Summative Teacher Quality Project

By: Nick Johnson

This paper I have analyzed RRMR School District in Rockford,
Iowa. In this report I have created a Teacher Quality Plan for our
district that contains key goals from various measures of data including
demographics, perception, student learning, and school processes.
This project will give you a clear view of where we are at as a school
and where we should be headed the next few years.
First goal I feel RRMR School District needs to focus on is to
increase the use of technology to enhance student learning through
teaching practice. Since 64% of our school district staff is a senior
heavy staff (10 years or more) and implementing the new 1:1 laptop
initiative, this is a optimal time to focus on technology as teacher
perception data believes we are doing a good job of this, but with our
1:1 initiative there will be a lot more opportunities to use technology.
(See Demographics Data and Perception Data Q4 attached).
Furthermore during informal observations I had notice the lack of use
of technology in the building. I felt we could do so much more than
what we use technology for. A lot of teachers in the building use
technology for research engines, using graphing calculator, Edmodo to
keep track of homework assignments, and so forth. What we are not
using technology is to further the thinking of our kids, to strengthen
the way they think and how information is being gathered.

Second goal that RRMR School District needs to focus on is to

increase math proficiency among its 3rd - 8th grade students through
curriculum and assessment realignment. Data driven from Iowa Test
Assessments (see ITA Proficiency Data attached) and teacher
perception data (Teacher Perception Q1 and Q3), clearly indicates a
need for revising curriculum for 3rd 8th grade mathematics students.
Reporting out by RRMR school district shows less than 67% of students
in each of those grades are proficient in mathematics in 2012-2013.
Currently at this time there is no communication between curriculum
instructor and math department. It is RRMRs District Goal that all
students in the RRMR Community School District will achieve at high
levels in mathematics.
MULTI-YEAR PROFESSIONAL DEVELOPMENT SCOPE FOR
TEACHERS
GOAL

Rest Of
2013-2014

Summer 2014 /
2014 2015
School Year

Summer 2015/
2015 2016
School Year

Teachers use
Individual
Career
Development
Plan (ICDP) to
track student
performance
with technology.

Technology
Improvement
Team is
established.

Principal
Informal
Observations

Professional
development
continued with
Technology
Improvement
Team.

To increase the
use of
technology to
enhance
student learning
through
teaching
practice.

Professional
development to
implement how
to use
technology in
content area.

Peer Reviews
are formed for
teachers to see
others work in
progress.
(1 every Qtr.)
Teacher
Perception Data
Generated on
Technology

Parent / Student
Perception Data
Generated on
technology in
Classroom
Create a Team
of District
Leaders, AEA
Leaders,
Administrators,
and Teachers
and possibly
Parents (if
possible)

To increase
math
proficiency
among 3rd - 8th
grade students
through
curriculum and
assessment
realignment.

Analyze state
standards.
Review state
and local test
data.
Activity Logs
(Taken and
Published for
Public)

Develop
Essential Goals
and
Assessments

Develop scope
and sequence
and curriculum
map

Staff Looks at
Teacher
Perception Data
as opposed to
school process
data (ICDP)

Peer Reviews,
Teacher/
Student / Parent
Perception Data
continually
gathered.

Take Curriculum
to the Board to
Approve New
Curriculum

Use professional
development to
train staff with
new curriculum
and materials.

Continuation of
Team
Continuation of
Activity Logs

Attain Iowa Test

Assessments
and MAP scores

Group
Perception Data
taken to reflect
performance at
the meeting.

to show
progress using
new curriculum.
Continuation of
Group
Perception Data

MULTI-YEAR PROFESSIONAL DEVELOPMENT SCOPE FOR

LEADERS
GOAL

To increase the
use of
technology to
enhance
student learning
through
teaching
practice.

Rest of 2013 2014

Summer 2014 /
2014 2015
School Year

Summer 2015/
2015 2016
School Year

Leaders need to
attend
professional
development
over curriculum
and instruction
to bridge the
gap of their lack
of curriculum
and instruction
leadership.

Leaders will
work in PLC
groups and their
ICDP to set
goals that need
to be obtain
through
technology or
with curriculum
work.

Leaders
continue to
make
professional
development
days catered to
Technology.

Leaders need to
form a group of
staff,
administration,
citizens to work
on curriculum
map.
To increase
math
proficiency
among 3rd - 8th
grade students

Leaders need to
develop a
survey for
members of
team to fill out

Leaders need to
make sure
progress is
being made in
the curriculum
map and make
sure group is on
task to present
to the board.

Leaders need to
create a Tech
group of people
based on
Informal
Observations
that can help
remedy
technology lows
in others
classrooms.

through
curriculum and
assessment
realignment.

to know if the
meeting was
successful or
not.
Need to make
sure they are
incorporating
professional
development
opportunities
for staff to see
how technology
can be used in
their classroom.

Leaders will
perform
Informal
Observations to
insure that
teachers are
taking full
advantage of
using
technology in
their classroom.

Leaders will
need to present
to the board the
new curriculum
map for the
school and have
it approved by
the board.

As you can see in the plan there are plenty of opportunities for
different stakeholders for each goal. In the increasing technology goal,
I have included the principal, the teachers peers, as well as students
and their parents to have a voice on how the teachers use of
technology over the year has enhanced student learning. In the
technology goal the principal will visit with the instructor 3 times
throughout the school year to ensure the path of the goal the
instructor has set out and to set up any professional development that
may help the instructors needs. Using the peer review 4 times a year
will allow other teachers to come into classrooms to observe
technology, as well as, be able to provide the instructor with ideas that
might benefit them. Lastly, the instructor will provide a survey to get
perception data from their parents or their students on how the use of
technology has enhanced their students learning.

In the math goal, top to bottom of the education field will have
the opportunity to have a voice in the goal. The math goal has the
Board to have a voice by accepting the curriculum or not at the end of
the process, as well as, be able to observe the process through the
activity log during the meetings. Administrators are able to gain
feedback from the perception data at the end of every meeting and will
allow them to know what the agenda is for the following meeting to
ensure everyones feedback. This allows people in the committee to
know if they feel they are headed in the right direction, or be able to
have a voice if they feel a different route the committee should go. The
public could have a voice as people could look at the activity log that is
presented for them or the school district could also video record
meetings for people whom want to take part in the curriculum
structure could and fill out the survey.
The professional development for the leaders is very important.
What they have to focus on is that since there is an obvious
discrepancy in curriculum and technology in the school; they need to
look at themselves and see where their gap is in pushing these issues.
The important part of this project for the leaders is to make sure the
curriculum map stays on task; this is a very timely issue and cannot be
rushed but needs to be done at a pace that will help benefit our
students in 2015. Leaders have the task of gaining information
through teachers ICDP as well as informal observations to determine if

technology in their school district is on the rise. Setting up

professional development and giving time to teachers to work on
technology with give them the time to incorporate it into their
classroom.
Evaluating the plan for RRMR School District, we will have
produced data from school learning data such as: Iowa Test
Assessments, MAP Scores. We have included data from school process
data such as: individual career development plan, informal
observations, activity logs and peer reviews. The plan, also, consists of
perception data from group of officials in our curriculum team, but also
from students and parents of community members. Although
important the demographics data for this school district will only
change based on bringing in new teachers who are technology savvy,
or who has a good understanding of curriculum and instruction. Both
of which would be of great asset to the RRMR School. This holistic
review and data collection will allow RRMR School the ability to know if
they have achieved their goals they set out to obtain.