Involvement, Timeliness, and Communication Plan
Teacher Involvement
I will complete all grading in a timely manner, as to inform students of their grade along with applicable feedback shortly after the assessment is completed and to use the grades and accompanying assessment data to guide the direction of future instruction. To keep grades organized and readily accessible, I will use a grade book. In my grade record book, I will separately record attendance, scores, and a running total as described by Wong. (2009, p 140-143) Using a three-lined attendance and grade record book, will provide me with organized and updated information on all students at all times. I agree with Wong that it important to make note of attendance in the grade book, especially unexcused absences, which will not release a student's responsibility for any missed work and assignments. (p. 141) Grades will be given separately for each academic expectations and for behavior exceptions. The final grade will be based upon the 4 Point grading scale and only grades for assessments directly tied to learning targets and standards will be used (ie. behavioral grades or attendance will not affected or influence the academic grade).
Student Involvement
Grades become a motivator towards student success, when students understand they are earning the grade; grades are not simply given by the teacher, they are earned by the students. Students are able to take action in their learning through self-improvement and self-monitoring. With the ability to easily access grades and progress towards mastery, students take the lead in their own learning and have to opportunity to work towards improvement and achievement, along side of teachers and other stakeholders, who provide learning support along the way.
Once students receive a graded assessment along with feedback, they will always be welcome to ask me questions for clarification on the grading or the feedback. I will be willing to work with any student, who can provide a meaningful reason why they should be permitted to re-do an assessment. If the student is able to provide sufficient reasoning for a retake, I will allow the student the opportunity to re-do the assessment.
At times, students will have the opportunity to grade themselves and reflect upon their learning. This will provide the student will valuable insight and myself as the teacher with a better understanding of each student's response and connection to their learning.
Individual student-teacher conferences on a monthly basis will allow a quick time for me to check in with students to review their grades and progress. Students may ask questions based on grades and their classroom performance at this time. This time will also allow me to have a conversation with each student and provide direct, verbal feedback and encouragement.
Once students receive a graded assessment along with feedback, they will always be welcome to ask me questions for clarification on the grading or the feedback. I will be willing to work with any student, who can provide a meaningful reason why they should be permitted to re-do an assessment. If the student is able to provide sufficient reasoning for a retake, I will allow the student the opportunity to re-do the assessment.
At times, students will have the opportunity to grade themselves and reflect upon their learning. This will provide the student will valuable insight and myself as the teacher with a better understanding of each student's response and connection to their learning.
Individual student-teacher conferences on a monthly basis will allow a quick time for me to check in with students to review their grades and progress. Students may ask questions based on grades and their classroom performance at this time. This time will also allow me to have a conversation with each student and provide direct, verbal feedback and encouragement.
Communication with Stakeholders
I want to make students' grade easily accessible to their parents, the principal, and other key stakeholders. Using an online grade book along with a backup hard copy, will allow me to easily grant access to a student's grades to parents or other key stakeholders. I will keep grades up-to-date so students and their parents will have a current view of all grades.
Grade informational along with associated data can also be shared within a Professional Learning Community (PLC). These groups aim to form collaborations among grade level teachers, who share a similar vision. (Teague & Anfara, 2012) With a PLC group, I will be able to share trends and information I have gathered from the grades of my students. A PLC group is focused on results, looking for ways to cultivate and support student learning. Grades from my students will provide me with evidence of the success and/or struggles I encounter in the classroom. With this information, I will be able to seek advice from other teachers and share what has successfully worked in my classroom with others. It is important to note that I will only share grades anonymously in a PLC group. Grades that are used as evidence will not be directly connected to an individual student to retain the privacy of the student.
Grade informational along with associated data can also be shared within a Professional Learning Community (PLC). These groups aim to form collaborations among grade level teachers, who share a similar vision. (Teague & Anfara, 2012) With a PLC group, I will be able to share trends and information I have gathered from the grades of my students. A PLC group is focused on results, looking for ways to cultivate and support student learning. Grades from my students will provide me with evidence of the success and/or struggles I encounter in the classroom. With this information, I will be able to seek advice from other teachers and share what has successfully worked in my classroom with others. It is important to note that I will only share grades anonymously in a PLC group. Grades that are used as evidence will not be directly connected to an individual student to retain the privacy of the student.