Melrose Public Schools
SAMPLE Artifact Packet
2012-2013
Elementary School Level
This packet is intended to provide educators with a sample or model of artifacts and cover sheets that are to be submitted
prior to a Formative Assessment (Mid Cycle) or Summative Evaluation (end of cycle).
These samples are in no way intended to limit the thinking and submission of artifacts to only those included in this packet. In
fact, educators themselves will likely have far more effective and powerful artifacts that will serve as evidence of educator
performance.
Please keep in mind:
Evidence towards evaluation is collected in the following ways:
o Artifacts submitted by the educator (the samples in this packet)
o Observations in the classroom by evaluators
o Observation of educators outside the classroom, in meetings, events, etc. by evaluators
Artifacts CAN and SHOULD cover multiple areas. Think of artifacts that support goals and multiple standards within the
educator rubric.
Artifacts MUST be submitted to evaluators in the following areas:
o Artifacts supporting progress towards goals
 Student Learning Goal
 Professional Practice Goal
 If goal completion cannot yet be measured, artifacts should provide evidence of action item
completion and their effectiveness. (Did you do what you said you were going to do?)
o Artifacts supporting Standards III and IV
 Family & Community Engagement
 Professional Culture
 While these can be observed by an evaluator, it is assumed that the educator will need to provide the
evidence of these.
Artifacts CAN be submitted to evaluators that support Standard I and II
o It is assumed that the evaluator has observed elements from:
 Standard I – Curriculum, Planning and Assessment
 Standard II – Teaching All Students
 However, artifacts from goals and supporting Standards III and IV will likely also support parts of
Standards I and II
Artifacts must be submitted using an Artifact Cover Sheet. There are several options however the newest version being
circulated by evaluators is simple and straightforward.
The next page lists some possible options for artifacts.
Additional resources for Artifact Collection and Submission can be found on the DESE website at the following link:
http://www.doe.mass.edu/edeval/training/teachers/Workshop4-Handout.pdf
The remainder of this packet includes 6 SAMPLE artifacts that could be submitted. Each is preceded by an Artifact
Cover Page, where the educator can explain the artifact and how it supports their Goals and Performance on the
Standards in the rubric. The artifact description can be written in two ways, linear with each standard or goal
connection explicit, or in narrative paragraph form. Both are used in these samples
Possible Artifacts
Standard I – Curriculum, Planning and Assessment
Examples of lesson plans and/or unit plans
Examples or explanations of the resources used for the unit /lesson
Descriptions of strategies used to construct a positive learning environment
Formative and summative assessments
Standard II – Teaching All Students
Examples or explanations of culturally appropriate instructional materials
Descriptions of instructional strategies used and how they address diverse student learning needs
Examples of differentiated instruction
Standard III - Family and community engagement
Evidence of active outreach and on‐going engagement with families.
Participation in parent‐teacher conferences.
Participation in IEP or 504 Plan conferences.
Communications with parents/caregivers via phone calls, meetings, email, etc.
Notification to parents/caregivers about student successes and/or areas of concern.
Assistance to parents/caregivers about homework or other guidance in assisting their child(ren).
Other evidence of impact or actions taken appropriate to the role and responsibility of the educator.
Feedback from parents.
Standard IV – professional responsibilities and growth and contributions to professional culture
self‐assessment
peer collaboration
professional development linked to goals and educator plans
Participating actively in grade level or subject teams.
Conducting model lessons within the classroom.
Producing materials, lessons or activities resulting from district/school professional development.
Developing curriculum materials.
Creating/leading a parent engagement program.
Serving on a school or district committee.
Attending professional association conferences and meetings.
Serving in a leadership capacity for professional organizations.
Serving on DESE advisory committees.
Supervising a student teacher or administrative intern.
Advising student groups.
Providing professional development programs.
Other evidence of impact or actions taken appropriate to the role and responsibility of the educator.
Artifact Cover Page
Educator Name: _____Sally Sample____________________________________
Submission Date: _____4/10/13____________________
This artifact pertains to the following SMART Goals and/or Standards and Indicators for Effective Teaching
Practice (check all that apply):
Progress toward attaining student learning goal(s)
Progress toward attaining professional practice goal(s)
I. Curriculum, Planning, & Assessment
II. Teaching All Students
III. Family & Community Engagement
IV. Professional Culture
Title of Artifact: _____Weekly Literacy Unit Plan – with intervention_______________
In the box below, briefly explain how this artifact illustrates the above aspects of educator performance:
1) Standard 1 - this is my week long literacy plan for whole group and small group
instruction using Storytown. It also includes intervention work and focused
instruction based on the needs of students as determined by assessment results. I
use a similar plan each week.
2) Standard 2 - The plan includes 60 minutes of differentiated small group
instruction and intervention plans for at risk students.
3) Standard 4 – I develop each week long plan during common planning time with grade
level partners and through consultation with sped staff and tutor.
4) Student learning goal – My student learning goal focuses on improving the reading
fluency of at risk students and this plan illustrates how I build in daily
fluency intervention for my at risk readers.
*Please note if there are portions of the artifact that the evaluator needs to access digitally.
Signature of Educator
Date
Signature of Evaluator
Date
Literacy Block Planner
Grade 2 Theme 2 Lesson 6
Theme: Doing Our Best Lesson: 6 Focus Skill: Make Predictions Focus Strategy: Use Prior Knowledge
Whole Group Instruction: 30 minutes
Day 1
Day 2
Day 3
Day 4
Question of the How do people help each
other?
Day
What do you know about
playing soccer?
How do soccer players work
together as a team?
Whole Class
(8-10 minutes)
Introduce Long Vowel /i/
(p. T30)
Introduce long vowel patterns.
Show words. Read as a group.
Mini-Lesson
Have partners read to each
Word Work and
other.
Review Long Vowel /i/ (p. T42)
Have students recall long vowel
patterns. Class chants the words.
Spelling
Introduce High Frequency Words
(p.T44)
Introduce words. Partner read
selection. Repeat words.
Review Long Vowel /i/ (p. T64) Introduce Inflections (p.T80) Review Inflections (p. T90)
Review “ight.” Have students I do: model two examples.
Review inflectional endings
read list of words. Have
We do: Have students chant, using examples.
and then partner read words.
partners reread words.
Whole Class
(8-10 minutes)
Mini-Lesson
Comprehension
Whole Class
(8-10 minutes)
Mini-Lesson
Vocabulary
What kinds of dreams do you
have about playing sports?
Day 5
What kinds of things do people
dream about doing?
Introduce Make Predictions (p. Introduce Use Prior
T34)
Knowledge (p. T46)
I do: Model aloud how to find Remind students of how to
predictions. Read aloud story. make predictions, i.e. use story
We do: Students should then details and what I know to
predict what will happen.
make predictions.
Review Make Predictions (p.
T68)
Review using selection how to
make predictions. Emphasize
use of story details and what I
know to make predictions.
Review Make Predictions (p.
T84)
I do: Model making prediction
using paired selection.
We do: Stop in the text to ask
students to make a prediction.
Build Robust Vocabulary (p.
T37)
Introduce word. Have students
repeat. Ask students questions
about the word (Use T74 as
alternative to read aloud). Use
think pair shares.
Build Robust Vocabulary (p.
T74)
Use additional prompts to
discuss each word. Use think
pair shares.
Building Robust Vocabulary (p. Build Robust Vocabulary (p.
T85)
T95)
Use additional prompts to
Build word web with students
discuss each word. Use think using one or two words that
pair shares.
students are struggling to
understand.
Build Robust Vocabulary (p.
T59)
Introduce word. Students
repeat word. Ask questions
about words with partners to
review the words.
Review Make Predictions (p.
T94)
We do: Read passage and ask
students to predict at certain
spots. Use think pair shares.
Day 1
On-Level
Students make written
predictions before reading.
Partner read decodable
reader before group.
Day 2
Students make prediction of Students make predictions
the text before reading.
of the text before reading.
Partner read main selection Partners read paired
before group.
selection before group.
Review decodable reader
Focus:
Review predictions students
Comprehension with students. Use dictation
made prior to reading.
and
of words as needed.
Phonics/Fluency
as needed
Students make written
predictions before reading.
Partner read decodable
reader before group.
Day 3
Review predictions students
made prior to reading.
Focus: Focus:
Comprehension
and
Phonics/Fluency
as needed
Review long /i/ sound using
dictation or word building.
Students make written
Review predictions students
prediction before partner
made prior to reading.
reading the leveled readers.
Students partner read
selection before the group.
Review predictions students
made prior to reading.
Day 5
Students make written
Students partner reread
prediction before partner
main selection or other
reading the leveled readers.
selections.
Students partner read selection
before the group.
Review predictions students
made prior to reading.
Review long /i/ sound using
dictation or word building.
Reread decodable reader. Use
Have students make
Have students make
Have students make
dictation or word building of
predictions before reading the predictions before reading the predictions before reading the words.
Strategic
Review
decodable
reader
selection. Use think pair share. paired selection. Use think pair paired selection. Use think pair
Focus:
Comprehension with students. Use dictation Have students partner read 4 share. Have students partner share. Have students partner
and
of words as needed.
pages. Ask students to make read 2 pages. Ask students to read 2 pages. Ask students to
Phonics/Fluency
predictions. Students continue make predictions. Students
make predictions. Students
partner reading on their own or continue partner reading on
continue partner reading on
listen on CD if not able to read. their own or listen on CD if not their own or listen on CD if not
able to read.
able to read.
Students make written
Students make prediction of Students make predictions of Students partner reread
Students partner reread
predictions before reading. the text before reading.
the text before reading.
leveled reader.
main selection or other
Partner read decodable
Partner read main selection
Partners read paired selection
selections.
reader before group.
before group.
before group.
Advanced
Review long /i/ sound using
dictation or word building.
Day 4
Review making predictions
with students.
Review long /i/ sound using
dictation or word building.
Revise and edit one
Written
Responses response from week
Explain a time when you
work together as a team.
What did you accomplish?
Do you think Garrett is a
good brother? Why or why
not? Give at least three
reasons.
Explain the lesson that Mia
learns. Use details from the
story to support your
answer.
Describe how are Mia and
Garret are like D.W. and
Arthur from “Arthur’s
Reading Race.” Use
evidence from the story in
answer.
Intervention Group A: Fluency with
controlled text
Time
Group A: Fluency with
controlled text
Group A: Fluency with
controlled text
Group A: Fluency with
controlled text
Group A: Fluency with
controlled text
before.
Group B: Phonics review of Group B: Phonics review of Group B: Phonics review of Group B: Phonics review of Group B: Phonics review of
blends
blends
blends
blends
2 – 15 min.
blends
sessions
(30 min.)
Artifact Cover Page
Educator Name: ____Sally Sample______________________________________
Submission Date: ____4/10/13_____________________
This artifact pertains to the following SMART Goals and/or Standards and Indicators for Effective Teaching
Practice (check all that apply):
Progress toward attaining student learning goal(s)
Progress toward attaining professional practice goal(s)
I. Curriculum, Planning, & Assessment
II. Teaching All Students
III. Family & Community Engagement
IV. Professional Culture
Title of Artifact: ____ Winter Math Data Meeting Notes and Action Plan____________
In the box below, briefly explain how this artifact illustrates the above aspects of educator performance:
The inferences and next steps were identified after a thorough review and analysis of
the common district winter math assessment. Next steps were developed to address needs
of struggling students and general areas of need as determined by the assessment
results. This process was done in collaboration with my grade level partners and
special education teachers along with the guidance of Dr. Adams and our Principal.
*Please note if there are portions of the artifact that the evaluator needs to access digitally.
Signature of Educator
Date
Signature of Evaluator
Date
WINTER MATH DATA MEETING –
Grade 2
INFERENCES
•Adding and subtracting 2 digit numbers still a struggle
•Fluency with facts still a struggle
•Some struggle with language of word problems
•Spent time on ten frames
•Very visual problems did better
•Haven’t taught repeated addition and arrays
•Students can show multiple way to solve the problems
NEXT STEPS
•Try to decompose numbers
•Mixed review – use math journals to do that
WINTER MATH DATA MEETING –
Grade 2
•Use visual manipulative’s
•Expand use of number line
•Show relationships between
5’s and 10’s
Artifact Cover Page
Educator Name: ___Sally Sample___________________________________
Submission Date: ____4/10/13_____________________
This artifact pertains to the following SMART Goals and/or Standards and Indicators for Effective Teaching
Practice (check all that apply):
Progress toward attaining student learning goal(s)
Progress toward attaining professional practice goal(s)
I. Curriculum, Planning, & Assessment
II. Teaching All Students
III. Family & Community Engagement
IV. Professional Culture
Title of Artifact: ____Author’s Breakfast Invitation for Parents__________________
In the box below, briefly explain how this artifact illustrates the above aspects of educator performance:
1. Standard 1 – This is evidence of how I have planned and implemented the Writing
Curriculum through and effective Writer’s Workshop. The celebration of writing
accomplishments is an important component of the Writer’s Workshop Model.
2. Standard 3- This is evidence of parent outreach by inviting them into the
classroom to celebrate the academic achievement of the students. The event was
well attended and it provided an opportunity for parents to see the growth in
writing for all the students.
3. Professional practice goal – One of my Professional Practice Goal was to learn
about and effectively implement a writer’s workshop. Through ongoing professional
development and self-reflection, I have been successful at implementing this
model resulting in much stronger writers in my class.
*Please note if there are portions of the artifact that the evaluator needs to access digitally.
Signature of Educator
Date
Signature of Evaluator
Date
Artifact Cover Page
Educator Name: ___Sally Sample_________________________________
Submission Date: ____4/10/13_____________________
This artifact pertains to the following SMART Goals and/or Standards and Indicators for Effective Teaching
Practice (check all that apply):
Progress toward attaining student learning goal(s)
Progress toward attaining professional practice goal(s)
I. Curriculum, Planning, & Assessment
II. Teaching All Students
III. Family & Community Engagement
IV. Professional Culture
Title of Artifact: ___PD attended this year and impact on teaching and learning_____
In the box below, briefly explain how this artifact illustrates the above aspects of educator performance:
1. Standard 1- The professional development that I focused on this year has largely
improved my curriculum planning, effective use of assessments, and quality of
teaching. I have had a large focus on effective literacy instruction for Reading and
writing, along with meaningful use of student data.
2. Standard 4- This chart is evidence of my commitment to professional growth and
improvement. I have attended many PD offerings this year the district has offered
and I have also engaged in other activities with my colleagues and by myself that
have resulted in improvements in my practice as a teacher. It is also evidence of my
commitment to collaboration and my team goals.
3. Student Learning Goal – My second grade team set a student learning goal around
improving the reading fluency of the at risk readers. We worked together this year
to improve our planning to include fluency work and we carefully analyzed student
data together to make decisions about how to support struggling readers.
*Please note if there are portions of the artifact that the evaluator needs to access digitally.
Signature of Educator
Date
Signature of Evaluator
Date
Professional Development
2012-2013
Sally Sample
Grade 2 Teacher at McKinley School
Date
8/8/12
8/22/12
PD Activity
Advanced Smart Board
training
8/30/12
DIBELS Next Training
9/15/12
Literacy Data Mtg.
10/2/12
10/10/12
Expository Writing
Grade level Mtg.
10/11/12
11/27/13
Lit. Academy – reciprocal
teaching
Full Day PD on Planning
my Literacy Block
Reading “Integrating Dif.
Inst. And Understanding
by Design” by Tomlinson
and McTighe
Persuasive Writing
12/18/13
Lit. Academy
11/6/12
11/12
Impact on Practice
Using technology for students and myself. Activities like
Google Earth and virtual fieldtrips have been incorporated this
year.
Using the assessment data and progress monitoring almost
daily.
Analyzed student errors and collaboratively designed
intervention plan for at risk readers.
Planning for an expository writing unit later in year
Reviewing literacy data to make decisions on grouping
students for effective differentiated instruction
Implemented approach to have students working more
independently on comprehension skills
Good reminders on how to minimize whole group instruction
and maximize small group instruction.
Read the book over the course of a month with three other
colleagues. We met at the end and shared thoughts and ideas.
It resulted in collaboratively planning the next 3 Literacy units.
Developing ideas on having 2nd grader to write persuasively
and scaffolding the writing to build up to having them write
on different topics.
Reading Fluency workshop – many great ideas on how to
incorporate reading fluency instruction into my whole group
mini lessons and how to use dictation effectively.
More would be continued to the entire year – this is just a
sample
Artifact Cover Page
Educator Name: ______Sally Sample__________________________________
Submission Date: ______4/10/13___________________
This artifact pertains to the following SMART Goals and/or Standards and Indicators for Effective Teaching
Practice (check all that apply):
Progress toward attaining student learning goal(s)
Progress toward attaining professional practice goal(s)
I. Curriculum, Planning, & Assessment
II. Teaching All Students
III. Family & Community Engagement
IV. Professional Culture
Title of Artifact: _______Teacher Website_________________________________
In the box below, briefly explain how this artifact illustrates the above aspects of educator performance:
http://teacherweb.com/HI/KahaluuElementary/Trela/apt32.aspx
*Access my website digitally to see the most current updates
I use my website to communicate to parents the upcoming curriculum and learning
expectations of students. This is evidence of my curriculum planning and instruction. I
update my website every week and it is the main source of parent communication. When I
update it, I send an email to all the parents in my class with the link so they can
quickly and easily access the information. My professional practice goal was to improve
the quality and frequency of parent communication. Attached is a screenshot of my front
page.
*Please note if there are portions of the artifact that the evaluator needs to access digitally.
Signature of Educator
Date
Signature of Evaluator
Date
Artifact Cover Page
Educator Name: _____Sally Sample______________________________________
Submission Date: ____4/10/13_____________________
This artifact pertains to the following SMART Goals and/or Standards and Indicators for Effective Teaching
Practice (check all that apply):
Progress toward attaining student learning goal(s)
Progress toward attaining professional practice goal(s)
I. Curriculum, Planning, & Assessment
II. Teaching All Students
III. Family & Community Engagement
IV. Professional Culture
Title of Artifact: _Outline of Writing Curriculum Plan by Genre and mini lesson focus__
In the box below, briefly explain how this artifact illustrates the above aspects of educator performance:
Outline of writing curriculum for genres with mini lesson focus by unit.
1. Standard 1- This is the outline of how I implemented writer’s workshop this year
that was based on the common core focus on multiple genre writing. It is evidence
of my curriculum planning and alignment to common core writing expectations.
2. Standard 4- In order to implement this new writing instruction I participated in
multiple professional development opportunities over the summer all throughout
the year. I worked closely with my grade level partners and with colleagues in
other buildings during out Grade Level meetings as we review student writing
together and continually revised our approach to teaching writing.
3. Professional practice goal – It was my professional practice goal to learn and
effectively implement a writer’s workshop model with mini lessons that teaches
students to write in different genres. I feel I was very successful in meeting
this goal.
*Please note if there are portions of the artifact that the evaluator needs to access digitally.
Signature of Educator
Date
Signature of Evaluator
Date
Writing Curriculum Outline for 2012-2013
Grade 2 – Sally Sample
September and October
1) Focus: Setup and Launch Writer’s Workshop
a) Minilessons:
i) Gathering Topics
ii) Writing About One Topic
iii) Folders
iv) Getting Ready for Writing
v) Starting a New Story
vi) Voices
vii) Review Writing Routines
viii) Continuing a Story
ix) Stretching out Words
x) Use the Word Wall
xi) Illustrations Match the Text
xii) Details in the Illustrations and Filling the Whole Page
xiii) Labels and Bubbles in the Drawings
xiv) Beginning to Conference
xv) Fancying Up their Writing: Revising
xvi) Fancying Up Your Writing: Editing
xvii)
Making a Cover Page
xviii) Getting Ready for Publication
xix) Writing Celebration
October and November
2) Focus on Personal Narratives
a) Mini lessons
i) Introducing the Trait of Ideas
ii) Discovering a Small Moment: Continuing the Trait of Ideas
iii) Beginning/Middle/End Introducing Trait of Organization
iv) Sketching rather than Drawing
v) Talk before Writing - Continuing the Trait of Ideas: Details
vi) How to Write a Good Story Ending
vii) Introducing the Trait of Voice
viii) Using the Senses to Add Details
ix) Choose a Lesson Based Upon the Needs of Your Students – repeat for 1-2 weeks
x) Starting Sentences with a Variety of Words - Introducing the Trait of Sentence Fluency
xi) Fancying Up their Writing: Revising
xii) Fancying Up Your Writing: Editing
xiii) Getting Ready for Publication
xiv) Writing Celebration
December and January
3) Focus on expository Writing
a) How to Books
b) All About books
i) Mini lessons focusing on Research
February and March
4) Focus on Persuasive Writing
April
5) Poetry
May and June
6) Revisiting different genres of writing and celebrating writing accomplishments