In the earlier part of her co-investigation session Christina and Mike, her co-investigator, have identified the following prioritized results:
Students are performing poorly on higher order objectives, specifically objectives where students are asked to analyze content or material.
Students demonstrate varying degrees of comprehension on end-of-day and end-of-week assessments; they aren't participating; some students can't sufficiently answer questions; and some are off-task or confused because they don't understand the connections being made.
There is a P-1 issue because Christina does not know what it would look like for her students to show mastery of an analytical objective. This affects her lesson plans (P-3) because she does not have the vision for analytical objectives; her ability to check for understanding (E-3) because she does not know what she should be checking for; and her ability to collect accurate data (E-6) because she is not scoring her assessments effectively since she does not know what a right answer would look like. Her inability to recognize or anticipate a correct student analytical answer keeps her from having a sense of what her students know or should know at the analytical level or what it would look like for them to master those objectives.
P-1 is the root issue. She simply does not know what it would look like for her students to master an analytical objective, so she has a knowledge gap.
Next Steps: Together they determine that Christina will undertake the following learning experience:
1. Contact Carol, learning team leader (and a fellow history teacher), to set up a working session with her to:
* review effective questions that measure analytical objectives
* identify successful student responses to analytical questions
* create student responses to analytical questions
2. OPTIONAL: read chapter from book (provided by program director)
Overall rating: Three N strands equal an overall N rating.
Demonstrates attempt to engage in learning experiences aligned with the root cause
Accurately describes a process for determining and accessing a resource or learning experience aligned with a root cause
Explains in a compelling way the importance of engaging in learning experiences aligned with a root cause
Demonstrates attempt to gauge progress and notable gaps between student achievement and big goals
Accurately describes a process for gauging progress and identifying gaps between student achievement and big goals
Explains in a compelling way the importance of gauging progress and identifying gaps in this way
Pursues resources or learning experiences that technically align with the underlying factor
Pursues credible and meaningful resources and learning experiences that align to the underlying factor
Performs action when asked to do so
Performs action on regular occasions beyond staff-initiated formal interactions
Completes a learning experience that improves the teacher’s knowledge, skill, or mindset to some degree
Maximizes a productive learning experience and masters the pursued knowledge, skill, or mindset
Rating: N Strand 1: The quality of the resources the teacher selects and their alignment to the teacher’s needs.
Rating: N Strand 2: The teacher’s frequency of and level of independent engagement in learning opportunities.
Rating: N Strand 3: The teacher’s level of engagement in the learning experience s/he pursues and his/her commitment to getting the most out of the experience.