Mrs.

Nunns Growth in Campus Focus IPRs

End of
IPR Baseline
Baseline Description Year End of Year Description
Criterion Score
Score
Learning objectives cover required content but are not Learning objectives are tightly aligned to annual learning goals
closely aligned to annual learning goals (STAAR readiness and are measurable using assessments or rubrics
TEKS) Teacher plans backward-designed unit by:
Units include lessons, objectives, and assessments that o Using rubrics that measure student mastery of
measure mastery, though theyre not closely aligned unit objectives
Learning activities are only partially aligned to mastery of o Designs sequence of lessons that lead students
PL-3 Designs lesson objectives toward mastery as determined by unit
effective Lessons partially allow students to apply knowledge assessment
lesson plans, through real-world and/or hands on experiences Lesson plans include objectives and learning activities that are
units, and
2 Technology is used inconsistently to support annual learning 3 sequenced to lead students toward mastery
goals Lessons allow for real-world and hands-on experiences and
assessments Evidence: informal discussions about planning processes, technology regularly
observation of lesson implementation (alignment), analysis Adequate time within a unit for students to master each
of exit ticket and end of unit assessments, lack of objective
teacher modeling and gradual release into student work Evidence: unit planning deliverables, lesson plans, OPAs,
rubrics for assessments, closely aligned daily exit ticket
assessments, observation of gradual release throughout a
lesson, SibMe reflections
I-2 Checks Teacher infrequently or never checks for student Teacher checks for understanding and accurately diagnoses
understanding, or the checks are ineffective in accurately student misunderstanding at key moments during a lesson
for student
assessing student understanding. using a variety of methods*
understanding
and responds
1 Teacher does not address student misunderstanding, or
the attempts to address misunderstanding are
3 Teacher adjusts lesson to ensure student understanding in
response to assessments during the lesson and without
to student unsuccessful. interrupting the flow of the lesson.
misunderstanding Teacher provides limited feedback to students during the Teacher provides feedback throughout the lesson that
 lesson but students are aware if they correctly
understand the content.
Evidence: observations, discussions with department
dean, Sibme, lesson plans
Teacher sets and communicates high behavior
expectations with students.
Teacher redirects student behavior in a manner that
slows lesson momentum and disrupts the learning process.
Teacher assigns consequences for misbehavior that are
I-9 Sets and logical, appropriate to the level of student behavior, and
implements successfully change student behaviors, but may not do so
discipline 2 consistently with all students.
management Students adhere to behavioral expectations and rules, but
require frequent redirection from teacher.
procedures Evidence: observations, Sibme, conferences, and
teacher reflection
affirms correctly understood content, clarifies
misunderstood content, and extends student thinking.
Teacher uses clear systems and routines for assessing
student understanding during the lesson.
Evidence: Sibme, observation feedback, conferences.
*Teacher uses cold call, call-and-response, one-on-one
conferencing, hands up, students coming up to the board to
show understanding, and circulating observation of student
work.
Teacher effectively implements district and campus discipline
management procedures.
Teacher consistently communicates high behavioral
expectations with students, addresses non-compliance, and
reinforces appropriate behavior, as needed.
Teacher maintains lesson momentum because there is no
inappropriate or off-task behavior, or because the teacher
3 redirects it in a subtle and preventative manner.
Teacher consistently follows-through with consequences
that are logical, appropriate to the level of student behavior,
and effective at changing student behavior, when necessary.
Students demonstrate a clear understanding of behavioral
expectations and rules through their actions.
Evidence: observations, Sibme, conferences, and teacher
reflection