HDSB Sample Enrichment/Improvement Plans of Action and Indicators of Success

Transcription

1 Program HDSB Sample Enrichment/Improvement Plans of Action and Indicators of Success Review all current Ontario curriculum policy documents pertaining to his/her teaching assignment, with particular attention to the curriculum expectations, strands and achievement levels. The teacher will demonstrate knowledge of the requirements of the appropriate Ontario Curriculum policy documents as demonstrated in Long/Short Range Planning, Course Outlines, TLCP Plans, Day Book, Lesson Plans, Assessment and Evaluation. Develop skills in teaching the Ontario curriculum by exhibiting an understanding and ability to explain subject areas. Develop plans that make concrete links between current Ontario curriculum policy documents, Long/Short Range Plans, Course Outlines, TLCP Plans, Day Book, Lesson Plans, Assessments and Evaluations. The teacher will be able to explain subject areas in detail to administration, colleagues during planning, and students. The plans will demonstrate links between the appropriate Ontario Curriculum policy documents and his/her Long/Short Range Plans, Course Outlines, TLCP Plans, Day Book, Lesson Plans, Assessments and Evaluations. Planning Use the most current version of the Ontario curriculum and ministry support resources to: Cluster curriculum expectations to plan classroom program and instruction (e.g., reference system course outlines) Deconstruct the expectations to determine what the learning looks like Plan program built around the developmental needs and interest of the students. Develop an integrated literacy program based on the Comprehensive Literacy Model. Develop lesson plans that incorporate the scaffolding of instruction across all curriculum areas that are used to build students understanding and skills (e.g., gradual release of responsibility model, share, guide and independent). Create long and short range plans that reflect the Ontario curriculum expectations. Create and maintain a daybook on a daily basis indicating links to long and short range plans, expectations for lessons, teaching and assessment strategies. The teacher will have complete and appropriate daily, short range and long range plans that reflect the current Ontario Curriculum. The teacher will have complete and appropriate daily, short range and long range plans that reflect the needs and interests of the students. The Comprehensive Literacy Model will be reflected in the teacher s planning and will demonstrate the gradual release of responsibility (i.e., Read Aloud-Think Aloud, Shared, Guided, Independent Reading and Writing). Lesson plans will: o Reflect the scaffolding of instruction across all curriculum areas and are used to build students understanding and skills o Activate prior learning o Be sequenced logically o Align with long and short range plans o Balance teacher-led and student-led activities and discussions o Employ a variety of grouping techniques and balance the use of groups and individual work opportunities o Employ instructional strategies in accordance with the students learning styles and needs o Allow time to review, re-teach and reaffirm o Anticipate student needs and render appropriate assistance when required The teacher will create long and short range plans for each term demonstrating links to Ontario curriculum expectations. The teacher will create and maintain a daybook on a daily basis showing links to short and long range plans, expectations for lessons, teaching and assessment strategies

2 Plan for large blocks of instructional time with minimal interruptions (i.e., 100 minute English and French literacy JK to 8, and 60 minute numeracy block for JK to 8, 20 minutes of QDF JK to 8). The teacher will create Day Plans and Lesson Plans that reflect and maximize the use of large blocks of instructional time. Plan for instructional time that is protected with minimal interruptions (e.g., last three to four weeks of semester dedicated to the final 30% evaluation. Plan using the Teaching Learning Critical Pathway to gather evidence of student learning to inform instruction and determine whether the intended outcome has been achieved. The teacher will create Day Plans and Lesson Plans that maximize the blocks of instructional time. 1. Gather evidence, determine the area of greatest student need, connect the learning need to the curriculum, identify an explicit researched practice to address the student need, design a classroom pre-assessment 2. Plan a learning block, gather evidence of student learning, have students complete the classroom post- assessment 3. Conduct teacher moderation, reflect on the process in terms of student achievement and teacher practice, identify focus to work through the process again Student Assessment, Evaluation and Reporting Plan and utilize a variety of authentic assessment strategies and practices including the ongoing collection of evidence of student learning using Board and school level tracking tools (e.g., EQAO, DRA, indicator data, boards/data folders/spreadsheets, mark sheets/summary of evidence sheet) and integrate it seamlessly with instruction. Maintain comprehensive and up to date records of student achievement. The teacher will maintain assessment documentation that demonstrates the ongoing collection and use of evidence of student learning using tracking tools. The teacher s assessment and evaluation records will: o Be Dated o Be Reflective of the assessment activity o Provide the mark value o Be entered in a timely fashion o Represent an appropriate body of assessments per strand per term/semester Maintain assessment and evaluation records for individual students in each of the 4 Achievement Chart categories. The achievement chart categories will be reflected in the teacher s assessment & evaluation records (e.g., breakdown marks in a balanced manner for Communication, Knowledge and Understanding, etc.). Markbook printouts will be complete, well organized, comprehensive and reflective of student achievement in the four Achievement Chart categories. Use Ontario Curriculum Exemplars, Rubrics, Success Criteria and Anchor Charts to define learning expectations before, during and after learning. The teacher will use Exemplars, Rubrics, Success Criteria and/or Anchor Charts, and these will be displayed and shared routinely to define student learning expectations. Employ a variety of formal and informal assessment and evaluation activities that are appropriate to the learning styles and individual needs of all of your students. The teacher s assessment and evaluation records, and student portfolios/notebooks will reflect a variety of assessment activities. The teacher will gather evidence for evaluation from observations, conversation and student products. 2

3 Employ assessment strategies that are reflective of assessment for, and as learning. The teacher will collect evidence of student learning before, during and at or near the end of a period of instruction using a variety of assessment strategies and tools such as diagnostic assessments, anecdotal/observation records, student conference notes. The teacher will provide multiple guided opportunities for students to practice, apply and refine their work. Participate in teacher moderation of student work to determine next steps in instruction. Demonstrate a clear understanding of which learning outcomes are being assessed and be able to communicate them to students, parents and administration. Ensure that the method of calculating a student s progress for each of the formal reporting periods can be clearly understood by both students and their parents. Involve parents as partners to help raise a student s achievement levels. Write comprehensive and accurate report cards. The teacher will provide ongoing and effective feedback that is: o Timely and Descriptive o Constructive o Meaningful o Specific o Purposeful o Shared with students so that they make connections to the next steps in their learning The teacher will regularly collaborate with colleagues to moderate student work. The teacher will develop/use and communicate course outlines/planning records that clearly define the learning outcomes. The teacher will share learning goals and success criteria with students at the outset of learning. The teacher will present information is such a manner that students and parents will be able to clearly see how the teacher determined the evaluation of the student s progress. The teacher will provide the evaluation grade as well as responsive and thoughtful feedback on returned work. The teacher will communicate with parents as per Board/school guidelines, especially with parents of students at-risk. The teacher will communicate regularly with parents to discuss student achievement. The teacher will write report card comments that will reflect the learning outcomes as defined in the planning, assessment and evaluation records. The teacher will calculate the student s achievement level in keeping with Ministry/Board policy. The teacher will identify appropriate Next Steps for student improvement. The teacher will follow Board/school guidelines on reporting with diligence. Classroom Management Establish, maintain, and reinforce a variety of effective classroom routines, procedures and expectations appropriate to the age and stage of the students development. The teacher will develop, practice, and systematize routines and expectations for classroom entry, exit and transition, and for the management of resources within the classroom. The teacher will collaborate with colleagues to develop a repertoire of effective class management strategies. The teacher will use steps for intervention for tardiness, truancy, and students off-task and disruptive behaviours during the lesson. 3

4 Establish an inclusive learning environment. o Be non-judgmental in interacting with students and respect their point of view o Manifest and encourage respectful student-teacher and student-student interaction o Demonstrate through actions that each student is important and that each student s input matters o Act decisively and effectively to protect students against negative or harmful interaction with others o Acknowledge and celebrate the diversity of students Hold and communicate high expectations for student behaviour that reflect the HDSB Code of Conduct and school practices. Request support from administration or other school support staff when appropriate and not use administration as the major discipline force in the classroom. Promptly and consistently address student behaviour as it occurs using a variety of classroom management strategies to provide an environment that maximizes student learning. Maintain comprehensive and detailed behaviour tracking records for students of concern. Treat all students with dignity and respect Maintain a safe classroom environment The teacher will routinely discuss/communicate/post/reinforce expected classroom behaviours as well as the consequences for failing to follow the expectations. The teacher will provide praise and positive reinforcement for appropriate behaviours. The teacher will discuss student behavioural concerns with Administration and/or support staff to seek input, strategies, and feedback. The teacher will consistently follow-up with administration if a student has been sent to the office. The teacher will deal with misbehaviour and off-task behaviour in an effective, appropriate, discreet, and timely manner. The teacher will establish dated, anecdotal records for students of concern inclusive of steps discussed, with whom and action taken (ie., parent, vice principal, counselor, SERT, social worker). The teacher will maintain a calm and professional presence in the classroom and always uses appropriate language. The teacher will demonstrate an awareness of what is going on in the classroom. The teacher will be aware of students who wander and disrupt others and address their behaviour immediately. The teacher will arrange the classroom in an orderly and effective manner. The teacher will effectively diffuse conflicts amongst students. The teacher will teach bell to bell such that students are actively engaged throughout the duration of the instructional time. Instructional Strategies Improve practices when giving students directions/instructions. The teacher will ensure that s/he has everyone s attention prior to giving direction. The teacher will have a clear idea of what s/he wants the students to know and be able to do before presenting the idea to them. The teacher will provide complete instructions and check for understanding before directing students to begin their work. The teacher will ensure that directions are clear, concise and explicit. 4

5 Scaffold instruction across all curriculum areas to build students understanding and skills. Employ effective questioning techniques. Engage students in higher-order thinking and the completion of meaningful, respectful, open-ended and contextual tasks. Engage students in the learning process The teacher will employ a gradual release of responsibility (e.g., model, share, guide and independent). The teacher will breakdown the skill steps needed to accomplish a task and present material to students in a logical, progressive sequence with a variety of appropriate follow up activities. o Use a variety of questions that range from those requiring a simple yes/no answer, to those that require the use of higher order thinking and reasoning skills as per Bloom s Taxonomy o Phrase questions appropriately so that students understand what is being asked o Ask one question at a time, avoiding rambling questions or a series of questions all at once where students may lose track of what is asked o Give students wait time so that they can reflect and compose an answer o When incorrect answers are given, help the student understand why the answer is incorrect, give feedback on answers given so that students are clear as to answers are correct or incorrect. o Build on previous questions and answers when composing the next question o Develop active listening skills o Help a student who is having difficulties answering by breaking down the question into smaller components or rephrasing it Spread questions amongst all of the students The teacher will use explicit instruction so that all students will develop higher-level critical thinking skills (e.g., use of the criteria in the Thinking category of the Achievement Chart, Question Structure Response, Bloom s Taxonomy) to help them understand, articulate, reflect upon and apply their learning. The teacher will design and/or utilize rich tasks, effective questioning techniques The teacher will work with students to co-create instructional tools (e.g., word and strategy walls, anchor charts, rubrics and exemplars, processes for mental math). The teacher will provide multiple and varied opportunities for active participation in the learning process. The teacher will employ instructional strategies in accordance with the students learning styles and needs. The teacher will pace the lessons such that all students are able to participate in the learning process. Differentiate instructional strategies, resources and activities to stimulate interest and keep students actively engaged in their learning The teacher will present information in a clear and logical format that addresses students multiple learning styles. The teacher will design lessons that: o Balance teacher-led and student-led activities and discussions o Employ a variety of grouping techniques and balance the use of group and individual work opportunities o Include activities and assignments that are appropriate to the concepts/ideas/skills being taught and to the students who are being taught o Differentiate and employ instructional strategies in accordance with the students learning styles and needs o Use a variety of appropriate resources The teacher will have expanded his/her repertoire of instructional strategies as defined in the HDSB Expected Practices. 5

6 Create a common, effective organizational structure for students to maintain their various program/subject work. The teacher will monitor and ensure that all students have well-organized portfolios/binders and use their agendas regularly. Special Education Liaise with the Special Education Resource Teacher(s) regarding the development of students Individual Education Plans. The teacher will work with the Special Education teacher(s) to develop, monitor, and update Individual Education Plans. Regularly collaborate with the Special Education Resource Teacher to ensure appropriate programming for students with special learning needs. Address students with exceptional needs in the classroom. The teacher have regular formal meetings with the Special Education Resource Teacher(s) regarding programming for learners with Individual Education Plans in order to gather input and expertise The teacher will, in consultation with the Special Education Resource Teacher(s), develop and maintain appropriate trackers specific to student learning/behaviour goals as per the Individual Education Plans /Behaviour/Safety Plan. The teacher will modify program as per the Individual Education Plan. The assessment and evaluation records will reflect the modified learning outcomes as per the Individual Education Plan. The teacher will routinely accommodate students learning needs as per the Individual Education Plan. The teacher will implement the goals and intervention strategies defined in the Behaviour and/or Safety Plan. The teacher will maintain the behaviour trackers identified in the Behaviour Plan/Safety Plan. Provide appropriate direction and plans to an Educational Assistant to support students with exceptional needs in the classroom. Attend and participate in regularly scheduled School Resource Team and/or School Team meetings. The teacher will promote and incorporate the use of assistive technology as prescribed. The teacher will provide the Educational Assistant with the plans and materials necessary for the support of student learning. The teacher will provide input during School Resource Team and/or School Team meetings, help to develop the action plan, and follow through on the action plan for their students. Communication Establish on-going communication with parent/guardian. o Have a formal and dated communication log to track communication with parents/guardians o Engage parents in the problem solving process in order to improve student achievement and/or behaviour o Encourage and value parental input and decision-making capabilities o Demonstrate a positive, professional attitude and language when communicating with parents/guardians o Routinely communicate student achievement to parents 6

7 Establish on-going communication with students that is based upon mutual respect. Establish on-going communication with school and support staff. o Provide praise, encouragement and positive reinforcement o Provide descriptive feedback focused on improved student achievement in a timely fashion o Encourage students to strive for improved achievement o Encourage feedback, risk-taking and questioning in the classroom o Motivate students to work to their potential o Relate to students in a manner that promotes mutual respect and trust o Consider the viewpoints of students o Demonstrate an interest in students both individually and collectively Demonstrate optimism and confidence when interacting with students o Attend and participate in all staff and department/course/team meetings o Network with colleagues to discuss program and student learning needs o Participate in professional learning opportunities o Cultivate professional relationships with colleagues and community members o Work effectively and productively with others to enhance student success o Willingly share ideas, materials, expertise and responsibilities with colleagues o The teacher will attend department meetings and in-school subject meetings to provide input and help create consistency in employing successful strategies with individual students. o Remain highly engaged and productive during staff/team/division/department meetings o Respect the time, effort and input of others on teams o Develop the personal component of collaboration, including cooperation, trust, commitment and collegiality 7