Wisconsin Student Learning Objective (SLO) Plan

After reviewing data and identifying student population for whom SLO will apply, create Student Learning Objective.
Submit SLO Plan to evaluator prior to Evaluation Planning Session.

Name of Teacher

Jenni Zupan-SAMPLE

Names of Reviewers
Content Area/Grade Level

French 1-middle school 7
th
grade daily instruction (This goal can also be
applied to other Level 1 spoken language courses with daily instruction;
Chinese and Japanese may have different proficiency targets as the
languages are more difficult.)

Date Reviewed
Student Learning Objective (SLO):
students will demonstrate
85% of 7
th
grade French student will attain Novice-Mid level proficiency or higher using the NCSSFL-ACTFL Can-Do
Statements (Progress Indicators for Language Learners) at the end of the school year.

Students will self-assess themselves at the beginning and end of their 7
th
grade learning experience as well as provide
documentation of learning via the use of a portfolio. Evidence of learning may include journal writing, audio files, video
clips and additional exemplars. A rubric to determine the level of proficiency achieved based on the students assessment
will provide further evidence;

70% of Can-Dos reached equates to Novice-Mid 1
80% of Can-Dos reached equates to Novice-Mid 2
90% of Can-Dos reached equates to Novice-Mid 3

Baseline Data and Rationale: (Why did you choose this objective?)

Most 7
th
graders are just beginning their language learning experience in 7
th
grade. This SLO assumes that the vast
majority of students have no prior language knowledge and that in a multi-tiered system of support, 85-90% of students can
access core instruction and learning.

According to the American Council on the Teaching of Foreign Languages (ACTFL), a student in a beginning world
language course can be expected to reach at least a Novice-Mid level of proficiency by the end of that initial year if students
are receiving consistent, daily language instruction in the target language. At a Novice-Mid level, students are able to
communicate about themselves on a basic level and can understand familiar language.

Using the Can Do Statements places an appropriate emphasis on expected proficiency growth and allows students to
assess themselves on multiple criteria as well as the three modes of communication.

This objective is signifiant as language learning and global competency are essential 21
st
skills that allow students to
communicate, collaborate and thrive in a range of communities and contexts. Addtionally, the development of language
proficiency promotes problem solving and supports first langauge literacy skills. Attaining a Novice-Mid proficiency level
prepares students for the next level of language instruction in 8
th
grade.

Learning Content: (What content will the SLO address?)

This SLO addresses students ability to make meaning from language in three different modes of communication;
interpretive, interpersonal and presentational. Additionally, the SLO measures growth in 4 language domains of reading,
writing, speaking and listening and is aligned to National World Langauge standards as well as supportive of Common
Core State Standards.


Student Population: (Who are you going to include in this objective?)

All 7
th
grade French students will be involved in this SLO. There are currently ______ number of students enrolled in 7
th

grade French. No students will be excluded in this SLO unless he/she is present for less than 75% of class instruction.

Interval: (How long will you focus on this objective?)

This is a year-long objective. The baseline proficiency data will be collected at the beginning of the year and students will
be assessed at the end of the year using the same assessment measures. The duration of each class is approximately
______ minutes each week and the class is scheduled to meet daily over the course of the evaluation period for a total of
about _______ hours of instruction, although district testing and other events may decrease the overall instructional time.

Assessment/Evidence Source(s): (How will you measure the outcome of your objective?)

Students will self-assess using the NCSSFL-ACTFL Can-Do Statements for Novice-mid proficiency levels at both the
beginning and end of the year. Additionally, students will provide evidence of learning using a portfolio to capture
language growth and proficiency.

Artifacts for the portfolio will be derived from performance tasks throughout the school year that allow students to
demonstrate growth in each domain and using the three modes of communication (interpretive, interpersonal,
presentational).

Targeted Growth: (What is your goal for student growth?)

By the end of year one of consistent, daily language instruction in the target language students should be performing at the
Novice-Mid range or higher. Novice-Mid range learners will be able to do the following as described by NCSSFL-ACTFL
Global Can-Do Benchmarks:

Students can:
communicate on very familiar topics using a variety of words and phrases that have been practiced and memorized
(Interpersonal Communication)
present information about oneself and some other very familiar topics using a variety of words, phrases, and
memorized expressions (Presentational Communication)
write lists and memorized phrases on familiar topics (Presentational Writing)
recognize some familiar words and phrases when they are heard spoken (Interpretive Listening)
recognize some letters or characters and understand some learned or memorized words or phrases when reading
(Interpretive Reading)


Strategies and Support (What methods or interventions will you use to support this objective?)

As recommended by both ACTFL and TELL (Teacher Effectiveness for Language Learning), the target language of
French will be used at least 90% of the time in class by both teacher and students. I will use authentic cultural materials
to provide additional language models for both listening and reading.

I will be using meaningful authentic contexts to present new learning using Gradual Release of Responsibility. Other
strategies will include comprehensible input, checks for understanding, language aids and scaffolding.
.
Students will be engaged in learning around all four domains; reading, writing, speaking and listening as well as develop
skills in three modes of communication; interpretive, presentational and interpersonal. Performance tasks will be used
regularly to continue developing proficiency.

Ill use Standards-based assessment and grading practices to focus on student learning. This will include the opportunity
to retake assessments, using homework for formative practice, and use of standards for reporting student growth.

I will use the district recommended & approved resource to enhance learning as well as develop additional materials as
appropriate. I will also use professional development resources (via WL Instructional Practices Moodle) to enhance my
practice and to support student learning.



Wisconsin Student Learning Objective (SLO) Plan
After reviewing data and identifying student population for whom SLO will apply, create Student Learning Objective.
Submit SLO Plan to evaluator prior to Evaluation Planning Session.

Name of Teacher

Jenni Zupan-SAMPLE

Names of Reviewers
Content Area/Grade Level

Spanish 2 (This goal can also be applied to other Level 2 spoken
language courses with daily instruction; Chinese and Japanese may
have different proficiency targets as the languages are more difficult.)

Date Reviewed
Student Learning Objective (SLO):

85% of Level 2 Spanish students who began their year at a Novice-high level will demonstrate Intermediate low proficiency
or higher using the district developed Integrated Performance Assessment which will be administered at the end of Level
2. The IPA will use a rubric that targets Intermediate low benchmarks and that assessed at four domains as well as the
three modes of communication (interpersonal, interpretive and presentational). Students will be considered to be at the
intermediate low level if they demonstrate that proficiency at least 80% of the time.

Baseline Data and Rationale: (Why did you choose this objective?)

Per the State of Ohio Department of Education:
What should we be measuring with regard to world languages?
The change in students overall language proficiency across the modes of communication.

Most Level 2 Spanish students are beginning their third year of their language experience (with two years of middle school
or one year of high school language study). This SLO assumes that the vast majority of students attained a Novice-High
proficiency in Level 1 Spanish and that in a multi-tiered system of support, 85-90% of students access core instruction and
learning. Data from Level 1 assessments at the end of the year will be used to confirm students proficiency levels.

According to the American Council on the Teaching of Foreign Languages (ACTFL), a student in a Level 2 world language
course can be expected to reach a Intermediate-Low level of proficiency by the end of that initial year if students are
receiving consistent, daily language instruction in the target language. At the Intermediate-Low level, students can
communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported
by memorized language. Students can usually handle short social interactions in everyday situations by asking and
answering simple questions (NCSSFL-ACTFL Global Can-Do Benchmarks).

This objective is signifiant as language learning and global competency are essential 21
st
skills that allow students to
communicate, collaborate and thrive in a range of communities and contexts. Addtionally, the development of language
proficiency promotes problem solving and supports first language literacy skills. Attaining a Intermediate-Low proficiency
level prepares students for the next level of language instruction in level 3.

Learning Content: (What content will the SLO address?)

This SLO addresses students ability to make meaning from language in three different modes of communication;
interpretive, interpersonal and presentational. Additionally, the SLO measures growth in 4 language domains of reading,
writing, speaking and listening and is aligned to National World Langauge standards as well as supportive of Common
Core State Standards.

Student Population: (Who are you going to include in this objective?)

All Level 2 Spanish students currently assessed at Novice-High will be involved in this SLO. There are currently ______
number of students who are assessed at Novice-High. No students will be excluded in this SLO unless he/she is present
for less than 75% of class instruction.

Interval: (How long will you focus on this objective?)

This is a year-long objective. The baseline proficiency data will be collected by examining data from students Level 1
learning experience and by using the NCSSFL-ACTFL Can-Do Statements to further corroborate proficiency levels . The
duration of each class is approximately ______ minutes each week and the class is scheduled to meet daily over the
course of the evaluation period for a total of about _______ hours of instruction, although district testing and other events
may decrease the overall instructional time.

Assessment/Evidence Source(s): (How will you measure the outcome of your objective?)

Students will be assessed using the district developed Integrated Performance Assessment which will be administered at
the end of the Level 2 instruction and using the corresponding rubric which targets a Intermediate-Low level of proficiency.

Targeted Growth: (What is your goal for student growth?)

By the end of Level 2 of consistent, daily language instruction in the target language students should be performing at the
Intermediate-Low range or higher. Intermediate-low range learners will be able to do the following as described by
NCSSFL-ACTFL Global Can-Do Benchmarks:

Students can:

Participate in conversations on a number of familiar topics using simple sentences and can handle short social
interactions (Interpersonal Communication)
Present information on most familiar topics using a series of simple sentences (Presentational Speaking)
Write briefly about most familiar topics and present information using a series of simple sentences (Presentational
Writing)
Understand the main idea in short, simple messages and presentations on familiar topics as well as in
conversations that are overheard (Interpretive Listening)
Understand the main idea of short and simple texts when the topic is familiar (Interpretive Reading)


Strategies and Support (What methods or interventions will you use to support this objective?)

As recommended by both ACTFL and TELL (Teacher Effectiveness for Language Learning), the target language of
French will be used at least 90% of the time in class by both teacher and students. I will use authentic cultural materials
to provide additional language models for both listening and reading.

I will be using meaningful authentic contexts to present new learning using Gradual Release of Responsibility. Other
strategies will include comprehensible input, checks for understanding, language aids and scaffolding.
.
Students will be engaged in learning around all four domains; reading, writing, speaking and listening as well as develop
skills in three modes of communication; interpretive, presentational and interpersonal. Performance tasks will be used
regularly to continue developing proficiency.

Ill use Standards-based assessment and grading practices to focus on student learning. This will include the opportunity
to retake assessments, using homework for formative practice, and use of standards for reporting student growth.

I will use the district recommended and approved resource to enhance learning as well as develop additional materials as
appropriate. I will also use professional development resources (via WL Instructional Practices Moodle) to enhance my
practice and to support student learning.


Wisconsin Student Learning Objective (SLO) Plan
Name of Teacher
Laura Wilberding
Names of Reviewers
Content Area/Grade Level
Spanish 2 (9-12)
Student Learning Objective (SLO):
90% of Spanish II students will attain a level of Novice high
proficiency in Presentational Speaking based on ACTFL
Can_Do statements by the completion of the year-long course.
This will be evidenced in a speaking task completed near the
end of the year. Progression towards the goal will be evidenced
by student self-monitoring and their substantiation collected in
an electronic portfolio of authentic assessments.
Baseline Data and Rationale:
Using an analytical rubric rating speaking tasks that Cuba City
has adopted from Fairfax County Public Schools, 85% of
students scored at Does Not Meet Expectations or Almost
Meets Expectations level on a speaking task completed early in
the year.
According to ACTFL, a student in a Level II difficulty language
course (Spanish II) should attain a Novice High level of
proficiency by the completion of a year-long course.
This means students should be exceeding expectations by the
end of the year.
Learning Content:
The SLO addresses presentational speaking proficiency.
Student Population: (Who are you going to include in this
objective?)
All students in Spanish II will be covered by this SLO. 45
students are enrolled. There are 36 sophomores, 8 juniors and
1 senior. There is one IEP student and one student who is
Mexican-American whose family speaks Spanish regularly in
the home. No students will be excluded under this SLO unless
it is otherwise required by their IEP.


Interval:
This year-long course began on September 1
st
and will end on
May 30
th
. The duration of each class is 47 minutes and the
class is scheduled to meet 175 class days over the course of
the year, for a total of 137 hours of instruction, although district
testing and other events (snow days, athletic tournaments, pep
rallies, assemblies, etc.) will likely decrease the overall
instructional time.



Assessment/Evidence Source(s):
Students will be rated by classroom teacher and an outside
Spanish teacher using the rubric Cuba City adopted to assess
speaking tasks from Fairfax County Public Schools.




Targeted Growth:

90% of students will show growth of at least one level of
distinction (Does Not Meet Expectations, Almost Meets
Expectations, Meets Expectations, and Exceeds Expectations).



Strategies and Support (What methods or interventions will you use to support this objective?)

Activities will be targeted to help students improve in all communication. Daily practice with help
students become more comfortable. Targeted areas will be increased vocabulary acquisition,
practice with transitions, and increased use of a variety of tenses with special attention to
pronunciation. I will use holistic rubrics to rate students as they practice so they can identify
strengths and weaknesses.


UPDATED: 7/30/2014

DRAFT!!!!! Wisconsin Student/School Learning Objective Example
After reviewing data and identifying the student population for whom the SLO will apply, create a Student/School
Learning Objective. Submit the SLO Plan to your evaluator prior to the Planning Session.

Instructional/Leadership Strategies and Support: (What methods or interventions will you use to support this objective? Using a
Standards-based curriculum, summative performance assessments that describe what students are able to do in the language
Teacher: Karen Fowdy
Subject Area/Grade Level: German III
Student Learning Objective (SLO):
85% of students will demonstrate growth in one level of proficiency (Novice mid to Novice-high/ Novice High to Intermediate-low) or higher using rubrics
based on the NCSSFL-ACTFL Can-Do Statements for Interpersonal Communication. Evidence of the proficiency level will be documented in video
recordings (e-portfolio) of conversations at the beginning, midpoint, and end of the academic year.
Baseline Data and Rationale: (Why did you choose this objective? What evidence can you provide related to your current student populations baseline
abilities as it relates to this goal?)
Growth in the ability to communicate (proficiency level) is readily apparent in Level 1 (where students begin with no ability to communicate in the target
language) and also in Level 2 (where students are able to express personal meaning by relying heavily on learned phrases). In fact, Level 2 students
may sometimes sound surprisingly fluent and accurate since their language often consists of expansions of learned material and stock phrases.
(ACTFL Proficiency Guidelines). HOWEVER, as Level 3 students attempt tomove to the next level, they often perceive a slowing down or even
regression in their ability to communicate in the target langauge. Intermediate Low speakers express personal meaning by combining and recombining
what they know and what they hear from their interlocutors into short statements and discrete sentences. Therefore, their responses are often filled with
hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. . (ACTFL
Proficiency Guidelines) This growth from memorized phrases to creating with the language can be frustrating for Level 3 students. An understanding of
HOW growth in language proficiency occurs helps students target areas in which they can improve. Therefore it is vital for them to be able to review their
performance assessments and set goals for proficiency growth. The Can-Do statements provide the context for setting these goals and the categories in
the rubric (Language Function, Text Type, Impact, Vocabulary, Comprehensibilty, Language Control) identify areas of language for feedback, self-
assessment, goal setting, and practice. Students will watch and listen to their Interpersonal Perofrmance Tasks, assess their performance in each
category and provide evidence for their assessment, and identify goals to work on to improve proficiency.

Learning Content: (What appropriate standards relate to this goal?)
The Interpersonal Communication Standard (from the ACTFL World-Readiness Standards for Learning Languages)





Student Population: (Who are you going to include in this objective? Indicated in the rationale above?)
All Level 3 students will be included in this SLO. No students will be excluded under this SLO unless it is otherwise required by their IEP.



Targeted Growth: (What is your goal for student growth?)
Students will demonstrate growth in one level of proficiency (Novice mid to Novice-high/ Novice High to Intermediate-low) or higher using the NCSSFL-
ACTFL Can-Do Statements for Interpersonal Communication.





Interval: (How long will you focus on this objective?)
Interval: Year-long course that begins on September 23 and ends on June 5.
This year-long course began on September 1st and will end on May 30th. The duration of each class is 47 minutes and the class is scheduled to meet 175
class days over the course of the year, for a total of 137 hours of instruction, although district testing and other events (snow days, athletic tournaments,
pep rallies, assemblies, etc.) will likely decrease the overall instructional time.



Assessment/Evidence Source(s): (What assessments and/or evidence sources will you use for ongoing measurement of student progress toward your
goal?)A rubric that includes the categories of (Language Function, Text Type, Impact, Vocabulary, Comprehensibilty, Language Control)will be used to
assess a spontaneous, unrehearsed conversation (partner or small group) in the context of everyday topics as outined in the NCSSFL0ACTFL Can-Do
statements. To ensure credibility, a number of conversations (selected randomly) will be assessed by another teacher of the same language using the
same rubric.



UPDATED: 7/30/2014

provide a road map toward developing increased language proficiency and ensure that the focus of the curriculum is on the
knowledge and skills that truly promote language learning.

The focus of instruction is on using the language for communication rather than on learning about the language structures. Focused
and purposeful learning activities and formative assessments provide meaningful practice and feedback that prepare the students
for success in the summative assessments.

Instruction is scaffolded, beginning with teacher-directed and supported and leading to increasingly independent student language
use.

It is vital for the students to have the opportunity to listen to their interpersonal performance assessments, self-evaluate, and receive
feedback from peers and from the teacher. Based on the resulting information, students will set learning targets to facilitate and
demonstrate improvement.

As recommended by both ACTFL and TELL, the target langauge will be used at least 90% of the time by both teacher and students.
It is vital for the students to be USING the language, not learning ABOUT the lanuage in order to advance in their proficiency levels.

Name:______________________________________ Date:__________________Hour:______
Muskego-Norway School District
Written Rubric
Presentational WRITTEN Assessment


Grading Criteria:
4 Advanced: 21 24 Points
3 Proficient: 18 - 20 Points
2 Basic: 14 17 Points
1 Minimal: 1 - 13 Points
0 No Evidence: 0 Points



Language and
Vocabulary
Usage
Comprehensibility Organization Requirements
Accuracy
Grammar
Accuracy
Conventions
4
My vocabulary use
and sentence
structure are fluid,
complex, and
exceed
expectations
(ie: use of
idiomatic
expressions).

My audience
understands all of
what I am trying to
communicate.
My
presentation
makes sense
and is well
organized.
I exceeded the
minimum
requirements of
the assessment.
I have control of the following
grammatical structures but may
make a few errors with no
pattern of the errors.
1. Verbs (person, tense, mood)

2. Semantics (word choice)

3. Agreement

4. Pronouns

5. Word order

6. Register (formal vs. familiar)

7. Other:

I have control of the
following conventions
but may make a few
errors with no pattern
of the errors.
1. Accents
2. Spelling
3. Capitalization
4. Punctuation

3
My vocabulary use
and sentence
structure are level
appropriate and
meet expectations.
My audience
understands most of
what I am trying to
communicate.
My
presentation
generally
makes sense
and is mostly
organized.
I fulfilled the
minimum
requirements of
the assessment.
I show evidence of control
however I make some errors
with little to no pattern of the
errors.

I show evidence of
control however
make some errors
with no pattern of the
errors.

2
My vocabulary use
and sentence
structure are
mostly level
appropriate but
sometimes dont
meet expectations.
My audience
understands some of
what I am trying to
communicate.
My
presentation is
somewhat
confusing and
lacks some
organization.
I fulfilled some of
the minimum
requirements of
the assessment.
I show evidence of control
however I make many errors in
a variety of structures.

I show evidence of
control however
make many errors in
a variety of
structures.

1
My vocabulary use
and sentence
structure are not
level appropriate
and do not meet
expectations
My audience
understands very
little that I am trying
to communicate.
My
presentation is
really
confusing and
lacks any
organization.
I fulfilled only a
few of the
minimum
requirements of
the assessment.
I show minimal evidence of
control and I make frequent
errors.
I show minimal
evidence of control
and make frequent
errors.
0
No evidence No evidence No evidence No evidence No evidence No evidence

Learning Target Mastery
Exceeds Learning Targets
Meets Learning Targets
Partially Meets/Still Developing Learning Targets
Not Yet Met Learning Targets
No Evidence


Revision: 10/02/2013

Beginning of the Year
Instructional Staff Cycle B and C


STEP 1: Student Learning Objective and Professional Practice Goal




Staff Name: Joshua LeGreve

School: Lake Denoon Middle School
Assignment: Spanish
Administrator: Linda OBryan Date Submitted: 10/18/2013


Individual or Team Goal: To increase the usage of authentic, natural language in students writing

Name(s) of Peer Reviewer(s):
(1. Peer reviewers cannot be part of the team goal. 2. The review should occur before the goal is submitted to administration for
approval.)

B. Presser

Review Date Mo./Day/Yr.: 10/22/2013

Content Area/Grade Level(s): Literacy, Grade 8


1. STUDENT LEARNING OBJECTIVE (SLO)
Goal should be written using SMART criteria.

70% of students that have not yet reached proficient (a score of 3 or higher) in the Language and Vocabulary
Usage portion of the MNSD World Languages rubric will reach proficient by the Quarter 3 Benchmark Writing
Assessment. 90% will show growth overall.

BASELINE DATA and RATIONAL
Identify the deficit area revealed by the baseline data and correlating rationale for the SLO.

Based on initial writing pre-assessments administered at the beginning of the year and scored with the MNSD
Presentational Writing Rubric, we noticed a number of students are not scoring proficient on the Language &
Vocabulary Usage section. This means the students have not started to create naturally with the target language,
which is expected for success in Spanish III.

LEARNING FOCUS
Consider skills or strategies that transcend multiple content areas. Also consider skills or strategies that students will be
expected to demonstrate throughout the year as the content rigor increases.

Writing skills, based on Wisconsins Model Academic Standard C.5: Forms of Writing, which contains the skill
of creating complex, communicative, and naturalistic sentences.
DI RECTI ONS: Provide the information requested below. Additional guiding questions to support the selection process are
located on the Wisconsin Student Learning Objective (SLO) Selection/Approval Rubric Student Learning Objective (SLO):


Revision: 10/02/2013

STUDENT POPULATION
Which students are included in this objective?

All students who did not test proficient based on the MNSD rubric score for Language and Vocabulary Usage
on their writing prompt.


INTERVAL
What is an appropriate amount of time for students to show the expected attainment or growth?

Throughout the school year, with quarterly check-ins after administering the department common assessments.

ASSESSMENT/EVIDENCE SOURCE(s)
What will you use to measure the level of attainment or growth on the objective?

Formative: Small writing prompts to monitor progress of students and the effectiveness of mini-lessons.
Summative: Quarter 2 & 3 Common Assessments (Written portion), which are graded using the MNSD
Presentational writing rubrics. The Language and Vocabulary Usage category will be
monitored.

TARGETED GROWTH
To what extent will students need to achieve in order to meet the expectation/standard?

70% of Targeted Students will grow to proficient in that category. 90% will show growth to the next
level.

STRATEGIES and SUPPORT
What methods or interventions will you use to support this objective? How will students monitor their own progress toward
achievement?

Mini-lessons to explicitly model the realistic language production
Mini-Interventions during resource if formative assessments show that the mini-lessons are unsuccessful for
targeted, 1-on-1 interventions.


2. PROFESSIONAL PRACTICE GOAL (PPG)
Goal should be written using SMART criteria.

I will work to improve classroom environment for learning by developing strategies to promote
spontaneous, realistic language usage in class outside of scripted activities. I will use my current
PBIS premios system, in which I award premio tickets for spontaneous use, to measure progress in all
Spanish 2 students. I hope to increase spontaneous language usage at least 5-fold by the end of the
school year. I will monitor this weekly via pemios awarded per day in an Excel document to chart
growth.

FRAMEWORK OF TEACHING
Which component of the Framework of Teaching (2013) will you focus on? Why? (Domains 2 and 3 are suggested)

My goal strongly supports Domain 2B (Creating and Environment for Learning). By promoting natural,
spontaneous language usage outside of assigned tasks, I am creating a language rich environment that
promotes use of the language without fear of mistakes.

Revision: 10/02/2013



EVIDENCE
What evidence will you collect to demonstrate that you have met this professional practice goal?

I will track the number of premios given for spontaneous usage of language, tracking the number of
premios per day in order to see if my modeling of Spanish usage and my creation of ready word banks
have created an environment that

RELATE TO SLO
How does this professional goal relate to your student learning objective?

Best practice in language instruction shows that the more that realistic, authentic language is utilized in
one mode (say, speaking), the more authentic production will begin to improve and increase in another
mode (say, writing). Since our team SLO focuses on creating natural, non-scripted writing production, I
will be supporting this through increasing the natural linguistic production skill in speaking.



____________________________________________________________________________________________________________
Educator/Preparer Signature Date Signed (Mo./Day/Yr.)



__________________________________________________________________________________________
Supervisor Signature Date Signed (Mo./Day/Yr.)


Revision: 10/02/2013
2013-14 Educator Effectiveness Professional Practice
Beginning of the Year Professional Planning Document
CYCLE B and C


Beginning of the Year Goal Setting and Peer Collaboration (To be completed by October 31):
Professional Practice Goal tied to the Framework for Teaching (2013) Complete and Approved: 10/24/2013
Student Learning Objective tied to student data Complete and Approved: 10/24/2013

Possible Classroom Walk Throughs:
Math curriculum implementation K-12
Literacy Workshop K-8 or content area literacy (9-12)
Framework for Teaching K-12

Peer Observations:
Peers Name: Sarah Williams Peers Name: Kellie Michels
Observation Date: 12/19/2013 [Oct Dec] Observation Date: 2/27/2014 [Jan Feb]
Area of focus: Integration for writing Area of focus: Small group work with writing
Mid-Year Goal Review and Peer Collaboration (To be completed by January 31):
Progress goals, student achievement and classroom observation data Complete and Approved: 1/23/2014

End of Year Conference with Administrator (To be completed by May 31):
Goals, student achievement and classroom observation data Complete and Approved: 5/29/2014

Student Learning Objective #1 Exceed Met Min Met Did Not Meet Student Learning Objective, Professional Practice Goals and
Peer Observations are being piloted for 2013-14. The items
will not be included as evidence in summative evaluations.
Professional Practice Goals #1 Met Did Not Meet
Peer Observation #1 Completed Not Completed
Peer Observation #2 Completed Not Completed


Licensed staff member keeps a copy.
Administrator keeps a copy.