ON-LINE SPAR WORKSHEET DIRECTIONS

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Planning Phase

Scheduling Information:

Your Full Name:

Date:

Your Preferred E-Mail Address (please note that only 1 email address is allowed in this field):

The School(s) You Serve:

Career Ladder Level:

Your Position(s):

Total Years of Experience (including other school districts):

Your PFEs:  Mark Starner & JoAnn Mayo Sue Pierce & Gretchen Markiewicz Olivia Lorents & Darlene Mickelson Debbie Schmelzle & Barb Souris

1. Date of SPAR Planning Phase Interview.  (Required for levels 2,3,4)

Schedule appointment for Planning Phase with PFE team 2-4 weeks before unit begins.

2. Starting and Ending Dates of SPAR Unit. (Required for levels 2,3,4)

Dates given to PFE team during Planning Phase Interview  

3. Duration of SPAR Unit. (Required for levels 2,3,4)

Level II = 5 instructional units or 300 minutes

Level III = 10 instructional units or 600 minutes

Level IV = 20 instructional units or 1200 minutes

4. Observation Schedule. (Required for levels 2,3,4)

Specific dates and times given to PFEs during Planning Phase Interview.

5. SPAR Observation . (Required for levels 2,3,4)

Unannounced observation done by PFE team sometime during SPAR unit.

6. Date Of SPAR Reporting Phase Interview. (Required for levels 2,3,4)

Schedule appointment with PFE during Planning Phase Interview.

7. ICP Information . (Required for levels 2,3,4)

PFE teams visit schools during scheduled days in May to collect additional ICP information from each teacher.

Description of Target Group

Classroom Profile (grade level, course content and number of students in target class(es). (Required for levels 2,3,4)

For those teachers with a limited number of students the minimum population is their assigned  case load.  Non-classroom teachers will be expected to complete a comparable SPAR approved by the PFEs.

Characteristics of Students or Class. (Required for levels 2,3,4)

Not limited to identified Special Education Students requiring accommodation of methods, strategies, activities and/or assessment.

Description of Topics Materials, Goals and Course Strand

Description of the SPAR Topic. (Required for levels 2,3,4)

State the title/subject of your SPAR.  Describe materials / technology to be used in the SPAR unit.

A. Description of the SPAR Goal .  (Required for levels 2,3,4)

This should be stated in terms of an outcome(s) that can be measured with a pre and post assessment and aligned with state standards. The goal should state that 100% of your students will demonstrate growth from pre to post assessment.

B. Description of an instructional, content or process strand for this year and how the SPAR fits into the strand (other than sequence). (Required for Level IV)

What is a common thread that runs throughout your teaching this year or throughout your course?  How does your SPAR connect with your strand?  The conceptual strand leads up to the SPAR Unit, the SPAR unit is presented, and the conceptual strand continues after the SPAR unit.

Intent:   To place the SPAR within the context of other content, teaching practice, or student behavior during course of study.

Benefit:   To provide more practical value for the SPAR by insuring that it is integrated with other instruction during a school year, term or other appropriate block of instructional time.  This integration promotes professional growth and insight and enhances student outcomes throughout the course of study.

C. Submit the Arizona State Standards addressed in the SPAR.  Specify activities commensurate with the State Standards.   (Required for Levels II, III, IV).

Describe the appropriate Arizona State Standards by subject and numbers which this SPAR is intended to meet.  In some instances another set of standards (such as the state competencies for vocational education) may be substituted.  This must be approved by PFEs.

1.        Indicator:  Specifies procedures for assessing individual and target group progress.

Intent: To determine the pre-assessment, on going, and summative evaluation techniques and strategies planned by the teacher to establish how well the students benefit from instruction.

Potential Benefit: Teachers who are knowledgeable about the purposes of assessment, who are capable of selecting or creating appropriate assessment devices and who use evaluative information to guide decision making, are more likely to identify critical learning needs, to plan effective instruction based on those needs and to accurately report student progress. 

 1a.       Plans for use of pre assessments that are appropriate to the learner, including assessment of the level of prerequisite knowledge, prior knowledge, skills, attitudes, interests and/or behaviors stated in the SPAR outcomes/goals.  Pre assessment of the goals shall yield information on individual student and general class performance levels. (Required for Levels 2,3,4)

Present your anticipated pre-assessment instrument/method.  Show a copy of this to the PFEs.  The pre-test must assess the actual goal stated at the beginning of the SPAR in item A.  The pre-test must assess each individual student as well as the target group in general.  You will need to have written documentation of your pre-assessment results for the Reporting Phase regardless of the type of assessment you choose .

1b.       Plans for ongoing assessment throughout the SPAR unit for the purpose of providing feedback to students regarding their progress and assist them in using this information to improve learning and motivation . (Required for Levels 2,3,4)

How will you assess student progress throughout the SPAR and let them know how they are doing?

(Recommend 3-5 responses)

1c.       Plans for use of post assessment methods and materials that are appropriate to the SPAR outcome/goal.  Post assessments shall yield information on individual student and general class achievement.   (Required for levels 2,3,4)

How will you post access to determine how well both individual students and the class in general have met the goal stated at the beginning of the SPAR in section A?  You will need to have written documentation of your post assessment results, for individual students and for the class, regardless of the type of assessment you choose.  Show a copy of your anticipated post assessment instrument/method to the PFEs at the time of the Planning Phase.

1d.       Plans for student reflection about the SPAR unit and/or student self-evaluation of outcomes, including a progress check on growth and an assessment of goal attainment.   (Required for levels 3,4)

What opportunities have you planned for student reflection and/or self evaluation?  You may have students reflect on their own progress and experiences, the various aspects of the SPAR and/or teacher performance during the SPAR unit.  Documentation of questions asked and student responses must be provided in questions 11d and 11e at the Reporting Phase.

1e.       Plans for alternative assessments to address students varied skills, modalities, learning styles, and/or special needs .  (Required for level 4)

Describe alternative assessments provided to meet needs of individuals.  How will students varied styles and needs be taken into account in your assessment?  (Recommend 3-5 responses)

2.         Indicator:  States objectives and plans for instructional situations for the SPAR unit of study that promote a "Rigorous and Relevant" curriculum. 

Intent: To determine how the teacher plans to create instructional situations that promote higher thought processes, responses, and critical thinking that encourage movement to application of knowledge instead of maintaining an exclusive focus on acquisition of knowledge.

 Potential Benefit:   A teacher who plans for "Rigorous and Relevant" lessons is more likely to encourage students to meet the goals established in the Arizona State Standards.

Additional information about the Rigor and Relevance Framework can be found on pages 120-122 in the Career Ladder Handbook.

2a.       Describe your plans for objectives which can be rated in Quadrant A of the "Rigor/Relevance Framework."  (Required for levels 2,3,4)

(3-5 required responses/activities)

2b.       Describe your plans for objectives which can be rated in Quadrant B of the "Rigor/Relevance Framework."  (Required for levels 2,3,4)

(1-3 required responses/activities)

2c.       Describe your plans for objectives which can be rated in Quadrant C of the "Rigor/Relevance Framework."  (Required for levels 2,3,4)

(3-5 required responses/activities)

2d.       Describe your plans for objectives which can be rated in Quadrant D of the "Rigor/Relevance Framework."  (Required for level 4)

(1-3 required responses/activities)

3.       Indicator:  Plans for instructional strategies appropriate to learners and outcomes.

3a.       States a variety of methods and/or strategies involving teacher presentation.   (Required for levels 2,3,4)

Describe several presentation methods that you will use.  (Recommend 3-5 responses)

3b.       States a variety of methods and/or strategies for facilitating student involvement/response.  (Required for levels 2,3,4)

Describe a variety of ways your students will participate /be involved/respond during this SPAR.  (Recommend 3-5 responses)

3c.        States a variety of methods and/or strategies involving guidance and feedback to students.   (Required for levels 2,3,4)

Describe how you will provide guidance and feedback.  How will you let students know about their progress?  (This includes guidance, motivation, and feedback strategies not necessarily related to assessment.)

3d.       States plans involving instructional approaches or activities which meet special needs of students, as described in the target group characteristics. (Required for levels 2,3,4)

Describe how you will meet the needs of individual students, especially those highlighted in your target group description.  (Recommend 3-5 responses)

3e.       States a variety of methods and/or strategies involving student interaction.  (Required for levels 3,4)

In what ways will students work together?  (Recommend 3-5 responses)

4.         Indicator:  Provides opportunities for student empowerment

Intent: To encourage teachers to plan for an appropriate level of student involvement in the development of methods and content and to promote greater  student responsibility for learning.              

Potential Benefit:   Students who understand and participate in their own learning process are more likely to become independent, life-long learners and accept greater responsibility for their own learning.

LEVEL II CHOOSE 1 DESCRIPTOR FROM 4A-4E

LEVEL III CHOOSE 2 DESCRIPTORS FROM 4A-4E

LEVEL IV CHOOSE 3 DESCRIPTORS FROM 4A-4E

4a.       Provides opportunity(ies) for students to select from a limited menu of choices .  (Choice for levels 2,3,4)

Describe choices students will be allowed to make within a given framework.  (Recommend 3-5 responses)

4b.       Provides opportunity(ies) for self-directed learning, including  responsibility for and ownership of learning process. (Choice for levels 2,3,4)

Describe ways students will work independently.  What are some opportunities for students to direct their own learning?  (Recommend 3-5 responses)

4c.       Provides opportunity(ies) for students to develop metacognitive strategies, helping students to demonstrate ways of thinking about their own learning that are most productive and efficient. (Choice for levels 2,3,4)

(Metacognition:  The deliberate and conscious control of one's cognitive activity). How will you help students to think about /talk about and understand how they learn best?  (Recommend 3-5 responses)

4d.       Provides opportunity(ies) for students to collaborate with the instructor on planning or developing activities encouraging substantial, significant suggestions. (Choice for levels 2,3,4)

Describe how students will have opportunities to suggest substantive activities not already planned by the instructor.

4e.       Provides opportunity(ies) for students to collaborate with instructor on planning or developing the goal of the unit and/or strand encouraging substantial, significant suggestions (Choice for levels 2,3,4)

Describe how students will have input into developing the goal of the SPAR before it begins.  (For example; if it is appropriate, the students might help to select the focus of the SPAR or specific standards that will be addressed in the SPAR.)

5.         Indicator:  Specifies how objectives are appropriate for unit of study.                   

Intent:   To determine how the teacher provides specific direction and focus for him/herself and the learners.  (Specific implies observable, appropriate, measurable, systematic.)

Potential Benefit : A teacher who thinks about and describes specifically what he/she wants students to be able to do is more likely to select activities, materials, methods and assessments that target those objectives.

5a.        Specifies how goals, objectives, content, activities, materials and/or methods are appropriate for the age/grade/ability and real life situations of the learners. (Required for levels 2,3,4)

Describe how activities or content are made appropriate for this unique group of students.

5b.       Specifies the sequence of activities within the SPAR unit, the sequence of units within the SPAR unit, and/or the SPAR strand within the course of study. (Required for levels 2,3,4)

What is the order of activities in this SPAR, or what is the order of units within the SPAR or course?

5c.       Describe the appropriate combination of cognitive, affective, psychomotor, aesthetic and/or psychosocial domains present in the objectives or activities which lead to the goal. (Required for levels 3,4)

                        Cognitive - A goal from any level of Bloom's Taxonomy

                        Affective - A goal that reflects feelings or emotions

                        Psychomotor - A goal that addresses motor skills

                        Aesthetic - A goal that reflects senses/appreciation

                        Psychosocial - A goal referring to social interactions

5d.       Specifies how students make connection between the SPAR unit and their real life situations. (Required for levels 3,4)

How does what you're doing relate to students' real lives?

6.         Indicator:  Plans for integrated instruction across the curriculum.

Intent:   To determine how well the teacher's plan for instruction allows for the application of concepts or strategies across two or more fields of study or within a field of study (for example: social studies may make connections between geography, history and economics; English may include connections between reading listening, speaking and writing). This focuses on the teacher's capacity to help students generalize and transfer learning outcomes to a variety of settings.

Potential Benefit:   This helps provide meaning to the learning process and supports the current District Mission and Goals statement that curriculum should be integrated. 

6a.       Plans for students to respond in formats more typically used in or associated with other content area(s) and meets objectives of more than one content area.   (Required for levels 2,3,4)

Describe formats/curriculum areas other than those typical of the SPAR/content that will be addressed in this SPAR.  (For example; if this is a “Math” SPAR, how will you include other curriculum areas?)  Write age appropriate objectives from other content areas that students will meet during this SPAR.  (Recommend 3 responses)

7.         Indicator: Describes collaboration involved in the planning and/or implementation of the unit.

Intent: To determine how the teacher uses a variety of resource people in planning a unit.  Collaboration can be with department or grade level colleagues, other district educators and/or non-district resource people.

Potential Benefit: Provides a broader range of sources of information and awareness of the variety of instructional options available to the teacher.

             LEVEL II CHOOSE 1 OF 7A - 7B

                     LEVELS III AND IV MUST COMPLETE BOTH 7A AND 7B  

7a.       Obtains materials or ideas from other  educators or community resources, or makes arrangements for guest speakers, field trips or volunteers. (Choice for level 2, required for levels 3,4)

Where and/or from whom did you get materials and/or ideas for this SPAR?

7b.       Collaborates for the full duration of the SPAR in a significant or substantial way on planning

            presentation and/or interdisciplinary studies with another educator or community resource . 

            (Choice for  level 2, required for levels 3, 4)          

                        Present a brief description of collaboration at the Reporting Phase.

STOP!! You have finished the Planning Phase section of the worksheet.  Please scroll down to the bottom of the worksheet and click the "submit" button. 

Implementation Phase

  DESCRIPTORS 8A - 8D ARE COMPLETED BY THE PFEs WHEN THEY OBSERVE THE TEACHER IN THE CLASSROOM.

8.         Demonstrates Implementation of Plan. (narratives).

Intent:   To determine, by means of an unannounced classroom observation, that the SPAR plan is implemented.

Potential Benefit:   Teachers who demonstrate the teaching methods, use of materials, and forms of student engagement and interaction specified in the plan are showing progress toward the stated objectives and goal .

8a.       PFEs observe evidence of method(s) specified in plan . (Required for levels 2,3,4)

8b.       PFEs observe evidence of appropriate and beneficial use of material(s) specified in plan. (Required for levels 2,3,4)

8c.       PFEs observe students engaged in activity(ies) that lead to accomplishment of objective(s) or goal(s).   (Required for levels 2,3,4)

8d.       PFEs observe evidence of the teacher's accommodation of students' varied skills, modalities, learning styles and/or special needs. (Required for levels 2,3,4)

Reporting Phase

9.         Indicator:  Describes assessment procedures and analyzes student progress toward unit goal(s).

Intent :  To encourage teachers to examine student progress in a systematic way, using preassessment, on-going (formative), and summative evaluation techniques and strategies .

Potential Benefit :  Using objective evaluative information to characterize student progress is a useful guide in decision making regarding attainment of goals . 

9a.       Presents and describes samples of assessment instruments and student work. (Required for levels 2,3,4)

You need to present samples of your pre and post assessments, whatever form they took.  Examples might include KWL charts, pre and post SPAR discussions, surveys, rubrics, or inventories.  You should  also be prepared to show samples of student work completed during the SPAR.  (The written portion of this question will be a narrative description of your pre and post assessments and student work.  No results will be recorded as a part of this question.)

9b.       Presents and describes results of the pre-assessment of the goal(s) as related to individual student performance and general class performance (Required for levels 2,3,4)

You need to show the results of the pre assessment and describe what these results mean in relation to your stated goal.  You must include individual as well as general class achievement.  You may use percentages, range of scores, number of students receiving grades of A-F, or similar methods to describe the results.

9c.       Presents and documents results of the post-assessment of the goal(s) as related to individual student performance and general class  performance. (Required for levels 2,3,4)

You will need to use the same process as in 9b using your post assessment.  Remember to include    both individual and group results

9d.       Reviews and analyzes target group progress toward the stated goal(s) (Required for levels 2,3,4)

Compare your pre and post assessment results and analyze the data to explain how well your students progressed toward your stated SPAR goal.  You might mention certain individuals who made particularly good progress, give percentages, or use some similar method(s) to characterize your data.

9e.  Teacher analyzes and evaluates a process or instrument used in assessment of the SPAR unit of study.  (Required for levels 2,3,4)

Select a process or instrument used for assessment and evaluate its effectiveness.  Would you use it again?  Would you change it in some way?  Explain why.

10.  Indicator: Accommodation of learner abilities, styles and rates of learning.

 Intent:  To determine ways the teacher demonstrates knowledge of student characteristics that may influence their success.  This focuses on the teacher's capacity to adjust instruction so that it is sensitive to individual student needs.

 Potential Benefit: Teachers who accommodate student learning to this degree will increase the learner's opportunities for understanding, internalizing and applying the material covered .

 10a .     Describes modifications to instruction based on assessment of students' prior knowledge, skill, attitudes, interests and/or behaviors stated in SPAR outcomes and goals . (Required for levels 2,3,4)

What changes did you make in your instruction or SPAR plan after analyzing the results of the pre-assessment?

10b.      Describes differentiation of instruction and/or assignments to accommodate  rate of learning, such as remedial and enrichment opportunities, aside from differences in quantity of assignments.  (Required for levels 2,3,4)

How did you make allowances for those who learned more slowly and for those who learned more quickly? What remedial and enrichment opportunities did you offer during this SPAR?  What accommodations and modifications to instruction did you make for the students you listed in your target group?  You may also refer to question 3d in the Planning Phase.

10c.     Describes alternative presentation methods used to account for different learning styles, including sensory modalities and interaction styles . (Required for levels 3,4)

During the presentation of your SPAR, how did you accommodate for different learning styles?

10d .     Describes additional alternative presentation methods used after the post test to bring lower performing students into more acceptable levels of growth. 

 (If stated achievement goals in section A are not met, this item is an optional item for levels 2,3.  This item is required for level 4)

What additional/modified instruction did you provide after the post test for students who performed poorly on the post test?  What changes in their performance resulted from the extra/changed instruction after the post test?  Analyze the data from post tests they have taken after this instruction and compare it to the first pre and post test scores.  Show samples of the post tests, completed by students, that provide this data.

11.        Indicator: Evaluates teaching performance and draws conclusions regarding learner outcomes.

 Intent :  To encourage teachers to evaluate the factors present in the student population, instructional approach and assessment processes or instruments that may contribute to student performance.

 Potential Benefit:  Identifying factors, including assessment, that contribute to effective instruction will lead to reinforcement, enhancement or modification of those factors in a systematic way. 

11a .     Teacher reviews and analyzes strategies used to improve student learning . (Required for levels 2,3,4 )

What strategies did you find to be effective?  Why?  Were there any which weren't effective?  Why?  What will you do differently in this SPAR unit if you teach it again?

11b.      Teacher reviews and analyzes variables affecting student outcomes. (Required for levels 2,3,4 )

What happened that affected the outcome of this SPAR unit which you had not considered?  These may have had positive or negative affects.

11c.     Teacher reviews and analyzes accomplishment of relevant goals as stated in the Arizona State Standards.  (Required for levels 2,3,4)  

Describe the ways in which students met the goals you outlined in section C of your Planning Phase for this SPAR unit.  You may wish to list specific activities and instruction that relate to each of the standards.

 LEVEL 3 CHOOSE 1 OF 11D - 11H

LEVEL 4 CHOOSE 3 OF 11D - 11H

11d.     Teacher reviews and analyzes data from student evaluations of overall teacher performance during the SPAR. (Choice for levels 3,4)

Students evaluate the teacher - You must select an instrument that allows your students to evaluate your overall performance as a teacher during the SPAR unit.  Give the instrument to your students to complete, and then analyze the results.  Submit samples of student responses on this instrument and a tally/analysis of student responses at Reporting Phase.

11e .     Teacher reviews and analyzes student evaluation of SPAR unit and/or student self evaluation of outcomes.  (Choice for levels 3,4)

Students analyze the SPAR unit - Analyze your students' evaluations of the SPAR unit, or their self-reflection of their own growth during the SPAR unit.  This question relates directly to 1D of your Planning Phase.  Submit a tally/analysis and samples of student responses at the Reporting Phase.

11f.      Teacher reviews and analyzes SPAR unit's value to students. (Choice for levels 3,4)

What was the value of this SPAR unit for your students in addition to the stated goal?  What did your students get out of this SPAR unit that you may not have planned?

11g.     Teacher describes the elements of the SPAR process that will carry forward into teaching practice and/or student learning . (Choice for levels 3,4 )

What elements of the SPAR process do you find valuable, which you will use in other SPAR units or areas of instruction?  Examples of SPAR elements might include pre and post assessment of a stated goal, student empowerment, integration of various content areas, etc.  (This question is not asking about the SPAR unit you just completed, but rather the SPAR process in general).

11h.     Teacher reviews and analyzes instructional, content or process strand for this year.   (Choice for levels 3,4)

How has this SPAR unit been a valuable element of your course-long strand?  Level 4 teachers refer to section B of your Planning Phase for your strand statement.