DO YOU SEE WHAT I SEE?
|
|
- Jeffry Stevens
- 5 years ago
- Views:
Transcription
1 DO YOU SEE WHAT I SEE? DISTRICT DESIGNS LEARNING PLAN TO DEVELOP A CLEAR VISION OF EFFECTIVE INSTRUCTION As Larry Gerardo, a principal in For Wayne (Indiana) Communiy Schools, sa in fron of a compuer, he had no idea how he new projec in which he had been asked o paricipae would affec his work and he work of oher principals. Ye he knew ha For Wayne Communiy Schools had decided ha he disric would approach iner-raer reliabiliy as professional learning, saring wih he principals. Though he was uncerain of he oucome of his work, he was inrigued wih he power of principals working and learning ogeher on he RISE Indiana Teacher Effeciveness Rubric he disric s insrumen for evaluaing insrucional pracice and improving his pracice in supporing eacher learning. 12 JSD December 2015 Vol. 36 No. 6
2 STEPS IN THE PROCESS By Kay Psencik, C. Todd Cummings, and Larry Gerardo The disric leadership eam of For Wayne Communiy Schools, Indiana s larges school disric, has focused on becoming a learning organizaion for many years, due primarily o he leadership of Superinenden Wendy Robinson (Hirsh, Psencik, & Brown, 2014). Valuing professional learning, she parnered wih organizaions such as The Wallace Foundaion and Learning Forward and consuled Michael Fullan s work o build leadership capaciy. She waned o ensure he disric focused on developing a skilled and commied disric and principal leadership core o achieve he disric s moral purpose. In 2010, as one of is major iniiaives, he disric implemened he RISE Indiana Teacher Effeciveness Rubric a principal and eacher evaluaion sysem o clarify for eachers and adminisraors wha highly effecive, rigorous insrucion really looks like. The disric uses he rubric, which was developed by Indiana Deparmen of Educaion and guided by Charloe Danielson s Framework for Teaching, o evaluae classroom eachers insrucional pracice. The rubric s 24 measures cover four major domains: purposeful planning, effecive insrucion, eacher leadership, and core professionalism. A he same ime, he disric received a Teacher Incenive Fund gran o provide sipends for eachers based on suden performance daa and heir evaluaion. The evaluaion carried 60% of he weigh in deermining sipends. As a resul, he disric paid nearly $8 million in eacher effeciveness sipends in Disric leaders began o analyze he eacher evaluaions o deermine wheher principals were raing eachers across he disric wih he same lenses. They waned o be sure ha principals were observing insrucion in he same way and in agreemen on raings eachers received. Daa from five years of implemenaion of he RISE Indiana Teacher Effeciveness Rubric showed principals were all over he map in scoring insrucion. Through daa analysis, hey found ha no all principals had a clear or common undersanding of he rubric s elemens. They also realized ha he disric had lile professional learning in place for principals ha focused on eacher evaluaion. Esablish a heory of change and logic model. Esablish a leadership eam. Develop clear definiion of erms from he RISE Indiana Teacher Effeciveness Rubric. Esablish exemplars. Hire exernal parners o provide video and manage eacher raings. Hire exernal parner o make 12 videos for he disric of exemplar eachers. Engage he enire principal corps and disric leaders in defining erms. Esablish iner-raer agreemens among he leadership eam members. Esablish norms for videos. Begin conversaions. Esabilish proocols o guide conversaions and bring principals o raer agreemen. Tes o idenify areas of agreemen and discrepancies. Suppor. December 2015 Vol. 36 No. 6 JSD 13
3 DEVELOPING CLARITY Disric leaders deermined ha principals needed professional learning wih an emphasis on iner-raer reliabiliy especially in purposeful planning and effecive insrucion, he firs wo of he rubric s domains. Modeling heir work afer he Measures of Effecive Teaching projec (Bill & Melinda Gaes Foundaion, 2012), disric leaders sough a process ha would mee he unique needs of he disric and work oward ensuring principal raer agreemen. They realized ha he mos effecive way o do his work is o increase principals conversaions abou high-qualiy insrucion. This focus deepens he disric s effors a becoming a learning sysem. The disric leadership eam has esablished a clear vision and definiion of sandards-driven professional learning o ensure ha all in he organizaion are learning in powerful ways. Team members know ha if hey are o achieve heir moral purpose educaing all sudens o high sandards hey need o engage eachers and principals in a cycle of coninuous improvemen. The disric superinenden and disric leadership eam believe professional learning is he cenral process for coninuous improvemen. Leaders focused heir work on iner-raer reliabiliy o esablish effecive approaches o engaging principals in deep conversaions around insrucion and key elemens of he RISE Indiana Teacher Effeciveness Rubric. Disric leaders knew hey mus sar wih a clear vision of iner-raer reliabiliy and build an effecive change process ha made sense o everyone in he organizaion in order o develop his process wih fideliy, so hey did heir homework and lined up sraegic parners o buress he work. THE RESEARCH As a saring poin, disric leaders relied heavily on he work of he Measures of Effecive Teaching projec and one of is principal auhors, Tom Kane. Kimball & Milanowski (2009) and Graham, Milanowski, & Miller (2012) found ha qualiy observaion verified by a well-rained observer added validiy o he evaluaion process and ha adding even a second observer creaes even sronger raings. Consequenly, iner-raer reliabiliy is an essenial learning design o suppor principal and eacher learning ha resuls in highly effecive insrucion every day for every child. In addiion o he research, disric leaders drew on suppor from he Harvard Universiy Sraegic Daa Projec in he Cener for Educaional Policy Review. Having access o Measures of Effecive Teaching projec s principal auhors Tom Kane and Andrew Ho helped guide early heoreical underpinnings. PARTNERSHIPS Realizing ha he process would need key parners o ensure success, he disric seleced Empirical Educaion s Calibraion GUIDING ASSUMPTIONS Esablishing clear guidelines and horough, inense pracice hrough experience wih peers srenghens iner-raer reliabiliy and observer agreemen. If observers and raers have clear and concise insrucions abou how o rae behavior and can come o agreemen abou his raing, his agreemen increases consisen raings across he disric. When using qualiaive daa using wo or more observers, developing iner-raer reliabiliy and observer agreemen ensures ha resuls generaed will be useful in undersanding he effeciveness of all eachers based on common vocabulary and can be used o design professional learning. If even one of he observers is erraic on his or her scoring sysem, he enire sysem may be jeopardized as percepions of ohers may inerfere wih is effeciveness. Developing iner-raer reliabiliy and observer agreemen is more abou having clear disinguishing descripors, exemplars, and conversaions han abou simple agreemen. and Cerificaion Engine as he vehicle o hos videos and he calibraion ess. The disric also chose Edivae from School Improvemen Nework o creae videos of a diverse group of eachers o highligh eachers eaching a a highly effecive level. Learning Forward senior consulan Kay Psencik provides disric leadership wih he ools o build an iner-raer reliabiliy process grounded in he principles of professional learning and guided by a framework ha includes KASAB (knowledge, aiudes, skills, aspiraions, and behavior), heory of change, and logic model. ESTABLISHING EXPECTATIONS The disric leadership eam considered several saisical approaches during he design phase. Wha he disric really waned was absolue agreemen among all principals when hey observed lessons. The eam esablished he expecaions and percenage of agreemen as a sandard all principals mus mee. Those expecaions include: In order o become a rainer, principal leaders had o develop 90% agreemen on all elemens in planning and insrucion (domains 1 and 2 of he rubric). To receive cerificaion, principals and raers mus agree a a minimum of 85% of all elemens in planning and insrucion. For example, here are five componens in he purposeful planning caegory. The group of observers of a common eacher plan and observed video lesson mus agree on an exac raing wih he norm esablished by he leader- 14 JSD December 2015 Vol. 36 No. 6
4 ship eam on four of hose five elemens. The eam will discuss any discrepancy for any elemen. Team members will share heir hinking and, using heir observaion noes, he definiions, and he rubric, hey will work oward coming o agreemen abou is raing. Ulimaely, every principal will mee he sandard hrough aking a es and maching he norms esablished by he principal leadership eam. ASSESSMENTS Principals preesed for agreemen before engaging in he learning process o deermine significan areas of agreemen and disagreemen. Faciliaors monior progress by giving assessmens regularly hroughou he learning sessions so ha hey focus on he needs of he learners and differeniae insrucion. Principals are required o be cerified o rae eachers. If a principal is unable o reach he sandards of agreemen required, he disric provides inense coaching and suppor and a cerified second evaluaor for he school. Principals who don mee he sandard have muliple opporuniies o learn and mee he cerificaion requiremen. THE LEARNING PROCESS A he firs meeing of he leadership eam, Gerardo became excied abou he work. He knew i would be a challenge o do he work well, bu he believed ha if hey could do a grea job, i would have a significan impac on eaching and learning in he disric. As he became clear abou he work o be done, he and his eammaes jumped righ in. He realized ha he firs ask was o analyze he erms in he rubric and consider hose ha migh be roublesome. The eam found many words ha migh be easily inerpreed in differen ways and some ha had muliple definiions. Furhermore, he knows ha he eam s work was o develop a definiion of erms ha would mirror he disric s purpose and definiion of rigorous insrucion. Firs, he disric esablished a clear purpose for he learning process and worked o ensure ha everyone undersood i. The purpose of his program is o esablish a professional learning and cerificaion sysem for all principals and assisan principals o ensure reliable use of he rubric. The process includes six seps: 1. Ensure everyone knows he purpose and process of he work. 2. Develop precise and clear definiions of erms unclear in he disric s rubric. 3. Develop a raining manual for a group of rainers o ensure consisency. 4. Esablish ongoing disricwide collaboraion and suppor. 5. Clarify cerificaion procedures. 6. Esablish pos-cerificaion suppor and monioring. The superinenden, he cabine, disric leaders for his projec, and he faciliaor developed he disric s proposed iniiaives o improve he iner-raer reliabiliy of classroom observaion raing. These included a rain-he-rainer approach and developing a user s manual for he rubric. In a vision saemen, disric leaders laid ou he program design and described he implemenaion of he program. The disric s goal was o ensure ha every principal engaged in conversaion abou he rubric, he definiions, and heir observaions of insrucion by July 2015 and was cerified by June Because of he shor imeline, several componens of he projec needed o be managed a he same ime. The disric needed o hire a consulan o guide he process, idenify an effecive cerificaion calibraion engine and use i effecively, and creae videos showing highly effecive eachers, as well as launch a sringen professional learning program for all disric adminisraors. The disric esablished a disric leadership eam of principals from all school levels. The eam also included disric leaders responsible for eacher evaluaion as well as hose responsible for curriculum, assessmen, and insrucion. The disric se crieria for his eam, approved ha crieria hrough he superinenden s cabine, and requesed he principals o join he group. This leadership eam defined he erms in he rubric and sough exemplars o be sure all were seeing wih he same eyes. As he leadership eam became proficien in idenifying erms and recognizing hose indicaors in video of lessons, he group urned o ways o engage he enire adminisraive eam. The eam sough feedback from he larger communiy of adminisraors, hen used he feedback o make revisions. The goal was o develop as clearly ariculaed definiions as possible so ha people could see he definiion in he same way. The principals became engaged in he process and could see he value of he work hey were doing ogeher. As Gerardo repored, I shared his process wih my eachers, and hey are so excied abou his work. They are eager o deepen heir undersanding of he definiion because we all wan o improve our pracice. A he same ime ha principals were working on definiions, disric leaders conraced wih School Improvemen Nework o creae 12 eaching videos mirroring he erms being defined by he principal leadership eam. The leadership eam se crieria for he selecion of hese eachers, balancing he lis by race, gender, and sexual orienaion in order o capure he wides view of he disric. Mos imporanly, he eachers had o be raed highly effecive on he rubric. Once he principal leadership eam was saisfied wih is definiions, he work of calibraion began. This eam began observing videos and, using he rubric and heir definiions, hey raed eachers in he videos on each elemen in he firs wo domains of he rubric. The process of viewing he videos, scoring he elemens, discussing he raionale for he raings, and working oward consensus proved o be ime-consuming. The leadership eam 16 JSD December 2015 Vol. 36 No. 6
5 spen one day a monh viewing he videos and hosing he essenial conversaions around heir observaions. The leadership eam had o mee ha sandard of agreeing on 90% of he elemens in each domain. As he principals in he disric leadership eam began o use he definiions while viewing video of classroom eachers insead of jus he rubric, hey had an aha momen. One principal repored, When we jus used he rubric, we were all over he place in our raings here was no agreemen. We have used jus he rubric for five years, and we were in a habi of jus using he rubric. Our faciliaors had o remind us o pay aenion o he rubric erm definiions ha we had been working on for almos eigh monhs. When we used he definiions, we realized we were in closer agreemen on our raings. The disric principal leadership eam viewed video afer video, sopped and discussed each elemen, working oward agreemen, and coninued he process unil he eam me he sandards of agreemen. Afer celebraing heir success, he eam began viewing video and esablishing he norms all oher principals would have o mee. They realized hey were sill learning. Once he videos were normed, he principal leadership eam began o hos afernoon sessions wih all principals o give hem he opporuniy o work hrough he same processes and o have he same conversaions he eam had been having. They began wih observing video, scoring ha video in domains 1 and 2 using he definiions as well as he rubric, and hosing conversaions. They held muliple afernoon meeings a elemenary, middle, and high school levels. Two principals worked ogeher a each level. They creaed a proocol o engage all principals in he conversaion and work oward agreemen. They were all working oward heir firs assessmen dae 12 monhs laer. Everyone began o deepen heir undersanding of he elemens and wha hey looked like. They were beginning o wear he same glasses. On July 14, 2015, almos 12 monhs afer he sar of he work, all principals and assisan principals me o ake heir preassessmen and engage in meaningful conversaions around he insrucion hey were observing. All principals in he disric were a 65% absolue agreemen on all elemens. Sessions for he nex school year will focus on areas where hey were no in agreemen. Afer 10 monhs of deep conversaions, hey will ake heir full es. PERCEIVED INITIAL IMPACT Paricipans say ha having collegial conversaions around definiions, consrucing common meaning regarding insrucion and he rubric, and engaging wih verically aligned eams have already impaced heir sysem of suppor for eachers. They repor: Increased precision and qualiy of feedback commens; More consisen raings across all forms of feedback; Greaer clariy and undersanding in he relaionship beween domains 1 and 2; and Beer undersanding on he par of eachers and coaches of he erms and vocabulary in he rubric. CHALLENGES Paricipans encounered several challenges: Saying focused on his process as professional learning and no cerificaion. The disric did no choose o jus cerify he principals, bu o ensure here was ample ime for learning from each oher. However, when principals know hey will be esed and cerified hrough he process, hey naurally concern hemselves wih ha process raher han wha hey are learning. The leadership eam is key o ensuring ha principals say focused on heir own learning and he learning of heir peers. Ensuring ha all principals can disinguish beween evaluaion and raer agreemen. Evaluaion of eacher effeciveness has many componens. Principals do muliple drop-in observaions and view arifacs in he classroom, such as uni designs and suden work, o make a final raing. The classroom formal observaion is only one componen. Iner-raer agreemen is a focus on he lenses he principal uses o see he rubric in he classroom. Developing precision in observaions and descripive language o disinguish differences in observaions and move oward agreemen. LESSONS LEARNED By engaging in his process, paricipans came o undersand a few key conceps. Definiion of erms maers. The rubric gives principals and eachers clariy around qualiy insrucion, bu erms in he documens ofen have muliple meanings and lack clariy of vision. When principals come o agreemen abou wha he erms mean, and hen have muliple opporuniies o discuss wha hose erms look like while viewing lessons, hey begin o see ogeher. Collaboraion ime maers. Principals spend many hours evaluaing eachers. They really value ime ogeher o discuss heir observaions and work ogeher oward common agreemen abou heir observaions. The leadership eam is adaman abou ensuring ha all principals have exensive ime o work wih each oher, discuss video lessons ogeher, and learn from each oher. They requesed and were graned longer ime han planned o engage heir peers in he same level of conversaion and dialogue ha he leadership eam had experienced. Principals were concerned ha he process would be rushed and hey would no have he same rich experience as he leadership eam. They appealed o he cabine for longer working ime and muliple windows o cerify. This reques led o many Coninued on p JSD December 2015 Vol. 36 No. 6
6 Words maer es and curiosiy o validae and encourage. Then ask eachers o describe ideas in more deail so you can picure how i would ranspire in he classroom. When ime permis, have eachers use you as a mock audience o each he conen or skill. This shor rial run can help uncover vague language or plans ha lack specifics. In many cases, i will also reveal criical sequences in he eaching process ha were missing alogeher. RICHER OPPORTUNITIES FOR LEARNING Diligenly and consisenly modeled and implemened, pracical unpacking sraegies can help an educaor communiy develop shared undersanding of underlying ideas, uncover gaps in grasp of insrucional pracices, and prepare lessons wih improved clariy and richer opporuniies for suden learning. A cenral goal of communicaion is o cohere o coalesce fragmens of informaion back ogeher ino a single undersanding (Akinson, 2003). This definiion describes well one of he mos difficul asks of eaching. And i s acually he origin of he word communicaion: o make common or bring ogeher. Vague words produce underdeveloped concepions, limiing eacher growh and undersanding of pracice and leaving sudens wih ambiguous ideas. Well-defined and specified language paves he way for purposeful classroom ineracion, minimizes unproducive sruggle, and creaes opporuniies o learn. REFERENCES Akinson, C. (2003, April 22). Bulle poins kill (effecive communicaion) [Web log pos]. Available a www. markeingprofs.com/3/akinson6.asp. Ermeling, B.A. & Graff-Ermeling, G. (in press). Teaching beer: Igniing and susaining insrucional improvemen. Thousand Oaks, CA: Corwin Press. Genevieve Graff-Ermeling (genevieve.ermeling@ lhsoc.org) is chief academic officer a Orange Luheran High School in Orange, California. Bradley A. Ermeling (brad.ermeling@gmail.com) is principal research scienis a Pearson Research and Innovaion Nework. Ronald Gallimore (ronaldg@ucla.edu) is disinguished professor emerius a Universiy of California, Los Angeles. Do you see wha I see? Coninued from p. 18 afernoons of rich conversaions wih heir peers. Leadership maers. The final, mos imporan lesson from he projec was how principals ook over he leadership and faciliaion. From wriing he proocol and implemenaion o planning for he disricwide assessmen, leadership eam members were vocal advocaes for he power of a houghful, reflecive, conversaional process. NEXT STEPS As he disric moves closer oward raer agreemen among all principals, i plans o ake oher approaches. Firs, he disric will work wih eachers o undersand he definiions and use hem wih precision in heir collaboraion o design curriculum maps, unis of sudy, assessmens, and lessons o mach he descripors in he firs wo domains. The disric will also work o develop iner-raer agreemen among hose who evaluae principals and program direcors. Finally, he disric will work o ensure ha he conversaions principals are having around qualiy insrucion coninue hrough ongoing professional learning and disric leadership meeings. One principal sums up he impac of he professional learning on his work: I learned oday ha I need o pay more aenion o he rubric and he definiions when I do my observaions, said Chad Hasong, principal of Norh Side High School. I had begun o make assumpions abou wha his rubric says, and his work is going o reshape he way I observe eachers and give hem feedback. REFERENCES Bill & Melinda Gaes Foundaion. (2012). Gahering feedback for eaching: Combining high-qualiy observaions wih suden surveys and achievemen gains. Seale, WA: Auhor. Graham, M., Milanowski, A., & Miller, J. (2012, February). Measuring and promoing iner-raer agreemen of eacher and principal performance raings. Cener for Educaor Compensaion Reform. Available a hp://files.eric.ed.gov/ fullex/ed pdf. Hirsh, S., Psencik, K., & Brown, F. (2014). Becoming a learning sysem. Oxford, OH: Learning Forward. Kimball, S. & Milanowski, A. (2009). Examining eacher evaluaion validiy and leadership decision making wihin a sandards-based evaluaion sysem. Educaional Adminisraion Quarerly, 45(1), Kay Psencik (kay.psencik@learningforward.org) is a Learning Forward senior consulan. C. Todd Cummings (c.odd.cummings@fwcs.k12.in.us) is manager of he Sysem of Suppor and Compensaion and Larry Gerardo (larry.gerardo@fwcs.k12.in.us) is principal of he Career Cener a Anhis in For Wayne Communiy Schools in Indiana. December 2015 Vol. 36 No. 6 JSD 23
MyLab & Mastering Business
MyLab & Masering Business Efficacy Repor 2013 MyLab & Masering: Business Efficacy Repor 2013 Edied by Michelle D. Speckler 2013 Pearson MyAccouningLab, MyEconLab, MyFinanceLab, MyMarkeingLab, and MyOMLab
More informationNeural Network Model of the Backpropagation Algorithm
Neural Nework Model of he Backpropagaion Algorihm Rudolf Jakša Deparmen of Cyberneics and Arificial Inelligence Technical Universiy of Košice Lená 9, 4 Košice Slovakia jaksa@neuron.uke.sk Miroslav Karák
More information1 Language universals
AS LX 500 Topics: Language Uniersals Fall 2010, Sepember 21 4a. Anisymmery 1 Language uniersals Subjec-erb agreemen and order Bach (1971) discusses wh-quesions across SO and SO languages, hypohesizing:...
More informationInformation Propagation for informing Special Population Subgroups about New Ground Transportation Services at Airports
Downloaded from ascelibrary.org by Basil Sephanis on 07/13/16. Copyrigh ASCE. For personal use only; all righs reserved. Informaion Propagaion for informing Special Populaion Subgroups abou New Ground
More informationAn Effiecient Approach for Resource Auto-Scaling in Cloud Environments
Inernaional Journal of Elecrical and Compuer Engineering (IJECE) Vol. 6, No. 5, Ocober 2016, pp. 2415~2424 ISSN: 2088-8708, DOI: 10.11591/ijece.v6i5.10639 2415 An Effiecien Approach for Resource Auo-Scaling
More informationMore Accurate Question Answering on Freebase
More Accurae Quesion Answering on Freebase Hannah Bas, Elmar Haussmann Deparmen of Compuer Science Universiy of Freiburg 79110 Freiburg, Germany {bas, haussmann}@informaik.uni-freiburg.de ABSTRACT Real-world
More informationFast Multi-task Learning for Query Spelling Correction
Fas Muli-ask Learning for Query Spelling Correcion Xu Sun Dep. of Saisical Science Cornell Universiy Ihaca, NY 14853 xusun@cornell.edu Anshumali Shrivasava Dep. of Compuer Science Cornell Universiy Ihaca,
More informationChannel Mapping using Bidirectional Long Short-Term Memory for Dereverberation in Hands-Free Voice Controlled Devices
Z. Zhang e al.: Channel Mapping using Bidirecional Long Shor-Term Memory for Dereverberaion in Hands-Free Voice Conrolled Devices 525 Channel Mapping using Bidirecional Long Shor-Term Memory for Dereverberaion
More informationForging Connections Together: A Weekly Math Meeting Model to Support Teacher Learning
Forging Connections Together: A Weekly Math Meeting Model to Support Teacher Learning Presented at CGI Conference June 2017 Seattle, WA Charity Bauduin Robert C. Schoen Amanda Tazaz Wendy Bray Laura Steele
More information1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change.
TOOLS INDEX TOOL TITLE PURPOSE 1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change. 1.2 Uncovering assumptions Identify
More informationWHY SOLVE PROBLEMS? INTERVIEWING COLLEGE FACULTY ABOUT THE LEARNING AND TEACHING OF PROBLEM SOLVING
From Proceedings of Physics Teacher Education Beyond 2000 International Conference, Barcelona, Spain, August 27 to September 1, 2000 WHY SOLVE PROBLEMS? INTERVIEWING COLLEGE FACULTY ABOUT THE LEARNING
More informationIn Workflow. Viewing: Last edit: 10/27/15 1:51 pm. Approval Path. Date Submi ed: 10/09/15 2:47 pm. 6. Coordinator Curriculum Management
1 of 5 11/19/2015 8:10 AM Date Submi ed: 10/09/15 2:47 pm Viewing: Last edit: 10/27/15 1:51 pm Changes proposed by: GODWINH In Workflow 1. BUSI Editor 2. BUSI Chair 3. BU Associate Dean 4. Biggio Center
More informationStatistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics
5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin
More informationNew Jersey Department of Education World Languages Model Program Application Guidance Document
New Jersey Department of Education 2018-2020 World Languages Model Program Application Guidance Document Please use this guidance document to help you prepare for your district s application submission
More informationScoring Guide for Candidates For retake candidates who began the Certification process in and earlier.
Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More informationINTRODUCTION TO TEACHING GUIDE
GCSE REFORM INTRODUCTION TO TEACHING GUIDE February 2015 GCSE (9 1) History B: The Schools History Project Oxford Cambridge and RSA GCSE (9 1) HISTORY B Background GCSE History is being redeveloped for
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationWorldwide Online Training for Coaches: the CTI Success Story
Worldwide Online Training for Coaches: the CTI Success Story Case Study: CTI (The Coaches Training Institute) This case study covers: Certification Program Professional Development Corporate Use icohere,
More informationNumber of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)
Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationFinal Teach For America Interim Certification Program
Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA
More informationKarla Brooks Baehr, Ed.D. Senior Advisor and Consultant The District Management Council
Karla Brooks Baehr, Ed.D. Senior Advisor and Consultant The District Management Council This paper aims to inform the debate about how best to incorporate student learning into teacher evaluation systems
More informationDeveloping an Assessment Plan to Learn About Student Learning
Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that
More informationApplying Florida s Planning and Problem-Solving Process (Using RtI Data) in Virtual Settings
Applying Florida s Planning and Problem-Solving Process (Using RtI Data) in Virtual Settings As Florida s educational system continues to engage in systemic reform resulting in integrated efforts toward
More informationGraduate Program in Education
SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings
More informationAdvancing the Discipline of Leadership Studies. What is an Academic Discipline?
Advancing the Discipline of Leadership Studies Ronald E. Riggio Kravis Leadership Institute Claremont McKenna College The best way to describe the current status of Leadership Studies is that it is an
More informationWORK OF LEADERS GROUP REPORT
WORK OF LEADERS GROUP REPORT ASSESSMENT TO ACTION. Sample Report (9 People) Thursday, February 0, 016 This report is provided by: Your Company 13 Main Street Smithtown, MN 531 www.yourcompany.com INTRODUCTION
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of
More informationSTUDENT PERCEPTION SURVEYS ACTIONABLE STUDENT FEEDBACK PROMOTING EXCELLENCE IN TEACHING AND LEARNING
1 STUDENT PERCEPTION SURVEYS ACTIONABLE STUDENT FEEDBACK PROMOTING EXCELLENCE IN TEACHING AND LEARNING Presentation to STLE Grantees: December 20, 2013 Information Recorded on: December 26, 2013 Please
More informationUsing Team-based learning for the Career Research Project. Francine White. LaGuardia Community College
Team Based Learning and Career Research 1 Using Team-based learning for the Career Research Project Francine White LaGuardia Community College Team Based Learning and Career Research 2 Discussion Paper
More informationGrade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay
Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationStarting the Conversation about Feedback. Jennifer Marten. Plain Talk About Reading February 9-11, 2015 New Orleans
Starting the Conversation about Feedback Jennifer Marten Plain Talk About Reading February 9-11, 2015 New Orleans About the Presenter Jennifer Smithers Marten Jennifer Smithers Marten is the gifted and
More information2 nd grade Task 5 Half and Half
2 nd grade Task 5 Half and Half Student Task Core Idea Number Properties Core Idea 4 Geometry and Measurement Draw and represent halves of geometric shapes. Describe how to know when a shape will show
More informationProgram Assessment and Alignment
Program Assessment and Alignment Lieutenant Colonel Daniel J. McCarthy, Assistant Professor Lieutenant Colonel Michael J. Kwinn, Jr., PhD, Associate Professor Department of Systems Engineering United States
More informationSupplemental Focus Guide
A resource created by The Delphi Project on the Changing Faculty and Student Success www.thechangingfaculty.org Supplemental Focus Guide Non-Tenure-Track Faculty on our Campus Supplemental Focus Guide
More informationDESIGNPRINCIPLES RUBRIC 3.0
DESIGNPRINCIPLES RUBRIC 3.0 QUALITY RUBRIC FOR STEM PHILANTHROPY This rubric aims to help companies gauge the quality of their philanthropic efforts to boost learning in science, technology, engineering
More informationAn Analysis of the Early Assessment Program (EAP) Assessment for English
An Analysis of the Early Assessment Program (EAP) Assessment for English Conducted by Achieve on behalf of the California Diploma Project (ADP) and Policy Analysis for California Education (PACE) October
More informationOpening Essay. Darrell A. Hamlin, Ph.D. Fort Hays State University
ISSN (Online) 2162-9161 Opening Essay Darrell A. Hamlin, Ph.D. Fort Hays State University Author Note Darrell A. Hamlin, Guest Editor. Associate Professor, Department of Criminal Justice, Fort Hays State
More informationMath Pathways Task Force Recommendations February Background
Math Pathways Task Force Recommendations February 2017 Background In October 2011, Oklahoma joined Complete College America (CCA) to increase the number of degrees and certificates earned in Oklahoma.
More informationSmarter Balanced Assessment Consortium: Brief Write Rubrics. October 2015
Smarter Balanced Assessment Consortium: Brief Write Rubrics October 2015 Target 1 Narrative (Organization Opening) provides an adequate opening or introduction to the narrative that may establish setting
More information$0/5&/5 '"$*-*5"503 %"5" "/"-:45 */4536$5*0/"- 5&$)/0-0(: 41&$*"-*45 EVALUATION INSTRUMENT. &valuation *nstrument adopted +VOF
$0/5&/5 '"$*-*5"503 %"5" "/"-:45 */4536$5*0/"- 5&$)/0-0(: 41&$*"-*45 EVALUATION INSTRUMENT &valuation *nstrument adopted +VOF ROCKWOOD SCHOOL DISTRICT CONTENT FACILITATOR, DATA ANALYST, AND INSTRUCTIONAL
More informationYour Guide to. Whole-School REFORM PIVOT PLAN. Strengthening Schools, Families & Communities
Your Guide to Whole-School REFORM PIVOT PLAN Strengthening Schools, Families & Communities Why a Pivot Plan? In order to tailor our model of Whole-School Reform to recent changes seen at the federal level
More informationEnglish Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
More informationMASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE
MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE University of Amsterdam Graduate School of Communication Kloveniersburgwal 48 1012 CX Amsterdam The Netherlands E-mail address: scripties-cw-fmg@uva.nl
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationQueensborough Public Library (Queens, NY) CCSS Guidance for TASC Professional Development Curriculum
CCSS Guidance for TASC Professional Development Curriculum Queensborough Public Library (Queens, NY) DRAFT Version 1 5/19/2015 CCSS Guidance for NYSED TASC Curriculum Development Background Victory Productions,
More informationWELCOME PATIENT CHAMPIONS!
WELCOME PATIENT CHAMPIONS! 1. MUTE YOUR COMPUTER 2. DIAL INTO THE CONFERENCE LINE: 1-866-814-9555 a. Conference code: 5695726185 3. If you have questions, use the chat box. We will get started soon. Facilitating
More informationSectionalism Prior to the Civil War
Sectionalism Prior to the Civil War GRADE 7 This sample task contains a set of primary and authentic sources about how the differences between the North and South deepened the feelings of sectionalism
More informationTo provide students with a formative and summative assessment about their learning behaviours. To reinforce key learning behaviours and skills that
To provide students with a formative and summative assessment about their learning behaviours. To reinforce key learning behaviours and skills that are important for lifelong learning and academic success.
More informationSTANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION
Arizona Department of Education Tom Horne, Superintendent of Public Instruction STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 5 REVISED EDITION Arizona Department of Education School Effectiveness Division
More informationPositive turning points for girls in mathematics classrooms: Do they stand the test of time?
Santa Clara University Scholar Commons Teacher Education School of Education & Counseling Psychology 11-2012 Positive turning points for girls in mathematics classrooms: Do they stand the test of time?
More informationCopyright Corwin 2015
2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about
More informationObjective Research? Information Literacy Instruction Perspectives
Andrews University Digital Commons @ Andrews University Faculty Publications Library Faculty 3-4-2016 Objective Research? Information Literacy Instruction Perspectives Terry Dwain Robertson Andrews University,
More informationACTIVITY: Comparing Combination Locks
5.4 Compound Events outcomes of one or more events? ow can you find the number of possible ACIVIY: Comparing Combination Locks Work with a partner. You are buying a combination lock. You have three choices.
More informationMPA Internship Handbook AY
MPA Internship Handbook AY 2017-2018 Introduction The primary purpose of the MPA internship is to provide students with a meaningful experience in which they can apply what they have learned in the classroom
More informationhmhco.com The Power of Blended Learning Maximizing Instructional Time, Accelerating Student Achievement
hmhco.com he ower of Blended earning Maximizing nstructional ime, ccelerating Student chievement mplementing 180 With Success From its inception, 180 has provided districts with a powerful blended learning
More informationExpanded Learning Time Expectations for Implementation
I. ELT Design is Driven by Focused School-wide Priorities The school s ELT design (schedule, staff, instructional approaches, assessment systems, budget) is driven by no more than three school-wide priorities,
More informationScience Olympiad Competition Model This! Event Guidelines
Science Olympiad Competition Model This! Event Guidelines These guidelines should assist event supervisors in preparing for and setting up the Model This! competition for Divisions B and C. Questions should
More informationRubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
More informationIndiana Collaborative for Project Based Learning. PBL Certification Process
Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702
More informationACADEMIC AFFAIRS GUIDELINES
ACADEMIC AFFAIRS GUIDELINES Section 8: General Education Title: General Education Assessment Guidelines Number (Current Format) Number (Prior Format) Date Last Revised 8.7 XIV 09/2017 Reference: BOR Policy
More informationWebquests: Increase student motivation and achievement. by Jodi Dillon Terri Rheaume Jennifer Stover
Webquests: Increase student motivation and achievement by Jodi Dillon Terri Rheaume Jennifer Stover How did Webquests start? Dr. Bernie Dodge, professor of educational technology at San Diego State University,
More information1. Professional learning communities Prelude. 4.2 Introduction
1. Professional learning communities 1.1. Prelude The teachers from the first prelude, come together for their first meeting Cristina: Willem: Cristina: Tomaž: Rik: Marleen: Barbara: Rik: Tomaž: Marleen:
More informationThe patient-centered medical
Primary Care Residents Want to Learn About the Patient- Centered Medical Home Gerardo Moreno, MD, MSHS; Julia Gold, MD; Maureen Mavrinac, MD BACKGROUND AND OBJECTIVES: The patient-centered medical home
More informationRESOLVING CONFLICT. The Leadership Excellence Series WHERE LEADERS ARE MADE
RESOLVING CONFLICT The Leadership Excellence Series WHERE LEADERS ARE MADE RESOLVING CONFLICT The Leadership Excellence Series TOASTMASTERS INTERNATIONAL P.O. Box 9052 Mission Viejo, CA 92690 USA Phone:
More informationObserving Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers
Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Dominic Manuel, McGill University, Canada Annie Savard, McGill University, Canada David Reid, Acadia University,
More informationPEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE
PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE DR. BEV FREEDMAN B. Freedman OISE/Norway 2015 LEARNING LEADERS ARE Discuss and share.. THE PURPOSEFUL OF CLASSROOM/SCHOOL OBSERVATIONS IS TO OBSERVE
More informationUnpacking a Standard: Making Dinner with Student Differences in Mind
Unpacking a Standard: Making Dinner with Student Differences in Mind Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards
More informationSTUDENT LEARNING ASSESSMENT REPORT
STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Sociology SUBMITTED BY: Janine DeWitt DATE: August 2016 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The
More informationSul Ross State University Spring Syllabus for ED 6315 Design and Implementation of Curriculum
Sul Ross State University Spring 2017 Syllabus for ED 6315 Design and Implementation of Curriculum Instructor: Rebecca Schlosser, J.D., Ed.D. Office Hours via Blackboard Instant Messaging: Mon, Tues, Wedn,
More informationInstructional Coaching. Jim Knight Instructional Coaching Group
Instructional Coaching Jim Knight Instructional Coaching Group My first teaching experience My first teaching experience NONE One of the main barriers... to turning knowledge into action is the tendency
More informationCAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping
CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11
More informationWest Georgia RESA 99 Brown School Drive Grantville, GA
Georgia Teacher Academy for Preparation and Pedagogy Pathways to Certification West Georgia RESA 99 Brown School Drive Grantville, GA 20220 770-583-2528 www.westgaresa.org 1 Georgia s Teacher Academy Preparation
More informationWhat is PDE? Research Report. Paul Nichols
What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized
More informationUpdate on Standards and Educator Evaluation
Update on Standards and Educator Evaluation Briana Timmerman, Ph.D. Director Office of Instructional Practices and Evaluations Instructional Leaders Roundtable October 15, 2014 Instructional Practices
More informationSPECIALIST PERFORMANCE AND EVALUATION SYSTEM
SPECIALIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Specialist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher Evaluation and Observations
More informationABET Criteria for Accrediting Computer Science Programs
ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationAssessment System for M.S. in Health Professions Education (rev. 4/2011)
Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions
More informationUK flood management scheme
Cockermouth is an ancient market town in Cumbria in North-West England. The name of the town originates because of its location on the confluence of the River Cocker as it joins the River Derwent. At the
More informationUniversity of Toronto Mississauga Degree Level Expectations. Preamble
University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of
More informationHIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN
HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN TABLE OF CONTENTS Overview 1 Eligible Credit Flexibility Plans 2 Earned Credit from Credit Flexibility Plans 2 Student Athletes 3 Application Process 3 Final
More informationTEACH 3: Engage Students at All Levels in Rigorous Work
TEACH 3: Engage Students at All Levels in Rigorous Work 825 North Capitol Street, NE Washington, DC 20002 T 202.442.5885 F 202.442.5026 www.k12.dc.us Essential Question How will engaging students at all
More informationTHE IMPACT OF YOUR GIVING 2015 ENDOWMENT REPORT
THE IMPACT OF YOUR GIVING 2015 ENDOWMENT REPORT YOUR June 2015 Supporters of Boise State University make it clear you value education. You want the best for students and faculty. You feel the energy of
More informationSt. Martin s Marking and Feedback Policy
St. Martin s Marking and Feedback Policy The School s Approach to Marking and Feedback At St. Martin s School we believe that feedback, in both written and verbal form, is an integral part of the learning
More informationA BLENDED MODEL FOR NON-TRADITIONAL TEACHING AND LEARNING OF MATHEMATICS
Readings in Technology and Education: Proceedings of ICICTE 2010 407 A BLENDED MODEL FOR NON-TRADITIONAL TEACHING AND LEARNING OF MATHEMATICS Wajeeh Daher Al-Qasemi Academic College of Education Israel
More informationSecondary English-Language Arts
Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.
More informationCONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS
CONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS Pirjo Moen Department of Computer Science P.O. Box 68 FI-00014 University of Helsinki pirjo.moen@cs.helsinki.fi http://www.cs.helsinki.fi/pirjo.moen
More information172_Primary 4 Comprehension & Vocabulary-7th Pass 07/11/14. Practice. Practice. Study the flyer carefully and then answer questions 1 8.
omprehensi on & Vocabulary Primary Comprehensi abulary Primary Comprehension & Vocabulary Primary Comprehe y Primary Comprehension & Vocabulary Primary Comprehension & Vocabulary Primary Com Comprehension
More informationSelf Assessment. InTech Collegiate High School. Jason Stanger, Director 1787 Research Park Way North Logan, UT
Jason Stanger, Director 1787 Research Park Way North Logan, UT 84341-5600 Document Generated On June 13, 2016 TABLE OF CONTENTS Introduction 1 Standard 1: Purpose and Direction 2 Standard 2: Governance
More informationSoftware Maintenance
1 What is Software Maintenance? Software Maintenance is a very broad activity that includes error corrections, enhancements of capabilities, deletion of obsolete capabilities, and optimization. 2 Categories
More informationTeach For America alumni 37,000+ Alumni working full-time in education or with low-income communities 86%
About Teach For America Teach For America recruits, trains, and supports top college graduates and professionals who make an initial commitment to teach for two years in urban and rural public schools
More informationEDC Learning. Changing Cultures and Building Capacity: An Exploration of District Strategies for Implementation of Teacher Evaluation Systems
EDC Learning transforms lives. Changing Cultures and Building Capacity: An Exploration of District Strategies for Implementation of Teacher Evaluation Systems Karen Shakman, Nicole Breslow, Julie Kochanek,
More informationKUTZTOWN UNIVERSITY KUTZTOWN, PENNSYLVANIA DEPARTMENT OF SECONDARY EDUCATION COLLEGE OF EDUCATION
KUTZTOWN UNIVERSITY KUTZTOWN, PENNSYLVANIA DEPARTMENT OF SECONDARY EDUCATION COLLEGE OF EDUCATION I. Course Description Title: EDU 592 Intensive Clinical Experience 6 s.h., 6 c.h. A field assignment in
More informationStrategic Practice: Career Practitioner Case Study
Strategic Practice: Career Practitioner Case Study heidi Lund 1 Interpersonal conflict has one of the most negative impacts on today s workplaces. It reduces productivity, increases gossip, and I believe
More informationSETTING STANDARDS FOR CRITERION- REFERENCED MEASUREMENT
SETTING STANDARDS FOR CRITERION- REFERENCED MEASUREMENT By: Dr. MAHMOUD M. GHANDOUR QATAR UNIVERSITY Improving human resources is the responsibility of the educational system in many societies. The outputs
More informationHarness the power of public media and partnerships for the digital age. WQED Multimedia Strategic Plan
Harness the power of public media and partnerships for the digital age. WQED Multimedia 2013 2018 Strategic Plan In 2013, these are ten very common terms. Easy to Google and learn about. They also represent
More informationClassroom Assessment Techniques (CATs; Angelo & Cross, 1993)
Classroom Assessment Techniques (CATs; Angelo & Cross, 1993) From: http://warrington.ufl.edu/itsp/docs/instructor/assessmenttechniques.pdf Assessing Prior Knowledge, Recall, and Understanding 1. Background
More informationPedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers
Pedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers Monica Baker University of Melbourne mbaker@huntingtower.vic.edu.au Helen Chick University of Melbourne h.chick@unimelb.edu.au
More information