Cycle three of the program is aligned with Domains 1 and 3 as well as the student improvement requirements for DPAS II.  The purpose of the cycle is to develop “assessment literate” teachers who are able to construct and accurately evaluate assessments. It is also the one year requirement for teachers new to the state.  

This cycle is conducted in learning teams consisting of no more than eight teachers. Each site constructs the teams. Once constructed, the members of the team set their meeting dates, locations, and times. During the meetings the team members review the essence of assessment for and of learning and discuss how the two play out in their classrooms. Teachers are required to implement several strategies and indicate the effectiveness of those strategies of student growth. The teams are required to document 30 hours of work for this cycle. Typically, this includes 18 hours devoted to learning team experiences and 12 hours of review time. No less than 15 hours of meeting acceptable. Teachers must attend 90% of the meetings.

Expectations Button for Cycle Requirements
Meeting Schedule Form

Materials Used in This cycle:

Questions- Teachers are not required to “read’ each chapter of the text, but they are expected to complete the linked one page worksheet prior to attending the meeting. 

Chapter Form

Facilitator Handbook - Sites are provided with enough handbooks for each team to use during the process. Each team member of the group is expected to conduct one meeting during the course of study. This guide outlines what may be used to set up the meeting and offers suggestions for conducting the session.  An attendance sheet is included in the materials and should be completed each session and submitted to the person overseeing the team at the site level.

Facilitating a Team Meeting Form
Sign –in Sheet

Video Support Materials- The program includes video sessions that are recommended in the handbook. Each site has copies of the noted videos which can be checked out and used to support discussion during the session. Those electing to use these materials should check them out through the site coordinator.

Procedural Steps
Before the sessions begin the site coordinator will identify the members of the teams and set up and conduct the initial meeting to model the process. He/she will post meeting dates for all teams on designated site. If a team member finds it necessary to miss one meeting, they will have the opportunity to attend the session with another team. The lead mentors may attend meetings throughout the time period, but are not expected to lead the sessions. They are should be available to answer questions related to Assessment for Learning materials and to assist with the planning of a session.    

1. Session One- Teachers should come prepared as directed by the site coordinator. For example, a site may indicate that the teachers need to review Chapter One and complete the designated sheet prior to coming to the initial session.

2. Teams will meet and determine how they will proceed with the next sessions. Teams will identify a location and discuss what chapter(s) they will review before the next session. In addition, the members of the group will select the chapter that he/she will facilitate.

3. Chapters 1, 2, 3, 4,10, and 12 are required for this cycle. Since may be more members on the team than the six noted here, members may select another chapter as their session to facilitate.

4. Teams must establish a communication plan to inform members of the groups and the site coordinator of their meeting times, locations, and dates. Group members may not alter the structure of the teams without the written permission of the site coordinator.

5. Once the above steps are completed, the teams operate on their own schedules until the requirements are met.

Reflection on the Process

Each member of the team is responsible for completing the four reflection questions on the linked sheet. This may be done whenever the teacher feels he/she is ready to construct the response.  A copy of the document should be submitted to the site person overseeing the team.    

Reflection form

Sign Out

Once the team has completed and documented the 30 hours of work (at least 15 of which must be learning team experiences) they will notify the designated person and submit all documents. We encourage participants to keep copies of all work.   

Document Collection

Sites have various ways of collecting documents. However, the collection process must include the chapter set up logs and the reflection sheets. These pieces should be added to the work from cycles one and two. This documentation is to be kept by the teacher for a period of three years.

After the review of the reflection sheets, the designated person will see that the participants are provided with a certificate of completion for cycle three. This certificate should be added to the teacher’s portfolio for mentoring.

What to Place in Your Portfolio

The following should be added to your portfolio at this time:

• Chapter forms for the chapters that your team reviewed
• Documents from the meeting that you facilitated
• Reflection on the process form
• Other information as designated by your site
• Certificate for Completion for Cycle Three

Important Information 
   
*** If a teacher moves to another district/charter school during the period of time when they hold an initial license, he/she will be required to present the specified documents related to each of the three cycles. If the person cannot provide them, he/she may be required to repeat some or all of the cycle.

After the first year of teaching the new teacher’s portfolio should contain copies of his/her summative DPAS II evaluations. Teachers moving from the initial license to a continuing license must have proof of two successful summative evaluations. Failure to have these summative evaluations may result in a required extension of the initial license for the teacher or the inability to secure a continuing license.

Please check with your mentor to verify that you are moving through the correct path of evaluation and that you were provided with a summative evaluation at the end of each of your three years on the initial license. A lesson analysis is not a summative evaluation.  In the event that administration does not provide you with a summative evaluation at the end of the year, you should notify your site coordinator immediately.