G	AINING
R	EAL
O	UTCOMES
W	ITH
T	EACHING
H	ABITS
A Self-Assessment of Oklahoma CareerTech - Entry Level Teacher Duties/Tasks
(Developing An Induction Plan)

Table of contents

	Page
Introduction	3
GROWTH Assessment Tool (GAT) · GAT Instructions · GAT Response Terms · GAT Duty/Task Scoring Rubric	3 3 3 4
Duty A: Develops Relationships with Business/Industry and Community	5
Duty B: Develops Course Curriculum	6
Duty C: Promotes the Education/Training Program	7
Duty D: Prepares for Instruction	8
Duty E: Facilitates Instruction	9
Duty F: Manages a Learning Climate	10
Duty G: Assess Student Performance	11
Duty H: Advises Students	12
Duty I: Manages Tools, Equipment, Supplies, and Materials	13
Duty J: Supports Student Organizations and Activities	14
Duty K: Maintains Course Effectiveness	15
Duty L: Performs Teaching-Related Activities	16
GAT Score Chart Summary	17
GAT Duty Scoring Rubric	18
GAT “Growth” Chart	21
New Teacher Induction Form	22
Log of Secondary Meetings and/or Observations	25
Log of Teacher Workshops and Mini-Conferences Attended	27
Products Developed to Bank into Course Work	27

Introduction

Professional development is no longer something done to a teacher but rather by a teacher. Renewal must come from within. By setting optimal standards and reflecting upon your accomplishments, you will be able to continually assess your performance gaps and set new professional development goals to stay on the cutting edge of reform and technology. This is not to say that your professional growth should be done in isolation. Quite the contrary, even though this is a self-assessment tool and you, as an individual, must exercise the intrinsic motivation needed to start your own professional development efforts. You then must continually coordinate those efforts and their planning with your administrators.

After performing comprehensive competency studies on the state and national levels concerning the duties/tasks required of a master career and technology education (CTE) teacher, we have developed an Oklahoma CareerTech New Teacher Duty/Task list that includes 13 duties and outcomes, and 132 tasks. This duty/task list has been validated and cross-walked by Oklahoma Master Teachers to the latest educational reform studies, such as School-to-Work, High Schools That Work, the National Board for Professional Teaching Standards, and the ISTE Foundation Standards in Technology. We hope they prove valuable to you.

High-performance professional development is linked to personal goals and the mission of the school.

Resource: National Staff Development Council

GROWTH Assessment Tool (GAT)

New Teacher duties/tasks have been put together in a self-assessment tool that is designed to measure a teacher’s growth toward developing and implementing effective teaching habits in his/her daily routine. We call the assessment tool GROWTH. GROWTH is an acronym for Gaining Real Outcomes With Teaching Habits. The GROWTH assessment tool (GAT) is so named because it can be used to both benchmark and periodically assess a teacher’s professional growth in effective teaching strategies and activities. The GAT can also be used by individual teachers and/or administrators to help the teachers achieve effective personal and classroom outcomes via the teacher’s development of effective teaching practices by using an Induction Plan that is supported by the local instructional leader, mentor and teacher education representative.

Teachers

By using the GAT, you can measure where you are in the process of implementing successful teaching habits in your classroom. The results then can be used to help identify certain professional development areas where you are competent and other areas where you may need additional professional development opportunities.

GAT Instructions

So that you can gain the most growth with this tool, your responses should be a genuine reflection of your daily interactions with students and colleagues. As you complete each duty segment, that segment’s total score should be calculated and that score recorded on the GAT Summary Chart (page 19). Instructions are given for completing duty segments, the summary chart, and an Induction Plan.

GAT Response Terms

For the GAT duty/task items, the following response terms are offered to best indicate both the degree of understanding and the intensity that you involve/use that activity in your daily work.

· Low – I am aware of this activity but seldom use it.

· Some – I have a basic understanding of this activity and sometimes use it.

· Above average – I have a good understanding of this activity and routinely use it.

· High – I have a thorough and complete understanding of this activity and use it in everyday practice.

GAT Duty/Task Scoring Rubric

The GAT duty/task scoring rubric is used to interpret the score for each duty. The rubric levels describe the teacher’s level of growth (competency) within the various duties they perform as a CareerTech Educator.

Score Level of Competency

26 to 30 In full bloom – radiant in competence and leading the way

16 to 25 Budding out – maturing in growth and starting to blossom

6 to 15 Sprouting – breaking ground and off to a good start

0 to 5 Germinating – needs some help to take hold and sprout

GAT Scoring Assistant

Use the GAT scoring assistant (Attachment A) to figure each sub-total score for each response column for each duty.

Duty A: Develops Relationships with Business/Industry and Community

Outcome: To allow students from my program to be better prepared for the workplace.

For each GAT duty/task item, please check the box that best indicates both your degree of understanding and the intensity that you involve/use that activity in your daily work.

· Low – I am aware of this activity but seldom use it.

· Some – I have a basic understanding of this activity and sometimes use it.

· Above average – I have a good understanding of this activity and routinely use it.

· High – I have a thorough and complete understanding of this activity and use it in everyday practice.

Directions: Place a check in the appropriate column.	Low	Some	Above Average	High
I identify and organize an appropriate and diverse advisory committee, including all stakeholders, i.e., business/industry, labor, community, academic, parents, and special populations.
I involve community and business/industry representatives as program resources, including meeting the needs of special populations.
I enhance curriculum to provide current and relevant workplace applications, technologies, and labor market trends.
I uses technology to access business resources, i.e., Internet, videoconferencing, satellite connections, e-mail, etc.
I obtain follow-up information on former students.
Subtotal the number of acheckmarks for each column.	aTotal	aTotal	aTotal	aTotal

Using the GAT Scoring Assistant Chart (Page __________), determine the final score for each column and insert in the subtotal column below.

Using the GAT Scoring Assistant Chart

A. Using the horizontal scale at the top of the chart (Subtotal Numbers of GAT Items), find the acheckmark subtotal for your column.

B. Using the vertical scale on the left side (Weight), find the appropriate weight row as indicated in the WEIGHT line for your column.

C. Put the number generated from the chart in the subtotal box for your column.

WEIGHT	NONE	M	W	Z
Subtotal	0

Duty A: Develops Relationships with Business/Industry and Community

Total Professional Score

(sum of subtotals)

Duty B: Develops Course Curriculum

Outcome: To implement a system of relevant and rigorous curriculum to adequately prepare students for their many roles in today’s society.

For each GAT duty/task item, please check the box that best indicates both your degree of understanding and the intensity that you involve/use that activity in your daily work.

· Low – I am aware of this activity but seldom use it.

· Some – I have a basic understanding of this activity and sometimes use it.

· Above average – I have a good understanding of this activity and routinely use it.

· High – I have a thorough and complete understanding of this activity and use it in everyday practice.

Directions: Place a check in the appropriate column.		Low	Some		Above Average		High
I develop and/or use relevant and rigorous performance objectives and course learning outcomes based upon appropriate skill standards.
I develop and maintain a course outline and syllabus to align with program objectives.
I obtain course and curriculum approval(s) at the local and state level, as appropriate.
I infuse general industry knowledge, employability skills, workplace applications, and all aspects of the industry throughout all the curriculum.
I develop a well-defined grading policy and patterns that are communicated and based on identified criteria.
I select appropriate, current, and technology-based materials and resources.
I develop effective course evaluation strategies and processes.
I use curriculum, materials, and resources that are culturally sensitive and free from gender bias.
I comply with copyright laws.
Subtotal the number of acheckmarks for each column.		aTotal	aTotal		aTotal		aTotal
WEIGHT	N0NE			F		P		U
Subtotal	0

Duty B: Develops Course Curriculum

Total Professional Score

(sum of subtotals)

Duty C: Promotes the Education/Training Program

Outcome: To promote my program as an effective resource of skilled workers. To ensure that my program is viewed as an effective resource for preparing a skilled workforce.

For each GAT duty/task item, please check the box that best indicates both your degree of understanding and the intensity that you involve/use that activity in your daily work.

· Low – I am aware of this activity but seldom use it.

· Some – I have a basic understanding of this activity and sometimes use it.

· Above average – I have a good understanding of this activity and routinely use it.

· High – I have a thorough and complete understanding of this activity and use it in everyday practice.

Directions: Place a check in the appropriate column.	Low	Some	Above Average	High
I promote my program effectively, i.e., open houses, program tours, etc.
I network at every possible opportunity, i.e., elected officials, administrators, colleagues, parents, and families, about the program.