THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES.

IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).

Resident Educator: Mentor: Program Coordinator: Date:
PURPOSE The Year 2 Formative Progress Review provides an opportunity for Resident Educators (RE), mentors and program coordinators to
synthesize evidence of practice, reflect on communication and professional growth, and assess REs readiness to prepare for and take the
Resident Educator Summative Assessment in Year 3.

NOTE Before beginning the Year 2 FPR, REs and mentors should carefully read all prompts. Note that the optional Prompt # 2 (lesson analysis)
is part of the required Prompt # 1 (instructional cycle). Therefore, if REs choose to complete Prompt # 2, they will need to plan for videotaping
the lesson in advance of teaching the lesson.

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PROMPT # 1: INSTRUCTIONAL CYCLE (REQUIRED)
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RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW TEMPLATE
THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).
RE

This prompt requires REs to demonstrate an understanding of the connections among processes used within an
instructional cycle.
Identify an instructional cycle and one lesson from that cycle that you are teaching or have taught this year. Respond
to the questions below in 3-5 double-spaced pages.
a) List the student learning outcomes for the instructional cycle and for the lesson. - Understand that in order to
compare two fractions, students must reason about the size of unit fractions shown by the denominators
and number of parts shown in the numerator in each fraction. - Analyze the numerators and denominators in
fractions to be compared to determine if the fractions have the same numerators or denominators. -
Explain why one fraction is smaller or larger when comparing two fractions using models or number lines.

b) Explain how the learning outcomes for the lesson and the instructional cycle are connected. Students will apply
their understanding of fractions to compare two fractions. They will use fraction models and number lines to help
them reason about the size of unit fractions. Students will apply this understanding to solve problems that involve
comparing fractions and explain why one fraction is larger or smaller.

c) Describe how the instructional strategies you used in the lesson helped students link their prior learning to new
learning. Students are given the chance to show an understanding of the meaning of fractions. Students will
identify fractions that are represented by a model and a number line. Students will show their understanding
that the size of a fractional part is relative to the size of the whole. Students will show that they can identify
equivalent fractions and explain why they are equivalent.

d) Identify 2 students in your class who represent 2 different performance levels. Describe how you formatively
assessed the progress of each of those 2 students toward achieving the learning outcomes for the lesson. Include
at least one student work sample or artifact from each student as evidence of his/her learning. (The student work
samples or artifacts do not count as part of the 3 5 page response.). Michaela has a good understanding of
fractions and how to compare parts of the whole. Caiden seems to struggle with everything we have done with
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THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).

PROMPT # 2: LESSON ANALYSIS (OPTIONAL)

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THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).
RE

This prompt provides REs with the opportunity to engage in further analysis of their teaching by arranging to videotape
and analyze a lesson from the instructional cycle.

Before videotaping, REs must obtain appropriate permission (per their district or school policy) from students parents
or guardians and from any adults who appear in the video. REs may adjust the camera angle to exclude individuals
who did not grant videotaping permission.

Videotape a lesson from your instructional cycle in Prompt # 1. Analyze a 15-20 minute segment of the lesson by
reviewing it and responding to the questions below in 3-5 double spaced pages.

a) How did you communicate the student learning outcomes for this lesson to the students?
b) Using the student learning outcomes as a measure, on what skills and understandings did students perform well?
For which do they need more instruction or practice?
c) Identify at least 2 segments in the video in which you demonstrate mutual respect for and rapport with all
students.
d) Describe the feedback you provided to all students during the lesson.
e) What opportunities did you provide to students during the lesson to respond to your feedback?
f) Based on your formative assessment of all students progress, how did you modify or differentiate instruction in
that lesson
or in future lessons within the instructional cycle?
g) Explain how the lesson reflected academic rigor and required all students to demonstrate higher-order thinking
skills.

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THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).
PROMPT # 3: COMMUNICATION (REQUIRED)
Role
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THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).
RE

This prompt requires REs to describe their use of communication to form partnerships with families and caregivers to
support student learning.

Provide 2 - 3 communication strategies you used to enhance family and caregivers understanding of their childs
learning goals and their childs progression toward those goals.

a) Describe the communication strategies you used.

Communication was one of my goals from last year. Because it was something that I knew was a weak area I made an effort
to provide multiple kinds of communication for the families of my students. I provided a handbook to each student at the
beginning of the year stating all of my classroom rules and polices. Every other week I sent home a newsletter letting
families know what we have been doing in class as well as any up coming events. I also provided a blog for parents where
once or twice a month where I would post information about class work, parents could also use this to ask questions. I also
provided a planner on my home page that was updated weekly, and my home page was updated to match new skills.

b) Explain why you chose the strategies. You may wish to include how feedback you received from families and
caregivers informed the strategies you used.
I wanted to provide the families with multiple ways of accessing information about what we are doing in
class. The handbook was my way of giving parents up front information about how the class would be run;
this gave them a chance to ask questions at the beginning of the year. Information in the handbook was not
changed all year, those procedures stayed consistent. At the beginning of the year I sent out a survey asking
parents and students what form they would like to receive information, most of the parents said that they
would like e-mail but a few months into me sending e-mails out the parents then wanted hard copies sent
home so that is what I provided.

c) Describe how the strategies provided opportunities for family and caregiver involvement and how they
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THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).
PROMPT # 4: PROFESSIONAL GROWTH & COLLABORATION (REQUIRED)
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THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).
RE

This prompt requires REs to explain how they have engaged in professional development and collaboration to enhance
their instructional practice.

Describe two relevant examples of job-embedded professional development you have participated in within the past two
years. Include a description of the new learning you experienced as a result of the collaboration and how you applied the
new learning in your classroom. You may include collaboration with your mentor as one example. To respond to this
question, you may choose to compose a narrative in 1 2 double spaced typed pages or complete the chart below.
Description of Collaboration Activity Purpose of Collaboration Description of New Learning and Application of New
Learning in the Classroom

Although I have not done much professional development over this past year, I have spent the two years prior working on my
masters (which I finished last May), as well as finishing my fip training and going to meetings with the other blended classroom
teachers to work on developing the program.

While working on my masters I learned a lot about gifted students and ways to help grow them and teach them to become self
learners. One of the things that I learned students need to work at their own pace and at their own level. Keeping this in
mind this year I developed a reading and writing workshop. The idea of the reading and writing workshop (I chose to develop
my language arts first because it was my weak area last year)is a simple way to let students work at their own level and still
receive direct instruction. Within the reading workshop students receive a group skills lesson, this lesson can take anywhere
from 15 to 60 minutes. Once the students have received direct instruction on the skill they then use what they have learned
to work through leveled centers. Students also get a chance to work with me in a small group setting once a week, and they
get an individual conference twice a nine weeks. All centers are leveled so students can work on skills within the realm of
what they can do, then they can also try the activity at the next level up. Many of my students have taken this to the next
stage where they are now working on the skills within their lit circles and in their daily life.

Writing workshop works in the same way that reading workshop does. The first nine weeks we spent much of our time learning
about the writing process and practicing many of the skills that it takes to be a good writer. After the students have shown
mastery of what they have learned we then moved into developing our writing skills. Students now spend an entire nine
weeks on one writing piece. The piece is graded multiple times where I look for each of the 6 writing traits. The students
peer edit and conference with those in the class that can help them become better writers. They get constant feedback from
me and their peers about their writing. When they turn in their final piece it is something that they are proud of and they
take full ownership of what has become of their writing and how knowing and understanding how to write a good piece can
also help strengthen their skills as a reader.

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THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).
RE
Please check the box if all Year 2 Resident Educator Program tools and processes have been completed.

PROMPT # 1: COLLABORATIVE INQUIRY (REQUIRED)
Role
Mentor

This prompt requires mentors to develop questions for the RE that engage him/her into deeper analysis of his/her
responses to the FPR prompts. Mentors may create questions of their own or use the suggested question stems
provided in the text box below.

Review the REs responses to the prompts to which he/she has responded. Then, develop one question for each
statement below (for a total of 3 - 4 questions) that you will ask in a follow-up collaborative conversation with the
RE that will allow him/her to demonstrate understanding of the following practices:
a) Instructional Cycle Reflection (Prompt # 1): The relationship among student learning outcomes, instructional
strategies, and summative assessment in an instructional cycle
b) Lesson Analysis (Prompt # 2 if chosen by the RE): The relationship among student learning outcomes,
formative assessment of student progress, and feedback in a lesson analysis
c) Communication (Prompt # 3): The relationship among communication strategies, family/caregiver
engagement, and support of student learning
d) Professional Growth and Collaboration (Prompt # 4): The relationship among professional development,
new learning, and change in teaching practice
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THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).

Mentor
Please check the box if all Year 2 Resident Educator Program tools and processes have been completed.
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THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).

11
THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).

12
THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).

13
THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).

14
THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).

15
THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).

16
THIS RESIDENT EDUCATOR YEAR 2 FORMATIVE PROGRESS REVIEW IS NOT TO BE USED FOR EVALUATIVE PURPOSES. IT IS THE PROPERTY
OF THE RESIDENT EDUCATOR AND SHOULD NOT BE SUBMITTED TO ODE. THIS DOCUMENT WAS DEVELOPED BY THE OHIO DEPARTMENT OF
EDUCATION AND ADAPTED FROM THE RESA HANDBOOK AUTHORED BY THE STANFORD CENTER FOR ASSESSMENT, LEARNING AND EQUITY
(SCALE).

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