Practices

Date for next meeting to discuss Self-Assessment and Professional Growth Plan creation observations Principal’s Signature: Date:

cdrodge

Typewritten Text

* Your name typed here denotes an official signature


Form 2 PROBATIONARY/REPLACEMENT TEACHER EVALUATOR’S REPORT (Checklist Format)

This Report for Probationary / Replacement teachers to be completed and a copy sent to Human Resources by November 30th and by March 31st. A copy is to be provided to the teacher. Teacher’s Name: School(s): Teaching Assignment(s): Status of Evaluation: Probation 1: Probation 2: Replacement: Classroom Observations for This Report: Date Grade Subject Evaluator Other Activities: Date Grade Subject Evaluator PROFESSIONAL GROWTH PLAN SUMMARY 1. The teacher has submitted a Professional Growth Plan (PGP). Yes No 2. The PGP is connected to the School Growth and Development Plan. Yes No 3. The PGP is connected to classroom teaching and learning. Yes No 4. The teacher is experiencing success in meeting the goals of their PGP. Yes No


Please select the appropriate box. Comments may be provided if necessary.

Domain 1: Planning and Preparation

Needs Improvement

BasicCompetence Proficient Comments

1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students

1c: Selecting Instructional Goals

1d: Demonstrating Knowledge of Resources

1e: Designing Coherent Instruction

1f: Assessing Student Learning

Domain 2: The Classroom Environment

Needs Improvement


2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing Physical Space Domain 3: Instruction

Needs Improvement


3a: Communicating Clearly and Accurately

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Providing Feedback to Students

3e: Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities

Needs Improvement


4a: Reflecting on Teaching

4b: Maintaining Accurate Records

4c: Communicating with Families

4d: Contributing to the School and District

4e: Growing and Developing Professionally

4f: Showing Professionalism


SUMMARY STATEMENT From my observation of this teacher during classroom visits and other activities: PROBATIONARY TEACHERS The teacher is making satisfactory progress towards tenure with this School District. The teacher will NOT successfully complete the probationary period without special assistance (If checked the evaluator must contact Human Resources Division) The teacher is recommended for tenure at the start of the next school year with the Newfoundland and Labrador English School District. (For March 31st Report only) The teacher is NOT recommended for tenure. (For March 31st Report only) REPLACEMENT TEACHERS The teacher is making satisfactory progress in this replacement position. The teacher is having difficulty in meeting the requirements for this position and has been provided with strategies for immediate improvement. (If checked the evaluator MUST contact the Human Resources Division). The teacher is recommended for a permanent contract. (March 31st Report Only) The teacher is NOT recommended for a permanent contract. (March 31st Report Only) Additional Comments (if required): Evaluator’s Signature: Date:

cdrodge

Typewritten Text

* Your name typed here, denotes an official signature


TEACHER REQUESTED FOCUS OF OBSERVATION(S) (This space to be used to elaborate on particular concerns or techniques the teacher may have requested the evaluator to focus on during observations) Teacher Comments: My signature confirms only that I have read and received a copy of this evaluator’s report. Signature of Teacher: Date: Distribution: November 30 March 31 Copy 1 - Teacher Copy 1 - Teacher Copy 2 - Principal Copy 2 - Principal Copy 3 - Human Resources Copy 3 - Human Resources

cdrodge

Typewritten Text

* Your name typed here, denotes an official signature


TEACHER SELF-ASSESSMENT

SURVEY

This form may be used by the probationary teacher in preparing for the first conference with the administrator. The use of this instrument is meant to be a reflective tool to assist the teacher in understanding their strengths and weaknesses and should serve as the foundation for the individual’s professional growth plan. Instructions:

1. Please take the time to read each statement and rank your response.

2. If you are unable to rank a particular response please record N/A.

3. Bring this survey and a copy for your school administrator to the first conference.


PROBATIONARY/REPLACEMENT TEACHER SELF- ASSESSMENT SURVEY

Teacher’s Name: School: Date:

DOMAIN AND COMPONENTS

ANALYSIS

For each of the Elements: (N) Needs Improvement B (Basic Competence) P (Proficient) Planning and Preparation

Knowledge of content and pedagogy Knowledge of students Instructional outcomes Knowledge of resources Designing coherent instruction Designing student assessments

Classroom Environment

Respect and rapport Culture for learning Classroom procedures Student behavior Physical space

Instruction

Communicating with students Question and discussion techniques Student engagement in learning Using assessment in instruction Flexibility and responsiveness

Professional Responsibilities

Reflecting on teaching Maintaining accurate records Communicating with families Participating in a professional community Professional growth and development Professionalism Area(s) of Overall Strength: Areas for Professional Growth:


PROFESSIONAL GROWTH PLAN

FOR TEACHERS


Newfoundland and Labrador English School District Professional Growth Plan Year End Summary Report

Year End Summary: This summary will address the progress toward achieving the stated goal(s) and includes colleagues/administrator statement. Please note that the Professional Growth Summary is for the school file only and is completed online via Member Services. Teacher Reflection Teacher Signature: Date: Administrator’s Comments: (if applicable) Administrator Signature: Date:


Newfoundland and Labrador English School District (SAMPLE 1)

Professional Growth Plan (200X – 200X) School Year (Online form via Member Services)

Name: Joe Armstrong Jr. Assignment: Grade Nine Social Studies School: Johnny Bower Intermediate Plan Review: Date: Oct.31, 20xx Date: Jan 30, 20xx Date: Apr 30, 20xx (Initial Meeting) (Teacher Review) (Summary Report) A. Professional Growth Plan goal(s):

1. Increase curriculum co-operation across subject areas. 2. Develop three cross-curricular units.

B. Method(s) to address the above goals:

Through Social Studies, develop lessons that will involve the outcomes for other courses such

as graphing, letter writing and mapping. C. Resources needed to achieve this goal:

1. Time to prepare and meet with colleagues 2. Outcomes for other courses 3. Access to technology labs

D. Describe the methods to monitor progress:

1. The number of lessons shared with teachers in other areas can measure degree of success. 2. Anecdotal comments regarding differences in student reaction to cross-curricular units as

opposed to past methods of dealing with outcomes. E. Suggested Timeline

October - Meet with administration October to December - Meet with colleagues in various subject areas November to April - Develop and Implement cross-curricular activities May - Evaluation of project

Professional Appraisal Growth Plan Teacher: ]Éx TÜÅáàÜÉÇz ]ÜA Date: Today’s Date

Facilitator: Principal / Assistant Principal Date: Today’s Date


Newfoundland and Labrador English School District (SAMPLE 2)

Professional Growth Plan Name: James K. Diamont Assignment: Grade 6 School: Seaview Elementary Plan Review: Date: Oct.15 /20xx Date: Jan.30/20xx Date: Apr 30/20xx (Initial Meeting) (Teacher Review) (Summary Report) A. Professional Growth Plan goal(s): Determine the most effective method of teaching writing in order

to improve student achievement. B. Method(s) to address the above goals: Action Research C. Resources needed to achieve the above goals:

1. Seeing Through New Eyes, by Vicki Spandell and Northwest Regional Laboratory 2. Time for monthly meetings with participants 3. Action research resource materials 4. Staff development in Analytic Writing traits D. Describe the methods to monitor progress:

1. Pre and Post assess student writing achievement (province, district and in-school) 2. Reflect and share with team the effectiveness of a writing lesson 3. Attendance at monthly meetings 4. Review and refine action research question E. Suggested Timeline (include checkpoints with colleague / administrator): Monthly meeting for participants will be the 3rd Tuesday 3:30 – 4:40. September: - Train participants in action research methods

- Determine data gathering techniques

- Pre-assess students. October: - Provide staff with training on analytical writing traits.

December: - Conference with administrator Jan/Feb: - Group scoring of student papers April: - Post assess student papers

- Plan for celebration May: - Collect and summarize data

- Summarize findings

Teacher: ]tÅxá ^A W|tÅÉÇà Date: Today’s Date

Facilitator: Principal / Assistant Principal Date: Today’s Date

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