Draft 11/28/12 COLLABORATIVE TEAM CYCLE & RUBRIC

Size: px
Start display at page:

Download "Draft 11/28/12 COLLABORATIVE TEAM CYCLE & RUBRIC"

Transcription

1 Draft /8/ COLLABORATIVE TEAM CYCLE & RUBRIC

2 UNPACKING STANDARDS Teachers are knowledgeable about the standards and may talk about them informally during the year with the team. Our team is knowledgeable about the standards and will occasionally and informally talk about them during meetings. Our team is beginning to use a structured process for unpacking the standards in a unit of study. Our team is using an unpacking process and tailoring it to student needs for each unit of study. Our team has developed a shared understanding of what students need to know and be able to do. Our team unpacks standards in a regularly occurring cycle prior to the standards being taught. We recognize the different components (e.g. Standards, Benchmarks Indicators) of the Program of Study (POS) and set learning targets for our students. Learning targets are written in student friendly language and are displayed in the classroom. This process includes steps such as developing understanding of the Standards, Benchmarks, and Indicators (SBIs), identifying essential vocabulary, and writing the standards in student-friendly language that students routinely use as a part of their learning process and goal setting.

3 CREATING COMMON ASSESSMENTS Individual teachers may create an assessment for his or her own class or use generic assessments. The assessments that are used may not always correlate to the standards. Assessments may be driven by activities, not standards or used solely for grades. Little or no attention is paid to the quality of the items. Our team creates assessments, but they are not always consistently administered within the same parameters (e.g. manipulatives, time, notes). Assessments are made after the unit has been taught and our main focus is post-assessments. Assessments relate to the standards but there is not an intentional process for ensuring that the assessment directly addresses the essential components of the standards. Our team has begun to collaboratively develop common assessments before or during the unit of instruction, which are aligned to the unpacked standards. The outcomes for assessments have been identified. Our team regularly develops pre and post assessment that are linked to the standards. Assessments are consistently administered within the same parameters. Assessments are created before beginning instruction as part of a regularly occurring cycle. Student learning targets have been specified and rationales and feedback have been established. Our team regularly develops pre- and postassessments that are linked to the unpacked standards. These assessments provide clarity with regard to the evidence to be accepted when students demonstrate that they know, understand, and are able to do the elements contained within a standard. The process for creating assessments happens in a regularlyoccurring cycle, with development of assessments taking place prior to the teaching of the content. Only one format is used for the majority of assessments. There is intentional variation in the selection of formats (e.g. projects, essays, multiple choice, open-ended response) and Once the assessments are developed, our team develops the criteria for proficiency including rubrics and exemplars to

4 Teams may or may not use data analysis as a part of this process. thinking levels of the questions. Teams use data analysis as a part of this process. ensure consistency in grading. Items are selected or created to match the thinking level and rigor required by the standard, with more items aligned with the SBIs that are deemed to be of greatest priority. Items are designed in a variety of formats, matching the ways that students can best demonstrate their skills and knowledge. Our team regularly utilizes pre-assessment and postassessment data to guide both the prioritization of the standards to be taught and gauge the needs of students given their individual starting points.

5 IDENTIFYING EFFECTIVE STRATEGIES AND COMMITTING TO ACTION Individual teachers periodically share which strategies they use and provide resources to one another on occasion. Teachers use the textbook as a guide for instruction rather than looking at a variety of resources to determine a range of strategies to meet the needs of both students and standards. Team members regularly copy and distribute worksheets and resources to the team without discussing strategies to use with the work. Team members inconsistently focus on a formalized instructional planning model when selecting strategies (e.g. LEARN model, IBMYP Unit Planner). Team members can state which activities they use in their lessons, Teams begin to use formative assessment data to match the effective strategies to the unpacked standards and needs of student. Teams also begin to dialogue about the shared instructional strategies and make distinctions between strategies and resources. Team members may commit to try specific strategies but may not understand how to apply the strategies or why they are effective. Follow through may be inconsistent. Teams begin to formalize instructional planning (e.g. LEARN model, IBMYP Unit Teams use pre-assessment data to determine standards on which to focus and the needs of various students before instruction begins. Teams discuss the best strategies to meet the needs of students and intentionally vary these strategies. Teams use their formalized instructional planning model (e.g. LEARN model, IBMYP Unit Planner) to differentiate lessons. Team members consistently commit to use identified instructional strategies in their classrooms and begin to reflect on the effectiveness of Our team regularly utilizes pre-assessment data to guide both prioritization of the standards to be taught and the needs of students given their varying starting points. From this information and the actions of unpacking, the team identifies key strategies for teaching the standards while meeting a diversity of individual needs. The team then commits to action on the key strategies that will be implemented consistently across team members and those that will be varied intentionally by teacher to determine the relative effectiveness of these

6 but not the reasoning for the selection. Planner). Teams inconsistently reflect on the effectiveness of instructional strategies and are unaware of why they did or did not work. instructional strategies (e.g. Were students engaged? What did students learn? How did you measure student learning? Did the strategy help students meet the learning outcome? What feedback did you get from students?) approaches. Teams consistently reflect on the effectiveness of instructional strategies (e.g. Were students engaged? What did students learn? How did you measure student learning? Did the strategy help students meet the learning outcome? What feedback did you get from students?) Teams consistently participate in job embedded learning opportunities (e.g. lesson study, informal peer observation, collaborative learning visits, and share videotaped lessons). This happens in a regularlyoccurring cycle before, or near the beginning, of content instruction.

7 ANALYZING POST ASSESSMENT DATA Teachers will occasionally review data from assessments. Individual teachers do not use data to reflect on instructional practices. There is not yet much change in instruction or intervention that occurs as a result of the individual data analysis. Our team occasionally reviews data from assessments. Teams do not use data to reflect on instructional practices. Negative data is attributed to things beyond the team s control (e.g. bad questions, student behavior, class demographics). Scores are looked at as overall averages and there is little follow-up from our dialogue. Our team uses a structured process for analyzing summative assessment data. We are starting to look at student progress throughout the year. We talk about why students may or may not have been successful on particular questions, without committing to an action plan (e.g. reteaching, intervention, shared team responsibility, enrichment). Our team uses a structured process for analyzing formative and summative assessment results. We are looking at student progress throughout the year by name and by need. We include discussions focused on strategies for core instruction (Tier ) and commit to an action plan (e.g. continued instruction, re-teaching, intervention, shared team responsibility, enrichment). We share timely feedback with students to let them know what they have learned and where they need to go. Our team frequently uses a structured process for analyzing formative and summative assessment results. We also identify students by name and by need who are struggling to master content and skills. We then identify commitments to action to improve on our instruction and to target support for those students. We seek opportunities to learn from and share each others strengths. Students set goals and collaborate with us to develop strategies to meet those goals. We do this in a regularly-occurring cycle.

8 DETERMINING AND IMPLEMENTING ENRICHMENT AND INTERVENTIONS Teachers have time to provide intervention, and are still working out how to target the interventions to meet specific and varying student needs. Teachers may have thought about enrichment but haven t done anything specific to address these needs. Our team has time to provide intervention, and work independently to try and meet students needs. Our team has discussed strategies for identifying students by name and by need for intervention or enrichment based on those who meet grade level benchmarks or exceed them. We are discussing specific intervention and/or enrichment strategies and plans and have identified times to provide intervention and/or enrichment beyond class time. Our team is beginning to use a structured process for identifying students by name and by need. We understand the relevance of reviewing data to support individual student progress and are using some data to inform decision making. We are beginning to use a structured process to implement intervention and enrichment strategies and plans, and have begun to develop a process for monitoring student progress. Individual teachers from our team are responsible for their students interventions and enrichments. Our team tracks the progress of all students. We frequently use a structured process of identifying students by name and by need to implement intervention and enrichment strategies based on SMART goals we develop. We use data to inform decisions we make to support student progress more consistently. Our team knows what quality intervention is and plans purposefully to meet the needs of all of our students. It is a shared responsibility among teammates. Our team begins to differentiate among the levels of interventions and enrichments and Our team consistently tracks the progress of all students. We have processes in place to look at data over time for students (e.g. longitudinal data walls, intervention database) and identify strategies and short-term SMART goals for supporting individual student progress. We also review the relative success of different strategies to determine what enrichments and/or interventions make the biggest gains for students who have similar needs. We share this responsibility in a regularly-occurring cycle. Our team seamlessly differentiates among the

9 intentionally varies the structures in which we are using. Students are aware of their progress over time and recognize the value of additional instruction. levels of interventions and enrichments and intentionally varies the structures in which we are using. Students are monitoring their own progress and advocating for their needs.

10 CELEBRATING, REFINING, AND PRESERVING After each unit of instruction, individual teachers consider what went well and what challenges need to be addressed. They celebrate that their own students have shown growth. When our team finishes a unit of instruction, there is brief discussion about what worked well, what should be revised, and what should be preserved. Our team spends a limited amount of time reflecting on instructional strategies. Reflection time has some celebrations and is mostly focused on areas of instructional challenges. Our team has started to refine and preserve the strategies we used during the unit of study and document it. When our team finishes a unit of instruction, we celebrate student achievement, student progress, and successful strategies. We preserve these strategies by committing to future use. Our team regularly discusses ways to refine the strategies that were not as effective. Our team documents this work so that it is preserved. Our team initiates celebrations with students around their progress and achievement. Our team solicits feedback from students regarding the effectiveness and engagement of the strategies used for instruction. Our team regularly engages in strategic reflection on both the success of core instruction, as well as on the results of our intervention and enrichment practices. This reflection includes identifying and celebrating instructional strategies and structures that were most successful in terms of student outcomes. The most effective strategies and structures are then cataloged and saved for future use as well as shared with other teams that could utilize them. The team also determines those strategies and structures that most need refinement to produce greater outcomes in the future. This process is embraced as a natural part of the School

11 Improvement Plan and the process is embedded within the Collaborative Work Cycle. Students are fully engaged in celebrations around their progress and achievement. Our team solicits and incorporates feedback from students regarding the effectiveness and engagement of the strategies used for instruction.

12 USING THE CYCLE TO EVALUATE PROGRESS Teachers are aware of the cycle and may individually engage in implementing it. Our team is aware of the cycle and has discussed implementing it. Our team engages in the cycle and is starting to reflect on our degree of implementation for each element of the cycle. Our team engages in the cycle regularly and reflects on how well the implementation is going for our team. We are starting to seek information on how implementation is going for other teams. Students know their role within the cycle elements. Our team uses the Collaborative Team Cycle Rubric to assess its level of effectiveness in relation to the individual and collective elements of the collaborative cycle in order to determine areas for continued growth with implementation. The team benchmarks its proficiency with the cycle elements in order to learn from other teams and supports continuous improvement within teams, across teams and across schools. Students actively engage in the cycle and understand their role within the cycle elements.

StEPP. Standards for Educator Performance and Practice. A Continuum Based on the Connecticut Common Core of Teaching

StEPP. Standards for Educator Performance and Practice. A Continuum Based on the Connecticut Common Core of Teaching StEPP Standards for Educator Performance and Practice A Continuum Based on the Connecticut Common Core of Teaching StEPP Overview The Standards for Educator Performance and Practice (StEPP) Continuum emerges

More information

RIGOROUS CURRICULUM DESIGN AND IMPLEMENTATION

RIGOROUS CURRICULUM DESIGN AND IMPLEMENTATION 1 RIGOROUS CURRICULUM DESIGN AND IMPLEMENTATION A FOUR-PART OVERVIEW PART ONE: SEEING THE BIG PICTURE CONNECTIONS FIRST What is Rigorous Curriculum Design? The model defines a rigorous curriculum as an

More information

Classroom procedures, and structures

Classroom procedures, and structures Classroom procedures, and structures Correlation classrooms Concept #6 Assessments are aligned to the GPS and used frequently to adjust instruction and provide students with feedback Concept #4 A variety

More information

KDE Program Review World Language

KDE Program Review World Language KY Department of Education KDE Program Review World Language May 2013 WORLD LANGUAGES: CURRICULUM AND INSTRUCTION Demonstrator 1. Student Access All students should have equitable access to high quality

More information

TEACHER EVALUATION RUBRIC

TEACHER EVALUATION RUBRIC Classroom Culture Teacher leads a self-managing classroom by building positive relationships, maintaining physical space, sustaining classroom routines and procedures, and holding students accountable

More information

12 Imagine Schools Academic Excellence Framework

12 Imagine Schools Academic Excellence Framework 12 Imagine Schools Academic Excellence Framework IMAGINE SCHOOLS TEACHERS plan and instruct in a classroom environment that fosters positive character development and academic growth. Imagine Schools Academic

More information

POLK COUNTY SCHOOLS TEACHER EVALUATION SYSTEM. Evidence-Based Practices Rubrics and Situational Context Factors

POLK COUNTY SCHOOLS TEACHER EVALUATION SYSTEM. Evidence-Based Practices Rubrics and Situational Context Factors POLK COUNTY SCHOOLS TEACHER EVALUATION SYSTEM Evidence-Based Practices Rubrics and Situational Context Factors This document identifies and describes the evidence-based teaching practices and situational

More information

Dimension 1: Instructional Design and Lesson Planning for Classroom Teachers B.E.S.T. Module VI

Dimension 1: Instructional Design and Lesson Planning for Classroom Teachers B.E.S.T. Module VI Dimension 1: Instructional Design and Lesson Planning for Classroom Teachers B.E.S.T. Module VI I. Sets instructional outcomes and aligns instruction with state-adopted standards MASTERY LEARNING.58 1.

More information

Empowering Teacher Effectiveness: Five Key Factors for Success

Empowering Teacher Effectiveness: Five Key Factors for Success Elizabeth Crawford- Brooke, Ph.D., CCC- SLP Vice President of Education and Research, Lexia Learning At the heart of teacher effectiveness is the teacher s ability to understand the individual profiles

More information

Utah Teaching Observation Tool Version 3.0

Utah Teaching Observation Tool Version 3.0 Version 3.0 Introduction The is to be used as part of the Public Educator Evaluation Requirements (PEER) model educator evaluation program. The tool is aligned with the standards and indicators of the

More information

Professional Growth, Reflection & Evaluation Plan

Professional Growth, Reflection & Evaluation Plan Professional Growth, Reflection & Evaluation Plan New Prague Area Schools ISD 721 Table of Contents... 2-3 Professional Growth, Reflection & Evaluation Plan Statement of Philosophy... 4-5 Professional

More information

GUIDE with SUGGESTIONS by S. Lenzi

GUIDE with SUGGESTIONS by S. Lenzi GUIDE with SUGGESTIONS by S. Lenzi School Name: Principal: Grade Level or Content Area: Team Members: Date: Pre-Planning Identify Area of Focus 1. What are we supposed to be teaching during the next 3-5

More information

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

Standards and Indicators of Effective Teaching Practice: Teacher Rubric Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and growth of all students by providing highquality and coherent instruction, designing and administering authentic and

More information

Massachusetts Model System for Educator Evaluation

Massachusetts Model System for Educator Evaluation Massachusetts Model System for Educator Evaluation Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher Appendix D. March 2012 Part III: Appendix D. ESE Model Rubric

More information

Standards Based Philosophy and Practices

Standards Based Philosophy and Practices Standards Based Philosophy and Practices Vision: Develop and implement with fidelity and accountability a guaranteed and viable curriculum that is standards-based. Increase student achievement by focusing

More information

Honors Level Course Portfolio Review Process

Honors Level Course Portfolio Review Process Honors Level Course Portfolio Review Process The State Board of Education has requested the North Carolina Department of Public Instruction to develop and implement a review process in order to provide

More information

DIFFERENTIATION GUIDES AND RESOURCES From the CPS Office of Teaching and Learning

DIFFERENTIATION GUIDES AND RESOURCES From the CPS Office of Teaching and Learning DIFFERENTIATION GUIDES AND RESOURCES From the CPS Office of Teaching and Learning Chicago Public Schools Office of Teaching and Learning http://www.chicagoteachingandlearning.org/tl-cross-content/cps-rtitoolkita-guide-to-implementation/b-high-quality-instruction.html

More information

Differentiated Instruction Lesson Plan Format

Differentiated Instruction Lesson Plan Format Differentiated Instruction Lesson Plan Format Lesson Title: Physics in Sports Content Area and Grade Level: 11-12 Author: Mary Gohring School District: Wessington Springs Email: mary.gohring@k12.sd.us

More information

Literacy Plan. Building Block 1. Engaged Leadership

Literacy Plan. Building Block 1. Engaged Leadership Building Block 1. Engaged Leadership Literacy Plan A. Action: Demonstrate commitment to learn about and support evidence-based literacy instruction in his/her school. The administration ensures lasting

More information

City Schools School Leader Rubric CORE VALUE 1: HIGHLY EFFECTIVE INSTRUCTION (INSTRUCTIONAL LEADERSHIP)

City Schools School Leader Rubric CORE VALUE 1: HIGHLY EFFECTIVE INSTRUCTION (INSTRUCTIONAL LEADERSHIP) CORE VALUE 1: HIGHLY EFFECTIVE INSTRUCTION (INSTRUCTIONAL LEADERSHIP) What does it look like? In a school with highly effective leadership in Core Value 1, teachers and administrators can describe concretely

More information

Arizona School Counselor Evaluation Rubric

Arizona School Counselor Evaluation Rubric Arizona School Counselor Evaluation Rubric Major Function: Development and Management of a comprehensive school counseling program based on the ASCA National Model: A Framework for School Counseling Programs

More information

Before Instruction Clarify Learning Targets & Plan

Before Instruction Clarify Learning Targets & Plan Before Instruction Clarify Learning Targets & Plan Essential Question: What do students need to know, understand, and be able to do? Practice: Teachers clarify standards-based learning targets, define

More information

Definitions. Overview Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

Definitions. Overview Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Formative Assessment Best Practices Part I H Gary Cook, Ph.D., Elluminate Session, Pennsylvania Department of Education April 28, 2009 2009 Board of Regents of the University of Wisconsin System, on behalf

More information

Arizona School Counselor Evaluation Rubric

Arizona School Counselor Evaluation Rubric Arizona School Counselor Evaluation Rubric Major Function: Development and Management of a comprehensive school counseling program based on the ASCA National Model: A Framework for School Counseling Programs

More information

Hicksville Public Schools Common Core State Standards Parent Workshops

Hicksville Public Schools Common Core State Standards Parent Workshops Hicksville Public Schools Common Core State Standards Parent Workshops I. Elementary Common Core Frequently Asked Questions (FAQ) Elementary Q: Where can parents get extra help for the Common Core? A:

More information

LOUISIANA LEADER. Performance Evaluation Rubric

LOUISIANA LEADER. Performance Evaluation Rubric LOUISIANA LEADER Performance Evaluation Rubric Components 2a & 3a updated for 2013-2014 Domain I a. Sets ambitious, data-driven goals and a vision for achievement; invests teachers, students, and other

More information

Literacy Plan. One of the commitments of the Tate Elementary School faculty and staff is that we are

Literacy Plan. One of the commitments of the Tate Elementary School faculty and staff is that we are Literacy Plan One of the commitments of the Tate Elementary School faculty and staff is that we are committed to continuous improvement while producing students who are confident, self-directed, and persistent

More information

RtI IMPLEMENTATION RUBRIC: SCHOOL-LEVEL

RtI IMPLEMENTATION RUBRIC: SCHOOL-LEVEL RtI IMPLEMENTATION RUBRIC: SCHOOL-LEVEL S The RtI Implementation Rubrics are a set of rubrics that serve as an overview of implementation for Response to Intervention (RtI). Rubrics are available for the

More information

Kentucky Department of Education KDE Program Review for K-3 September, KDE:ONGL:FCS September, 2012 Page 1 K- 3

Kentucky Department of Education KDE Program Review for K-3 September, KDE:ONGL:FCS September, 2012 Page 1 K- 3 Kentucky Department of Education KDE Program Review for K-3 September, 2012 KDE:ONGL:FCS September, 2012 Page 1 K- 3 Curriculum & Instruction Demonstrator 1. Student Access All students have equitable

More information

Standards of Effective Instruction: Domains & Rubrics Essential Standards School Year

Standards of Effective Instruction: Domains & Rubrics Essential Standards School Year Standards of Effective Instruction: Domains & Rubrics Essential Standards School Year 2014-2015 1 The MPS Standards of Effective Instruction are separated into four Domains. Each Domain has a set of rubrics

More information

Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric

Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Standard I: Curriculum, Planning, and Assessment. promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful

More information

Maryland Student Learning Objective English Language Arts (Grade 7)

Maryland Student Learning Objective English Language Arts (Grade 7) Maryland Student Learning Objective English Language Arts (Grade 7) May 2013 Table of Contents Introduction...3 What Is an SLO?.... 3 What Is an Annotated SLO?... 3 How to Use This Document... 3 Maryland

More information

Performance Standards for Teacher Practice Rubric and Teacher Self - Evaluation Form. Teacher s Name:

Performance Standards for Teacher Practice Rubric and Teacher Self - Evaluation Form. Teacher s Name: Performance Standards for Teacher Practice Rubric and Teacher Self - Evaluation Form Teacher s Name: Date: Domain 1 Planning The teacher develops an effective instructional sequence Indicator A: Aligns

More information

COMMON CORE, ELD AND NGSS IMPLEMENTATION RUBRIC SCHOOL NAME

COMMON CORE, ELD AND NGSS IMPLEMENTATION RUBRIC SCHOOL NAME SCHOOL NAME The Common Core and ELD Implementation Rubric is a rubric that serves as a guide for determining system capacity for implementing Common Core Standards, ELD Standards and Next Generation Science

More information

Ohio Teacher Evaluation System. Resources 5/18/12

Ohio Teacher Evaluation System. Resources 5/18/12 Resources 2012 5/18/12 Contents RESOURCES Self-Assessment Professional Growth and Improvement Plans Pre- and Post- Conference Sample Questions Performance Rubric: Record of Evidence Conducting a Walkthrough

More information

Proficient (2 pts) Lesson plans are aligned to the district adopted curriculum maps and district/state assessments.

Proficient (2 pts) Lesson plans are aligned to the district adopted curriculum maps and district/state assessments. Dimension 1: Instructional Design and Lesson Planning Sets instructional outcomes and aligns instruction with state-adopted standards Instructional goals and objectives are consistently clear, focus on

More information

Kentucky Department of Education KDE Program Review Arts and Humanities

Kentucky Department of Education KDE Program Review Arts and Humanities Kentucky Department of Education KDE Program Review Arts and Humanities KDE:ONGL:DPS:ahpr 9/1/12 rev 3/6/13 ARTS AND HUMANITIES: CURRICULUM AND INSTRUCTION Demonstrator 1. Student Access All students should

More information

Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model

Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of to Marzano s Evaluation Model Correlation Map of to Marzano s Evaluation Model provides schools and districts with the best solutions for ensuring that teachers will be successful on

More information

College and Career Readiness Instructional Framework

College and Career Readiness Instructional Framework Implementation Scale Professional Learning Communities (PLC) A PLC is an ongoing process used to establish a school-wide culture that capitalizes on the collective strengths and talents of the staff to

More information

JYMS - Parent Guide To Standards Based Grading

JYMS - Parent Guide To Standards Based Grading JYMS - Parent Guide To Standards Based Grading At JYMS, we envision a student-friendly report card with clearly defined learning targets aligned to high quality, balanced assessments that will bridge our

More information

KDE Program Review Arts and Humanities

KDE Program Review Arts and Humanities Kentucky Department of Education KDE Program Review Arts and Humanities September, 2012 ARTS AND HUMANITIES: CURRICULUM AND INSTRUCTION Demonstrator 1. Student Access All students should have equitable

More information

School Improvement Indicators

School Improvement Indicators Education and Early Childhood Development School Improvement Indicators August 2011 2011-12 Revision New Brunswick School Improvement Service Table of Contents The Vision... 1 Descriptors... 2 Vision,

More information

Understanding and Using Standardized Test Results

Understanding and Using Standardized Test Results Page 1 Assessment is an integral part of a good educational process; it provides feedback on the effectiveness of our curriculum and instruction on student learning. Clearly, assessment is not an end in

More information

SECOND LESSON CYCLE. What You Must Do

SECOND LESSON CYCLE. What You Must Do Purpose In years 1 and 2 of the RE Program, Resident Educators, through the support of mentors, have systematically and continually engaged in the cycle of inquiry and reflection as they progressed through

More information

Building Professional Learning Communities: Uses of PLC Aid

Building Professional Learning Communities: Uses of PLC Aid Building Professional Learning Communities: Uses of PLC Aid Background: As part of the 2017 state budget, a new category of aid to schools, Professional Learning Community (PLC) Aid, has been provided

More information

Program Review: Arts and Humanities

Program Review: Arts and Humanities Lewis County Dale McDowell, Principal Garrison, KY 41141 Document Generated On January 29, 2015 TABLE OF CONTENTS Introduction 1 Curriculum and Instruction: Student Access 2 Curriculum and Instruction:

More information

Colorado Competency-Based Learning Self-Assessment

Colorado Competency-Based Learning Self-Assessment Colorado Competency-Based Learning Self-Assessment Policy and Framework Initiating Developing Performing Conceptual Framework and Core Principles There is little agreement about the essential knowledge

More information

Hopkinton Public Schools Assessment Framework

Hopkinton Public Schools Assessment Framework Hopkinton Public Schools Assessment Framework January 2012 Table of Contents Introduction... 3 Rationale... 3 District Mission, Values, and Philosophy of Learning... 3 Ensuring Quality Assessment... 3

More information

APPENDIX A: Examples of Observations and Documentation

APPENDIX A: Examples of Observations and Documentation APPENDIX A: and Documentation 1. Centering instruction on high expectations for student achievement. Students communicate goals and objectives. Teacher communicates goals and objectives in lesson opening

More information

SUMMATIVE RUBRICS FOR DISTRICT LEADER/Superintendent Developed by MASA and Michigan ASCD

SUMMATIVE RUBRICS FOR DISTRICT LEADER/Superintendent Developed by MASA and Michigan ASCD SUMMATIVE RUBRICS FOR DISTRICT LEADER/Superintendent The Summative Rubrics provide administrators and their evaluators with a condensed version of the Formative Rubrics for either the principal or central

More information

Dimension 1: Instructional Design and Lesson Planning

Dimension 1: Instructional Design and Lesson Planning Dimension 1: Instructional Design and Lesson Planning pts) Sets instructional outcomes and aligns instruction with state adopted standards Designs instruction using student prior knowledge and diagnostic

More information

March 2014 SCHOOL IMPROVEMENT FRAMEWORK 2.0

March 2014 SCHOOL IMPROVEMENT FRAMEWORK 2.0 March 2014 SCHOOL IMPROVEMENT FRAMEWORK 2.0 Table of Contents STRAND I: TEACHING FOR LEARNING... 3 Standard 1: Curriculum... 3 A. Alignment... 3 B. Coherence... 3 Standard 2: Instruction... 3 C. Instructional

More information

Instructional Learning Cycle Overview

Instructional Learning Cycle Overview Instructional Learning Cycle Overview CONTINUOUS USE OF DATA TO INFORM AND DIFFERENTIATE INSTRUCTION Many schools have instituted Professional Learning Communities (PLCs) as outlined by Rick DuFour or

More information

Assessment Capable Learners at Clevedon School

Assessment Capable Learners at Clevedon School Assessment Capable Learners at Clevedon School Rationale At Clevedon School we are striving to improve our students assessment capability, because research tells us that children who are assessment capable

More information

Creating a Vision for Implementation

Creating a Vision for Implementation Creating a Vision for Implementation Judy F. Carr Clarity about expectations is at the heart of a leadership vision for implementation of the Common Core State Standards (CCSS). To create a vision is to

More information

Kansas Education Systems Accreditation: The Five Rs

Kansas Education Systems Accreditation: The Five Rs COMPONENT 1: STAFF Collaboration among staff Support for educators (1-2 years) Support for educators (3+ years) Support for building/district leaders (3+ years) Communication with district staff Kansas

More information

Teaching a Lesson. Introduction. Preparing for Your Lesson

Teaching a Lesson. Introduction. Preparing for Your Lesson Teaching a Lesson Introduction Preparing for Your Lesson This guide examines the planning resources and lesson support ilit provides to help teachers deliver efficient, effective instruction. As you prepare

More information

Georgia School Performance Standards. Georgia Department of Education April 2015 Page 1 of 62

Georgia School Performance Standards. Georgia Department of Education April 2015 Page 1 of 62 April 2015 Page 1 of 62 Introduction... 5 Georgia School Performance Standards History... 5 Georgia School Performance Standards Structure... 6 Georgia School Performance Standards Uses... 7 Office of

More information

IFSD91. Curriculum Management Plan

IFSD91. Curriculum Management Plan IFSD91 Curriculum Management Plan Guidelines and Procedures This document describes the Idaho Falls School district s philosophy and procedures for curriculum design, management, implementation, and evaluation.

More information

2 Developing. Underdeveloped

2 Developing. Underdeveloped SCHOOL LEADERSHIP TURNAROUND PRINCIPLE 1 Ensure that the principal has the ability to lead the turnaround effort. INDICATORS Sources of Evidence 1 Underdeveloped 2 Developing 3 Proficient 4 Well Developed

More information

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE Paterson s Department of Curriculum and Instruction was recreated in 2005-2006 to align the preschool through grade 12 program and to standardize

More information

Program Organization and Components

Program Organization and Components Program Organization and Components Introduction Organization: Grades 6 10 This guide discusses the program organization of Prentice Hall Literature. It also looks at some specific program components.

More information

Hennepin Elementary School Literacy Plan

Hennepin Elementary School Literacy Plan Hennepin Elementary School Literacy Plan Hennepin s Mission: Hennepin Elementary School s Primary Mission is to provide all of its students with the knowledge, skills, and character to graduate from high

More information

Ineffective Minimally Effective Effective Highly Effective

Ineffective Minimally Effective Effective Highly Effective Delivery of Instruction Culture of Learning Teacher shows little to no enthusiasm for the content, leading to lack of commitment on the part of the students to value it. Although teacher generally exhibits

More information

2013 CPS Framework for Teaching with Critical Attributes

2013 CPS Framework for Teaching with Critical Attributes Introduction The CPS Framework for Teaching provides a common definition of effective teaching for both administrators and teachers, and is also used to analyze and rate evidence of teaching practice for

More information

Tennessee Administrator Evaluation Rubric ( )

Tennessee Administrator Evaluation Rubric ( ) Quality of Teacher Evaluation Indicator 5 3 1 1. Accurately calibrates evidence to the rubric Gathers evidence thoroughly and efficiently Fully gathers evidence with significant attention to student outcomes

More information

STONEBRIDGE WORLD SCHOOL LITERACY PLAN

STONEBRIDGE WORLD SCHOOL LITERACY PLAN The Stonebridge World School Literacy Plan was developed in response to the Reading Well by Third Grade initative, put in place by Minnesota Department of Education. Each school district must adopt a local

More information

SCHOOL KEYS. Georgia Department of Education Kathy Cox, State Superintendent of Schools August 2008 All Rights Reserved :: School Improvement

SCHOOL KEYS. Georgia Department of Education Kathy Cox, State Superintendent of Schools August 2008 All Rights Reserved :: School Improvement SCHOOL KEYS Unlocking Excellence through the Georgia School Standards of Schools August 2008 All Rights Reserved :: School Improvement of Schools May 2007vement Services Table of Contents Table of Contents...

More information

2013 CPS Framework for Teaching with Critical Attributes

2013 CPS Framework for Teaching with Critical Attributes Domain 1: Planning and Preparation 1a: Demonstrating Knowledge of Content and Pedagogy Knowledge of: Content Standards Within and Across Grade Levels Disciplinary Literacy Prerequisite Relationships Content-Related

More information

Goal Setting for Student Progress Form

Goal Setting for Student Progress Form Page 1 of 3 Goal Setting for Student Progress Form Teacher s Name: Location: Evaluator s Name: Evaluator s Title: Subject/Grade: School Year: - Directions: This form is a tool to assist teachers in setting

More information

Know Thy Impact. Sharing what Visible Learning looks like in action in the classroom. How do we measure our impact?

Know Thy Impact. Sharing what Visible Learning looks like in action in the classroom. How do we measure our impact? Know Thy Impact Sharing what Visible Learning looks like in action in the classroom How do we measure our impact? Background 40 mins Southeast of Auckland City Decile 10 Semi rural 380 pupils 2011 Where

More information

Domain 2.1. Climate: Develops and maintains a positive classroom climate. Descriptors:

Domain 2.1. Climate: Develops and maintains a positive classroom climate. Descriptors: Climate: Develops and maintains a positive classroom climate Domain 2.1 Descriptors: Creates a classroom environment that supports inquiry-based learning, higher order thinking skills, and international-mindedness.

More information

George W. Truett Elementary School Action Plan. Ensure bell-to-bell, standards-focused, cognitive student engagement for all students.

George W. Truett Elementary School Action Plan. Ensure bell-to-bell, standards-focused, cognitive student engagement for all students. George W. Truett Elementary 2013-2014 School Action Plan KEY ACTION ONE Campus STAAR data indicate that implementation and relational gaps are prevalent relative to instruction. Clarity around high levels

More information

Differentiated Instruction Lesson Plan Format

Differentiated Instruction Lesson Plan Format Differentiated Instruction Lesson Plan Format Lesson Title: Prefixes and suffixes Content Area and Grade Level: Reading grades 3-5 Author: Beth Sampson School District: Mt. Vernon Email: Elizabeth.Sampson@k12.sd.us

More information

Transforming Teaching Practices and Student Learning. Mathematics at a Glance Grades 6 12

Transforming Teaching Practices and Student Learning. Mathematics at a Glance Grades 6 12 Transforming Teaching Practices and Student Learning Mathematics at a Glance Grades 6 12 Transform Teaching Practices and Student Learning SpringBoard is a strategically developed, comprehensive instructional

More information

Cambridge Isanti Schools District 911 Reading Well By Third Grade Literacy Plan

Cambridge Isanti Schools District 911 Reading Well By Third Grade Literacy Plan Cambridge Isanti Schools District 911 Reading Well By Third Grade Literacy Plan Acquiring literacy is an empowering process, enabling millions to enjoy access to knowledge and information which broadens

More information

PROFESSIONAL DEVELOPMENT LEARNING MODULE: OBSERVATION & FEEDBACK

PROFESSIONAL DEVELOPMENT LEARNING MODULE: OBSERVATION & FEEDBACK The Louisiana Department of Education Professional Learning Modules are designed to allow educators an opportunity to deepen understanding of the instructional leadership. Each module includes: the main

More information

Supplemental Educational Services

Supplemental Educational Services Supplemental Educational Services Featuring s Reading and Intervention Program and Data Driven Model of Professional Development 2006 meets the reading content and assessment needs to raise student achievement

More information

The Collaboration, Growth, and Evaluation Model: Overview of the State Model for Teacher Evaluation

The Collaboration, Growth, and Evaluation Model: Overview of the State Model for Teacher Evaluation The Collaboration, Growth, and Evaluation Model: Overview of the State Model for Teacher Evaluation Contents The Teacher Collaboration, Growth, and Evaluation Model... 2 Component One: Teacher Practice...

More information

Student Teaching Teacher Work Sample Scoring Rubric * ED/VE 485

Student Teaching Teacher Work Sample Scoring Rubric * ED/VE 485 INTRODUCTION I Setting and Context Standards 5, 8 Rating Describes culture and community context Describes the existing support structure for the school including support from the community, parents, and

More information

Silicon Valley Mathematics Initiative. The Mathematics Teaching Rubric

Silicon Valley Mathematics Initiative. The Mathematics Teaching Rubric The Mathematics Teaching Rubric Worthwhile Tasks The teacher engages the students in worthwhile tasks. The tasks are all part of a coherent curriculum that develops student understanding and facility with

More information

Program Overview. In addition to the print texts, there is a suite of online resources and tools.

Program Overview. In addition to the print texts, there is a suite of online resources and tools. Program Overview Introduction Print Resources This guide explores Prentice Hall Mathematics: Courses 1, 2, and 3 Common Core also known as Middle Grades Math. It introduces the print and digital resources

More information

Guaranteed and Viable Curriculum

Guaranteed and Viable Curriculum Guaranteed and Viable Curriculum What Works in Schools: Translating Research into Practice, Marzano, 2003 Content sourced from: MARZANO RESEARCH LABORATORY www.marzanoresearch.com Phone: 888-849-0851 l

More information

Franklin Public Schools District Improvement Plan 2014-2015

Franklin Public Schools District Improvement Plan 2014-2015 Standard I: Instructional Leadership. The district promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning

More information

STUDENT LEARNING OBJECTIVE PROCESS GUIDE

STUDENT LEARNING OBJECTIVE PROCESS GUIDE STUDENT LEARNING OBJECTIVE PROCESS GUIDE Teacher: School: Evaluator: Writing 3 rd Grade STEP ONE: SLO DEVELOPMENT Prioritize Learning Content: Identify standards and content. What is the most important

More information

Student Learning Objectives

Student Learning Objectives Student Learning Objectives Definition of Student Growth For the purpose of use in Ohio s evaluation systems, student growth is defined as the change in student achievement for an individual student between

More information

Master Plan. Secondary Social Studies

Master Plan. Secondary Social Studies Master Plan Secondary Social Studies SLT MEMBER: Dan Gohl OWNER OF PLAN: Dr. Louise Ball CONTACT: Dr. Louise Ball DEPARTMENT(S): Instruction and Interventions, Literacy (Secondary Social Studies) Course

More information

PART A: EVALUATION FORM FOR PRINCIPAL AND ASSISTANT PRINCIPAL. Name: School Assignment/Position: Total Years of Administrative/Teaching Experience:

PART A: EVALUATION FORM FOR PRINCIPAL AND ASSISTANT PRINCIPAL. Name: School Assignment/Position: Total Years of Administrative/Teaching Experience: PRINCIPAL AND ASSISTANT PRINCIPAL EVALUATION COMPONENTS AND FORMS PART A: EVALUATION FORM FOR PRINCIPAL AND ASSISTANT PRINCIPAL Name: Evaluation Year: School Assignment/Position: Total Years of Administrative/Teaching

More information

EQuIP Quality Review Process EQuIP Quality Review Rubric for Lessons & Units: Mathematics

EQuIP Quality Review Process EQuIP Quality Review Rubric for Lessons & Units: Mathematics I. Alignment to the Depth of the CCSS The lesson/unit aligns with the letter and spirit of the CCSS: Targets a set of grade-level CCSS mathematics standard(s) to the full depth of the standards for teaching

More information

Alabama Quality Teaching Standard 1, Content Knowledge

Alabama Quality Teaching Standard 1, Content Knowledge Alabama Quality Teaching Standard 1, Content Knowledge: To improve the learning of all students, teachers master the disciplines related to their teaching fields including the central concepts, important

More information

Building Instructional and Leadership Excellence

Building Instructional and Leadership Excellence Building Instructional and Leadership Excellence leadered.com Planning and Advisory Services Awareness-Building Keynote Addresses Professional Development & Instructional Coaching Leadership Development

More information

Complete Differentiated Instruction Continuum for Administrators

Complete Differentiated Instruction Continuum for Administrators Introducing the instructional mind-set that has changed the face of American education! Most teachers naturally differentiate their instruction to some degree. The more differentiated a classroom, the

More information

SCHOOL S. Standards for Quality Schools

SCHOOL S. Standards for Quality Schools SCHOOL S AdvancED 2011 1 SCHOOLS standards for quality SCHOOLs Commitment to continuous improvement is a dynamic effort, consistently requiring attention and revision. We expect this commitment from the

More information

Certificated Employee

Certificated Employee Certificated Employee Sonoma County Office of Education Evaluation Period: to Year 1, 2 and Temporary Teachers, Please complete entire Evaluation. Permanent teachers Please complete Teach; Learn, Professional

More information

Candidate Assessment of Performance

Candidate Assessment of Performance Candidate Assessment of Performance Conducting Observations and Providing Meaningful Feedback Workshop for Program Supervisors and Supervising Practitioners Participant Handouts Massachusetts Department

More information

Five Year Strategic Plan (District Work Plan)

Five Year Strategic Plan (District Work Plan) Five Year Strategic Plan 2013 2018 (District Work Plan) Hamilton County Department of Education 3074 Hickory Valley Road Chattanooga TN, 37421 www.hcde.org Revised 1/23/2014 Mission The Hamilton County

More information

Introduction THE NEED FOR A NEW EDITION INTRODUCTION TO COMMON FORMATIVE ASSESSMENTS 2.0

Introduction THE NEED FOR A NEW EDITION INTRODUCTION TO COMMON FORMATIVE ASSESSMENTS 2.0 Introduction THE NEED FOR A NEW EDITION Even a timeless process needs to remain timely. Eight years have passed since Common Formative Assessments: An Assessment Model to Help All Students Succeed (2006)

More information

Indicators of Effective Practice (School)

Indicators of Effective Practice (School) (School) Center on Innovation & Improvement Complete list is for Continuous School Improvement Italicized indicators are for Rapid School Improvement (School) From Handbook on Restructuring and Substantial

More information

International School Delft Assessment Policy. First Draft January 2015

International School Delft Assessment Policy. First Draft January 2015 International School Delft Assessment Policy First Draft January 2015 Review Date August 2016 Assessment Philosophy When we assess learning at International School Delft (ISD) we assess students learning

More information