Instructional Design and Delivery Training
|
|
- Reynold Mathews
- 8 years ago
- Views:
Transcription
1 Instructional Design and Delivery Training
2 Basic Agenda -Tuesday Tuesday, April 5 th Introductions, survey results, agenda, goals Setting stage, Shared Vision, Code of Conduct, learning style inventories Building background knowledge / Unit plans Discussion of templates Work Time Wrap-up
3 Training Outcomes Learning: Review and apply the Adams 50 Instructional Model to the Learner-Centered Classroom Balanced Instructional Model Differentiated Instruction strategies Use of simulations, hooks, contextual learning activities Unpacking learning targets with learners Strategies to incorporate learner voice/choice within planning, rubric creation and classroom processes/procedures Deliverables: Gather feedback on the A50 Instructional Model Unit plan and performance task Implementation of PLP s
4 Name Tent Tool With an elbow partner Exchange name tags Four questions each Translate answers into pictures*** Return name tags to owner Switch partners & interpret data
5 Name Tent Tool How could we use this in our classroom?
6 Survey Results Getting to know the group Teacher Levels Years Experience RISC Trainings/Experience
7
8
9
10 Level of Participant Commitment
11 INSTRUCTIONAL DESIGN AND DELIVERY Instructional Design and Delivery Goals Model Moral Purpose to Inspire Systematic Change PLAN / DO - Define and defend shared vision, code of cooperation, operating procedures and focus areas -Create a plan or template to increase communication between all stakeholders (ex. newsletter, bulletins, webpage, etc) -Tools: Brainstorming, 5 why's Routine Use 1 Accelerate Student Learning PLAN / DO - explore the role/use of student individualized learning plans as a means to accelerate learning -practice implementation of an ILP -create a plan for implementation Understanding and/or 1st Implementation Continuous Improvement of Instructional Design and Delivery CHECK & ADJUST - S.M.A.R.T. Goal Setting PDCA - Cycle Times -Parking Lot -Fish/Bone Diagram (ISAT 18, ISAT 20, ISAT 21) 1st implementation and/or Routine Use Create a Plan to Achieve Desired Learning Outcomes (Know & Do) PLAN / DO -Develop performance task(s) which will engage learners in meaningful, higher-level learning *Determine learning outcomes *Provide 'choice' in pathway to learning outcomes (differentiation) *create assessments, scoring guides/rubrics and student self-monitoring tools *develop the lesson plans -Develop Thematic Unit based upon student interest, voice and learning levels within multiple content areas Create a Learner Centered Culture PLAN / DO - Provide collegial support as we refine our shared vision, code of cooperation, operating procedures and focus areas -Active problem solver as school culture data is analyzed and used to determine next steps -Incorporate student learning profile inventory results to individualize instruction -Tools: Bone and/or Fish Diagram, Brainstorming and PowerVote Routine Use and Refinement Create Standards-Based Foundation for Instruction and Student Navigation PLAN / DO -Selection and implementation of standards (state, district, national or other) -use input to develop or adopt personal, social, life standards -unpack standards, develop scoring guides, aligned assessments and capacity matrixes -Tools: Brainstorming, Affinity Diagram, Consensogram First Implementation and/or Routine Use 1st Implementation
12 ADVANCED PROFICIENT DEVELOPING EMERGING Shared Vision: creating learner centered classroom culture Leadership: supporting lifelong, independent learners Standards-Based Design Continuous Improvement Units developed using students passion, dreams, or big ideas Students develop the learning process reflecting the learning cycle Students become independent learners as they manage their own ILP Students are guiding teams/ classrooms to through learning Several content areas/ standards are encompassed within the theme Thematic unit is created with student input Assessments, instruction, resources are differentiated to meet student needs Students determine how they will demonstrate mastery level within a real-life context Students using ILP accelerated learning, and goal-setting strategies (check and adjust) throughout the thematic unit Teachers questioning depth and acceleration of learning Visual rigor of scope and sequence, gradation of quality accessible Student interest drives some of the instruction Students choose what they what to learn next Students choose how they want to learn Students have voice/choice in end product Students involved in peer assessment Students use rubric/scoring guide and capacity matrix to monitor progress Balance between teacher choice and student choice in regards to standards of choice Students applying leadership skills within group or classroom learning 2 or more content areas are taught together Lesson plan includes all pieces at developing level Final learning is performance-based (performance task is written) at simulation level Instruction is differentiated based upon learning styles A variety of assessments are provided to students Students track progress standards and content level Students can evaluate own pacing in reference to goal setting and adequate pacing Students with teachers decide on which standards to learn next Students use capacity matrix and rubric to selfassess and monitor pacing Students involved in creating rubric for final outcome Students, with teachers, determine which standards to focus upon Students developing leadership skills within cooperative group learning 2 or more related standards taught together Lesson plan includes all pieces at emerging level Final learning is performance-based (performance task is written) Students track progress throughout performance tasks and unit completions Students are told which standards will be learned next Students have capacity matrix to monitor learning progress Standard needed has been identified and unpacked Lesson plan includes an opener (anticipatory set), whole group instruction, practice opportunity with aligned formative assessment Formative assessment is used to check and adjust for next lesson
13 Instructional Design & Delivery Pre-Assessment Survey, Goals, and the Rubric Craft the training the reflects the group
14 Shared Vision Affinity Diagram: What are our hopes for these four days together (and beyond)?
15 Shared Vision What are strategies you have used to re-vitalize or create shared vision in your classes or teachings?
16 The Puzzle Activity Choose a coach* for the next activity Do NOT look in envelope YET. Coach: Please remove puzzle pieces and out of view turn the pieces facing one direction (and wait) No talking or looking at puzzle, until announced (coach enforced) * Coach is a motivating rule-enforcer type
17 The Puzzle Activity While still at your tables, take a moment to reflect on how and you might use this activity Share This can be used in the classroom, with staff, or with a community meeting Active way to create an understanding of what SV is and how it can be used
18 Code of Cooperation Table Groups Brainstorm Power vote (3-5) Share out (only from list of 3-5)
19 Learner-Centered Answer this question with your group: What do you see when you look at a learner centered classroom? Brainstorm list of descriptors of a learner-centered classroom
20 Making Connections Take your list of descriptive criteria Use the bar chart, and/or the reflective guide on the WIKI Circle on the bar chart, where those descriptors are located Add to a box/column if not there
21 Folder Scavenger Hunt Learner-Centered Terminology Hand-outs On-line Resource: WIKI
22 Sternberg s Three Intelligences Creative Analytical Practical
23 STERNBERG S INTELLIGENCES ANALYTICAL PRACTICAL CREATIVE Linear Schoolhouse Smart - Sequential Streetsmart Contextual Focus on Use Innovator Outside the Box What If An idea for assessing students according to Sternberg s intelligences would be to give the following scenario: Imagine you are driving with your parents and they are listening to the radio. An interesting piece comes on about something you do not know. As you listen, you get more and more interested. What do you want to know? Do you want to know all the little details that go into it? Do you want to know how it is being used? Do you want to know enough to use the information in new ways, for new purposes, to make new connections? Students who choose the first question fall into the analytic intelligence, the second corresponds to practical and those who choose the final question are the creative learners.
24
25 Pooh Survey - Corners With your group, answer the following questions. We work best when We don t like Our favorite teaching strategy
26 Differentiated Instruction Let s Put it in Place and Bring it to life Ages 9-11 Writing Bil Sternberg s Learning Style Creative/Practical Pooh s Learning Style Piglet When your card is complete and given to Bil, you may take a break.
27 Unit Planning: The Big Idea CULMINATING ASSESSMENT PERFORMANCE TASKS INSTRUCTIONAL STRATEGIES* ASSESSMENTS LEARNING TARGETS
28 Unit Plan Components Standards Assessments Set the Stage Introduction (Hook, EQ) BIM (Instructional Strategies) Performance Task(s) Cumulative Project/Assessment Student Choice
29 The Unit Planning Process Application of Skills Student choice in Product Standards Driven Student Need Cross-content PERFORMANCE TASK(S) Daily Opener & Closure Instructional Strategies (BIM) STANDARDS & ASSESSMENTS LESSONS / PHASES PLANS UNIT PLAN
30 Example of Unit Plan Flowchart STANDARDS HOOK / ANTICIPATORY SET ASSESSMENT EXPECTATIONS / RUBRIC ESSENTIAL QUESTIONS PERFORMANCE TASKS SKILLS PRACTICE APPLICATION OF SKILLS REAL-LIFE APPLICATION ASSESSMENT REFLECTION
31 The Mental Model
32 Unit Plan Template
33 Mental Model: Pre-Planning Learning Targets/ Unit Goals: Identify primary content area and LTs covered Supporting LTs should be identified across multiple levels (menu) #1.1 Unit Big Ideas: Develop: Big Ideas of Unit Essential Question Unpack Standards #1.1 #1 Data Driven Planning & Pre- Assessment: Analyze data to determine: Grouping Direct Instruction Special Populations#1.2 Relevancy and Engagement Hook Scenario Student Interest #9, 5 Assessment and Unit Expectations: Develop: Rubrics Exemplars Unit Assessments #1.2 Pre-Planning
34 Where To Start Student needs, Learning targets & Rubrics o Unpack standard (s) Gather the resources Teacher website Text books Teacher guides Unit plan library Local materials Other
35 The Doing Pre-Planning 1-2 Content Areas Choose 2-3 Learning Targets - Consider PSS Find Related Assessments Share with a partner
36 Break-outs 3-3:30
37 Closure Day One Parking lot responses +/ card Requests for table talk discussions Correlation Chart (place a DOT on your way out)
38 Learner Centered
Massachusetts Department of Elementary and Secondary Education. Professional Development Self- Assessment Guidebook
Massachusetts Department of Elementary and Secondary Education Professional Development Self- Assessment Guidebook For Teacher Professional Development Offerings Modified for use by the District and School
More informationChapter 3 - Alternative Assessments
Chapter 3 - Alternative Assessments Evaluating with Alternative Assessments In the ERIC Digest article "Alternative Assessment and Second Language Study: What and Why?" Charles R. Hancock states "In the
More informationTennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014
Tennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014 The contents of this manual were developed under a grant from the U.S. Department of Education. However, those contents
More informationMississippi Statewide Teacher Appraisal Rubric M-STAR
Mississippi Statewide Teacher Appraisal Rubric M-STAR Introduction and Process Guide May 2012 2192_05/12 Contents Introduction... 1 Purpose of Teacher Performance Evaluation... 1 Teacher Evaluation Process...
More information2015 TEACHER Program Curriculum Template Guide
2015 TEACHER Program Curriculum Template Guide The purpose of this curriculum template is to help you think through how you will make the STARTALK principles come alive in your program while you implement
More informationPrincipal 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 informationTOOL 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 informationTalent 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 informationAPPENDIX 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 informationCurriculum and Instruction: A 21st Century Skills Implementation Guide
Curriculum and Instruction: A 21st Century Skills Implementation Guide Produced by To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills.
More informationFRAMEWORK FOR EFFECTIVE TEACHING. Newark Public Schools Teacher Performance Evaluation
FRAMEWORK FOR EFFECTIVE TEACHING Newark Public Schools Teacher Performance Evaluation A GUIDEBOOK FOR TEACHERS & ADMINISTRATORS 2014-2015 TABLE OF CONTENTS Letter from the Superintendent... iii Introduction...
More informationJapanese International School. Assessment Recording and Reporting Policy
Japanese International School Assessment Recording and Reporting Policy 1.0 Philosophy and beliefs Through a positive learning environment, the Japanese International School respects the diversity of its
More information2013 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 informationActivities (see attached Appendix G) Page 71 of 100
for I. TECHNOLOGY OPERATIONS AND CONCEPTS A. Demonstrate introductory knowledge, skills and understanding of concepts related to technology 1. Identify CPU, monitor, mouse, printer, projection device See
More informationTeacher Generated Examples of Artifacts and Evidence. Criterion Element Example Artifacts/ Evidence
Criterion 1: Centering instruction on high expectations for student achievement 2b: Establishing a culture for learning 3a: Communicating with students 3c: Engaging Students in learning student generated
More informationSection 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 informationFinal Project Design Document Stacy Mercer
Final Project Design Document Stacy Mercer Purpose: The purpose of my website is to create my eportfolio as a demonstration of program mastery for the Instructional Master s Program at the University of
More information***Draft * Draft * Draft * Draft * Draft*** International Society for Technology In Education (ISTE) Technology Coach Program Standards
International Society for Technology In Education (ISTE) Technology Coach Program Standards ISTE prepared these standards for NCATE s college of education program accreditation. NCATE s Board of Directors
More informationCorrelation Map of LEARNING-FOCUSED to Marzano s Evaluation Model
Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions
More informationON THE SAME PAGE EFFECTIVE IMPLEMENTATION OF COLLEGE- AND CAREER-READY STANDARDS THROUGH LABOR-MANAGEMENT COLLABORATION
TM ON THE SAME PAGE EFFECTIVE IMPLEMENTATION OF COLLEGE- AND CAREER-READY STANDARDS THROUGH LABOR-MANAGEMENT COLLABORATION This publication has been adapted from Assessing Implementation of the Common
More informationRETA Training Module Digital Portfolios
RETA Training Module Digital Portfolios Creating and Updating Electronic Portfolios for Professional Development Developed by Marjorie Sharp Margaret Hoskins Julia Parra Fred Lackey Smith Frederick Kd
More informationISTE National Educational Technology Standards for Teachers http://cnets.iste.org/teachers/t_profiles.html
NETS for Teachers Profiles for Technology-Literate Teachers Today's teacher preparation programs provide a variety of alternative paths to initial licensure. They address economic conditions, needs of
More informationBest Practices for Online Courses. 100 Quality Indicators for Online Course Design
Best Practices for Online Courses 100 Quality Indicators for Online Course Design The following criteria are meant to act as guidelines for the course development process. Some of these guidelines would
More informationI. 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 informationNC 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 informationDECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW
DECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW Reflect... Improve... Achieve GUIDE TO SELF REVIEW The purpose of Self Review Effective organisations regularly monitor and
More informationIndiana Wesleyan University Differentiated Lesson Plan Physical Education 2008 NASPE Standards
Indiana Wesleyan University Differentiated Lesson Plan Physical Education 2008 NASPE Standards Assignment Description The Indiana Wesleyan University differentiated lesson plan combines elements of the
More informationLibrary Media Specialist Rubric
Standards and Objectives Motivating Students Presenting Instructional Content Library Media Specialist: Instruction Lesson Structure and Pacing Library Media Specialist Rubric Significantly Above Expectations
More informationBUILDING CURRICULUM ACCOMMODATION PLAN
BUILDING CURRICULUM ACCOMMODATION PLAN 2014-2015 ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller FRANKLIN PUBLIC SCHOOLS VISION
More informationRubric for Evaluating North Carolina s Instructional Technology Facilitators
Rubric for Evaluating North Carolina s Instructional Technology Facilitators Standard 1: Instructional Technology Facilitators demonstrate leadership. Not Demonstrated Developing Proficient Accomplished
More informationGreenville City Schools. Teacher Evaluation Tool
Greenville City Schools Teacher Evaluation Tool Table of Contents Introduction to Teacher Evaluation 2 Glossary 3 Record of Teacher Evaluation Activities 5 Teacher Evaluation Rubric 6 Self-Assessment 11
More informationFRAMEWORK 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 informationCandidates will demonstrate ethical attitudes and behaviors.
EDET 628 Apply instructional design principles to create a unit of instruction which integrates technology and enhances student understanding Demonstrate purposeful alignment of state competencies and
More informationNorfolk Public Schools Teacher Performance Evaluation System
Norfolk Public Schools Teacher Performance Evaluation System The Norfolk Public Schools does not discriminate on the basis of race, sex, color, national origin, religion, age, political affiliation, veteran
More informationthe Role of the Principal as Literacy Leader: A Continuum of practice
Edmonton Public Schools K-12 Literacy for 21 st Century Learners Draft: Oct 3, 2011 the Role of the Principal as Literacy Leader: A Continuum of practice K-12 Literacy for 21 st Century Learners Table
More informationNW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
More informationAn Effective CSTP Classroom
An Effective CSTP Classroom Standard 1: Engaging and Supporting all Students in Learning 1.1 Using knowledge of students to engage them in Provides vehicles so that students begin taking ownership of their
More informationTEACHER DEVELOPMENT & EVALUATION HANDBOOK
TEACHER DEVELOPMENT & EVALUATION HANDBOOK College, Career Career & Citizen-Ready! Table of Contents Part 1: Introduction Purpose Part 2: Standards of Effective Teaching Performance Standards Sample Performance
More informationSetting Professional Goals*
Setting Professional Goals* Beginning teachers are often overwhelmed by the scope of their work and the day-to-day demands of classroom instruction. Stepping back from and reflecting upon their teaching
More informationRevisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University
Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect
More informationNETS for Teachers: Achievement Rubric
NETS for Teachers: Achievement Rubric DRAFT (March 18, 2005) Purpose: This draft version of the NETS for Teachers: Achievement Rubric is available online for educational technology professionals to review
More informationTEACHNJ ACT. New Evaluation Implementation 2013-14 School Year Required by State of NJ
TEACHNJ ACT New Evaluation Implementation 2013-14 School Year Required by State of NJ Charles Maranzano, Jr., Superintendent Hopatcong Borough Public Schools 1 Evaluation Reform in NJ Evaluation Reform
More informationElementary and Middle School Technology Curriculum Guidelines
Elementary and Middle School Technology Curriculum Guidelines Catholic Schools Office Diocese of Erie March, 2007 PHILOSOPHY STATEMENT... 1 TECHNOLOGY CURRICULUM FOUNDATION... 1 TECHNOLOGY FOUNDATION STANDARDS
More informationTechnology Curriculum Standards
Technology Curriculum Standards Catholic Schools Office Diocese of Erie August, 2014 Table of Contents PHILOSOPHY STATEMENT... 2 TECHNOLOGY CURRICULUM FOUNDATION... 2 TECHNOLOGY FOUNDATION STANDARDS FOR
More informationTeacher Evaluation. Missouri s Educator Evaluation System
Teacher Evaluation Missouri s Educator Evaluation System Teacher Evaluation Protocol Introduction Missouri s Educator Evaluation System was created and refined by hundreds of educators across the state.
More informationMathematics Curriculum Guide Precalculus 2015-16. Page 1 of 12
Mathematics Curriculum Guide Precalculus 2015-16 Page 1 of 12 Paramount Unified School District High School Math Curriculum Guides 2015 16 In 2015 16, PUSD will continue to implement the Standards by providing
More informationNCNSP Design Principle 1: Ready for College
College Credit College Ready Skills (High School) Course of Study NCNSP Design Principle 1: Ready for College Students are tracked according to past performance into regular and honors level courses. All
More informationArkansas Teaching Standards
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
More informationMembers of the Alabama State Board of Education. Governor Bob Riley President of the State Board of Education. District
2 Members of the Alabama State Board of Education Governor Bob Riley President of the State Board of Education District I Mr. Randy McKinney President Pro Tem II Mrs. Betty Peters III Mrs. Stephanie Bell
More informationAlbemarle 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 informationPRO-NET. A Publication of Building Professional Development Partnerships for Adult Educators Project. April 2001
Management Competencies and Sample Indicators for the Improvement of Adult Education Programs A Publication of Building Professional Development Partnerships for Adult Educators Project PRO-NET April 2001
More informationE-Teacher Professional Development Workshop University of Maryland, Baltimore County and University of Oregon, Summer 2012
http://umbc.uoregon.edu/eteacher/ Hicham Mahda Rabat, Morocco E-Teacher Professional Development Workshop University of Maryland, Baltimore County and University of Oregon, Summer 2012 Workshop on Effective
More informationWriting Worth Doing. Writing for College & Career Success
Writing Worth Doing Writing for College & Career Success audiencetaskpurposediscipline Writing Worth Doing ISA s four-year portfolio writing program, Writing Worth Doing, supports writing as daily practice
More informationTeacher Rubric with Suggested Teacher and Student Look-fors
Teacher Rubric with Suggested Teacher and Student Look-fors This document is intended to inform school communities in recognizing the performance levels for key elements defined in the Teacher Rubric and
More informationNETS for Students: Achievement Rubric
NETS for Students: Achievement Rubric DRAFT (March 22, 2005) Purpose: This draft version of the NETS for Students: Achievement Rubric is available online for educational technology professionals to review
More informationStronge Teacher Effectiveness Performance Evaluation System
Stronge Teacher Effectiveness Performance Evaluation System Overview Teacher Effectiveness Student Achievement Student Achievement Stronge Evaluation System Effectiveness is the goal. Evaluation is merely
More informationCALIFORNIA 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 informationMaster Technology Teacher Standards
Master Technology Teacher Standards FINAL Approved on January 4, 2002 Texas State Board for Educator Certification MASTER TECHNOLOGY TEACHER STANDARDS Standard I. Standard II. Standard III. Standard IV.
More informationCritical Components of Lesson Design Guide
Critical Components of Lesson Design Guide There are a variety of lesson plan formats available as many districts have different ways to showcase each lesson plan component. In the 1980 s Madeline Hunter
More informationOglala Lakota College Teacher Preparation Program Instructional Unit Scoring Rubric
Oglala Lakota College Teacher Preparation Program Instructional Unit Scoring Rubric Student: Course: Date: Instructor: Center: Semester: Directions: Mark the descriptor that best describes candidate performance
More informationKentucky. Guidelines. Digital Learning. Kentucky Department of Education. Dr. Terry Holliday, Commissioner
Kentucky Digital Learning Guidelines Digital Learning Kentucky Department of Education Dr. Terry Holliday, Commissioner For more detailed guidance, clarification and specific criteria of high quality digital
More informationHow To Write The English Language Learner Can Do Booklet
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English
More informationRodel Exemplary Teacher Initiative
Rodel Exemplary Teacher Initiative Five Traits of Exemplary Teachers in High-Potential Classrooms 1. Passionate Belief System 2. Motivation and Student Engagement 3. Focus on Subject Matter 4. Effective
More informationHow To Write A Curriculum Framework For The Paterson Public School District
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 information08X540. 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 informationChapter 3: Teaching Learning Strategies in the Learner- Centered Classroom
Chapter 3: Teaching Learning Strategies in the Learner- Centered Classroom In this chapter, we demonstrate how you can teach your students to make their learning more efficient and effective by thinking
More informationNorth Carolina New Schools Design Principle 1: Ready for College. Beginning Early Steps Growing Innovations New Paradigms
North Carolina New Schools Design Principle 1: Ready for College (High School) Course of Study Students are tracked according to past performance into regular and honors level courses. Students are allotted
More informationRoselle Public School District Curriculum Framework 2011 (Preparing Students for the 21 st Century) Sixth Grade
Content: English Language Arts Enduring Understandings 1. Oral discussion helps to build connections to others and create opportunities for learning. 2. Effective speakers adapt their style and content
More informationINNOVATION CONFIGURATION. Broward County Public Schools. Instructional Technology for. 21st Century Teaching and Learning. July 2015 June 2018
INNOVATION CONFIGURATION Broward County Public Schools Instructional Technology for 21st Century Teaching and Learning July 2015 June 2018 CABINET MEMBER: Elisa Calabrese OWNER OF PLAN: Kathryn Sullivan
More informationPrincipal Appraisal Overview
Improving teaching, leading and learning T e x a s P r i n c i p a l E va l u a t i o n S y s t e m Principal Appraisal Overview Design and Development a collaborative effort McREL International Texas
More informationDeveloping 21 st Century Skills through Competency Based Expanded Learning Opportunities
Developing 21 st Century Skills through Competency Based Expanded Learning Opportunities March 27, 2015 The Summit on 21 st Century Learning Washington, D.C. Heather Loewecke, Asia Society Asia Society
More informationIndependent Study Model Application for Professional Development Credit
Independent Study Model Application for Professional Development Credit An Independent Study Is learning that is designed and individually guided by the participant. Is data driven and linked to school
More informationMeasuring Principal Effectiveness Full Day PIL Session: Framework for Leadership
Measuring Principal Effectiveness Full Day PIL Session: Framework for Leadership Colonial Intermediate Unit 20 Michelle Bozzini, Assistant Director of Curriculum and Auxiliary Services mbozzini@ciu20.org
More informationCS0-1 Construct-Based Approach (CBA) to School Counseling
CS0-1 Construct-Based Approach (CBA) to School Counseling CS0-1 Topics Page Introduction 2 Purpose of CS0-1 2 Definition of a CBA 2 A Simple Language Set 2 Key Terms 3 CBA Overview 6 Primary Focal Points
More informationInformation and Technology Literacy Framework. PreK-12
Information and Technology Literacy Framework PreK-12 Approved January 2006 Introduction to the Information and Technology Literacy Framework Background Information In 1998, the State Department of Education
More informationMASTER PLAN. Arts Education
MASTER PLAN Arts Education SLT MEMBER: Dan Gohl CONTACT: Marla Armstrong and Joe Luechauer DEPARTMENT(S): Visual Arts and Music and Performing Arts Course Group #: 10457542 Broward County Public Schools
More informationWelcome To GATE Parent Information Night
Welcome To GATE Parent Information Night Presented by : Julie Williams, Fremont Unified School District GATE Program Specialist jwilliams@fremont.k12.ca.us Who Are The Gifted? According to the National
More information21st Century Community Learning Center
21st Century Community Learning Center Grant Overview The purpose of the program is to establish 21st CCLC programs that provide students with academic enrichment opportunities along with activities designed
More informationTHE ROLE OF THE FACILITATOR
THE ROLE OF THE FACILITATOR What is a Meeting Facilitator? The facilitator is a guide or discussion leader for the group. The process of facilitation is a way of providing leadership without taking the
More informationThe MSPA Rubric for Evaluation of School Psychologists
The MSPA Rubric for Evaluation of School Psychologists The Massachusetts School Psychologists Association (MSPA) has developed this rubric for the evaluation of school psychologists for adoption, in part
More informationExplanation of TAP s Teaching Skills, Knowledge and
Table of contents Explanation of TAP s Teaching Skills, Knowledge and Responsibilities Performance Standards... 1 Teaching Skills, Knowledge and Responsibilities Performance Standards Overview...2 Designing
More informationProject Management System Table of Contents
Project Management System Table of Contents Establishing Successful Professional Learning Communities p. 2 Defining the Problem and Setting SMART Goals..... p. 4 SMART Goals... p. 6 Designing Action Plan
More informationOTTAWA ONLINE ECE-30050 Early Childhood Math Methods
Course Description OTTAWA ONLINE ECE-30050 Early Childhood Math Methods Examines theories of cognitive development framework to understand how young children acquire math skills, concepts and abilities.
More informationSt. Charles School District. Counselor Growth Guide and. Evaluation Documents
St. Charles School District Growth Guide and Evaluation Documents 2014-2015 City of St. Charles School District MISSION The City of St. Charles School District will REACH, TEACH, and EMPOWER all students
More informationNATIONAL CURRICULUM STATEMENT GRADES 10-12 SUBJECT: INFORMATION TECHNOLOGY
NATIONAL CURRICULUM STATEMENT GRADES 10-12 SUBJECT: INFORMATION TECHNOLOGY TEACHER TRAINING MANUAL 2006 PROGRAMME 3 SESSION 1 Introducing the National Curriculum Statement (NCS) and the National Senior
More informationStandards for Quality Online Teaching
Standard 1 Standards for Quality Online Teaching The teacher plans, designs and incorporates strategies to encourage active learning, interaction, participation and collaboration in the online environment.
More informationMasters Comprehensive Exam and Rubric (Rev. July 17, 2014)
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
More informationLeadership has a relatively indepth understanding of digital
Leadership L1 Shared Vision Leadership has the basic awareness of the potential of digital learning in education to lead to personalized learning for students. Staff and leadership are exploring different
More informationThe Colorado Coalition of Standards-Based Education:
The Colorado Coalition of Standards-Based Education: The Colorado Department of Education 2012, The Colorado Coalition for Standards-Based Education, David J. Benson. All rights reserved. No part of this
More informationPre-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 informationSystems of Transportation and Communication Grade Three
1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportation
More informationRUBRICS FOR ASSESSING MASTER S LEVEL SCHOOL ADMINISTRATION PORTFOLIO EVIDENCE CLUSTERS APPALACHIAN STATE UNIVERSITY. Student Name.
RUBRICS FOR ASSESSING MASTER S LEVEL SCHOOL ADMINISTRATION PORTFOLIO EVIDENCE CLUSTERS APPALACHIAN STATE UNIVERSITY Student Name Cohort Date This student matriculated through the following program MSA
More informationGeorgia Department of Education School Keys: Unlocking Excellence through the Georgia School Standards
April 17, 2013 Page 2 of 77 Table of Contents Introduction... 5 School Keys History...5 School Keys Structure...6 School Keys Uses...7 GaDOE Contacts...8 Curriculum Planning Strand... 9 Assessment Strand...
More informationCommunity Unit School District 303 s EIGHT STEPS College Readiness A Parent s Resource
Community Unit School District 303 s EIGHT STEPS to College Readiness A Parent s Resource Do you want your child to graduate from college? D303 s EIGHT STEPS to A Parent s Resource The Eight Steps to
More informationRationale for the Change
Revisioning Graduate Teacher Education in North Carolina Master of Arts in Middle Grades Education, with Licensure in Language Arts, Mathematics, Science, and Social Studies Appalachian State University
More informationHow to Upload Artifacts to MyLearningPlan.com
How to Upload Artifacts to MyLearningPlan.com One of the key benefits of the Stronge evaluation system is that it allows educators to have a significant voice in their own evaluation. In the past an employee
More information1. The teacher candidate sets learning targets that address the Essential Academic Learning Requirements and the state learning goals.
SCORING RUBRIC Candidate: Supervisor: Cooperating Teacher: School: School District: Grade Level(s): PAA Administration Dates: 1 st 2 nd 3 rd 4 th 1. The teacher candidate sets learning targets that address
More informationDIFFERENTIATED INSTRUCTION AND ENRICHMENT OPPORTUNITIES: AN ACTION RESEARCH REPORT
DIFFERENTIATED INSTRUCTION AND ENRICHMENT OPPORTUNITIES: AN ACTION RESEARCH REPORT Terri Lynn Kirkey Hastings and Prince Edward District School Board Abstract The purpose of this study was to systematically
More informationGLOBAL-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 informationSPEECH LANGUAGE PATHOLOGIST PERFORMANCE AND EVALUATION SYSTEM
SPEECH LANGUAGE PATHOLOGIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Speech Language Pathologist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher
More information