CPSD Guide to Instructional Framework by cpsd disc

Instructional Framework & Evaluation Resource 2012-13

Table of Contents Introduction ------------------------------------------------------------------------------------------------------------------------------------ 2 Intentional Planning & Design ------------------------------------------------------------------------------------------------------------- 4 Classroom Environment --------------------------------------------------------------------------------------------------------------------- 17 Instructional Practices ----------------------------------------------------------------------------------------------------------------------- 26 Classroom Management -------------------------------------------------------------------------------------------------------------------- 41 Ongoing Relevant Assessment for Learning -------------------------------------------------------------------------------------------- 52 Professional Development & Responsibilities ----------------------------------------------------------------------------------------- 63

Introduction The CPSD Instructional Framework provides a common language around what effective teachers should know & be able to do to enhance student achievement. The steward of this document is the District Instructional Strategies Committee (DISC), which operates as a professional learning community committed to reading & discussing current professional research to make recommendations on professional development. The composition of the committee is intended, to the extent possible, to include representation from each school as well as representation of elementary teachers, secondary teachers, & administrative staff. Teachers are nominated by their building principal to serve on this committee. To ensure that communication & decision-making is clear & efficient, DISC is co-chaired by representation from both the Superintendent’s Council & the Teaching & Learning office. Our district’s instructional framework is a living document that is updated annually by DISC. Committee members meet monthly during the school year & are paid at their contracted hourly rate for services beyond their workday.

Guiding Purpose of this Document: • • •

To provide common language throughout the district around instruction. To clarify what exemplary classroom instruction looks like in a CPSD classroom. To serve as a resource during the teacher evaluation process during goal setting, pre-observation, & post-observation conversations.

Intentional Planning & Design There is clear evidence that the teacher carefully designs & plans instruction that addresses national, state & district standards (e.g. GLEs, Frameworks, etc.) & student needs.

Belief Statement:

LESSON & UNIT STRUCTURES Teacher designs unit with lessons/activities connected to the major concepts/ideas. What Can I Do?

Use data to design lessons/activities.

How Can I Do It?

Where Do I Find Out More About It?

Think & plan purposefully:

How to start unit planning (Grant Wiggins, 2011, pp. 33-41)

• • •

Outline daily learning targets. Establish appropriate assessments for the learning. Select learning activities to grow student understanding of the knowledge or skills embodied in the learning target. 4

Understanding by Design Template (Grant Wiggins, 2011, pp. 16-17) Action steps for planning using learning goals (Marzano R. J., 2007, pp. 17-28) Action steps for planning with focus

Intentional Planning

Intentional planning is purposeful & contextual. Learning should be framed by data-based decisions, use of research-based instructional strategies, student learning needs, meaningful challenges, & authentic applications.

LESSON & UNIT STRUCTURES Teacher designs unit with lessons/activities connected to the major concepts/ideas. Use assessment information to (Marzano R. J., 2007, pp. 177-183) determine where your students are & what they need to reach learning target. Identifying the focus of a unit (Marzano R. J., 2009, pp. 289-296) Begin with the end â&#x20AC;&#x201C; strategies for planning (Lemov, Teach like a champion: 49 techniques that put students on the path to college, 2010, pp. 57-69) Click here for Instructions for using Understanding by Design lesson plan template. Click here for Helpful lesson plan template from Madeline Hunter. Align & define learning targets based on the standards & data.

Establish & communicate learning goals to students.

Backward Design (Grant Wiggins, 2011, pp. 7-11)

Develop effective lessons built around the established learning targets.

Different types of learning goals (Grant Wiggins, 2011, pp. 57-68)

Communicate high expectations with learning targets that enables students to meet & exceed the standards for learning.

Essential questions that may be used in lessons (Grant Wiggins, 2011, pp. 74-75) Clearly articulating learning goals (Marzano R. J., 2009, pp. 12-13) Action steps for setting expectations with

LESSON & UNIT STRUCTURES Teacher designs unit with lessons/activities connected to the major concepts/ideas. students (Marzano R. J., 2007, pp. 167173) Planning for lessons on new knowledge (Marzano R. J., 2009, pp. 301-303)

Double Plan Technique 10—helps the teacher think about lessons from both sides – from the students’ and the teachers (Lemov, 2012, pp. 97-102) Click here for Clover Park School District Curriculum Guides.

Use expectations for learning in daily lesson planning.

Set high academic expectations:

Techniques to protect more time on task in academic subjects (Lemov, • Communicate to students what Teach like a champion: 49 techniques proficient performance looks like. that put students on the path to • Work off the positive college, 2010, pp. 27-55) presumption that you will get all Cold Call Technique 22—pushes all students there. students to answer all questions posed Use strategies involving & encouraging by teacher (Lemov, 2012, pp. 197-210) participation of all students. Provide specific feedback on student 6

Intentional Planning

Begin with the End Technique 6—begins with larger objective then breaks it down to help you create lessons and activities (Lemov, 2012, pp. 73-81)

LESSON & UNIT STRUCTURES Teacher designs unit with lessons/activities connected to the major concepts/ideas. performance: Differentiate to meet the needs of diverse learners in their daily lessons.

Begin with basic strategies on how to differentiate: develop groups, tiered assignments, or use varied content to reach students where they are now & move them toward the learning target.

Approaches to differentiation – chart to help get started Figure 6.1 (Tomlinson, 2001, p. 34) Click here for Video clips on differentiating instruction.

See criterion: Instructional Practices.

How Can I Do It?

Where Do I Find Out More About It?

Match standards-based activities to student needs & abilities.

Use varied content matter, grouping strategies, tiering or modify aspects of performance to match tasks with students’ knowledge, understanding & skills.

How-to’s on planning by students’ readiness (Tomlinson, 2001, pp. 45-51) How-to’s on planning for students by interest – chart Figure 9.1 (Tomlinson, 2001, p. 56) How-to’s on planning for students by learning profile – chart Figure 10.1

LEARNING ACTIVITIES Teacher selects learning activities that are relevant to instructional goals. Progression of activities in a unit is smooth, with activities that are connected & reflect appropriate standards. (Tomlinson, 2001, p. 61) See criterion: Instructional Practices. Design activities that are connected to one another.

Plan for lessons focused on learning new concepts & skills.

Board=Paper Technique 121—models and shapes how students take notes to capture information (Lemov, 2012, pp. 121-124) How to emphasize practice with knowledge that has already been introduced (Marzano R. J., 2009, pp. 303-305) Monitor & adjust lessons based on student feedback.

Constantly assess student learning through student responses & discourse, using questioning strategies, quick writes, or exit tasks.

Check for Understanding Technique 18—allows teachers to correct misunderstandings quickly (Lemov, 2012, p. 163) and (Lemov, Teach like a champion: 49 techniques that put

Intentional Planning

How to design a good learning plan – The UbD Matrix (Grant Wiggins, Understanding by Design, 2005, pp. Plan for lessons which provide practice & 193-194) deepen knowledge & understanding. How to plan for and present new content (Marzano R. J., 2009, pp. 299303)

LEARNING ACTIVITIES Teacher selects learning activities that are relevant to instructional goals. Progression of activities in a unit is smooth, with activities that are connected & reflect appropriate standards. Determine how to plan next lesson based students on the path to college, 2010, on student feedback: reteach, review, and pp. 97-102) move on. See criteria on Assessment for Learning. Plan engaging & effective lessons.

Tasks are purposeful for students in that they have real application, or develop relevant understanding & skill for the learning target, or are of a high degree of interest to students.

How to let students know where they are headed and how they will get there (Grant Wiggins, Understanding by Design, 2005, pp. 198-201)

Examples of â&#x20AC;&#x153;hooksâ&#x20AC;? from different Hook to engage students into learning by content areas (Grant Wiggins, sharing real-life stories, situations, & Understanding by Design, 2005, pp. scenarios. 201-206) The Hook Technique 10 is a compelling transition into the main objective of the lesson (Lemov, 2012, pp. 110-113)

INSTRUCTIONAL MATERIALS & RESOURCES Teacher selects materials & resources (including appropriate technology), which support instructional goals. What Can I Do?

How Can I Do It?

Where Do I Find Out More About It?

Use common resources for planning.

Select from district approved texts & 9

Access to district curriculum guides &

INSTRUCTIONAL MATERIALS & RESOURCES Teacher selects materials & resources (including appropriate technology), which support instructional goals. supplemental texts that will support pacing guides are found here: diverse needs of students in a variety of http://www.cloverpark.k12.wa.us/Admi technologies as referred to in criterion #5. n/Curriculum.aspx Incorporate differentiation strategies into lesson planning

Using varied text and resource materials (Tomlinson, 2001, pp. 75-78) Project GLAD provides training on language acquisition & literacy through best practices, high expectations, & high standards: http://www.cloverpark.k12.wa.us/Admi n/TeacherAcademy_Winter2012.aspx See criterion: Instructional Practices.

INSTRUCTIONAL GROUPS Teacher designs instructional groups, which are varied as appropriate to the needs of students. Tasks for groups & group members are well organized. What Can I Do?

How Can I Do It?

Where Do I Find Out More About It?

Identify student learning needs based on data from a variety of sources.

Group students based on data from a variety of sources (e.g. MAPS, DIBELS, state assessment data, formative 10

Using Cooperative Learning, Curriculum Chinking, and Descriptions, Discussions and Predictions, Marzano & Brown:

Intentional Planning

Provide age- & ability-appropriate classroom materials that will support the assessed differentiation in the areas of interest, content, process, product, readiness, & learning environment.

INSTRUCTIONAL GROUPS Teacher designs instructional groups, which are varied as appropriate to the needs of students. Tasks for groups & group members are well organized. assessments).

(Module 5)

Group students based on readiness to learn, learning modality, interest, and/or ability.

Engaging Students in Task Design, Cooperative Learning, and SelfEvaluation, Marzano & Brown: (Module 25)

ASSESSMENT CRITERIA Assessment criteria & expectations are clear, have been clearly communicated to students, & are used to plan for individuals & groups of students. What Can I Do?

How Can I Do It?

Where Do I Find Out More About It?

Communicate learning target to students.

Clearly post learning target for all students to see. Verbalize the learning target.

Check for understanding techniques will come from common resources. (Lemov, 2010), (Lemov, 2012), (Marzano R. J., 2007) and (Marzano R. J., 2009)

Communicate with students how they will What will I do to establish and show understanding of the learning target communicate learning goals, track by the end of the lesson. student progress, and celebrate success? Marzano: (Chapter 1) Designing and Using Formative Assessments, Marzano & Brown, 11

ASSESSMENT CRITERIA Assessment criteria & expectations are clear, have been clearly communicated to students, & are used to plan for individuals & groups of students. Module 3 Check for understanding.

Check for understanding techniques will come from common resources. (Lemov, 2010), (Lemov, 2012), (Marzano R. J., 2007) and (Marzano R. J., 2009)

Intentional Planning

Use formal & informal assessments to gauge student understanding (e.g. warmups, student work, student discourse, hand signals, electronic polls)

BIBLIOGRAPHY Chapter 1, M. (n.d.). The art & science of teaching. Retrieved from http://books.google.com/books?id=JBeFD6sTx_IC&pg=PA9&source=gbs_toc_r&cad=4#v=onepage&q&f=false Chapter 10, M. (n.d.). Retrieved from http://books.google.com/books?id=JBeFD6sTx_IC&pg=PA174&source=gbs_toc_r&cad=4#v=onepage&q&f=false Chapter 9, M. (n.d.). Retrieved from http://books.google.com/books?id=JBeFD6sTx_IC&pg=PA162&source=gbs_toc_r&cad=4#v=onepage&q&f=false Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: JosseyBass. Lemov, D. (2012). Teach like a champion field guide: a practical resource to make the 49 techniques your own. San Francisco, CA: Jossey-Bass. Marzano, R. J. (2007). The art & science of teaching: a comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision & Curriculum Development. Marzano, R. J. (2009). A handbook for the art & science of teaching. Alexandria, VA: Association for Supervision & Curriculum Development. Module 2, M. &. (n.d.). Retrieved from http://books.google.com/books?id=e0uyYNt7tNUC&pg=PA9&source=gbs_toc_r&cad=4#v=onepage&q&f=false Module 25, M. &. (n.d.). Retrieved from http://books.google.com/books?id=e0uyYNt7tNUC&pg=PA299&source=gbs_toc_r&cad=4#v=onepage&q&f=false Module 25, M. &. (n.d.). Retrieved from http://books.google.com/books?id=e0uyYNt7tNUC&pg=PA143&source=gbs_toc_r&cad=4#v=onepage&q&f=false Module 5, M. &. (n.d.). Retrieved from http://books.google.com/books?id=e0uyYNt7tNUC&pg=PA55&source=gbs_toc_r&cad=4#v=onepage&q&f=false 13

RUBRIC: INTENTIONAL PLANNING & DESIGN There is clear evidence that the teacher carefully designs & plans instruction that addresses national, state & district standards (e.g. GLEs, Frameworks, etc.) & student needs. Undeveloped/Doesn’t Meet Expectations

Element

Lesson & unit structures

Instructional materials & resources

Instructional groups

Assessment criteria

☐

Teacher does not select or consider learning activities that are relevant to instructional goals. They do not follow an organized progression, are not connected and/or do not reflect academic standards.

☐

Teacher selects materials & resources, which do not support instructional goals or engage students in meaningful learning.

☐

Teacher has not designed instructional groups to support the instructional goals & offers no variety.

☐

Assessment criteria & expectations are not clear and/or have not been communicated to students.

☐

Teacher attempts to design units with lessons/activities connected to the major concept/ideas, but some lessons/activities appear to have no connection.

☐

Teacher attempts to select learning activities that are relevant to instructional goals. Progression of activities in a unit is sometimes inconsistent, with activities that show limited connections. Lessons tend to reflect appropriate standards.

☐

Teacher occasionally selects materials & resources (including appropriate technology), which support instructional goals, but only offer students limited engagement in the learning.

☐

Teacher attempts to design instructional groups to support the instructional goals; however, groups are not well organized and/or tasks are not clearly defined or explained. Assessment criteria & expectations are clear, & have been clearly communicated to students, but the results are not communicated to students & /or are not used to plan further instruction.

Proficient/Meets Expectations

☐

Teacher designs units with lessons/activities connected to the major concept/ideas.

☐

Teacher selects learning activities that are relevant to instructional goals. Progression of activities in a unit is smooth, with activities that are connected & reflect appropriate standards.

☐

Teacher selects materials & resources (including appropriate technology), which support instructional goals.

☐

Teacher designs instructional groups, which are varied as appropriate to the needs of students. Tasks for groups & group members are well organized.

☐

Assessment criteria & expectations are clear, have been clearly communicated to students, & are used to plan for individuals & groups of students.

☐

Distinguished/Exceeds Expectations Teacher designs the lesson or unit in which the structure is clear & allows for a variety of pathways according to student needs. Time allocations are reasonable & allow time for student reflection.

☐

Teacher selects learning activities that are highly relevant to instructional goals. Students can express to others how their work is related to instructional goals & to the unit as a whole.

☐

Teacher selects from a variety of materials & resources, which support instructional goals & engage students in meaningful learning. There is evidence of student participation in selecting or adapting materials.

☐

Teacher designs instructional groups, which are varied & allow for student choice in selecting different patterns of instructional groups.

☐

Teacher creates continuous awareness & understanding on the part of students as to how well they are meeting the established criteria. Students contribute to the development of the criteria & expectations.

Intentional Planning

Learning Activities

☐

Teacher’s lesson or unit has no connection to the major concept & learning targets.

Emerging/ Meets Expectations

INTENTIONAL PLANNING & DESIGN COMMITTEE MEMBERS Roeme Kitchen, Chair, Hudtloff Middle School Teacher Paulie Jacobson, Lakeview Elementary School Teacher Dorothy Woods, Summit Instructional Coach Brian Laubach, Executive Director, Teaching & Learning, SSC Claire Campbell, Park Lodge Elementary Teacher Paul Douglas, Carter Lake Elementary School Principal窶年ot Present

Intentional Planning

Classroom Environment Teacher creates a classroom environment that is safe, inviting, respectful, culturally & developmentally appropriate

Belief Statement An effective classroom environment is designed to model & encourage student self-management & provide an appropriate physical setting. In this criterion, teachers will find strategies & resources that will promote a classroom that is safe, inviting, as well as culturally & developmentally appropriate.

TEACHER RESPECT FOR DIFFERENCES Teacher interactions are appropriate to the studentâ&#x20AC;&#x2122;s culture, gender & individual differences. What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Build relationships with your students

Various activities from student glyphs to Tomlinson C. A., 2010, pp. 153-158) bio-poems to student profile cards Figure 4.2 (Tomlinson C. A., 2010, p. 82) Various Activities Figure 4.1- Game (Tomlinson C. A., 2010, p. 82) (Bower, 2005, pp. 103-107) 17

TEACHER RESPECT FOR DIFFERENCES Teacher interactions are appropriate to the student’s culture, gender & individual differences. Develop a community:

Teacher Tool Kit Various games/activities like “I Wonder Who” which finds commonalities between students.

Tomlinson C. A., 2010, pp. 159-163)

Various Strategies

Lemov, D. Teach Like a Champion. pgs. 203-223

(Bower, 2005, pp. 108-123)

Various Strategies Build character & trust

Cultivate respect for student culture, gender, & individual differences

Plans lessons & activities for teaching diversity using readings, quizzes, facts sheets, data bases of relevant movies, & activities this site provides educators with tools to foster dialogue among students.

(David O. MacKay School of Education Diversity)

Challenge/confront all stereotypes in the instructional curriculum/environment

Schniedewind, Nancy, & Ellen Davidson. Open Minds to Equality

Set & maintain high behavioral expectations Ensure classroom walls, supplemental 18

http://education.byu.edu/diversity/ (David O. MacKay School of Education Diversity)

Lemov, D. Teach Like a Champion. pgs. 167-201 (David O. MacKay School of Education -

Classroom Environment

Figure 4.3 (Tomlinson C. A., 2010, p. 89)

Tomlinson C. A., 2010, pp. 90-91)

TEACHER RESPECT FOR DIFFERENCES Teacher interactions are appropriate to the student’s culture, gender & individual differences. materials, posters, quotes, etc… reflect student diversity

Diversity)

TEACHER INTERACTION WITH STUDENTS Teacher interacts respectfully with students & addresses students’ disrespectful behavior. What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Establish a culture of learning

Set high academic expectations

Lemov, D. Teach Like a Champion. pgs. 27-55; 145-165

Provide verbal & non-verbal cues & signals for following expectations. Use thinking routines to promote a culture of learning. Facilitate class meetings to review & process rules & procedures.

For following expectations- see Attachment 1 (OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports (PBIS)) Action Steps- How to...pgs. 18-26 Ritchhart, Ron. “Thinking Routines” Harvard Project Zero “Visible Thinking Routines” Marzano R. , Classroom management that works: research-based strategies

TEACHER INTERACTION WITH STUDENTS Teacher interacts respectfully with students & addresses studentsâ&#x20AC;&#x2122; disrespectful behavior. for every teacher, 2003)

SAFETY & ACCESSIBILITY

What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Arrange physical space to accommodate Ask a peer to walk through as you for learning spaces & student learning organize the physical layout of the needs classroom to have clear traffic patterns Arrange physical layout to provide easy access to students & materials

(Tomlinson C. A., 2010) pgs. 93-94 Tomlinson C.A., 2010, pgs. 96-98 (Tomlinson C. A., 2010) pgs. 94-96

Decorate in a way that enhances student learningPlan for safety of all students

Know your students, establish a clear discipline policy, & organize classroom space in a way that promotes the safety of all (desk layout, routines for materials, seating arrangements). Establish, revisit, & monitor routines for handling materials & supplies 20

Lemov, D. Teach Like a Champion. pgs. 145-165 Marzano R. , Marzano Classroom Teacher Evaluation Rubrics, 2012)

Classroom Environment

Classroom is safe & the physical arrangement of the room supports student learning.

SAFETY & ACCESSIBILITY Classroom is safe & the physical arrangement of the room supports student learning. Know & review building safety plan & staff handbook. Teach, review, & practice safety procedures with students

Classroom Environment

BIBLIOGRAPHY (n.d.). Retrieved from OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports (PBIS): http://www.pbis.org/ Bower, B. a. (2005). Social Studies Alive! David O. MacKay School of Education - Diversity. (n.d.). Retrieved from Brigham Young University: http://education.byu.edu/diversity/activities.html Lemov, Doug. Teach like a Champion: 49 Techniques That Put Students on the Path to College. San Francisco: Jossey-Bass, 2010. Marzano, R. (2003). Classroom management that works: research-based strategies for every teacher. ASCD. Marzano, R. (2012). Marzano Classroom Teacher Evaluation Rubrics. Retrieved from Teacher/Principal Evaluation Pilot: http://tpep.files.wordpress.com/2012/02/marzano-teacher-evaluation-rubric2.pdf Tomlinson, C. A. (2010). Leading & managing a differentiated classroom. ASCD. Palmer, Patricia, David Perkins, Ron Ritchhart, & Shari Tishman. "Visible Thinking." Visible Thinking. Harvard University, n.d. Web. 09 Aug. 2012. Schniedewind, Nancy, & Ellen Davidson. Open Minds to Equality: A Sourcebook of Learning Activities to Affirm Diversity & Promote Equity. Milwaukee, WI: Rethinking Schools, 2006.

RUBRIC: CLASSROOM ENVIRONMENT: Teacher creates a classroom environment that is safe, inviting, respectful, culturally & developmentally appropriate. Undeveloped/Doesn’t Meet Expectations

Element Teacher respect for differences

Safety & accessibility

☐

Teacher interaction is disrespectful, abusive or demeaning.

☐

Classroom is unsafe.

☐

Teacher is inconsistent when addressing students’ disrespectful behavior.

☐

The classroom is safe but the physical arrangement does not support student learning.

Proficient/Meets Expectations

Distinguished/Exceeds Expectations

☐

Teacher interactions are appropriate to student’s culture, gender & individual differences.

Teacher & student interactions are appropriate to students’ culture, gender & individual differences & are proactively taught.

☐

Teacher interacts respectfully with students & addresses students’ disrespectful behavior.

☐

Classroom is safe & the physical arrangement of the room supports student learning.

☐

Teacher demonstrates genuine caring & respect for individual students & elicits student respect for teacher & other students. Classroom is structured so that students can safely utilize & access the classroom structures & resources independently to support learning.

Classroom Environment

Teacher interaction with students

☐

Teacher interactions are inappropriate to students’ culture, gender & individual differences.

Emerging/ Meets Expectations Teacher is inconsistent or unaware of the effects of his/her interactions with students regarding culture, gender & individual differences

CLASSROOM ENVIRONMENT COMMITTEE MEMBERS Diane Burrell, Instructional Coach, Summit Othene Wade, Administrator, Summit Anita Seivert, Lake Louise Elementary School Teacher Cynthia

Adams, Clover Park High School Assistant Principal --Not Present

Hope Teague, Chair, Clover Park High School Teacher窶年ot Present Ronel Balatbat, Oakbrook Elementary School Teacher窶年ot Present

Classroom Environment

Instructional Practices Teacher uses a repertoire of instructional practices that align with national, state & district standards (e.g. GLEs, Frameworks, etc.) that result in student learning.

Belief Statement

EXPECTATIONS FOR LEARNING Teacher states learning objectives, gives clear directions, & consistently checks for understanding. What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Post & reference at least 3 times learning objectives connected to state standards as well as rubric criteria so that by the end of the lesson students can articulate them

Post learning goals so all students can see them

Marzarno, R.J. (2007). The art & science of teaching: A comprehensive framework for effective instruction. (pp. 17-21) www.marzanoresearch.com/classrooms trategies

Post learning goals as a clear statement of knowledge Reference goals throughout lesson Post rubric that relates to learning goals so all students can see it 28

Instructional Practices

If we expect to increase student achievement, we should intentionally plan instruction utilizing a continuously evolving repertoire of research & standards based instructional practices.

EXPECTATIONS FOR LEARNING Teacher states learning objectives, gives clear directions, & consistently checks for understanding. Reference rubric throughout lesson

Present directions in varied formats.

Present directions in a written, verbal, &/or pictorial representations & explicitly tie them to learning objectives/state standards.

Dean, Ceri. B, Hubbell, Elizabeth Ross, Pitler, Howard, Stone, BJ. (2012). Classroom Instruction that Works: Research Strategies for increasing Student achievement. (pp.63-76) www.marzanoresearch.com/classrooms trategies

Check for student understanding of the learning objectives using a variety of techniques

Mid-lesson observations during student pair/shares,

Lemov, Doug. (2010) Teach Like a Champion Field Guide: a Practical Resource to Make the 49 Techniques Your Own. (Chapter 12)

Exit Slips, Journaling, Reflection, Clickers

STUDENT ENGAGEMENT Teacherâ&#x20AC;&#x2122;s instructional practices allow for reinforcement & retention of learning. Time allocations are reasonable.

STUDENT ENGAGEMENT Teacherâ&#x20AC;&#x2122;s instructional practices allow for reinforcement & retention of learning. Time allocations are reasonable. How Can I Do It?

Where Can I Find Out More About It?

Develop learning activities that engage & rely upon student discourse.

Facilitate discussion, debate, what-if & why questions.

Dean, Ceri. B, Hubbell, Elizabeth Ross, Pitler, Howard, Stone, BJ. (2012). Classroom Instruction that Works: Research Strategies for increasing Student achievement. (pp.54-56) www.marzanoresearch.com/classrooms trategies

Assign tasks involving transfer & application of new knowledge.

Use dyads, think-pair-share, group work, or thinking routines.

Marzarno, R.J. (2007). The art & science of teaching: A comprehensive framework for effective instruction. (pp.60-85) www.marzanoresearch.com/classrooms trategies Visible Thinking, Harvard Project Zero: http://pzweb.harvard.edu/vt/VisibleThi nking_html_files/03_ThinkingRoutines/ 03a_ThinkingRoutines.html

Use friendly controversy, academic games, & physical movement

Structure mini debates Have students examine multiple opinions on content Use technology to promote student 30

Marzarno, R.J., Pickering, Debra J. (2011). The Highly Engaged Classroom: The classroom strategies series. (pp.- 54-85)

Instructional Practices

What Can I Do?

STUDENT ENGAGEMENT Teacherâ&#x20AC;&#x2122;s instructional practices allow for reinforcement & retention of learning. Time allocations are reasonable.

Provide wait time.

engagement, such as clickers, showing student work on the Elmo, etc.

www.marzanoresearch.com/classrooms trategies

Alter pace appropriately (i.e. speeds up & slows down).

Marzarno, R.J., Pickering, Debra J. (2011). The Highly Engaged Classroom: The classroom strategies series. (p 21,48,160) www.marzanoresearch.com/classrooms trategies

Employ crisp transitions from one activity to another.

Establish a place in the room where you will stand when giving directions

Marzarno, R.J., Pickering, Debra J. (2011).

Develop sentence stems/phrases that are consistently used to indicate transition

The Highly Engaged Classroom: The classroom strategies series. (p 21)

Use the learning targets as a means to wrap up one activity & begin the next

Lemov, Doug. (2010) Teach Like a Champion Field Guide: a Practical Resource to Make the 49 Techniques Your Own. (pp. 259-280) http://www.ascd.org/publications/book s/105012/chapters/Module-3@Transitions-and-Interruptions.aspx

STUDENT ENGAGEMENT Teacherâ&#x20AC;&#x2122;s instructional practices allow for reinforcement & retention of learning. Time allocations are reasonable. Use essential questions to help students Marzarno, R.J., Pickering, Debra J. connect their learning to things outside (2011). the classroom The Highly Engaged Classroom: The Develop reflective questions that help classroom strategies series. (pp. 99-115) students think about more broad www.marzanoresearch.com/classrooms implications for their work trategies

Demonstrate excitement towards instruction.

Describe personal experience that relates to content Adjust voice tone

Lemov, Doug. (2010) Teach Like a Champion Field Guide: a Practical Resource to Make the 49 Techniques Your Own. (pp. 426-431)

Use physical gestures, *dramatize information

Marzarno, R.J., Pickering, Debra J. (2011). The Highly Engaged Classroom: The classroom strategies series. (pp. 30-56) www.marzanoresearch.com/classrooms trategies

QUALITY OF QUESTIONS Teacherâ&#x20AC;&#x2122;s questions probe for depth of understanding & elicit reflection from all students. Adequate time is available for students to respond.

Instructional Practices

Structure activities that require students to make connections between the content & real world.

What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Asks questions that focus on important information.

Marzarno, R.J. (2007). A Handbook for the art & science of teaching: instruction. (pp. 131-143 ) www.marzanoresearch.com/classrooms trategies

Uses explicit cues to scaffold questions

Dean, Ceri. B, Hubbell, Elizabeth Ross, Pitler, Howard, Stone, BJ. (2012). Classroom Instruction that Works: Research Strategies for increasing Student achievement. (pp.50-62) www.marzanoresearch.com/classrooms trategies

Asks inferential & analytical questions.

Marzarno, R.J. (2007). The art & science of teaching: A comprehensive framework for effective instruction. (pp.48-49) http://books.google.com/books?id=JBe FD6sTx_IC&printsec=frontcover&dq=art +and+science+of+teaching&hl=en&sa=X &ei=MkZzT4qiIoWqiQKLkKGoCw&sqi=2 &ved=0CDwQ6AEwAA#v=onepage&q=a rt%20and%20science%20of%20teachin g&f=false www.marzanoresearch.com/classrooms trategies Marzarno, R.J. (2007). The art & science of teaching: A comprehensive

Asks students to think about their own thinking & explain how well they 33

framework for effective instruction. (pp.107-111) www.marzanoresearch.com/classrooms trategies

answered questions.

DIFFERENTIATED INSTRUCTION

What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Uses data to modify content, process, & product based on readiness, interests, & learning profile.

Use Descartes in MAPS to develop groups & learning target focus for students development of reading, writing & math skills

Page, Sandra.(2010-2011) 1.CPSD P drive, 2.Teaching & Learning Folder,

â&#x20AC;Ś

3. Differentiated Instruction folder, 4.Page-December.pdf (pp. 1-62); 5.Page-February.pdf (pp. 1-58) Tomlinson, Carol Anne, Imbeau, Marcia B. (2010) Leading & managing: A Differentiated Classroom. (pp. 19-22) http://www.caroltomlinson.com/

Uses data consistently for establishing flexible, tiered groupings using a variety of classroom interventions

Page, Sandra.(2010-2011) 1.CPSD P drive, 2.Teaching & Learning Folder, 3. Differentiated Instruction folder, 34

Instructional Practices

Teacher persists in seeking approaches for all learners & uses a variety of instructional strategies including appropriate accommodations & applies intervention strategies as needed.

DIFFERENTIATED INSTRUCTION Teacher persists in seeking approaches for all learners & uses a variety of instructional strategies including appropriate accommodations & applies intervention strategies as needed. 4.Page-December.pdf (pp. 1-62); 5.Page-February.pdf (pp. 1-58) Tomlinson, Carol Anne, Imbeau, Marcia B. (2010) Leading & managing: A Differentiated Classroom. (pp. 50-51, 144-149) http://www.caroltomlinson.com/ Incorporates student choice & initiative

Page, Sandra. (2010-2011) 1.CPSD P drive, 2.Teaching & Learning Folder, 3. Differentiated Instruction folder, 4.Page-December.pdf (pp. 1-62); 5.Page-February.pdf (pp. 1-58) Tomlinson, Carol Anne, Imbeau, Marcia B. (2010) Leading & managing: A Differentiated Classroom. (pp. 130131)http://www.caroltomlinson.com/ Marzarno, R.J. (2007). The art & science of teaching: A comprehensive framework for effective instruction. (pp.22-23) http://books.google.com/books?id=JBe FD6sTx_IC&printsec=frontcover&dq=art 35

DIFFERENTIATED INSTRUCTION Teacher persists in seeking approaches for all learners & uses a variety of instructional strategies including appropriate accommodations & applies intervention strategies as needed. +and+science+of+teaching&hl=en&sa=X &ei=MkZzT4qiIoWqiQKLkKGoCw&sqi=2 &ved=0CDwQ6AEwAA#v=onepage&q=a rt%20and%20science%20of%20teachin g&f=false

Provides for extension of learning

Write a contract with students to collaboratively establish a new deadline;

Page, Sandra.(2010-2011)

Allow students to continue to work while you are moving the class on

2.Teaching & Learning Folder,

Seek opportunities during the school day when students could return to your class to complete their work Help students access any after-school opportunities for completing work

1.CPSD P drive,

Accommodates individual ELL &/or SPED students or groups within a lesson 36

Instructional Practices

www.marzanoresearch.com/classrooms trategies

DIFFERENTIATED INSTRUCTION Teacher persists in seeking approaches for all learners & uses a variety of instructional strategies including appropriate accommodations & applies intervention strategies as needed. instruction. (pp. 271-285) http://books.google.com/books?id=e0u yYNt7tNUC&printsec=frontcover&dq=a +handbook+art+and+science+of+teachi ng&hl=en&sa=X&ei=kUtzT9TdMKeZiQK 046jKCw&ved=0CDwQ6AEwAA#v=onep age&q=a%20handbook%20art%20and% 20science%20of%20teaching&f=false www.marzanoresearch.com/classrooms trategies Provides for the needs of students who come from home environments that offer little support for schooling (See link

USE OF TECHNOLOGY Teacher integrates available technology into instruction. What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Uses web-based resources to support instruction (See link of district-adopted

USE OF TECHNOLOGY Teacher integrates available technology into instruction. online instructional resources).

Uses available technology in the classroom to present content.

Instructional Practices

Designs activities that require students to actively use technology & provide equitable access for each student. Uses technology for assessment when appropriate Evaluates & selects software carefully, making sure that the software they select is age, gender, & culturally appropriate.

BIBLIOGRAPHY Dean, Ceri. B, Hubbell, Elizabeth Ross, Pitler, Howard, Stone, BJ. (2012). Classroom Instruction that Works: Research Strategies for increasing Student Achievement. www.marzanoresearch.com/classroomstrategies Lemov, Doug. (2010) Teach Like a Champion Field Guide: a Practical Resource to Make the 49 Techniques Your Own. Marzarno, R.J. (2007). The art & science of teaching: A comprehensive framework for effective instruction.

www.marzanoresearch.com/classroomstrategies Page, Sandra. (2010-2011) 1. CPSD P drive, 2. Teaching & Learning Folder, 3. Differentiated Instruction folder, 4. Page-December.pdf 5. Page-February.pdf Tomlinson, Carol Anne, Imbeau, Marcia B. (2010) Leading & managing: A Differentiated Classroom. http://www.caroltomlinson.com/

RUBRIC: INSTRUCTIONAL PRACTICES: Teacher uses a repertoire of instructional practices that align with national, state & district standards (e.g. GLEs, Frameworks, etc.) that result in student learning. Element Expectations for learning

☐

Teacher’s instructional practice does not allow students the opportunity to adequately practice & reinforce their learning in order to retain it.

☐

Teacher rarely asks questions of students during instruction.

Differentiated instruction

☐

Teacher does not attempt to differentiate instruction to meet students’ needs.

☐

Use of technology

☐

Teacher chooses to not use available technology to support learning.

☐

Quality of questions

☐

Emerging/ Meets Expectations

Proficient/Meets Expectations

Distinguished/Exceeds Expectations

Teacher states learning objectives, & attempts to give clear directions, but is inconsistent when checking for understanding.

☐

Teacher states learning objectives, gives clear directions, & consistently checks for understanding.

☐

Teacher’s lesson objectives & activities allow students to make connections outside the classroom.

☐

Teacher’s instructional practices allow for reinforcement & retention of learning. Time allocations are reasonable.

☐

Teacher allows students to be actively engaged in the activities & assignments in their exploration of content. Students initiate or adapt activities & projects to enhance understanding.

☐

Teacher’s questions probe for depth of understanding & elicit reflection from all students. Adequate time is available for students to respond.

☐

Teacher allows students to assume responsibility for the discussion by formulating questions, which ensure that all student voices are heard.

☐

Teacher persists in seeking approaches for all learners & uses a variety of instructional strategies including appropriate accommodations & applies intervention strategies as needed.

☐

Teacher integrates available technology into instruction.

☐

Teacher’s instructional practices allow for some reinforcement & retention of learning. Time allocations tend to be too much or too little, causing some wasted instructional time. Teacher’s questions sometimes probe for depth of understanding; however, the larger percent of them are used for recall and/or right or wrong answers. Teacher offers minimal opportunity for higher-order questioning. Teacher attempts to differentiate instruction for some learners, & provides some appropriate accommodations, with a limited variety of intervention strategies. Teacher attempts to integrate available technology into instruction.

Teacher includes student input for determining their most effective approach for students who need help & uses an extensive repertoire of strategies & additional resources. Teacher stays abreast of evolving technology & designs learning experiences for students’ utilization of these resources.

Instructional Practices

Student engagement

☐

Undeveloped/Doesn’t Meet Expectations Teacher’s learning objectives are not evident, directions are absent or confusing & teacher does not check for understanding.

INSTRUCTIONAL PRACTICES COMMITTEE MEMBERS Jan Lonsway, Supervisor of Professional Development, SSC Amy Rust, Co-Chair, Beachwood Elementary School Teacher Erica Crudge, Co-Chair, Hillside Elementary School Instructional Coach窶年ot Present Trecy Kraus, Mann Middle School Teacher窶年ot Present John Mitchell, Oakwood Elementary School Principal窶年ot Present

Instructional Practices

Classroom Management Teacher creates & manages classroom procedures, communicates clear expectations, & encourages appropriate behavior in the educational setting that is in alignment with a school-wide plan.

Belief Statement We believe teaching is the most important & most difficult job in the world. Distinguished teachers continually strive to master their craft beginning with classroom management. You, as classroom leader, know your classroom best & set the stage for successful experiences. Always keep in mind that effective management includes clearly defined expectations & consistent predictable consequences. What works in your classroom reflects a personal approach to best practices for you & your students. A simple wellimplemented classroom management plan is incredibly powerful.

MANAGEMENT OF PRACTICE/ROUTINE Teacher establishes management practices/routines that allow for smooth transitions with clear directions. What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Establish rules & procedures, use Action Step 1: Identify specific rules & effective disciplinary interventions, procedures for your classroom that you build positive student-teacher â&#x20AC;&#x153;must have.â&#x20AC;? relationships, & develop a sound mental 43

Rules and Procedures (Marzano, 2003, P. 13-26)

MANAGEMENT OF PRACTICE/ROUTINE Teacher establishes management practices/routines that allow for smooth transitions with clear directions. set to get you through the most difficult situations.

Action Step 2: Involve students in the design of rules & procedures. •

Help students understand the need for the rules & procedures in creating a safe & positive learning environment. Develop responsible classroom behavior by addressing students’ basic interaction needs. Focus on building a strong classroom culture, that is, a place where students work hard, behave, model strong character, & do their best.

Establish routines for day-to-day activities within the classroom, such as how to line up, how no-name papers will be handled, how tardies will be dealt with, restroom use, etc. Communicate the need for the rules or routines to students.

Making the Rules (Barber, 1997, P. 111) Lining Up (Barber, 1997, P. 113) Handling Tardies (Barber, 1997, P. 114) See additional strategies (Barber, 1997, Pp. 115-123) Entry Routine (Lemov, 2010, Pp. 151152) Do Now (Lemov, 2010, Pp. 152-153) SLANT (Lemov, 2010, Pp. 158-159) On your Mark (Lemov, 2010, Pp. 159161) Seat Signals (Lemov, 2010, Pp. 161-163)

Classroom Management

• •

Present your basic list of expectations & procedures. Clarify non-negotiables. Get feedback & buy-in from students on negotiables.

MANAGEMENT OF PRACTICE/ROUTINE Teacher establishes management practices/routines that allow for smooth transitions with clear directions. Props (Lemov, 2010, Pp. 163-165)

Employ tight transitions between learning activities to conserve momentum.

Implement consistent transition strategies, such as The Seven Gems (Grinder) or Tight Transitions (Lemov).

“Practice doesn’t make perfect, practice makes permanent…”

The Seven Gems (Ginder, 1993, P. 211) See additional Gem strategies (Grinder, 1993) Tight Transitions (Lemov, 2010, Pp. 154157) See video clips 23 & 24 on Tight Transitions (Lemov, 2012, DVD)

REDIRECTING STUDENT BEHAVIOR (DEFINE REDIRECTION & ITS PURPOSE) Teacher uses a variety of strategies to redirect student behavior. What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Create an environment of respect & rapport by building a positive relationship with students. Without the foundation of a good relationship, students commonly resist rules &

Action Step 1: Use specific techniques to establish an appropriate level of dominance in the classroom.

Teacher-Student Relationships (Marzano, 2003, Pp. 49-55)

Action Step 2: Use specific behaviors that communicate an appropriate level 45

REDIRECTING STUDENT BEHAVIOR (DEFINE REDIRECTION & ITS PURPOSE) Teacher uses a variety of strategies to redirect student behavior. of cooperation.

Approach the classroom with a specific frame of mind—a specific mental set.

Action Step 1: Employ specific techniques to maintain or heighten your awareness of the actions of students in your classes (withitness).

Mental Set (Marzano, 2003, Pp. 67-75)

Action Step 2: Employ specific techniques to maintain a healthy emotional objectivity with students. Assume best intentions on the part of the student when redirecting behavior.

Monitor your tone of voice & how you phrase what you say to students.

On Your Mark (Lemov, 2010, Pp. 159161)

“Make corrections consistently & positively. Narrate the world you want your students to see even while you are relentlessly improving it.” (Lemov, 2010, P. 205)

Positive Framing (Lemov, 2010, Pp. 204-210) See video clips 13 & 19 on Positive Framing (Lemov, 2012, DVD) Warm/Strict (Lemov, 2010, Pp. 213214) Note: These 3 techniques are also described in Teach Like a Champion Field Guide, 2012.

“Students should be given the message that they are responsible for their own

Action Step 1: Employ general classroom procedures that enhance 46

The Student’s Responsibility for Management (Marzano, 2003, pp. 76-

Classroom Management

procedures along with the consequent disciplinary actions.

REDIRECTING STUDENT BEHAVIOR (DEFINE REDIRECTION & ITS PURPOSE) Teacher uses a variety of strategies to redirect student behavior. behavior & that they should be provided with strategies & training to realize that control.”(Marzano, 2003, P. 77)

student responsibility. Action Step 2: Provide students with self-monitoring & control strategies: • • • •

Develop in yourself & in your students the skill of owning one’s own problems.

91)

Written Self Analysis Class meetings Language of Responsibility Written Statements of Belief

Teach students to use the following Problem Ownership Statements:

Winning Ways for Control (Barber, 1997, Pp. 77-96)

When the problem is mine: Step 1. I will say how I feel. Step 2. I will describe the problem from my point of view. Step 3. I will state how the problem directly affects me.

RESPONSE TO STUDENT MISBEHAVIOR Teacher responds to behavior in an appropriate manner that demonstrates respect for students & is normally effective.

RESPONSE TO STUDENT MISBEHAVIOR Teacher responds to behavior in an appropriate manner that demonstrates respect for students & is normally effective. What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Create an environment where all Consider the catalyst behind the students feel included & that their voice behavior. is heard. Who? When? Where? Why? Consistently apply strategies when students do not follow the rules & procedures that have been established

Use Tangible Recognition, or a concrete symbol for appropriate behavior, such as part of a token economy.

A Closer Look at the First Need (Barber, 1997, pp. 15-18)

Disciplinary Interventions (Marzano, 2003, Pp. 35-37)

Have students self-reflect using preestablished prompts or visual cues on posters or individual student sheets.

Use strategies in a progressive sequence that are in sync with the infraction, such as giving the student the “evil eye” for minor infractions, to removing the student from the activity for more severe misbehaviors. Always provide opportunity for the student to reflect on what actions caused the redirection & how they could change their behavior in the future.

Love & Logic’s 23 Interventions (Fay, 2003)

Classroom Management

Use Stimulus Cueing to redirect a student, such as already having a post-it on the student’s desk & discretely putting a check mark on it as you walk by the student’s desk.

BIBLIOGRAPHY Barber, L. C. (1997). Students speak: effective discipline for today's school, building a sense of community. Brandon Pub. Co. Canter, L. (2009). Assertive discipline: positive behavior management for today's classroom. Fay, J. (2003). Quick & easy classroom interventions: 23 proven tools for increasing student cooperation. Lemov, D. (2010). Teach like a champion. San Francisco, California: Jossey-Bass. Lemov, D. (2012). Teach like a champion field guide: a practical resource to make the 49 techniques your own. San Francisco, California: Jossey-Bass. Marzano, R. (2003). Classroom management that works: research-based strategies for every teacher. ASCD

RUBRIC: CLASSROOM MANAGEMENT: Teacher creates & manages classroom procedures, communicates clear expectations, & encourages appropriate behavior in the educational setting that is in alignment with a school-wide plan.

Element

Redirecting student behavior

Response to student misbehavior

☐

Teacher is ineffective in redirecting student behavior.

☐

Teacher responds to misbehavior inappropriately and/or demonstrates disrespect for students.

Emerging/ Meets Expectations

Proficient/Meets Expectations

Distinguished/Exceeds Expectations

☐

Teacher has attempted to establish management practices & routines; however, transitions are inconsistent and/or directions are somewhat unclear or difficult to follow.

☐

Teacher establishes management practices/routines that allow for smooth transitions with clear directions.

☐

Teacher establishes management practices/routines where students assume responsibility for handling materials & smooth transitions.

☐

Teacher uses a limited number of strategies to redirect student behavior and/or is inconsistent in redirecting students.

☐

Teacher uses a variety of strategies to redirect student behavior.

☐

Teacher facilitates students’ ability to demonstrate responsibility for managing their own behavior.

☐

Teacher is not consistently aware of or does not respond appropriately to misbehavior.

☐

Teacher responds to misbehavior in an appropriate manner that demonstrates respect for students & is normally effective.

☐

Teacher creates an environment where students monitor their own behavior, & the teacher is sensitive to students’ individual needs.

Classroom Management

Management of practices/routines

Undeveloped/Doesn’t Meet Expectations Teacher has not established management practices/routines. This results in a loss of instructional time and/or precipitates offtask or disruptive behavior.

CLASSROOM MANAGEMENT COMMITTEE MEMBERS Taj Jensen, Tillicum Elementary School窶年ot Present Nicole Wonner, Custer Elementary School Teacher窶年ot Present Kim Clark, Co-Chair, Southgate Elementary School Teacher Misty Casner, Special Education Assessment Specialist, SSC Chris Longueira, Co-Chair, Woodbrook Middle School, Teacher

Classroom Management

Ongoing Relevant Assessment for Learning Teacher develops various methods to assess student performance & utilizes the data as part of the instructional process

On-going & relevant assessment is vital to improving student achievement. Powerful & effective instruction is driven by assessment, & this assessment should incorporate the Plan-Act-Reflect cycle. Assessment includes formative, summative, interim & final assessment pieces. Assessment that is ongoing provides for â&#x20AC;&#x153;in-the-momentâ&#x20AC;? feedback & informs instruction. Assessments should also be varied & appropriate for each unit, learning target & student. A comprehensive, thorough & thoughtful set of assessment strategies allows a teacher to accurately view student learning & instructional effectiveness.

USE OF ASSESSMENT DATA Teacher uses assessment results to plan for the class as a whole & sometimes differentiates instruction. What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Use the Plan-Act-Reflect cycle to evaluate data, to plan for instruction, to monitor student learning, to adjust & differentiate instruction. Then, determine next steps & reflect on effectiveness of teaching strategies. Continue the cycle on an

Meet with grade-level team or Consulting Teacher (CT) to analyze data, determine needed differentiation & next steps towards meeting standards.

Intervention Summary (Fisher/Frey, 2010, p.21)

Collect data after instruction, using formative assessment strategies, to 54

Tools for Implementing the Common Assessment Protocol (Fisher/Frey, 2007, pp. 126-126)

Ongoing Relevant Assessment for Learning

Belief Statement

USE OF ASSESSMENT DATA Teacher uses assessment results to plan for the class as a whole & sometimes differentiates instruction. ongoing basis.

determine effectiveness & next steps. Create differentiated assessments within grade/subject-level teams so that students can most successfully show what they know.

Use a variety of measures for checking for understanding.

Use quick measures to assess learning: KWL, exit tickets, progress monitoring, student discourse, entrance tasks, nonverbal cues, response cards, technological response devices, anecdotal notes.

See various strategies (Fisher/Frey, 2007, pp. 14, 23-24, 30-32, 46-51, and 52-53)

Use formal or in-depth assessments for formative & summative assessment.

Formal or in-depth assessments include: portfolios, common formative & summative assessments, projects, dioramas, performances, presentations, MAP, MBA, and RBA.

See NWEA website & your consulting teacher or principal regarding MAP Instructional Ladders.

MAP Instructional Ladders: continuum of math & reading skills, use for identifying “next steps”. Grading Practices: Grades should be consistent across grade levels, accurate in what they reflect, summative and not formative. They must communicate useful

Use summative assessments only for grading. This reflects what they now know. Finalize differentiated assessments within 55

See a summary of grading practices (O’Connor, 2007, pp. 14-15, 43)

USE OF ASSESSMENT DATA Teacher uses assessment results to plan for the class as a whole & sometimes differentiates instruction. grade/subject-level teams. The use of rubrics creates consistency. Work with grade-level teams to establish required evidence for meeting the standard. MAP Instructional Ladders: continuum of math & reading skills, used for identifying “next steps.”

Identify areas of student strengths and weaknesses & differentiate instruction based on results.

See NWEA website & your consulting teacher or principal.

How Can I Do It?

Where Can I Find Out More About It?

Use diagnostic assessments before instruction to determine students’ current level of understanding & used to develop & guide instruction.

Clearly identify expectations, identify criteria for meeting the standard before teaching the unit. Pretest students based on what the standard indicates.

Meet with principal or consulting teacher to learn more about the Plan-Act-Reflect cycle.

Use formative assessments that give direction for instruction. Based on formative assessment results, ask yourself, “What is my next teacher moves within the

Use quick checks for understanding such as: exit tasks, single questions response cards, nonverbal responses, district & grade-level team created formative assessments. Use 56

See grading practices (O’Connor, 2007, pp. 95-105)

Ongoing Relevant Assessment for Learning

information to the students & others interested in the student’s learning.

USE OF FORMATIVE AND/OR SUMMATIVE ASSESSMENTS IN INSTRUCTION Teacher uses a variety of formative assessments to inform instruction & to provide feedback to students about their learning. lesson? Tomorrow, what do my students need in order to meet the standard?” Teach-Assess-Reteach-Reassess. Use summative assessments, such as endof-unit test, MBA, RBA at the end of a unit or sequence of instruction. These summative assessments may be used for grading/report cards. They can also be used to determine a need for intervention.

these measures to decide next steps for each student to meet standards. Use a variety of summative assessments including paper & pencil, performance, discourse, grade-level team created & district created assessments.

What’s My Thinking Now (O’Connor, 2002, p. 121, Fig. 4.4)

Develop student-created rubrics for assessment

Develop authentic assessment questions.

Use Bloom’s higher-order thinking skills to craft questions.

Developing Authentic Questions (Fisher /Frey, pp. 42-45, Fig. 3.3)

Teach students about types of assessments, including specific formats & uses relating to the types of assessments they will be taking.

Teach & have students practice on release items that use specific formats relating to MAP testing, MBA, RBA, MSP, college entrance, scholarships, state assessments, etc. (as applicable). Include peer assessments & self-assessments.

~~Distractors p. 108, Fig. 6.5 Checking for Understanding Fisher/Frey

Increase student voice & ownership in assessment results.

Review with students the assessment results to help them identify where and why they are struggling. Have students record their progress toward meeting or 57

Self-Assessment p. 75-78 & Fig 5.1-5.3 Checking for Understanding Fisher/Frey p. 79-82, 124-125 Integrating DI and Understanding By Design Tomlinson/McTighe. “Field Guide” for secondary Never Work Harder Than your Students

Jackson

Treat the majority of assessments as formative (formative is the practice, summative is the performance).

Ask yourself, “What is the purpose of the assessment? “

Assessments are both differentiated (a variety of assessment options) & yet preparatory (consistent with state/college test formats).

Provide alternative assessment options such as performance, discourse, or paper & pencil, depending on student need.

Integrating DI & Understanding by Design p. 7 Tomlinson/McTighe.

Look for & plan remedies to address misconceptions (probe for computational vs. conceptual gaps in learning).

Identify whether a standard is a computational or conceptual requirement. Identify the steps that lead up to meeting the standard & analyze for common or potential misconceptions.

P 2-3, 32-34 Checking for Understanding Fisher/Frey

Choose formative assessment in “real-time” vs. formative assessment using student work depending on what you are assessing.

Tomlinson How to Differentiate Instruction in a Mixed Ability Classroom

ASSESSMENT OF STUDENT WORK Teacher uses assessment for evaluating student work to determine if it reflects the lesson/unit goals & student learning.

ASSESSMENT OF STUDENT WORK Teacher uses assessment for evaluating student work to determine if it reflects the lesson/unit goals & student learning. What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Assess clear learning targets that were created through backward planning. Backward planning is the process of deciding what the standards are that we wish to address, & then what is the content/methodology we use to teach toward those learning goals.

Identify what meeting the standard looks like & what evidence students need to provide to demonstrate that they have met the standard. Identify the steps students must master leading up to the standard.

Checking for Understanding Fig. 3.8 p. Fisher/Frey

Collaborate with colleagues around specific data to problem-solve. (PLC)

Meet with your grade-level team, IF or a Professional Learning Community to analyze data and to determine the effectiveness of strategies used. Discuss strategies that may have worked or not worked. Use your professional team to develop common assessments.

Checking for Understanding Fisher/Frey Fig. A.1 p. 139-140

When giving formative feedback, deemphasize judgment in feedback. Emphasize student understanding of the learning process & elicit ways to have student own “improve” his/her work.

Use peer observation, peer coaching, & peer assessment as well as group reflections.

Build in a way to reinforce effort of all

Repair Kit For Grading O’Connor p. 6-8, Fig. 1.3 & 1.4

Never Work Harder Than Your Students Jackson

Have students track their own scores, & assessment data & reflect on their own progress. Meet with students to discuss individual goals based on individual goals. Give feedback that supports student 59

p.15-18 Integrating DI and Understanding

ASSESSMENT OF STUDENT WORK Teacher uses assessment for evaluating student work to determine if it reflects the lesson/unit goals & student learning. students.

By Design Tomlinson/McTighe Never Work Harder Than Your Students Jackson

Ongoing Relevant Assessment for Learning

progress toward meeting standard. Have students track their own progress toward meeting standard. Use formative assessments to provide ungraded assessment.

BIBLIOGRAPHY Fisher, Douglas; Frey, Nancy (2007) Checking For Understanding ASCD Publisher O’Connor, Ken (2007) A Repair Kit For Grading Assessment Training Institute Publisher O’Connor, Ken (2009) How To Grade For Learning Corwin Press Jackson, Robyn (2009) Never Work Harder Than Your Students ASCD publisher Tomlinson, Carol Ann; McTighe, Jay (2006) Integrating DI & Understanding by Design ASCD Publisher Tomlinson, Carol Ann (2001) How to Differentiate Instruction in a Mixed Ability Classroom ASCD Publisher

RUBRIC: ONGOING RELEVANT ASSESSMENT FOR LEARNING: Teacher develops various methods to assess student performance & utilizes the data as part of the instructional process. Emerging/ Meets Expectations

Proficient/Meets Expectations

Use of assessment data

☐

Teacher does not use assessment results for planning or to differentiate instruction.

Teacher uses assessment results to plan for the class as a whole & rarely differentiates instruction.

☐

Teacher uses assessment results to plan for the class as a whole & sometimes differentiates instruction.

☐

Teacher does not use varied forms of assessment to inform instruction & does not provide feedback to students about their learning.

☐

Teacher uses a variety of formative assessments to inform instruction & to provide feedback to students about their learning.

Use of formative and/or summative assessments

☐

Teacher does not evaluate student work as an integral part of the assessment system.

☐

Teacher uses assessment for evaluating student work to determine if it reflects the lesson/unit goals & student learning.

Assessment of student work

☐

Teacher inconsistently uses formative and/or summative assessments to inform instruction & to provide feedback to students about their learning. Teacher evaluates student work, but is unclear or unsure of how it may (or may not) reflect student learning of the lesson/unit goals within the assessment system.

☐

Distinguished/Exceeds Expectations Teacher includes students in all aspects of the learning process including assessment & planning. The teacher has a large repertoire of skills that he/she uses to differentiate instruction.

☐

Teacher uses a wide variety of assessment tools, which allow students to help create some assessment tools and/or generate scoring criteria.

☐

Teacher works with colleagues to examine student work as an integral part of an assessment system.

Ongoing Relevant Assessment for Learning

Undeveloped/Doesn’t Meet Expectations

Element

ONGOING RELEVANT ASSESSMENT FOR LEARNING COMMITTEE MEMBERS Keith Rittel, Deputy Superintendent, SSC Shelley McClellan, Dower Elementary School Teacher Kathy Crabtree, Greenwood Elementary School Teacher Karen Mauer-Smith, Lakes High School Principal Stephany Brown, Southgate Elementary School Teacher

Ongoing Relevant Assessment for Learning

Professional Development & Responsibilities Teacher demonstrates professionalism, continual commitment to professional growth & improved student learning

Belief Statement: In order to achieve the Clover Park School District mission of teaching each child what he/she needs to know to succeed & contribute to the community, we must exhibit professional behaviors that contribute to our own growth. We must utilize available professional development opportunities to further our understanding of curriculum content & application. We must actively participate in the support of school & district plans. Finally, we must maintain data that enables us to make informed & intentional decisions.

KNOWLEDGE OF CURRICULUM CONTENT Teacher displays extensive content knowledge & makes connections within the content & with other content areas. Teacher demonstrates continuing pursuit of such knowledge. What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Collaborate with colleagues by sharing and/or inquiring about prior achievement trends for each aspect of the curriculum & which effective instructional practices enhance this content.

• How Teachers Collaborate Online & in School –(video) • Utilize tools for collaboration such as Looking at Student Work Protocols

• Learning By Doing – A Handbook for Professional Learning Communities at Work™ , 2006 Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas Many

• Look at the Intentional Planning &

• National School Reform Faculty

Investigate areas of need & interest, to increase understanding in content, delivery & its connection within the curricular continuum as well as connection to other subject areas.

• Enroll in classes

Present, explain & share resources, articles, & latest technology with colleagues to enhance content knowledge & delivery.

• Offer to peer coach a colleague or invite a colleague to be your peer coach

• Read current professional literature or research independently or as a book study with a colleague(s)

• Participate in webinars

Engage with professional associations • Review this list of professional for further learning about best practices organizations to see if what they offer so as to keep abreast of advances in meets your needs – this is not a content delivery & pedagogy as well as comprehensive list deepen personal understanding of the content. Enroll in professional development that will enhance your personal content 66

Resources Teaching Resources & Lesson Plans from the Federal Government • CPSD Teaching & Learning Department • PSESD - Puget Sound Educational Service District • Online Colleges Local Colleges; University of Washington Tacoma, Tacoma Community College, Clover Park Technical College, Pierce College • National Board for Professional Teaching Standards - Proposition #5 • Washington ProTeach Portfolio: Standards & Criteria – Standards 2 & 3 • CPSD Teaching & Learning Department

Professional Development & Responsibilities

Participate in the plan-act-reflect cycle with unit plans to focus on subject- area content & connections to student understanding with evidence.

• Online Colleges Local Colleges: University of Washington Tacoma, Tacoma Community College, Clover Park Technical College, Pierce College

USE OF PROFESSIONAL DEVELOPMENT Teacher contributes to the professional development of colleagues & is recognized by colleagues for expertise in current educational theory & practice. What Can I Do?

How Can I Do It?

-Facilitate professional development

• Contact the CPSD Supervisor for Professional Development

-Offer to be a mentor for a new teacher in Clover Park School District -Advocate for Curriculum

Where Can I Find Out More About It?

• Join a district curriculum committee • Attend classes offered by the school district • Take a leadership role in content area at building level (i.e. material 67

• Contact the Curriculum Department Supervisor for your area of interest Teacher Academy Classes

USE OF PROFESSIONAL DEVELOPMENT Teacher contributes to the professional development of colleagues & is recognized by colleagues for expertise in current educational theory & practice.

-Construct personal goals by connecting elements from professional development attended with elements of the school plan / District Plan for Improvement

• Review the District Plan for Improvement to determine alignment with professional development content

-Develop annual growth plan with principal & sets goals based upon professional development available.

• Utilize the Professional Growth Option, PGO, process or, if you are a teacher holding an initial certificate, the Professional Growth Plan, PGP, process

See District Math Expectation #9

• For PGO, see your building administrator For PGP read more about the Mentor Academy or contact the CPSD Supervisor for Professional Development

USE OF SCHOOL/DISTRICT CURRICULUM Teacher contributes to and/or collaborates with colleagues to implement and/or enhance the district curriculum. What Can I Do?

-Collaborate with colleagues, instructional support staff, or administration to determine intentional delivery of district curriculum as

How Can I Do It?

Where Can I Find Out More About It?

• Use the Data Team Process

• Data Teams, The Leadership & Learning Center, 2006 - book & CD in each school

Professional Development & Responsibilities

specialist, trainer, coach)

USE OF SCHOOL/DISTRICT CURRICULUM Teacher contributes to and/or collaborates with colleagues to implement and/or enhance the district curriculum. determined by classroom data.

CPSD Curriculum

-Utilize curriculum documents as the primary resource in each collaborative planning opportunity -Review, discuss & provide feedback to district about curriculum content, pacing, & format

• Contact the Curriculum Department Supervisor for the content area you wish to respond too

Choose your content area from the Teaching & Learning drop down menu on the OSPI website

-Advocate for Curriculum

• Join a district curriculum committee

• Contact the Curriculum Department Supervisor for your area of interest

• Attend classes offered by the school district

Teacher Academy Classes

SUPPORT FOR SCHOOL/DISTRICT PLANS Teacher contributes to and/or provides leadership in collaboration with colleagues to implement the school improvement plan & district initiatives. What Can I Do?

How Can I Do It?

Where Can I Find Out More About It?

Join or lead a school wide or district level team.

• Contact your administrator or the Curriculum Department Supervisor for your area of interest

SUPPORT FOR SCHOOL/DISTRICT PLANS Teacher contributes to and/or provides leadership in collaboration with colleagues to implement the school improvement plan & district initiatives. • Bring student work related to goals established from, Ongoing Relevant Assessment for Learning, Instructional Practices, Intentional Planning & Design, or Use of Professional Development

See District Math Expectation #8

Attend classes connected to the school improvement plan & district initiatives

• Review Teacher Academy Class descriptions

See District Math Expectations #7

MAINTAINING ACCURATE RECORDS Teacher maintains accurate records & uses a variety of methods to communicate progress with the student & family. What Can I Do?

How Can I Do It?

Maintain confidentiality

• Read, understand, & follow current district & state policy.

Establish data based goals for students as a way to record & communicate progress

Where Can I Find Out More About It?

• Use the Data Team Process with data from the VersiFit Data Dashboard

•

Confidentiality & the Law

Children’s Internet Protection Act, CIPA • Data Teams, The Leadership & Learning Center, 2006 - book & CD in each school See District Math Expectation #15

Professional Development & Responsibilities

Present, explain & share evidence with colleagues that support the school improvement plan & district initiatives

MAINTAINING ACCURATE RECORDS Teacher maintains accurate records & uses a variety of methods to communicate progress with the student & family.

Collaborate with families & school • Email community by sharing and/or inquiring • Newsletters about ideas of how to build a strong partnership to support student learning. • Communication Logs

• Connecting Schools, Families & Communities See District Math Expectation #11

• Student-led Conferences Demonstrates awareness & sensitivity to social, cultural, & language backgrounds when communicating about & with families

• Review the District Plan for Improvement

• Ruby Payne “Culture of Poverty”

Utilize district tools for recording of student achievement

• Utilize.

Speak with building site tech

RUBRIC: PROFESSIONAL DEVELOPMENT & RESPONSIBILITIES: Teacher demonstrates professionalism, continual commitment to professional growth & improved student learning. Emerging/ Meets Expectations

Proficient/Meets Expectations

☐

Teacher makes content errors and/or does not address students’ misconceptions.

☐

Teacher displays solid content knowledge but makes only limited connections within the content and/or with other content areas.

☐

Teacher displays solid content knowledge & makes connections within the content or with other content areas.

Knowledge of curriculum content

☐

Teacher does not apply professional development to enhance content knowledge & teaching skill to remain current in subject matter, educational theory & practice.

☐

Teacher inconsistently applies professional development to enhance content knowledge & teaching skill to remain current in subject matter, educational theory & practice.

☐

Teacher consistently applies professional development to enhance content knowledge & teaching skill to remain current in subject matter, educational theory & practice.

Use of professional development

☐

Teacher does not implement school and/or district curriculum.

☐

Teacher inconsistently implements school and/or district curriculum.

☐

Teacher consistently implements school and/or district curriculum.

Use of school/district curriculum

☐

Teacher refuses to support the school improvement plan & district initiatives relevant to their position.

☐

Teacher attempts to support the school improvement plan & district initiatives relevant to their position.

☐

Teacher is collaborative & supports the school improvement plan & district initiatives relevant to their position.

Support for school/district plans

☐

Teacher does not maintain accurate records and/or does not communicate progress to student & his/her family.

☐

Teacher inconsistently maintains accurate records and/or in communicating progress with the student & his/her family.

☐

Teacher maintains accurate records & consistently communicates progress with the student & his/her family in a timely manner.

Maintaining accurate records

☐

Distinguished/Exceeds Expectations Teacher displays extensive content knowledge & makes connections within the content & with other content areas. Teacher demonstrates continuing pursuit of such knowledge. Teacher contributes to the professional development of colleagues & is recognized by colleagues for expertise in current educational theory & practice. Teacher contributes to and/or collaborates with colleagues to implement and/or enhance the district curriculum. Teacher contributes to and/or provides leadership in collaboration with colleagues to implement the school improvement plan & district initiatives. Teacher maintains accurate records & uses a variety of methods to communicate progress with the student & family.

Professional Development & Responsibilities

Undeveloped/Doesn’t Meet Expectations

Element

PROFESSIONAL DEVELOPMENT & RESPONSIBILITIES COMMITTEE MEMBERS Ann Cuoio, Director of Compensatory Programs, SSC Jeff Wilson, Co-Chair, Instructional Coach, Evergreen Elementary School Wendy Bryant, Co-Chair, Idlewild Elementary School Teacher Shelly Heinzman, Lochburn Middle School Teacher--MISSING Kristeanna Devenuti, Tyee Park Elementary Teacher--MISSING Lisa Boyd, Principal, Harrison Prep â&#x20AC;&#x201C; MISSING

Professional Development & Responsibilities

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