cpsd guide to instructional framework

Instructional Framework & Evaluation Resource 2012-13

1

T a b l e o f C o n t e n t s

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

2

I n t r o d u c t i o n

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.

4

Intentional Planning

I n t e n t i o n a l P l a n n i n g & D e s i g n

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:

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.

What Can I Do? How Can I Do It? Where Do I Find Out More About It?

Use data to design lessons/activities. Think & plan purposefully:

• 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.

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

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

5



Use assessment information to determine where your students are & what they need to reach learning target.

(Marzano R. J., 2007, pp. 177-183)

Identifying the focus of a unit (Marzano R. J., 2009, pp. 289-296)

Begin with the end – 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.

Develop effective lessons built around the established learning targets.

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

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

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

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

http://www.newbedford.k12.ma.us/normandin/instructionsfor%20lessonplantemplate



http://template.aea267.iowapages.org/lesson/

http://template.aea267.iowapages.org/lesson/

6




students (Marzano R. J., 2007, pp. 167-173)

Planning for lessons on new knowledge (Marzano R. J., 2009, pp. 301-303)

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)

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:

• Communicate to students what proficient performance looks like.

• Work off the positive presumption that you will get all students there.

Use strategies involving & encouraging participation of all students.

Provide specific feedback on student

Techniques to protect more time on task in academic subjects (Lemov, Teach like a champion: 49 techniques that put students on the path to college, 2010, pp. 27-55)

Cold Call Technique 22—pushes all students to answer all questions posed by teacher (Lemov, 2012, pp. 197-210)

http://www.cloverpark.k12.wa.us/Admin/Curriculum.aspx


7



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.

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.


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

http://differentiationcentral.com/videos.html

http://differentiationcentral.com/videos.html

8


LEARNING ACTIVITIES


(Tomlinson, 2001, p. 61)


Design activities that are connected to one another.

Plan for lessons focused on learning new concepts & skills.

Plan for lessons which provide practice & deepen knowledge & understanding.

How to design a good learning plan – The UbD Matrix (Grant Wiggins, Understanding by Design, 2005, pp. 193-194)

How to plan for and present new content (Marzano R. J., 2009, pp. 299-303)

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

9

LEARNING ACTIVITIES


Determine how to plan next lesson based on student feedback: reteach, review, and move on.

students on the path to college, 2010, pp. 97-102)

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.

Hook to engage students into learning by sharing real-life stories, situations, & scenarios.

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 “hooks” from different content areas (Grant Wiggins, Understanding by Design, 2005, pp. 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.


Use common resources for planning. Select from district approved texts & Access to district curriculum guides &

10


INSTRUCTIONAL MATERIALS & RESOURCES


supplemental texts that will support diverse needs of students in a variety of technologies as referred to in criterion #5.

pacing guides are found here: http://www.cloverpark.k12.wa.us/Admin/Curriculum.aspx

Incorporate differentiation strategies into lesson planning

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

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/Admin/TeacherAcademy_Winter2012.aspx


INSTRUCTIONAL GROUPS

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


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

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



http://www.cloverpark.k12.wa.us/Admin/TeacherAcademy_Winter2012.aspx

http://www.cloverpark.k12.wa.us/Admin/TeacherAcademy_Winter2012.aspx

11

INSTRUCTIONAL GROUPS


assessments).

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

(Module 5)

Engaging Students in Task Design, Cooperative Learning, and Self-Evaluation, 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.


Communicate learning target to students.

Clearly post learning target for all students to see.

Verbalize the learning target.

Communicate with students how they will show understanding of the learning target by the end of the lesson.

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

What will I do to establish and communicate learning goals, track student progress, and celebrate success? Marzano: (Chapter 1)

Designing and Using Formative Assessments, Marzano & Brown,

12


ASSESSMENT CRITERIA


Module 3

Check for understanding. Use formal & informal assessments to gauge student understanding (e.g. warm-ups, student work, student discourse, hand signals, electronic polls)

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

13

B I B L I O G R A P H Y 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: Jossey-Bass.

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




http://books.google.com/books?id=JBeFD6sTx_IC&pg=PA9&source=gbs_toc_r&cad=4%23v=onepage&q&f=false



http://books.google.com/books?id=e0uyYNt7tNUC&pg=PA9&source=gbs_toc_r&cad=4%23v=onepage&q&f=false


http://books.google.com/books?id=e0uyYNt7tNUC&pg=PA143&source=gbs_toc_r&cad=4%23v=onepage&q&f=false%20


14


R U B R I C : I N T E N T I O N A L P L A N N I N G & D E S I G N

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

Element Undeveloped/Doesn’t

Meet Expectations

Emerging/ Meets Expectations

Proficient/Meets Expectations Distinguished/Exceeds

Expectations

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

☐

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

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

☐

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.

Learning Activities ☐

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 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 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.

Instructional materials & resources ☐

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

☐

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

☐


☐

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.

Instructional groups ☐

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

☐

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.

☐


☐

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

Assessment criteria ☐

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

☐

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.

☐


☐

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.

15

I N T E N T I O N A L P L A N N I N G & D E S I G N C O M M I T T E E M E M B E R S

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—Not Present

16


17

C l a s s r o o m E n v i r o n m e n t

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 student’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 bio-poems to student profile cards Various Activities

Tomlinson C. A., 2010, pp. 153-158)

Figure 4.2 (Tomlinson C. A., 2010, p. 82)

Figure 4.1- Game (Tomlinson C. A., 2010, p. 82)

(Bower, 2005, pp. 103-107)

18

Classroom Environm

ent



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

Various Strategies

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

Various Strategies

Build character & trust

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

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

(Bower, 2005, pp. 108-123)

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

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.

Challenge/confront all stereotypes in the instructional curriculum/environment

Set & maintain high behavioral expectations

Ensure classroom walls, supplemental

(David O. MacKay School of Education - Diversity)

http://education.byu.edu/diversity/

(David O. MacKay School of Education - Diversity)

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


(David O. MacKay School of Education -

http://education.byu.edu/diversity/

http://www.rethinkingschools.org/ProdDetails.asp?ID=9780942961324




19



materials, posters, quotes, etc… reflect student diversity

Diversity)

TEACHER INTERACTION WITH STUDENTS

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


Establish a culture of learning Set high academic expectations

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.

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

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

http://www.ronritchhart.com/COT_Resources_files/Defining%20Thinking%20Routines.pdf

http://pzweb.harvard.edu/vt/VisibleThinking_html_files/VisibleThinking1.html

http://pzweb.harvard.edu/vt/VisibleThinking_html_files/VisibleThinking1.html

20

Classroom Environm

ent

TEACHER INTERACTION WITH STUDENTS


for every teacher, 2003)

SAFETY & ACCESSIBILITY

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


Arrange physical space to accommodate for learning spaces & student learning needs

Ask a peer to walk through as you organize the physical layout of the classroom to have clear traffic patterns

Arrange physical layout to provide easy access to students & materials

Decorate in a way that enhances student learning-

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

Tomlinson C.A., 2010, pgs. 96-98

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

Plan 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


Marzano R. , Marzano Classroom Teacher Evaluation Rubrics, 2012)

21

SAFETY & ACCESSIBILITY


Know & review building safety plan & staff handbook. Teach, review, & practice safety procedures with students

22

Classroom Environm

ent

23

B I B L I O G R A P H Y

(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.

24

Classroom Environm

ent

R U B R I C : C L A S S R O O M E N V I R O N M E N T : Teacher creates a classroom environment that is safe, inviting, respectful, culturally & developmentally appropriate.


Meet Expectations Emerging/ Meets

Expectations Proficient/Meets

Expectations Distinguished/Exceeds

Expectations

Teacher respect for differences ☐

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

☐

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

☐

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 interaction with students ☐

Teacher interaction is disrespectful, abusive or demeaning.

☐ Teacher is inconsistent when addressing students’ disrespectful behavior.

☐


☐

Teacher demonstrates genuine caring & respect for individual students & elicits student respect for teacher & other students.

Safety & accessibility ☐ Classroom is unsafe. ☐

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

☐


☐

Classroom is structured so that students can safely utilize & access the classroom structures & resources independently to support learning.

25

C L A S S R O O M E N V I R O N M E N T C O M M I T T E E M E M B E R S

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—Not Present

Ronel Balatbat, Oakbrook Elementary School Teacher—Not Present

26

Classroom Environm

ent

28

Instructional Practices

I n s t r u c t i o n a l P r a c t i c e s

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

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.


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

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

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

http://www.marzanoresearch.com/classroomstrategies


29

EXPECTATIONS FOR LEARNING


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/classroomstrategies

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

Mid-lesson observations during student pair/shares,

Exit Slips,

Journaling,

Reflection,

Clickers

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

STUDENT ENGAGEMENT

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



30


STUDENT ENGAGEMENT



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/classroomstrategies

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/classroomstrategies

Visible Thinking, Harvard Project Zero: http://pzweb.harvard.edu/vt/VisibleThinking_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

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

The Highly Engaged Classroom: The classroom strategies series. (pp.- 54-85)





http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html



31

STUDENT ENGAGEMENT


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

www.marzanoresearch.com/classroomstrategies

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


The Highly Engaged Classroom: The classroom strategies series. (p 21,48,160) www.marzanoresearch.com/classroomstrategies

Employ crisp transitions from one activity to another.

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

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

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


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

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/books/105012/chapters/[email protected]








32


STUDENT ENGAGEMENT


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

Use essential questions to help students connect their learning to things outside the classroom

Develop reflective questions that help students think about more broad implications for their work


The Highly Engaged Classroom: The classroom strategies series. (pp. 99-115) www.marzanoresearch.com/classroomstrategies

Demonstrate excitement towards instruction.

Describe personal experience that relates to content

Adjust voice tone

Use physical gestures, *dramatize information

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


The Highly Engaged Classroom: The classroom strategies series. (pp. 30-56)


QUALITY OF QUESTIONS

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





33


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/classroomstrategies

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/classroomstrategies

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=JBeFD6sTx_IC&printsec=frontcover&dq=art+and+science+of+teaching&hl=en&sa=X&ei=MkZzT4qiIoWqiQKLkKGoCw&sqi=2&ved=0CDwQ6AEwAA#v=onepage&q=art%20and%20science%20of%20teaching&f=false


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

Marzarno, R.J. (2007). The art & science of teaching: A comprehensive





http://books.google.com/books?id=JBeFD6sTx_IC&printsec=frontcover&dq=art+and+science+of+teaching&hl=en&sa=X&ei=MkZzT4qiIoWqiQKLkKGoCw&sqi=2&ved=0CDwQ6AEwAA#v=onepage&q=art%20and%20science%20of%20teaching&f=false









34


answered questions.

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

DIFFERENTIATED INSTRUCTION

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


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,

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,




35



4.Page-December.pdf (pp. 1-62);


Tomlinson, Carol Anne, Imbeau, Marcia B. (2010) Leading & managing: A Differentiated Classroom. (pp. 50-51, 144-149)


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);


Tomlinson, Carol Anne, Imbeau, Marcia B. (2010) Leading & managing: A Differentiated Classroom. (pp. 130-131)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=JBeFD6sTx_IC&printsec=frontcover&dq=art





36




+and+science+of+teaching&hl=en&sa=X&ei=MkZzT4qiIoWqiQKLkKGoCw&sqi=2&ved=0CDwQ6AEwAA#v=onepage&q=art%20and%20science%20of%20teaching&f=false


Provides for extension of learning

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

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

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

Page, Sandra.(2010-2011)

1.CPSD P drive,

2.Teaching & Learning Folder,


4.Page-December.pdf (pp. 1-62);


Tomlinson, Carol Anne, Imbeau, Marcia B. (2010) Leading & managing: A Differentiated Classroom. (pp. 127-130)


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

Marzarno, R.J. (2007). A Handbook for the art & science of teaching:









37



instruction. (pp. 271-285) http://books.google.com/books?id=e0uyYNt7tNUC&printsec=frontcover&dq=a+handbook+art+and+science+of+teaching&hl=en&sa=X&ei=kUtzT9TdMKeZiQK046jKCw&ved=0CDwQ6AEwAA#v=onepage&q=a%20handbook%20art%20and%20science%20of%20teaching&f=false


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.


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



38


USE OF TECHNOLOGY

Teacher integrates available technology into instruction.

online instructional resources).

Uses available technology in the classroom to present content.

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.

39


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,


4. Page-December.pdf

5. Page-February.pdf

Tomlinson, Carol Anne, Imbeau, Marcia B. (2010) Leading & managing: A Differentiated Classroom. http://www.caroltomlinson.com/




40


R U B R I C : I N S T R U C T I O N A L P R A C T I C E S : Teacher uses a repertoire of instructional practices that align with national, state & district standards (e.g. GLEs, Frameworks, etc.) that result in student learning.





Expectations

Expectations for learning ☐

Teacher’s learning objectives are not evident, directions are absent or confusing & teacher does not check for understanding.

☐

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

☐


☐

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

Student engagement ☐

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

☐

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

Quality of questions ☐ Teacher rarely asks questions of students during instruction.

☐

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’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.

Differentiated instruction ☐

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

☐

Teacher attempts to differentiate instruction for some learners, & provides some appropriate accommodations, with a limited variety of intervention strategies.

☐


☐

Teacher includes student input for determining their most effective approach for students who need help & uses an extensive repertoire of strategies & additional resources.

Use of technology ☐ Teacher chooses to not use available technology to support learning.

☐ Teacher attempts to integrate available technology into instruction.

☐ Teacher integrates available technology into instruction. ☐

Teacher stays abreast of evolving technology & designs learning experiences for students’ utilization of these resources.

41

I N S T R U C T I O N A L P R A C T I C E S C O M M I T T E E M E M B E R S

Jan Lonsway, Supervisor of Professional Development, SSC

Amy Rust, Co-Chair, Beachwood Elementary School Teacher

Erica Crudge, Co-Chair, Hillside Elementary School Instructional Coach—Not Present

Trecy Kraus, Mann Middle School Teacher—Not Present

John Mitchell, Oakwood Elementary School Principal—Not Present

42


43

C l a s s r o o m M a n a g e m e n t

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 well-

implemented classroom management plan is incredibly powerful.

MANAGEMENT OF PRACTICE/ROUTINE

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


Establish rules & procedures, use effective disciplinary interventions, build positive student-teacher relationships, & develop a sound mental

Action Step 1: Identify specific rules & procedures for your classroom that you “must have.”

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

44

Classroom M

anagement



set to get you through the most difficult situations.

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

• Present your basic list of expectations & procedures.

• Clarify non-negotiables. • Get feedback & buy-in from

students on negotiables.

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. 151-152)

Do Now (Lemov, 2010, Pp. 152-153)

SLANT (Lemov, 2010, Pp. 158-159)

On your Mark (Lemov, 2010, Pp. 159-161)

Seat Signals (Lemov, 2010, Pp. 161-163)

http://specialed.about.com/b/2010/12/05/teach-like-a-champion-technique-28.htm







45



Props (Lemov, 2010, Pp. 163-165)

Employ tight transitions between learning activities to conserve momentum.

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

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

The Seven Gems (Ginder, 1993, P. 211)

See additional Gem strategies (Grinder, 1993)

Tight Transitions (Lemov, 2010, Pp. 154-157)

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.


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.

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

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

http://specialed.about.com/b/2011/01/22/teach-like-a-champion-technique-35-2.htm

http://www.nesacenter.org/uploaded/conferences/SEC/2010/teacher_handouts/FourorFiveofthe_SevenGemsofENVoY.pdf

http://4h.wsu.edu/volntr/forum/08Oct-glossarystrategies.pdf

http://4h.wsu.edu/volntr/forum/08Oct-glossarystrategies.pdf



http://www.scottwoolstenhulme.com/ED550/Classroom_Management/chapters/4.Teacher-Student%20Relationships.pdf

46

Classroom M

anagement



procedures along with the consequent disciplinary actions.

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).

Action Step 2: Employ specific techniques to maintain a healthy emotional objectivity with students.

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

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.

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

On Your Mark (Lemov, 2010, Pp. 159-161)

Positive Framing (Lemov, 2010, Pp. 204-210)

See video clips 13 & 19 on Positive Framing (Lemov, 2012, DVD)

Warm/Strict (Lemov, 2010, Pp. 213-214)

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

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

http://www.scottwoolstenhulme.com/ED550/Classroom_Management/chapters/5.Mental%20Set.pdf



http://specialed.about.com/b/2011/03/28/teach-like-a-champion-technique-43-part-one.htm

http://specialed.about.com/b/2011/03/28/teach-like-a-champion-technique-43-part-one.htm



http://www.scottwoolstenhulme.com/ED550/Classroom_Management/chapters/6.The%20Student's%20Responsibility%20for%20Management.pdf

47



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:

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

91)

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

Teach students to use the following Problem Ownership Statements:

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.

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

RESPONSE TO STUDENT MISBEHAVIOR

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

http://www.scottwoolstenhulme.com/ED550/Classroom_Management/chapters/6.The%20Student's%20Responsibility%20for%20Management.pdf

48

Classroom M

anagement

RESPONSE TO STUDENT MISBEHAVIOR

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


Create an environment where all students feel included & that their voice is heard.

Consider the catalyst behind the behavior.

Who? When? Where? Why?

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

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.

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.

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

Have students self-reflect using pre-established 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)

http://www.scottwoolstenhulme.com/ED550/Classroom_Management/chapters/3.Disciplinary%20Interventions.pdf

http://www.scottwoolstenhulme.com/ED550/Classroom_Management/chapters/3.Disciplinary%20Interventions.pdf

http://www.loveandlogic.com/pages/23-classroom-interventions.html

http://www.loveandlogic.com/pages/23-classroom-interventions.html

49


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

50

Classroom M

anagement

R U B R I C : C L A S S R O O M M A N A G E M E N T : Teacher creates & manages classroom procedures, communicates clear expectations, & encourages appropriate behavior in the educational setting that is in alignment with a school-wide plan.





Expectations

Management of practices/routines ☐

Teacher has not established management practices/routines. This results in a loss of instructional time and/or precipitates off-task or disruptive behavior.

☐

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 where students assume responsibility for handling materials & smooth transitions.

Redirecting student behavior ☐

Teacher is ineffective in redirecting student behavior.

☐

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.

Response to student misbehavior ☐

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

☐

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.

51

C L A S S R O O M M A N A G E M E N T C O M M I T T E E M E M B E R S

Taj Jensen, Tillicum Elementary School—Not Present

Nicole Wonner, Custer Elementary School Teacher—Not Present

Kim Clark, Co-Chair, Southgate Elementary School Teacher

Misty Casner, Special Education Assessment Specialist, SSC

Chris Longueira, Co-Chair, Woodbrook Middle School, Teacher

52

Classroom M

anagement

54

Ongoing Relevant Assessm

ent for Learning

O n g o i n g R e l e v a n t A s s e s s m e n t f o r L e a r n i n g

Teacher develops various methods to assess student performance & utilizes the data as part of the instructional process

Belief Statement

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 “in-the-moment” 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.


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.

Collect data after instruction, using formative assessment strategies, to

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

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

55



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.

MAP Instructional Ladders: continuum of math & reading skills, use for identifying “next steps”.

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

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

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

56


ent for Learning



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

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.

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.


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

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

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

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

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

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

57



lesson? Tomorrow, what do my students need in order to meet the standard?” Teach-Assess-Reteach-Reassess.

Use summative assessments, such as end-of-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.

Develop student-created rubrics for assessment

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

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

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.

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

“Field Guide” for secondary

Never Work Harder Than your Students

58



exceeding standards using graphs, score sheets or learning logs.

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? “

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

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

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.

59




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

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

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, de-emphasize 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.

Have students track their own scores, & assessment data & reflect on their own progress. Meet with students to discuss individual goals based on individual goals.

Never Work Harder Than Your Students Jackson

Build in a way to reinforce effort of all Give feedback that supports student p.15-18 Integrating DI and Understanding

60


ent for Learning



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

By Design Tomlinson/McTighe

Never Work Harder Than Your Students Jackson

61


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

62


ent for Learning

R U B R I C : O N G O I N G R E L E V A N T A S S E S S M E N T F O R L E A R N I N G : Teacher develops various methods to assess student performance & utilizes the data as part of the instructional process.





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 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.

Use of formative and/or summative assessments

☐

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

☐

Teacher inconsistently uses formative and/or summative assessments to inform instruction & to provide feedback to students about their learning.

☐


☐

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

Assessment of student work ☐

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

☐

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.

☐


☐

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

63

O N G O I N G R E L E V A N T A S S E S S M E N T F O R L E A R N I N G C O M M I T T E E M E M B E R S

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

64


ent for Learning

65

P r o f e s s i o n a l D e v e l o p m e n t & R e s p o n s i b i l i t i e s

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.


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

• Look at the Intentional Planning &

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

• National School Reform Faculty

http://www.youtube.com/watch?v=U0tMDxhLRaA

http://www.youtube.com/watch?v=U0tMDxhLRaA

http://www.nsrfharmony.org/protocol/lsw_supp.html

http://www.nsrfharmony.org/resources.html

66

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.

Design & Ongoing Relevant Assessment For Learning sections of this document

Resources

Teaching Resources & Lesson Plans from the Federal Government

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.

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

• Enroll in classes

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

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

• Participate in webinars

• 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

Engage with professional associations for further learning about best practices so as to keep abreast of advances in content delivery & pedagogy as well as deepen personal understanding of the content.

Enroll in professional development that will enhance your personal content

• Review this list of professional organizations to see if what they offer meets your needs – this is not a comprehensive list

• National Board for Professional Teaching Standards - Proposition #5

• Washington ProTeach Portfolio: Standards & Criteria – Standards 2 & 3

• CPSD Teaching & Learning Department

http://www.nsrfharmony.org/resources.html

http://www.free.ed.gov/

http://www.free.ed.gov/

http://www.cloverpark.k12.wa.us/Admin/TeachingLearning.aspx


http://www.psesd.org/

http://www.psesd.org/

http://www.tacoma.uw.edu/


http://www.tacomacc.edu/


http://www.cptc.edu/


http://www.pierce.ctc.edu/

http://www.educationoasis.com/resources/Professional_development/proforg.htm

http://www.educationoasis.com/resources/Professional_development/proforg.htm

http://www.nbpts.org/UserFiles/File/what_teachers.pdf

http://www.nbpts.org/UserFiles/File/what_teachers.pdf

http://www.waproteach.com/overview/standards_criteria.html

http://www.waproteach.com/overview/standards_criteria.html

67




knowledge & then present, explain & share newly acquired knowledge with peers.

• 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.


-Facilitate professional development

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

• Contact the CPSD Supervisor for Professional Development

-Advocate for Curriculum • 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

• Contact the Curriculum Department Supervisor for your area of interest

Teacher Academy Classes







http://www.pierce.ctc.edu/

http://www.cloverpark.k12.wa.us/Admin/ProfessionalDev.aspx




http://www.cloverpark.k12.wa.us/Admin/TeacherAcademy_Summer2012.aspx

68


Responsibilities

USE OF PROFESSIONAL DEVELOPMENT


specialist, trainer, coach)

-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

See District Math Expectation #9

-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

• 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.


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

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

http://www.cloverpark.k12.wa.us/Admin/Admin/Accountability.aspx







http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/3adtdatateamprocess.pdf

69

USE OF SCHOOL/DISTRICT CURRICULUM


determined by classroom data.

-Utilize curriculum documents as the primary resource in each collaborative planning opportunity

CPSD Curriculum

-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

• Attend classes offered by the school district

• Contact the Curriculum Department Supervisor for your area of interest

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.


Join or lead a school wide or district level team.

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




http://k12.wa.us/





70


Responsibilities

SUPPORT FOR SCHOOL/DISTRICT PLANS


Present, explain & share evidence with colleagues that support 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


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.


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

• Confidentiality & the Law

Children’s Internet Protection Act, CIPA

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

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

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



http://www.childwelfare.gov/management/ethical/confidentiality.cfm

http://www.fcc.gov/guides/childrens-internet-protection-act

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/3adtdatateamprocess.pdf

http://www.cloverpark.k12.wa.us/EmployeesOnly/Employees.aspx

71

MAINTAINING ACCURATE RECORDS


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

• Email

• Newsletters

• Communication Logs

• Student-led Conferences

• Connecting Schools, Families & Communities


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

http://office.microsoft.com/en-us/templates/teacher-parent-communication-log-TC101885968.aspx

http://www.bing.com/search?q=student+lead+parent+teacher+conferences&qs=bs&form=QBLH&adlt=strict

http://www.e-lead.org/favicon.ico

http://www.e-lead.org/favicon.ico



72


Responsibilities

R U B R I C : P R O F E S S I O N A L D E V E L O P M E N T & R E S P O N S I B I L I T I E S :

Teacher demonstrates professionalism, continual commitment to professional growth & improved student learning.





Expectations

Knowledge of curriculum content ☐

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.

☐

Teacher displays extensive content knowledge & makes connections within the content & with other content areas. Teacher demonstrates continuing pursuit of such knowledge.

Use of professional development ☐

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 school/district curriculum ☐

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.

☐


Support for school/district plans ☐

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.

☐


Maintaining accurate records ☐

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.

☐


73

P R O F E S S I O N A L D E V E L O P M E N T & R E S P O N S I B I L I T I E S C O M M I T T E E M E M B E R S

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 – MISSING

74


Responsibilities

75

Not to Be Reprinted Or Copied Without Permission from the Clover Park School District.

cpsd guide to instructional framework

Documents

n t e n t i o n

n n i n g d e s i g

n t r o d u c t i o

cpsd instructional framework

instructional practices

student learning needs

cpsd classroom

intentional planning