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CPACE
Test Prep
| Term | Definition |
|---|---|
| Vision and goals | Specific Measureable Action Orientated Realistic Timely manner |
| Stakeholder input (ALWAYS FIRST) | Identitfy issue data input look at similiar schools additional input progress monitor |
| Collaborative Communities | Stakeholder input match teacher to task skill to task |
| Conflict ( BEFORE CHANGES COMES CONFLICT) | monitor conflict allow conflict to happen interven when necessary |
| Authoritarian | Do what I say/no input Drawback: lack of commitment,no buy in,no input Benifit: distrivute a lot of info quickly,accomplish a lot in a short amount of time Example: military |
| Democratic | Everyone has a say in the plan Drawback: can have a absnce of direction "lack of leadership" Benifit: high level of commitment |
| Distributative | Assigns leadership roles to others Drawbacks: have to relinquish some control,staholders have to be knowledgeable Benifts: commitment,value,and administrator remain focused on the goal |
| Transformative | "chrismatic" changes the live of others Drawbacks: one the administrator has extablished this and moves on it is hard for the stakeholders to accept the new administrator. Benifits: commintment,builds relationships,highly effective |
| Situational | based on a specific issue and the maturity level of the stakeholders Drawback: using the correct approach based on the maturity level of the staff Benifit: accomplish a small specific issue |
| systemic | removes bias, and makes no exceptions Drawback: lsck of NO exceptions Benifit: equalitity for all |
| Formative | Progress Monitoring/ongoing -observations -Weekly assessments -Benchmarks |
| Summative | The end result -CPACE -state testing -final teacher observation |
| Formal | A written document or published -rubric -CPACE -CCCS -Yearly teacher observation |
| Informal | Not written -Walkthrough -peer to peer observation -team teaching |
| Criterion | content based CPACE/score specific |
| Normative | Comparison nationwide -SAT,GRE |
| Validity | measure what is intended to be measured CELDT/ language levels |
| Reliability | consistent assessments |
| authentic | performance based, observation, see the skill |
| Teachers observation contains data such as | authentic, formative, summative, validity ,reliable, and criterion based |
| Dialogue with teachers | Provide instructional strategies for improvement |
| Improving achievement | align instruction with content detailed analysis with students responses immediate and corrective instruction for students needs |
| Guiding questions for implementing data discussion for purposeful conversation. | What should students know? How well should they perform? What will we do to assess students performance? What will we do to improve student performance? |
| Aligning curriculum | Intensive review of curriculum comparison of content of state assessment to standards curriculum across the grades ongoing reflection to revise sequence |
| Improvement | teachers assess their own work identify areas of strengths and weakness Identify areas in need of modification providing teachers the opportunity to collaborate |
| Providing instruction to students in need | ongoing assessments to monitor skills are mastered before moving on provide tutoring/extra help provide enrichment for those who have mastered the skills provide frequent practice throughout the year to ensure for retention |
| Providing support to the staff for integrating assessment in to teaching and learning | understand achievement targets assessment literate factuality the ability to gather dependable info ability to use the info to maximize students achievement |
| strategies or analyzing data | staff development is focused on how to read data presentations by admin, district, other staff, and possible next steps grade level leader, coach to assist with analyzing data |
| How to implement collaboration time | once a month school begins 2 hours later and the school year is extended once a month grade levels meet after school Entire staff meets once a week for hour before school once a month staff meetings are used for PD |
| Activities for collaboration based on data | revaluate and rewrite assessments align curriculum across the grade levels discussion of students mastery and providing intervention stratgies |
| Due process | the teacher must be notified first |
| strategies for implementing a school board decision | provide advocacy for stakeholders maintain the expectation of the board provide support and collaboration opportunities clear understanding of the issue clear understanding of the expectation |
| School newsletter/paper | must have educational value/freedom of speech does not apply if you are maintain school polocy |
| Steps for keeping the safety of the stakeholder | call parents investigate call state dept NEVER ASSUME ALLWAYS KNOW THE STAKEHOLDER IS RIGHT |
| Professional influences | NCLB CCCS |
Created by:
saragene