Discussion on Teacher Keys Effectiveness System

Class 4:
C4D1:
1 Plans a variety of formal and informal assessments aligned with instructional results to measure student mastery of learning objectives. 
For the remainder of this school year and the beginning of the next school year, I plan to implement formal and informal assessments that are aligned with results to better measure mastery of students' learning objectives. The action steps I plan to take in doing so would be to intentionally determine when instructional modifications are needed, analyze and use assessment data to check for understanding and adequacy of learning, provide clear, consistent, and timely feedback and error correction, provide differentiated instruction based on analysis of assessments, and provide multiple opportunities to practice and respond. Proper assessments are able to provide teachers with critical information regarding students' needs and abilities to inform the modifications and extensions needed.
Insightful post!! I agree with you that assessments should be aligned with learning objectives to better measure mastery. I think your action steps are well thought out and demonstrate a comprehensive approach to assessment. I feel that aligning assessment with objectives provides an added guarantee that a teacher shall be able to help students understand where they need to improve and how they can get there. I also find your proposed application of differentiated instructions insightful. If assessments can be used as a way to tailor instructions, the teacher’s ability to meet the individual needs of every learner will improve significantly.
2 Uses diagnostic assessment data to develop learning goals for students, to differentiate instruction, and to document learning.
For the remainder of the school year and next school year, I plan to more consistently use diagnostic assessment data to not only differentiate but develop learning goals for and with my students. In previous years and this year, I have used the learning continuum but not as consistently. This year and next year for I plan to meet with my students and discuss where they are for that standards of the upcoming unit. We will document where they stand for each standard and set a goal for mastery. Each data point, progress, and goal will be placed on a personalized live data tracking sheet. From there, I will create differentiated groups based on data and devise a mastery learning plan. 
I like your approach to sing data to inform instructions. Data is becoming an increasingly indispensable resource in every profession. Your proposal to use a live data tracking sheet will help you and your students monitor progress and identify areas for improvement. I also appreciated that you intend to involve students in the goal-setting process as it will empower them to take ownership of their learning.
C4D2:
1 Students are assessed in various ways throughout the class period. Whether by informal methods or formal methods, where they are and what they understand is the daily focus in class. I assess students primarily by informal questioning and quick checks. Students are assessed formally through common and benchmark assessments through Illuminate and Progress Learning. In the classroom, I will have students complete quizizz assignments that act as a quick review or a quick check and other sites, like Formative, CommonLit and Edpuzzle. These are frequent sites that are used to gauge the students knowledge on a topic and also serves as an assignment to correlate with the standards being taught. While these are trusted, the tried and true methods that I frequently use are Entrance/Exit Tickets and Parking Lot. The students can give immediate responses and I can give immediate feedback. This way, all students are able to be assessed and not feel ashamed if they lack the comprehension or may not want to share out. 
In my experience, I have also found informal questioning and quick checks effective in assessing students' knowledge and understanding daily. I feel that most educators underestimate their utility in assessing learners and it was refreshing to read your post on the two methods. I appreciate that you use trusted methods like Entrance/Exit Tickets and Parking Lot to get immediate feedback from students and adjust as needed. I found that the approach makes all students feel comfortable and supported in their learning. Great Post!
2 I use Bell Ringers, Polls, and Constructed Response Exit Tickets. When my learners walk in the classroom, they are met with an agenda which instructs them on what the lesson in about and what we will be doing. Majority of the time, the agenda will instruct learners to get into their groups and begin working the CER bell ringer. After I have collected the answer document from each group, we review the possible ways the question could be answered and address any misconceptions. I would use learners original answer as compared to the answers given during the review of the question to determine whether to reinforce, move on, or go deeper. Polls are very easy to answer and assess. Examples of answers to Polls are "I disagree or agree" I am confident, Somewhat confident, Not confident". I use these to determine if I need to explain or present a concept again or differently. Constructed Response Exit Tickets are used to gauge the percentage of learners who did grasped the concept of the lesson vs those who did not. This data is used to make adjustments to the next lesson to address previous concepts or continue as planned.
I appreciate your use of agenda as a way of setting expectations for learners and ensuring that they remain focused on the task at hand. I also find that your use of polls to quickly assess student confidence in their understanding of a concept. I intend to adopt the method as I feel that it provides the feedback that a teacher requires to adjust the instructions accordingly. The use of constructed response exit tickets is also a great way to measure student learning and make adjustments to the next lesson
C4D3:
1 The Torrance® Tests of Creative Thinking is a series of exercises where the student uses images to generate ideas using words. Each student must take this test individually, and it generally lasts 90 minutes. Paul Torreance established four elements to evaluate in this test: 1. The number of ideas generated, 2. The variety of these ideas, 3. The originality of these ideas and finally 4. the details used to generate the ideas. I find this test interesting because it allows students a non-traditional way of expressing their ideas and maximizing their full potential.
On the other hand, Gifted Evaluation Scala Fourth Edition AKA GES-4 allows someone who shares time with the student, usually one of their teachers, to rate them using a scale of 1 to 5. This is a process that takes no more than 15 minutes, and provides additional help to the personnel that is in charge of making the diagnosis. Its practical design and fast processing make it one of the most popular diagnostic tests for gifted students.
One of the things that I have always considered important is providing learners with various ways of expressing themselves in the classroom settings. Through expression, learners can achieve their full potential. The Torrance Tests of Creative Thinking is an interesting way to assess students' creativity and generate ideas with the Gifted Evaluation Scala Fourth Edition being a quick and efficient way to identify gifted students. Ultimately, I find that the teacher must explore different methods to find the one that meets the individual needs of the learners.
2 Both the options for gifted eligibility are helpful in identification of gifted learners. Option A student must have a qualifying score in the mental ability (CogAT) and achievement categories and option B student must qualify in three of the four categories (Mental Ability, Achievement, Creativity and Motivation). Either option can be used depending on the learner if we have ELL learner and twice exceptional learner who shows traits of giftedness, can test using option B. For creativity and motivation Renzulli is most popular tool in the nation for identifying gifted learners at high school level. It is a standardized questionnaire which is completed by teachers and the system offers a very effective method for the identification of gifted learners. I think GES-4 is used that elementary level. I like Torrance Test of creative Thinking (TTCT) Figural as it is appropriate at all levels, kindergarten through adult. It uses three-picture- based exercises to assess five mental characteristics like fluency, elaboration, originality, resistance to premature closure and abstractness of titles. In my opinion high school students can be benefitted with this test as this test can provide standardized scores for mental characteristics as well as creative strengths like humor, unusual visualization, fantasy etc
I agree with you that both options for gifted eligibility are helpful in identifying gifted learners, and it is important to consider the individual learner's needs and circumstances when selecting the appropriate test. Renzulli is an effective tool for identifying gifted learners based on creativity and motivation, and it is commonly used at the high school level. The Torrance Test of Creative Thinking (TTCT) Figural is also a valuable tool, as it assesses multiple mental characteristics and provides standardized scores for creative strengths.
C4D4:
1 STARTER PHRASES
Sparking thoughtful and meaningful conversation can be difficult in the bounds of Ccordinate Algebra because of the formulas and rules. The starter phrases in the Creativity Task cards present a wonderful way to target flexibility. By using prompts like "What will happen if..." students are challenged to think for themselves instead of simply having an algorithm or property dictated for them. For example, in the next unit when I introduce Statistics, instead of giving the students the rules pertaining to cases for using the mean, median or the mode, I can present them with examples that make students predict what will happen. 
By incorporating "In what ways might..." questions, I can guide their understanding that mode, mean and medians have specific purposes. 
I also think that incorporating creativity task cards and starter phrases in the teaching of Coordinate Algebra is an effective way of making sure that students are engaged during the lesson. Further, your approach to introducing statistics by presenting examples that make students predict what will happen is a great way to help students understand the purpose and applications of mean, median, and mode. The approach encourages learners to think creatively and critically about how statistics can be used in real-life situations.
2 I will use a concept of this idea tomorrow in my accelerated math class. We are currently going over trigonometric functions. While students grasp the relationships well, under pressure, they need to remember even helpful acronyms. Sine, Cosine, and Tanget all relate to the sides of the triangle from a given angle. In the descriptors, I could use an example such as "given one opposite side and one angle" would be sine, change to "given two sides" would become inverse tangent. This unit would serve this task card well since many concepts are interchanging functions depending on what information is given or withheld. 
Incorporating the concept of creativity task cards in your math class is a great idea. It's always helpful to present information in different ways to engage students and make the learning process more meaningful. With the help of the proposed prompts, you will be challenging students to think about the relationships between trigonometric functions in a more flexible and creative way. Good luck with your class tomorrow!
C4D5:
1 I think one change that can strengthen DeKalb gifted program and can provide more opportunities for students to engage in independent research projects and pursue their interests. Gifted students often have a strong drive to explore topics beyond what is covered in their regular coursework, and providing opportunities for self-directed learning can help them develop creativity, critical thinking skills, and a sense of ownership over their education. This could involve setting up a mentorship program where students can work with experts in their field of interest or providing access to specialized equipment or resources that would support their research. Another option could be establishing a gifted summer camp or after-school program that focuses on project-based learning and encourages students to pursue their passions. By providing more opportunities for gifted students to explore their interests, DeKalb County School District can foster a culture of innovation and intellectual curiosity that benefits all students.
I think teaching gifted learners has always been one of the key challenges as in most cases they turn out to be the minority group in a class. Your idea of providing opportunities for gifted students to engage in independent research projects and pursue their interests can be a powerful way to nurture their talents and passions. The approach will allow students to develop important skills such as creativity, critical thinking, and problem-solving, which can prepare them for success in college and beyond. I think the idea should be taken up by the DeKalb County School District.
2 I think one change that can strengthen DeKalb gifted program and can provide more opportunities for students to engage in independent research projects and pursue their interests. Gifted students often have a strong drive to explore topics beyond what is covered in their regular coursework, and providing opportunities for self-directed learning can help them develop creativity, critical thinking skills, and a sense of ownership over their education. This could involve setting up a mentorship program where students can work with experts in their field of interest or providing access to specialized equipment or resources that would support their research. Another option could be establishing a gifted summer camp or after-school program that focuses on project-based learning and encourages students to pursue their passions. By providing more opportunities for gifted students to explore their interests, DeKalb County School District can foster a culture of innovation and intellectual curiosity that benefits all students.
I think teaching gifted learners has always been one of the key challenges as in most cases they turn out to be the minority group in a class. Your idea of providing opportunities for gifted students to engage in independent research projects and pursue their interests can be a powerful way to nurture their talents and passions. The approach will allow students to develop important skills such as creativity, critical thinking, and problem-solving, which can prepare them for success in college and beyond. I think the idea should be taken up by the DeKalb County School District.
C4D6:
1 Attached is a picture of a student's reflection of key concepts of linear equations. Upon returning from the December holidays, I asked students to recap the last unit discussed in the Fall semester with a personalized situation to depict their understanding of slope. I encouraged creativity through visual arts expressions and writing original word problems. I was very impressed to see both the above and more were included in the student's work. She wrote an original word problem tying in heart rates and exercise to slopes/y-intercepts and drew a remarkably colorfully artistic picture of a heart which was creatively designed to reflect a strong understanding of linear equations. Her work has shown me the importance of including creative products in factoring in overall student development, and certainly pertains to gifted eligibility. 
It is certainly exciting to see that your student demonstrates a strong understanding of linear equations through her artistic expression and original word problem. It is undeniable evidence that creativity can enhance learning and understanding in the classroom. By incorporating more opportunities for creative expression and personalized learning, we as teachers can help our students develop their critical thinking skills, creativity, and ownership over their learning. This approach will certainly have a positive impact on their overall development.
2 The screenshot above is from an end go year final project called Soundtrack of My Life. The assignment requires students to reflect on major events in their life that had a major impact on them and connect them to a song. Almost all students enjoy this project because it allows them to express themselves by reflecting on their life while connecting it to music, which most of them love. I personally enjoy this assignment because it allows me to learn so much about my students and helps me get an overall better understanding in who my students are. 
The student's assignment, that is pictured below, lost her grandma during the school year. She shared that loosing such an important person really changed her perspective. During her presentation she even went on to say that she felt sad and depressed after loosing her. She said the song, Another Lifetime By Nao, was a song she listened to regularly to remind her that although her Grandma was gone forever, she will never forget her. She says she knows she will see her in another lifetime. 
Each student is allowed to pick any type of platform to use to present their project. This project opens the door for a wide range creativity. Dekalb should consider incorporating more assignments like this in the curriculum to assist with motivating and identifying Gifted students. This particular assignment is in the unit 4 7th grade ELA curriculum. 
The project is highly creative. Evidently, the "Soundtrack of My Life" project has provided a platform for students to showcase their creativity, given that they can choose how they present their projects. Project-based learning can be beneficial for gifted students allows students to explore their interests and passions while developing important skills like critical thinking and communication. It's worth considering incorporating more projects like this into the curriculum.
Class 3:
C3D1:
1 GOAL-DIRECTED
I operate in between entry and adoption of the Technology Integration Matrix, because a lot of the software (Delta Math, EdPuzzle) on a regular basis suits independent practice best. I endeavor to expand my use to the next level of Adaptation, and chose the Goal-Directed area because I think the most effective learning comes from when students themselves take ownership of their own learning. Upon watching the Reader's Theater Recording video in one of the examples, I thought of a way to integrate something similar. The majority of the students in the class are ESOL/non-native English speakers, so practicing speaking/reading new vocabulary, concepts and word problems aloud would be really helpful in meeting the daily language objectives. 
I am also at a similar stage in the Technology Integration matrix. Like you, I also intend to give more power to my learners as I also feel that giving students ownership of their learning can lead to deeper engagement. To this end, I am focusing on identifying ways in which technology can be used to meet the individual needs of my students.
2 COLLABORATION 
In the category of collaboration I am ranking right at adoption. In my classroom, out of a 5 day school week, we use technology 3-4 days out of the week. My students are great at navigating the platforms that we use individually and also do a great job working on assignments with a partner, however we have not graduated to a full collaborative effort with the use of technology. To improve my ranking on this level, some things I want to try in my classroom include, team scavenger hunts and team web-quests. I would also like to incorporate activities where outside experts can work work with my students virtually. Since COVID we have not had the pleasure to have guest speakers and visitors in the classroom, but a virtual meeting and activity would be an another awesome way to develop in collaboration. This will allow for technology and full collaboration to fully meet within my classroom. 
I enjoyed reading on your deep understanding of where you currently stand in terms of technology integration and collaboration in your classroom. It's great that you are already using technology regularly in your classroom, and that your students are comfortable with navigating the platforms you use. Your plans to incorporate team scavenger hunts, web-quests, and virtual guest speakers are excellent ways to encourage collaboration and teamwork in your classroom while utilizing technology. I am hoping that I shall be able to reach similar levels.
C3D2:
1 The time that I received feedback that sticks with me was in high school band. Marching band and Jazz Band were very popular and successful in competition settings, so there was a lot of motivated people around me during this time in my life. During jazz band practice I had a solo on a song and after practice an older student talked to me and said, "you're just running up and down scales, you need to think more about what you are trying to accomplish during a solo." This hit me out of left field, because I thought I was killing it, but after some reflection I realized they were right. I had to accept that I wasn't putting in the work to get better and from there I worked to do a better job.
Your post has impressed upon me the importance of individualized feedback in the learning process. It is evident that each one of us requires an outsider perspective to truly see where our weaknesses lie. In my professional life, I strive to remain open to feedback and maintain the willingness to make changes in order to improve. I find the approach highly applicable in all aspects of my life.
2 When I think about feedback, there are two stories that pop out in my mind.
The first is when I began 10th grade and was in AP World History. We had been given summer homework, and I worked hard to read the book and then, when I felt like the information in the book didn’t answer the questions well enough, I looked up more information to add to my report. When I got the report back, I had received a 65, which shocked me. When I asked the teacher why, she said it was because it seemed like I hadn’t read the book at all since I was using so many outside facts. This experience taught me that whatever a teacher gives you is what you should use (unless they tell you to look for outside sources) because they planned the assignment with purpose. Now, as a teacher, I try to keep that in mind and ensure that everything my students need is available in what I give them, unless my students are specifically doing a little research project.
The second story that pops out is when I was taking US Government in college and the professor kept giving me Bs for what I thought was A material on weekly essays, but he never had a rubric and didn’t leave many comments, so I had no idea how to improve. After a few weeks of consistent Bs, I spoke with him, and he offered to provide feedback on my introductory paragraph before I wrote the rest of my essay. Onc...