Pamela M. Jones, M.S.Ed., MPA

Size: px
Start display at page:

Download "Pamela M. Jones, M.S.Ed., MPA"

Transcription

1 Ensuring African American Students Get the Education They Deserve: Exploring Differentiated Instruction as One Viable Approach to Combat One-Size-Fits-All Education September 22 nd, 2011 Pamela M. Jones, M.S.Ed., MPA Advisor & Instructor Bank Street College of Education

2 Introduction As a result of the deficit-driven education that many African American children have received, there exists an education debt (Ladson-Billings, 2006, p. 5). Much policy and practice has been designed to address the needs of an undifferentiated group of students (Banks et al., 2007, p. 25), rendering many students educational experiences deficient. We need to look to key curricular approaches such as differentiated instruction as one way to begin to pay down this education debt that we have amassed.

3 Table of Contents Differentiated Instruction(DI) Defined Components of DI DI: Steps to Follow DI: The Macro View DI: The Micro View (with a Mini-Example) Closing Thoughts

4 Differentiation Defined Tomlinson (2001) notes, At its most basic level, differentiating instruction means shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn. In other words, a differentiated classroom provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively (p. 1). In short, differentiated instruction counters a onesize-fits-all approach to curriculum and instruction.

5 What Differentiation Is & Isn t Differentiation Is Differentiation Is NOT A philosophy a way of life in the classroom (Tomlinson, 2001, p. 7). A set of instructional strategies (Tomlinson & Imbeau, 2010, p. 13) A process that takes time, trial, and error. A one-shot, isolated activity. As much about a positive learning environment, high-quality curriculum, assessment, & flexible classroom management as it is about instruction (Tomlinson & Imbeau, 2010, p. 13). About planning and being proactive (Tomlinson & Imbeau, 2010, p. 13). About reaching the different ability levels in your classroom (i.e., what works for one or two students often works for others as well). Only about Instruction (Tomlinson & Imbeau, 2010, p. 13). Something that happens naturally in the course of a teacher s daily instructional schedule (Tomlinson & Imbeau, 2010, p. 13). About individualizing instruction (Tomlinson, 2001, p. 2).

6 Components of DI Four Primary Components: Content: Is the input, what students learn (Tomlinson, 2001, p. 4) the knowledge, understanding, and skills we want students to learn (Tomlinson & Imbeau, 2010, p. 15). Process: Is how students go about making sense of ideas and information (Tomlinson & Imbeau, 2010, p. 15). Product: How students demonstrate what they have learned (Tomlinson & Imbeau, 2010, p. 15). Assessment: Before, formative (during) & summative.

7 Components (Continued) Four (4) Additional Components/Consideration: Affect: How students emotions and feelings impact their learning ; Readiness: A student s current proximity to specified knowledge, understanding, and skills ; Interest: That which engages the attention, curiosity, and involvement of a student ; and Learning Profile: A preference for taking in, exploring, or expressing content (Tomlinson & Imbeau, 2010, pp ).

8 Affect: An Additional Note It is vital to take into consideration our students affective needs and predispositions when crafting lessons plans and designing curricula. This is a central component of differentiated instruction. Research indicates that African-American males, in particular, have cited the following as necessary to their learning: Knowing that their voice will be taken seriously & counted (Zvric, 1997 as cited in Hobbs, 2010, p. 124); Engaging in oral expression as they are being coached through the (learning) process (Zvric, 1997 as cited in Hobbs, 2010, p. 124); Feeling comfortable and trusting that the teacher is listening (Zvric, 1997 as cited in Hobbs, 2010, p. 124); and Establishing culturally-connected and caring relationships with their fellow students (Burt, Ortlieb, & Cheek, 2009, p. 42).

9 A Graphic Representation of DI s Components Parts

10 DI: Steps to Follow Step One: Conduct assessments. Step Two: Use assessment & observation data to determine students learning profiles, document their interests, readiness for the work slated, and identify their affective predispositions (Tomlinson & Imbeau, 2010). Step Three: Choose activities that connect to students interests & analyze said task for its inherent demands & barriers. Step Four: Differentiate the lesson activity with regard to content, process, and product. Also, consider student readiness, affect, interest, and learning profile (Tomlinson & Imbeau, 2010). Assess again at this point. Step Five: Re-assess.

11 DI: The Macro View Administrative and school-wide support of teachers differentiation efforts is crucial for a successful end-result. Specifically, administrative support can look like: Frequent Check-ins: Observations, meetings, constructive feedback; Additional Personnel (when necessary); & Additional Resources (i.e., materials, time, etc.).

12 DI: The Micro View Within the CLASSROOM, certain things need to be in place for differentiation to occur. These include: Procedures and routines that facilitate the instructional plan adopted; A physical arrangement that facilitates the groupings and activities adopted; & Flexible student groupings & rigorous, substantive activities for all students regardless of current performance level (Tomlinson & Imbeau, 2010).

13 A Sample Differentiation of a Reading Comprehension Task For the Struggling Reader For the Accelerated Reader Content: Modify text to match readers current level of understanding by Simplifying sentence structure & vocabulary and Isolating key concepts & delete extraneous pieces of information (Merritt & Culatta, 1998). Process: Allow students to work in peer groups for additional support & opt for less complex instructional approaches (McTighe, 2008). Product: Provide the opportunity for alternate demonstrations of comprehension always retaining rigor. Content: Modify text to match readers current level of understanding by Providing comparatively more text to read for comprehension purposes & Allowing for greater text complexity: vocabulary, sentence structure. Process: Integrate more complex instructional methods and allow students to work independently & to self-assess (McTighe, 2008, p. 55). Product: Provide the opportunity for alternate demonstrations of comprehension allow students to choose from amongst the following options (McTighe, 2008, p. 55)

14 Closing Thoughts In order for African-American students to receive the quality education that they deserve, approaches such as differentiated instruction need to be a part of every teacher s pedagogical repertoire. Perhaps this talk is best summed up by the words of Robert Lake (1990), a father speaking to his child s teacher: What you say and what you do in the classroom, what you teach and how you teach it, and what you don t say and don t teach will have a significant effect on the potential success or failure of my child Stated simply, given its attention to the learning profile, affect, readiness, and interests, differentiated instruction has the potential to effect marked, positive change in our students academic performance for the short- & long-term.

15 References Anyon, J. (1980). Social class and the hidden curriculum. Journal of Education, 62(1), Banks, J.A., Au, K.H., Ball, A.F., Bell, P, Gordon, E.W., Gutiérrez, K.D., et al. (2007). Learning in and out of school in diverse environments: Life-long, life-wide, life-deep. Seattle: Center for Multicultural Education. Beers, K. (2003). When kids can t read, what teachers can do: A guide for teachers Portsmouth, NH: Heinemann. Blanchett, W.J., Klingner, J.K., & Harry, B. (2009). The intersection of race, culture, language, and disability: Implications for urban education. Urban Education, 44(4), Hobbs, S. (2010). The Social Perceptions And Attitudes Held By African American Males Who Participated In A Self-Contained Special Education Middle School Program For Three Years And Dropped Out Of High School After The Ninth Grade. (Doctoral Dissertation). Retrieved From Digital Dissertations. ( ) Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(3), 3-12.

16 References (Continued) Lake, R. (1990). An Indian father s plea. Teacher Magazine, 2, McTighe, J. (2008). Connecting content and kids: Integrating understanding by design and differentiated instruction. Columbia, MD. Merritt, D.D. & Culatta, B. (1998). Language intervention in the classroom. Clifton Park, NY: Thomson Learning. Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms (2 nd ed.). Alexandria, VA: ASCD. Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.

The Professor as Coach Philip E. Poekert, Sylvia Boynton, Magdi Castañeda, Raquel Munarriz Diaz, Tanetha J. Grosland and Carolyn Spillman

The Professor as Coach Philip E. Poekert, Sylvia Boynton, Magdi Castañeda, Raquel Munarriz Diaz, Tanetha J. Grosland and Carolyn Spillman October 2011 Volume 69 Number 2 Coaching: The New Leadership Skill The Professor as Coach Philip E. Poekert, Sylvia Boynton, Magdi Castañeda, Raquel Munarriz Diaz, Tanetha J. Grosland and Carolyn Spillman

More information

Curriculum and Instruction

Curriculum and Instruction Curriculum and Instruction Core curriculum is the foundation of Tier 1 instruction and is the basis for building K-12 literacy in Arizona students. The curriculum at each level must be based upon the 2010

More information

SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers

SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers Mentor Signature: Mentee Signatures: MONTH: What s Working: Current Focus

More information

1 of 5 10/30/2008 7:22 AM

1 of 5 10/30/2008 7:22 AM 1 of 5 10/30/2008 7:22 AM September 2007 Volume 65 Number 1 Teachers as Leaders Pages 74-77 Ten Roles for Teacher Leaders Cindy Harrison and Joellen Killion The ways teachers can lead are as varied as

More information

THE FUTURE OF PERSONALIZED LEARNING IN ELEMENTARY SCHOOLS. Results from the Speak Up 2012 National Research Project and Project Tomorrow

THE FUTURE OF PERSONALIZED LEARNING IN ELEMENTARY SCHOOLS. Results from the Speak Up 2012 National Research Project and Project Tomorrow THE FUTURE OF PERSONALIZED LEARNING IN ELEMENTARY SCHOOLS Results from the Speak Up 2012 National Research Project and Project Tomorrow Presenters: Julie Evans CEO, Project Tomorrow Chief Researcher, Speak

More information

USING DATA TO INFORM INSTRUCTION AND PERSONALIZE LEARNING

USING DATA TO INFORM INSTRUCTION AND PERSONALIZE LEARNING USING DATA TO INFORM INSTRUCTION AND PERSONALIZE LEARNING A CONTINUOUS IMPROVEMENT FRAMEWORK SHARNELL JACKSON DATA-DRIVEN INNOVATIONS CONSULTING Sponsored by DreamBox Learning Personalizing Learning Through

More information

Universal Design for Learning and Gifted Students in the 21 st Century Classroom

Universal Design for Learning and Gifted Students in the 21 st Century Classroom UNIVERSAL DESIGN FOR LEARNING AND GIFTED STUDENTS 1 Universal Design for Learning and Gifted Students in the 21 st Century Classroom By Jackie Cholach Abstract This study examined the ways and extent to

More information

What is Response to Intervention (RTI)? How does it work in schools with Inclusion?

What is Response to Intervention (RTI)? How does it work in schools with Inclusion? What is Response to Intervention (RTI)? How does it work in schools with Inclusion? Pamela Bell, Ph.D. Universidade do Minho Braga, Portugal May 2015 2015 University of Texas System/Texas Education Agency

More information

Differentiation for Science

Differentiation for Science What is Differentiated Instruction? for Science Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction

More information

8710.4725 TEACHERS OF READING.

8710.4725 TEACHERS OF READING. 1 REVISOR 8710.4725 8710.4725 TEACHERS OF READING. Subpart 1. Scope of practice. A teacher of reading is authorized to facilitate and provide for kindergarten through grade 12 students instruction that

More information

DRAFT. Denver Plan 2014. Every Child Succeeds

DRAFT. Denver Plan 2014. Every Child Succeeds Denver Plan 2014 Every Child Succeeds 100 80 Introduction Every child takes that first step into their first day of school with butterflies and talent, potential and dreams. It s the day that the door

More information

BEST PRACTICES: A Resource for Teachers

BEST PRACTICES: A Resource for Teachers BEST PRACTICES: A Resource for Teachers Utilizing best practices in my classroom positively impacts students by providing motivation to learn and promoting success in a global world. (NC Teacher, 2006)

More information

AND LEARNING 21st Century Teaching and Learning

AND LEARNING 21st Century Teaching and Learning 21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century

More information

THE ROLE OF THE SCHOOL COUNSELOR

THE ROLE OF THE SCHOOL COUNSELOR THE ROLE OF THE SCHOOL COUNSELOR Code No.: PS 201 The Need for School Counseling As students develop from childhood through adolescence, they face unique sets of challenges. Mastery of these academic,

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

North Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction

North Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction North Carolina TEACHER evaluation process Public Schools of North Carolina State Board of Education Department of Public Instruction Rubric for Evaluating North Carolina Teachers ( This form should be

More information

Literacy Design Collaborative and Struggling Readers: A Perfect Match

Literacy Design Collaborative and Struggling Readers: A Perfect Match Literacy Design Collaborative and Struggling Readers: A Perfect Match Avalon Middle School, Orange County, Florida High Schools That Work In Florida, middle grades students take the Florida Comprehensive

More information

Key Components of Literacy Instruction

Key Components of Literacy Instruction Key Components of Literacy Instruction The longer I write and read, the more I learn; writing and reading are lifelong apprenticeships --Donald M. Murray W e, in MPS, believe that effort creates ability.

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

Values Go to School. Exploring Ethics with Children. Booklet prepared by The Child Development Institute, Sarah Lawrence College, Bronxville, NY 10708

Values Go to School. Exploring Ethics with Children. Booklet prepared by The Child Development Institute, Sarah Lawrence College, Bronxville, NY 10708 Values Go to School Booklet prepared by The Child Development Institute, Sarah Lawrence College, Bronxville, NY 10708 The Child Development Institute was established in 1987 to develop outreach programs

More information

University of North Texas at Dallas Fall 2011 Syllabus EDAD 5330 Instructional Leadership 3 Semester Hours

University of North Texas at Dallas Fall 2011 Syllabus EDAD 5330 Instructional Leadership 3 Semester Hours University of North Texas at Dallas Fall 2011 Syllabus EDAD 5330 Instructional Leadership 3 Semester Hours Educational Administration Division of: Teacher Education and Administration Instructor Douglas

More information

MILLIKIN TEACHING STANDARDS

MILLIKIN TEACHING STANDARDS MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit

More information

Literacy Education. Master of Science in Education: Program Overview. Program Highlights

Literacy Education. Master of Science in Education: Program Overview. Program Highlights Master of Science in Education: Literacy Education Program Overview The Ralph C. Wilson, Jr., School of Education offers a Master of Science in Literacy Education. The Literacy Education programs lead

More information

PETER CLYDE MARTIN Associate Professor of Education PhillipsHall 194C Ithaca College Ithaca, NY 14850-7281 pmartin@ithaca.

PETER CLYDE MARTIN Associate Professor of Education PhillipsHall 194C Ithaca College Ithaca, NY 14850-7281 pmartin@ithaca. PETER CLYDE MARTIN Associate Professor of Education PhillipsHall 194C Ithaca College Ithaca, NY 14850-7281 pmartin@ithaca.edu EDUCATION THE GEORGE WASHINGTON UNIVERSITY, WASHINGTON, DC Ed.D in Special

More information

Differentiated Instruction

Differentiated Instruction Reach Every Student Through Differentiated Instruction Essentials WINDOWS OF OPPORTUNITY As students enter adolescence, they are making what some researchers assert is the most challenging transition

More information

Creating an Effective Plan: Elective Seminar

Creating an Effective Plan: Elective Seminar Creating an Effective Plan: Elective Seminar Seminar Description Up to this point, TA training has covered a variety of topics essential to enhancing your instructional techniques and facilitating an ideal

More information

1 REVISOR 8710.4925. C. show verification of completing a Board of Teaching preparation program

1 REVISOR 8710.4925. C. show verification of completing a Board of Teaching preparation program 1 REVISOR 8710.4925 8710.4925 READING LEADER. Subpart 1. Scope of practice. A reading leader is authorized to facilitate and provide site-based or districtwide leadership for kindergarten through grade

More information

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June

More information

An Overview of Conferring

An Overview of Conferring An Overview of Conferring You may have several important questions about writing conferences: ª What are the goals of a writing conference? ª When should I confer with students about their writing? ª What

More information

Delaware Performance Appraisal System

Delaware Performance Appraisal System Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Principals) Principal Practice Rubric Updated July 2015 1 INEFFECTIVE A. DEVELOPS

More information

Use more than 60 self-paced, online courses to satisfy the professional development needs of your educators.

Use more than 60 self-paced, online courses to satisfy the professional development needs of your educators. Use more than 60 self-paced, online courses to satisfy the professional development needs of your educators. 2011 2012 Course Catalog Developed by ASCD s authors and experts. Choose from a wide range of

More information

Main Idea in Informational Text Grade Three

Main Idea in Informational Text Grade Three Ohio Standards Connection Informational, Technical and Persuasive Text Benchmark C Identify the central ideas and supporting details of informational text. Indicator 3 Identify and list the important central

More information

Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008

Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 The Connecticut State Board of Education believes a high-quality, comprehensive prekindergarten-12

More information

Differentiated Instruction: Are University Reading Professors Implementing It?

Differentiated Instruction: Are University Reading Professors Implementing It? 45 The Reading Matrix 2010 Volume 10, Number 1, April 2010 Differentiated Instruction: Are University Reading Professors Implementing It? Thea Hayes Williams-Black The University of Mississippi Jennifer

More information

SCHOOL LEADERSHIP COMPETENCIES

SCHOOL LEADERSHIP COMPETENCIES SCHOOL LEADERSHIP COMPETENCIES Core Competency Personal Leadership Fosters a culture of excellence through personal leadership Data Uses data to set high learning goals and increase student achievement

More information

GLOBAL-READY TEACHER COMPETENCY FRAMEWORK: STANDARDS AND INDICATORS

GLOBAL-READY TEACHER COMPETENCY FRAMEWORK: STANDARDS AND INDICATORS GLOBAL-READY TEACHER COMPETENCY FRAMEWORK: STANDARDS AND INDICATORS GLOBAL-READY TEACHER COMPETENCY FRAMEWORK All learners whether adult or child acquire the attitudes, skills and knowledge needed for

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

Principal Practice Observation Tool

Principal Practice Observation Tool Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists Definition of an Effective Speech-Language Pathologist Effective speech-language pathologists are

More information

Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language

Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language . EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical

More information

I. Students succeed because teachers plan with individual learning results in mind.

I. Students succeed because teachers plan with individual learning results in mind. A. Students understand daily, weekly and unit learning goals and objectives. 1. The teacher designs and shares daily learning objectives for student reference. 2. Instructional strategies and learning

More information

2013 Marzano School Leader Evaluation Model Rubric

2013 Marzano School Leader Evaluation Model Rubric 2013 Marzano School Leader Evaluation Model Rubric Exclusive partners with Dr. Robert J. Marzano for the Teacher Evaluation Model and School Leader Evaluation Model Learning Sciences International 175

More information

Annotated Bibliography

Annotated Bibliography Name: Susan Mayberry Date: Summer 2009 Class: Cohort 25-02 Course: MAT 735 Meeting the Needs of Diverse Students Instructor: Adam Holden Unit: #4 Assignment: #5 Annotated bibliography Annotated Bibliography

More information

WILLIAM PATERSON UNIVERSITY College of Education Department of Special Education and Counseling COURSE OF STUDY

WILLIAM PATERSON UNIVERSITY College of Education Department of Special Education and Counseling COURSE OF STUDY WILLIAM PATERSON UNIVERSITY College of Education Department of Special Education and Counseling COURSE OF STUDY Theme: Preparing Inquiring Educators: Knowledge, Understanding and Application A. Course

More information

What is independent learning and what are the benefits for students?

What is independent learning and what are the benefits for students? What is independent learning and what are the benefits for students? Author(s): Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Publisher: London: Department for Children, Schools and Families

More information

Writing and Presenting a Persuasive Paper Grade Nine

Writing and Presenting a Persuasive Paper Grade Nine Ohio Standards Connection Writing Applications Benchmark E Write a persuasive piece that states a clear position, includes relevant information and offers compelling in the form of facts and details. Indicator

More information

AUDIOBOOKS & LITERACY

AUDIOBOOKS & LITERACY AUDIOBOOKS & LITERACY An Educator s Guide to Utilizing Audiobooks in the Classroom By Dr. Frank Serafini Introduction The challenges facing individuals in today s society who are unable to read are well

More information

Balanced Literacy in Seattle Public Schools

Balanced Literacy in Seattle Public Schools Introduction Balanced Literacy in Seattle Public Schools The goal for literacy instruction in Seattle Public Schools is to ensure that all pre- Kindergarten through twelfth grade students become proficient

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

More information

The University of the State of New York The State Education Department DIAGNOSTIC TOOL FOR SCHOOL AND DISTRICT EFFECTIVENESS (DTSDE)

The University of the State of New York The State Education Department DIAGNOSTIC TOOL FOR SCHOOL AND DISTRICT EFFECTIVENESS (DTSDE) The University of the State of New York The State Education Department DIAGNOSTIC TOOL FOR SCHOOL AND DISTRICT EFFECTIVENESS (DTSDE) BEDS Code 51110106007 School Name West Side Elementary School School

More information

HECAT: Chapter 5 curriculum fundamentals

HECAT: Chapter 5 curriculum fundamentals HECAT: Chapter 5 curriculum fundamentals Chapter 5 : Curriculum Fundamentals Description: This chapter contains the tools to help analyze and score important characteristics that are fundamental to the

More information

PRDV.71326COA Common Core Writers Workshop: Teaching Students to Internalize and Apply Writing Strategies for High Quality Student Writing SYLLABUS

PRDV.71326COA Common Core Writers Workshop: Teaching Students to Internalize and Apply Writing Strategies for High Quality Student Writing SYLLABUS PRDV.71326COA Common Core Writers Workshop: Teaching Students to Internalize and Apply Writing Strategies for High Quality Student Writing SYLLABUS Course Information Last taught January, 2016 Proposed

More information

Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics

Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics The Teacher Performance Appraisal includes performance rubrics designed to guide self-assessment and reflection based on professional

More information

Teaching All Students to High Standards in Mixed-Ability Classrooms

Teaching All Students to High Standards in Mixed-Ability Classrooms Teaching All Students to High Standards in Mixed-Ability Classrooms Differentiated instruction is not a silver-bullet remedy. However, it enables teachers to address the needs of mixed-ability classrooms

More information

Why is it important to do use your hands and traditional tools to create simple designs before jumping on to the computer?

Why is it important to do use your hands and traditional tools to create simple designs before jumping on to the computer? Intro to Graphic Design Essential Questions Unit 1: Traditional Tools Why is it important to sketch your ideas away from the computer instead of sketching on the computer and believing your solution is

More information

19K660. Brooklyn, NY 11207. Jocelyn Badette

19K660. Brooklyn, NY 11207. Jocelyn Badette NYSED/NYCDOE JOINT INTERVENTION TEAM REPORT AND RECOMMENDATIONS BEDS Code/DBN: 19K660 School Name: W. H. Maxwell High School 145 Pennsylvania Avenue School Address: Brooklyn, NY 11207 Principal: Jocelyn

More information

Supporting English Language Learners

Supporting English Language Learners Supporting English Language Learners English language learners are a richly heterogeneous group. The paths they take to acquire a new language and to adjust to their new environment are also varied and

More information

AZ Response to Intervention (RTI)

AZ Response to Intervention (RTI) AZ Response to Intervention (RTI) Social Studies Overview A comprehensive system of academic supports in the social studies ensures that all students receive high-quality instruction in the general education

More information

North Carolina School Library Media Coordinators Standards

North Carolina School Library Media Coordinators Standards North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in

More information

Alignment Guide Supplemental Educational Services Featuring ReadAbout

Alignment Guide Supplemental Educational Services Featuring ReadAbout Alignment Guide Supplemental Educational Services Featuring ReadAbout The following chart details how ReadAbout can support the development of a Supplemental Educational Services (SES) program. The criteria

More information

Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A

Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is

More information

FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE

FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE S The Framework of Supports are a set of Practice Profiles that serve as an implementation overview of Support for Personalized Learning (SPL). Practice

More information

08X540. School For Community Research and Learning 1980 Lafayette Avenue School Address: Bronx, NY 10473

08X540. School For Community Research and Learning 1980 Lafayette Avenue School Address: Bronx, NY 10473 NYSED/NYCDOE JOINT INTERVENTION TEAM REPORT AND RECOMMENDATIONS BEDS Code/DBN: 08X540 School Name: School For Community Research and Learning 1980 Lafayette Avenue School Address: Bronx, NY 10473 Principal:

More information

Possible Guiding Questions

Possible Guiding Questions Possible Guiding Questions Strategic Discussions Between Supervising Administrators and Principals This document utilizes the components within the Framework for Leadership to provide possible guiding

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

MARY BALDWIN COLLEGE Liberal Arts and Educational Studies ED 400/400S: Senior Project Spring 16

MARY BALDWIN COLLEGE Liberal Arts and Educational Studies ED 400/400S: Senior Project Spring 16 MARY BALDWIN COLLEGE Liberal Arts and Educational Studies ED 400/400S: Senior Project Spring 16 Instructor Alice Waddell, Ed.D. 540-463-3243 Preferred Asst. Professor of Education 1378 Ross Road 540-463-6227

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and

More information

Class of 2020: Action Plan for Education

Class of 2020: Action Plan for Education Class of 2020: Action Plan for Education Student Bill of Rights I. Each student has the right to feel safe in and proud of a school. II. Each student deserves an engaging educational experience that provides

More information

Goals: The goal of this course is to prepare Vermont educators to meet state and national educational technology standards as follows:

Goals: The goal of this course is to prepare Vermont educators to meet state and national educational technology standards as follows: Course Syllabus EDCI 321 Learning Theory, Instructional Design & Technology Credits: 3 Instructor: Maureen Neumann Meeting Location and Dates: Online in Blackboard, January 14 - May 6, 2013 Course Description:

More information

READING WITH. Reading with Pennsylvania Reading Specialist Certificate

READING WITH. Reading with Pennsylvania Reading Specialist Certificate READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration

More information

Tiered Assignments. Basic Tiered Activity Example: Completing a Character Map

Tiered Assignments. Basic Tiered Activity Example: Completing a Character Map Tiered Assignments In a differentiated classroom, a teacher uses varied levels of tasks to ensure that students explore ideas and use skills at a level that builds on what they already know and encourages

More information

Standards for Professional Development

Standards for Professional Development Standards for Professional Development APRIL 2015 Ohio Standards for Professional Development April 2015 Page 1 Introduction All of Ohio s educators and parents share the same goal that Ohio s students

More information

Faculty Driven Standards of Excellence for Online and Technology-Enhanced Courses

Faculty Driven Standards of Excellence for Online and Technology-Enhanced Courses Faculty Driven Standards of Excellence for Online and Technology-Enhanced Courses Dan Clark Office of Instructional Design Valley City State University United States dan.clark@vcsu.edu Dale Y. Hoskisson,

More information

Research Base. Units of Study for Primary Writing, K-2 Units of Study for Teaching Writing, grades 3-5 TCRWP Writing Curricular Calendars, grades K-8

Research Base. Units of Study for Primary Writing, K-2 Units of Study for Teaching Writing, grades 3-5 TCRWP Writing Curricular Calendars, grades K-8 Research Base Units of Study for Primary Writing, K-2 Units of Study for Teaching Writing, grades 3-5 TCRWP Writing Curricular Calendars, grades K-8 The Units of Study for primary and intermediate grades

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

Joseph L. McCourt Middle School Cumberland, RI 02864 Servicing students in grades 6 8

Joseph L. McCourt Middle School Cumberland, RI 02864 Servicing students in grades 6 8 Joseph L. McCourt Middle School Cumberland, RI 02864 Servicing students in grades 6 8 Mission Statement: Joseph L. McCourt Middle School (JLMMS) is committed to providing an atmosphere of mutual respect

More information

Research on Graphic Organizers

Research on Graphic Organizers Research on Graphic Organizers Graphic Organizers are visual representations of a text or a topic. Organizers provide templates or frames for students or teachers to identify pertinent facts, to organize

More information

Principles to Actions

Principles to Actions Principles to Actions Executive Summary In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement in North America with the release of Curriculum and

More information

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses

More information

Exam papers from RE 5100, Beginning Readers and Writers. Assessment Summary Sheet from RE 5715, Reading Assessment and Correction

Exam papers from RE 5100, Beginning Readers and Writers. Assessment Summary Sheet from RE 5715, Reading Assessment and Correction Name: Angela McCrary Steele IRA Standards Artifacts Rationale Standard 1. Foundational Knowledge. 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic,

More information

EDUCATION. University of Pennsylvania, Philadelphia, PA Master of Science in Education, Elementary Education May 2003

EDUCATION. University of Pennsylvania, Philadelphia, PA Master of Science in Education, Elementary Education May 2003 EDUCATION Cara M. Djonko-Moore, PhD. Department of Child and Family Studies, University of Tennessee 1215 W. Cumberland Ave., Jessie Harris Building 240, Knoxville, TN 37996 Email: cmoore85@utk.edu Temple

More information

WV e-learning 2013-2014. Early Childhood Classroom Assistant Teacher. Requirements for Authorization

WV e-learning 2013-2014. Early Childhood Classroom Assistant Teacher. Requirements for Authorization WV e-learning 2013-2014 Early Childhood Classroom Assistant Teacher Requirements for Authorization Early Childhood Classroom Assistant Teacher - Permanent Authorization 2 Early Childhood Classroom Assistant

More information

Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University

Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Year Completing Last Program at MU Frequencies Year Completing

More information

Assessment That Drives Instruction

Assessment That Drives Instruction Improving Instruction Through Assessment Assessment That Drives Instruction Pokey Stanford Stacy Reeves TEACHING Exceptional Children, Vol. 37, No. 4, pp. 18-22. Copyright 2005 CEC. Two challenging aspects

More information

PERSPECTIVES ON SPECIAL EDUCATION: EDU 210 Bryn Mawr and Haverford Colleges FALL 2010-2011

PERSPECTIVES ON SPECIAL EDUCATION: EDU 210 Bryn Mawr and Haverford Colleges FALL 2010-2011 PERSPECTIVES ON SPECIAL EDUCATION: EDU 210 Bryn Mawr and Haverford Colleges FALL 2010-2011 INSTRUCTOR: Debbie Flaks CLASS MEETING TIMES: Monday 7:30 10:00pm OFFICE HOURS: To be individually scheduled CELL

More information

Student Achievement through Staff Development

Student Achievement through Staff Development ` Student Achievement through Staff Development Bruce Joyce and Beverley Showers In: Bruce Joyce and Beverley Showers, 2002, Designing Training and Peer Coaching: Our needs for learning, VA, USA, ASCD

More information

Action Research Project Design Document

Action Research Project Design Document Santa Clara University Department of Education EDUC 369: Action Research Winter 2009 Action Research Project Design Document Information Packet By Joe Chee Action research is an approach to scholarly inquiry

More information

Instructional Leadership Through Data-driven Decision-making. Action Plan. Student Achievement Need

Instructional Leadership Through Data-driven Decision-making. Action Plan. Student Achievement Need Action Plan School: High School Sample Principal H. S. Houdini Date November 2006 Student Achievement Need To increase the performance of ELL students and students with disabilities in Reading on the HSA

More information

The Premier On-Demand Professional Learning Video Platform for Educators

The Premier On-Demand Professional Learning Video Platform for Educators The Premier On-Demand Professional Learning Video Platform for Educators Watch classroom videos of effective teaching practices with insights from the most respected voices in education. www.ascd.org/pdinfocus

More information

(Advanced Preparation)

(Advanced Preparation) 1 NCTM CAEP Standards (2012) Elementary Mathematics Specialist (Advanced Preparation) Standard 1: Content Knowledge Effective elementary mathematics specialists demonstrate and apply knowledge of major

More information

Serving Students with Unique Needs: students with disabilities

Serving Students with Unique Needs: students with disabilities Serving Students with Unique Needs: students with disabilities Celia Reed, RSE-TASC trainer Rebecca DeBottis, Region 7 Coordinator 1 Objectives for the Session: Identify what special education regulations

More information

Graduate School of Education Education & Special Education Programs

Graduate School of Education Education & Special Education Programs Graduate School of Education Education & Special Education Programs MISSION: The mission of the Master of Science in Education and Special Education Programs is to educate, train, and graduate individuals

More information

Talent Development Secondary Assessment, Curriculum, and Instruction Blueprint Practices to Support a Culture of Success

Talent Development Secondary Assessment, Curriculum, and Instruction Blueprint Practices to Support a Culture of Success Talent Development Secondary Assessment, Curriculum, and Instruction Blueprint Practices to Support a Culture of Success The Blueprint: The Blueprint targets curriculum, instruction and assessment as key

More information

Preparing Teachers for Grading Students With Learning Disabilities

Preparing Teachers for Grading Students With Learning Disabilities Copyright @ by LDW 2010 Preparing Teachers for Grading Students With Learning Disabilities Lee Ann Jung Thomas R. Guskey University of Kentucky Grading is a task faced by all teachers every day of their

More information

MARZANO SCHOOL LEADERSHIP EVALUATION MODEL

MARZANO SCHOOL LEADERSHIP EVALUATION MODEL TEACHER & LEADERSHIP EVALUATION MARZANO SCHOOL LEADERSHIP EVALUATION MODEL Prepared by Learning Sciences Marzano Center Center for Teacher and Leadership Evaluation April 2012 1 TEACHER & LEADERSHIP EVALUATION

More information

Faculty Member Completing this Form: Melissa Cummings

Faculty Member Completing this Form: Melissa Cummings Department Name: Science Middle/Secondary Education Date Submitted and Academic Year: Fall 2011 for AY 2011-2012 Department Mission Statement: All SUNY Potsdam education programs are aligned with our conceptual

More information

ty School District Digita al Classrooms Plan

ty School District Digita al Classrooms Plan Nassau Count ty School District Digita al Classrooms Plan Nassau County School Districtt Digital Classrooms Plan 1 P age The intent of the District Digital Classroom Plan (DCP) is to provide a perspective

More information

Effectiveness of Direct Strategy Instruction through SIOP

Effectiveness of Direct Strategy Instruction through SIOP Effectiveness of Direct Strategy Instruction through SIOP What s the problem? SINI school for 2 subgroups: Students with disabilities (SWD) and English Language Learners (ELL) Strategies that work with

More information