Standard 1 Rubric Essential Element 1.5 Practitioners with ...
Transcript of Standard 1 Rubric Essential Element 1.5 Practitioners with ...
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
1 SJUSD
Standard1RubricEssentialElement1.5PractitionerswithPermanentStatus
EssentialElement1.5
NotMeetingApproachingStandards
MeetingStandards
Promotingcriticalthinkingthroughinquiry,problemsolving,andreflection
Questionsarerapid-fireandconvergent,withasinglecorrectanswerorfocusonfactualknowledgeandcomprehension.Questionsdonotorrarelyinvitestudentthinking.Theteacherdoesnotaskstudentstoexplaintheirthinking.
Regularlyasksquestionsthataddressfactualknowledgeandcomprehension.Rarelyasksstudentstointerpretorthinkcritically.
Regularlyguidesstudentstothinkcriticallythroughuseofquestioningstrategies,solvingproblems,andreflectingonissuesincontent.
Regularlysupportsstudentsindevelopingquestions,posingproblems,andreflectingonmultipleperspectives.
Regularlyfacilitatesopportunityforstudentstoapplycriticalthinkingbydesigninginquiriesintocomplexproblems.
AdaptedfromtheContinuumofTeachingPractice
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
2 SJUSD
1.5Promotingcriticalthinkingthroughinquiry,problemsolvingandreflection.StrategiesbelowaresuggestionsNOTrequirements
HowmightI… P-12Strategies
-encouragestudentstousemultipleapproachesandsolutionstosolveproblems?
§ Modelanddemonstratewaystodeveloptheabilitytothinkindependently,creatively,orcriticallyinordertosolveproblems
§ Encouragestudentstodevelopconfidenceintheirabilitytothinkindependently,creatively,ancriticallyinordertosolveproblems
§ Askquestionstofacilitatediscussion,clarifyandextendstudents’thinking§ Assignactivitiesthatincludemorethanonemethodofapproachingorcompletingthework§ Conductdebatesfromavarietyofperspectives§ Allowfortheteacherandstudentstosharetheirthinkingprocesses(e.g.thinkaloud)§ Employgroupproblem-solving§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind
Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals
§ Other
-encouragestudentstoaskcriticalquestionsandconsiderdiverseperspectivesaboutsubjectmatter?
§ Teachstudentshowtoreflectontheirprogressanddirecttheirownlearning§ Facilitateinteractivestudentpracticeactivitieswhilemonitoringandprovidingfeedback(e.g.
cooperativelearning,think-pair-share)§ Plantimeinlessonsforstudentreflection§ Useandpromotebrainstorming,webbingandtheuseofthinkingmaps§ Useopen-endedquestionsandactivities§ UseSocraticseminars§ UsePhilosophicalChairs§ Teachstudentstouseinquirymethods§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind
Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
3 SJUSD
HowmightI… K-12Strategies
-provideopportunitiesforstudentstothinkabout,discuss,andevaluatecontent?
§ Provideopportunitiesforpairedandgroupwork§ Usethink-pair-share§ Useopen-endedjournalprompts§ Provideopportunitiesforstudentstodesignanduserubrics§ Provideopportunitiesforstudentstopresentandreflectupontheirownwork§ Usereciprocalteaching§ Useclosereadingstrategies§ Routinelyprovidediscussiontimeatendoftheclass/periodforrevieworreflectiononworkacross
contentareas§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind
Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals
§ Other-askquestionstofacilitatediscussion,clarify,andextendstudents’thinking?
§ Helpsstudentsbecomefamiliarwiththeirprogresstowardsstandards§ Useopen-ended,higher-orderquestions§ Checkforunderstanding(e.g.thumbsup,choralresponse,signalcards,whiteboards,volunteers/non-
volunteers,studentresponders)§ Engageinclassdiscussions§ Use“Whatif”questions,andhigherorderquestioningstrategies§ Usekinestheticmodality§ Giveoralquizzes§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind
Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals
§ Other
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
4 SJUSD
HowmightI… P-12Strategies
-supportstudentstothinkandcommunicatewithclarityandprecision----helpstudentsapplypreviouslearningtonewsituations?
§ Allowadequatewaittimeforstudentstothink§ Connectnewlearningtopriorlearning§ Usegraphicorganizerstoconnectnewlearningwithpriorcontent§ Includeoralresponsestoallowstudentstoexplaintheirthinking§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind
Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals
§ Other
-helpstudentsapplypreviouslearningtonewsituations
§ Studentswillusecontentknowledgefromonesubjectareatodemonstrateknowledgeinanotherarea
(e.g.painting,music,radioshow,dancing,powerpoint)§ UseVenndiagramstocompareandcontrastpreviouslearningtonewconcepts§ Refertopreviouslytaughtskillswhenintroducingnewconcepts§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind
Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals
§ Other
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
5 SJUSD
HowmightI… P-12Strategies
-encouragestudentstocreate,imagine,andinnovate?
§ Modelconstructivistmethods§ Assignactivitiesthatincludemorethanonemethodorapproachingorcompletingthetask§ Allowstudentstodemonstrateunderstandingofthecontentthroughavarietyofproducts(e.g.painting,
music,radioshow,dancing,powerpoint)§ UseSocraticseminars§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind
Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals
§ Other
-helpstudentstodevelopandusestrategiesandtechnologiesforaccessingknowledgeandinformation?
§ Integratetechnologythroughthelensofinstruction(e.g.choosetechnologytoenhancelearning)§ Providecredibleresourcestoassiststudentsinaccessingknowledge§ Demonstrateappropriateuseoftechnology§ Providetimeforstudentstoutilizetechnologytoaccessinformation(e.g.internet,webcasts,podcasts,
videoconferencing,Skype)§ Provideopportunitiesforstudentstocollectandanalyzedata§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind
Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals
§ Other
*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMariePagliero.ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinputfromvariousstakeholders.
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
1 SJUSD
Standard2RubricEssentialElement2.3forPractitionerswithPermanentStatus
EssentialElement2.3
NotMeetingApproaching
Standards
MeetingStandards
Establishingandmaintaininglearningenvironmentsthatarephysically,intellectually,culturally,andemotionallysafeforallstudents
Eitherdoesnot
recognizesafety
issues,doesnot
attemptto
addressthem
and/oruses
ineffective
strategies
Recognizesand
attemptsto
addresssafety
issuesregarding
materials,student
interactions,and
theroom
organization
Reacts
situationallyto
safetyissues,but
doesnothave
well-established
practicesand
proceduresin
place
Recognizesand
addressessafetyissues
regardingmaterials,
studentinteractions,
andtheroom
organization
Usesmultiplestrategies
tosupportphysical,
intellectual,cultural,
andemotionalsafety
Modelsandprovide
instructiononskillsthat
developresiliencyand
supportintellectual,
emotionalandcultural
safety
Integratessupportfor
studentstotakerisks
inofferingrespectful
opinionsabout
divergentviewpoints
Examinesbiasesinthe
learningenvironment
andcurriculum
Sharesresponsibility
withthestudentsfor
establishingand
maintaininga
physically,
intellectually,
culturally,and
emotionallysafe
environmentfocused
onhighqualityand
rigorouslearning
AdaptedfromtheContinuumofTeachingPractice
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
2 SJUSD
2.3Establishesandmaintainslearningenvironmentsthatarephysically,intellectually,culturally,andemotionallysafeStrategiesbelowaresuggestionsNOTrequirements
HowmightI… P-12Strategies
-arrangethelearningenvironment
tofacilitatepositiveandproductive
classroominteractions?
§ Provideseatingforindependentlearning,groupformations,teamwork,andpaired
assignmentsbasedonassignmentsandstudentneeds
§ Useasoundrationale,supportingallstudents,whendesigningtheclassseatingchart
§ Arrangeseatingsothatallstudentsareabletoseeandheartheteacherduringinstruction
§ Ensurethatallstudentsareabletoseetheworkspace(e.g.whiteboard,SmartBoard)
§ UsesGLADstrategies–Standards,Scouts,LiteracyAwards,T-GraphforSocialSkills,Team
Points,PersonalInteractions,HomeSchoolConnections
§ Other
-encourage,support,andrecognize
theachievementsandcontributions
ofallstudents?
§ Useproactiveclassroommanagement
§ Poststudentworkandtheagenda
§ Praisestudentsfortheiraccomplishmentsinandoutsidetheclassroom/schoolsetting
§ Modelpraisethatispurposeful
§ Acknowledgeand/orcorrectallstudents’contributionswithpositivewords
§ Conductone-to-oneconferences
§ Establishindividualattainablegoals
§ UsesGLADstrategies–Standards,Scouts,LiteracyAwards,T-GraphforSocialSkills,Team
Points,PersonalInteractions,HomeSchoolConnections
§ Other
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
3 SJUSD
HowmightI… P-12Strategies
-encouragestudentstotakerisks
andtoexpressthoughtfuland
respectfulopinionsrelatedtothe
topicorsubjectofdiscussion?
§ Modelthoughtfulandrespectfullanguage
§ Provideopportunitiesforstudentstopracticeandusepositive,supportivewords
§ Use“waittime”toencouragestudentstocompletethoughtsandexpressopinions
§ Encouragedifferentmodesofexpressionandstudentchoice
§ Providea“penaltyfree”environmentthatallowsstudentstocontributeandevaluatetheir
ideaswhilereceivingconstructiveandtimelyfeedback
§ Encouragereflectivefeedbackaftereachlesson
§ Fostercarefullisteningamongallclassmembersincludingyourself
§ UsesGLADstrategies–Standards,Scouts,LiteracyAwards,T-GraphforSocialSkills,Team
Points,PersonalInteractions,HomeSchoolConnections
§ Other
-fosterthedevelopmentofeach
student'sself-esteem?
§ Encouragestudentstostrivefortheirpersonalbest
§ Recognizeincrementalsuccessesasstudentsparticipateinscaffoldedinstruction
§ Usepositiveandsupportingwords
§ Use“waittime”toencouragestudentstocompletethoughtsandexpressopinions
§ Positivelyacknowledgestudentwork/accomplishmentseitherverballyand/orvisually
§ Stressstudentresponsibilityandaccountability
§ Poststudentworksamples
§ Highlightstudents’strengthsanduniquenessthroughactivities
§ Supportstudentsindevelopingtheattitudethathelpingeachotherisrewarding
§ UsesGLADstrategies–Standards,Scouts,LiteracyAwards,T-GraphforSocialSkills,Team
Points,PersonalInteractions,HomeSchoolConnections
§ Other
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
4 SJUSD
HowmightI… P-12Strategies
-createasafe,accessible
learningenvironmentforall
students?
§ Reflectonstudent(s)academicandbehavioralneedsanddevelopaplanofsupport
§ Providesupervisionforstudentsatalltimes
§ Arrangeseatingtoprovidesafetyandaccessibilityforallstudents
§ Adheretodistrictsafetycodes
§ Followfirecodeguidelines
§ Postevacuationandemergencyinformation
§ UsesGLADstrategies–Standards,Scouts,LiteracyAwards,T-GraphforSocialSkills,Team
Points,PersonalInteractions,HomeSchoolConnections
§ Other
*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMariePagliero.
ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinputfromvarious
stakeholders.
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
1 SJUSD
Standard3RubricEssentialElement3.1forPractitionerswithPermanentStatus
EssentialElement3.1
NotMeetingApproachingStandards
MeetingStandards
Demonstratingknowledgeofsubjectmatter,academiccontentstandards,andcurriculumframeworks
Hasfoundationalknowledge,butmakescontenterrorsand/ordoesnotunderstandtheprerequisiteskills/knowledgestudentsneedwhenplanninginstruction.
Understandsthesubjectmatterconcepts,academiclanguage,andacademiccontentstandards,butrarelyexplainstherelationshiptostudents.
Doesnotdemonstrateawarenessofcommonstudenterror/misconception.
Few,ifany,attemptstodemonstrateconnectionsandrelevancetostudents.
Understandsandclearlyexplainstherelationshipbetweensubjectmatterconcepts,academiclanguage,andacademiccontentstandards.
Clearlydemonstratesconnectionsandrelevancetostudents.
Awareofcommonstudenterror/misconception.
Usesbroadknowledgeoftherelationshipbetweenmatterconcepts,academiccontentstandards,andacademiclanguageinwaysthatensureclearconnectionandrelevancetostudents.
Anticipatesandisabletoaddresscommonstudenterror/misconception.
Usesextensiveknowledgeofsubjectmatterconcepts,currentissues,academiclanguage,andresearchtomakerelevantconnectionstostandardsduringinstructiontoextendstudentlearningandisabletoconnecttopictootherdisciplines.
AdaptedfromtheContinuumofTeachingPractice
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
2 SJUSD
3.1DemonstratingknowledgeofsubjectmatteracademiccontentstandardsStrategiesbelowaresuggestionsNOTrequirements
HowmightI… P-12Strategies
-ensurethatmysubjectmatterknowledgeissufficienttosupportstudentlearning?
§ Accessstudents’priorknowledge§ Utilizecontentrelatedresearchinlessons§ Remaincurrentwithsubjectmatterandteachingmethods§ ParticipateinProfessionalLearningCommunitydiscussions§ Reflectonstudentassessmentresultsandmodifylessonsandteachingasneeded§ UseGLADstrategy–BigBooks,ClunkersandLinks,FocusedReading,LearningLogs§ Other
-continuetokeepmysubjectmatterknowledgecurrent?
§ Researchmaterialstoteachstandards,viaprofessionaltexts,ancillaryresourcesandinternet§ Utilizecontentrelatedresearchinlessons§ Continueprofessionaldevelopmentthroughworkshops,courses,andprofessionalorganizations§ ParticipateinProfessionalLearningCommunitydiscussions§ Other
-identify,understand,andteachthekeyconceptsandunderlyingthemesandrelationshipsintheacademiccontentstandardsandstatecurriculumframeworks?
§ Postandexplicitlystatelearningtargetsandstandards§ Makelearningtargetconnectionstotherealworld,transparent§ Addressbasic,content,andacademicvocabulary§ Aligncurricularmaterialsandsupplementalresourceswithstatestandards\§ UseGLADstrategies–10/2lecture,PictureFilesCards,ObservationCharts,InquiryCharts,Cognitive
ContentDictionary,GraphicOrganizers,PictorialInputCharts,ComparativeInputCharts,NarrativeInputCharts,SentencePatterningCharts,ChantsandPoetry,StoryMaps,MindMaps,ProcessGrids,TeamTasks,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraph,WritersWorkshop,LearningLogs,InteractiveJournals,BigBooks
§ Other
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
3 SJUSD
HowmightI… P-12Strategies
-integratekeyconcepts,themes,relationships,andconnectionsacrosssubjectmatterareas?
§ Useresourcestopre-plan§ Usegraphicorganizers(e.g.Venndiagramsandthinkingmaps)§ Explicitlystateconnectionsacrosssubjectareas§ Ensurestudentsexpressconnectionsverballyorinwrittenassignments§ UseGLADstrategies–10/2lecture,PictureFilesCards,ObservationCharts,InquiryCharts,Cognitive
ContentDictionary,GraphicOrganizers,PictorialInputCharts,ComparativeInputCharts,NarrativeInputCharts,SentencePatterningCharts,ChantsandPoetry,StoryMaps,MindMaps,ProcessGrids,TeamTasks,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraph,WritersWorkshop,LearningLogs,InteractiveJournals,BigBooks
§ Other
-ensurethatmyknowledgeofthesubjectmatterincorporatesdifferentperspectives,appropriatetothediscipline?
§ Includemultipleperspectivesinlessons§ Reflectonstudentassessmentresultsandmodifyteachingasneeded§ Usegraphicorganizers(e.g.Venndiagrams,compare/contrastchartsorthinkingmaps)§ Usecross-culturalsurveys§ Utilizedebatesanddiscussions§ Useresourcestopre-plan§ UseGLADstrategies–10/2lecture,PictureFilesCards,ObservationCharts,InquiryCharts,Cognitive
ContentDictionary,GraphicOrganizers,PictorialInputCharts,ComparativeInputCharts,NarrativeInputCharts,SentencePatterningCharts,ChantsandPoetry,StoryMaps,MindMaps,ProcessGrids,TeamTasks,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraph,WritersWorkshop,LearningLogs,InteractiveJournals,BigBooks
§ Other
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
4 SJUSD
HowmightI… P-12Strategies
-maintainandutilizecurrentunderstandingofrelevantcontentstandardsandframeworks?
§ ParticipateinProfessionalLearningCommunitydiscussionsrelatedtocontentstandards§ Participateincrossgrade-levelcontentstandardsandframeworksconversationsincoresubjectareas:
English/LanguageArts,Math,History/SocialStudies,andScience§ Engageincrossgrade-level(K-5,6-8,9-12)articulationsmeetingstounpackstatestandardsrelativeto
specificcontentareas§ Other
*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMariePagliero.ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinputfromvariousstakeholders.
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
1
Standard4Rubric
EssentialElement4.1forPractitionerswithPermanentStatus
EssentialElement4.1
NotMeetingApproachingStandards MeetingStandards
Usingknowledgeofstudents'academicreadiness,languageproficiency,culturalbackground,andindividualdevelopmenttoplaninstruction
Unawareofstudentsinterestsorculturalheritage.
Takeslittletonoresponsibilitytolearnaboutstudents’medicalorlearningdisabilities,culturalbackground,orlanguageproficiency.
Doesnotplandifferentiationbasedonneedsofstudents.
Isawareofdifferentculturalgroups,languageneeds,andmedicalorlearningneedsofstudentsintheclassandhasageneralsenseofstudentinterests.
Rarelyusesinformationaboutstudentacademicreadiness(includingIEPrequirements),languageproficiency,culturalbackground,andindividualdevelopmenttoplaninstruction.
Differentiationisplanned,butisnotregularlyutilizedwhenneededand/orisnotusuallyappropriatetomeettheneedsofstudents.
Plansandconductsdifferentiatedinstructionbasedonknowledgeofstudents’academicreadiness(includingIEPrequirements),academiclanguage,languageproficiency,diverseculturalbackground,andindividualcognitive,social,emotional,andphysicaldevelopment.
Differentiationisplannedandimplementedasneeded.
Plansandconductsdifferentiatedinstructionwhichisbasedonbroadknowledgeofstudentswhilematchingresourcesandspecificstrategiestostudents’diverselearningneedsandculturalbackgrounds.
Plansandconductsdifferentiatedinstructionthatprovidessystematicopportunitiesforsupportingandextendingstudentlearningbasedoncomprehensiveinformationonstudents.
AdaptedfromtheContinuumofTeachingPractice
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
2
4.1Usesknowledgeofstudents'academicreadiness,languageproficiency,culturalbackground,andindividualdevelopment
toplaninstruction.
StrategiesbelowaresuggestionsNOTrequirements
HowmightI… P-12Strategies
-incorporatestudents’priorknowledgeandexperienceinmycurriculumandinstructionalplanning?
§ Accessstudent’spriorknowledgewhen
introducinganewconcept§ Conductstudentsurveys§ Useassessments§ Reviewpriorcurriculaandstudentdata§ Other
-useknowledgeofmystudents’lives,theirfamilies,andtheircommunitiestoinformmyplanningofcurriculumandinstruction?
§ Createanddisplayaresourceforfeaturingstudents’familiesandcommunities§ Selectandusematerialsthatrepresentabroadviewoflife,family,andcareerchoicesforallstudents§ Incorporatestudents’cultures,backgroundknowledgeandinterestsintoinstruction§ Understandstheeffectsofpovertyonstudentlearningandusesthatunderstandingtoplanand
deliverinstruction§ UsesGLADstrategy–HomeandFamilyConnectionsandPersonalInteractions§ Other
-useknowledgeofmystudents’individualcognitive,social,emotionalandphysicaldevelopmenttoplaninstructionandmakeappropriateadaptationstomeetstudents’uniqueneeds?
§ Incorporatestudentinformationdataintoplanninganddifferentiatinginstruction§ Reflectonstudentachievementdatatomodifyinstruction§ UsesGLADstrategy–HomeandFamilyConnectionsandPersonalInteractions§ Other
§ Gatherdata:§ Useicebreakers&gettingtoknowyou
activities§ ReviewSARCInfo§ Readlocal&schoolnewspapers§ Collectstudentinformationfrominterest
inventoriesandlearningstyles
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
3
HowmightI… P-12Strategies
-planlessonsandunitsthatpromoteaccesstoacademiccontentstandardsforallstudents?
§ Provideaccesstocorecurriculumforallstudents§ Allowallstudentsequalaccesstoacademiccontentthroughdifferentiatedinstruction§ Establishclearlearningtargets/objectivessothatallstudentsunderstandandcanarticulatethem§ UseGLADstrategies–10/2Lecture,PictureFileCards,ObservationCharts,InquiryCharts,Cognitive
ContentDictionary,GraphicOrganizers,PictorialinputCharts,ComparativeInputCharts,NarrativeInputCharts,SentencePatterningCharts,Chants/Poetry,StoryMaps,MindMaps,ProcessGrids,TeamTasks,ExpertGroups,ELDGroupFrames,ELDReviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals,BigBooks,ClunkersandLinks,FocusedReading,EartoEarReading
§ Other-useknowledgeofmyEnglishlearners’levelsoflanguageproficiencytoplaninstructionthatsupportstheirsubjectmatterlearningandacademiclanguagedevelopment?
§ AccessCELDTdatatodeterminestudent’slanguagelevels§ Analyzelanguagelevelsdataandusealignedstrategiesthatsupportlanguageacquisition§ UseELDandGLADstrategiesalignedtostudents’proficiencylevels§ Incorporatesubjectmatter,contentvocabularyandacademicvocabularyintoinstruction§ Other
-useknowledgeofmystudents’diverselearningneedstoplaninstructionthatsupportstheirlearning?
§ Useassessmentdatatoplananddesigndifferentiatedlessonsfordiverselearners§ Conductstudentobservationsandrecordanecdotalnotes§ Modifyinstructionbasedontheresultsofformativeassessments§ Engageindialogueandinformationdiscoveryaboutthecausesoftheachievementgapandaddresses
thoseneedswhenplanning§ Other
*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMariePagliero.
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
4
ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinputfromvariousstakeholders.
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
1 SJUSD
Standard4RubricEssentialElement4.4forPractitionerswithPermanentStatus
EssentialElement4.4
NotMeetingApproaching
Standards
MeetingStandards
Planninginstructionthatincorporatesappropriatestrategiestomeetthelearningneedsofallstudents
Isunawareof
studentcontent,
learning,and
languageneeds.
Plansinstruction
thatisnotwell
alignedto
instructional
goalsordoesnot
planinstruction.
Isawareof
students’diverse
learningand
languageneeds.
Plansinstruction
thatisalignedto
instructionalgoals,
butrarelyuses
strategiesto
respondtothe
students’diverse
needs.
Plansandincorporates
instructionalstrategies
intoongoing
instructiontoaddress
culturallyresponsive
pedagogy,and
students’diverse
languageneeds.
Considersstrategiesto
providesupportand
challengestudents.
Usesassessmentof
studentlearningand
languageneedsto
informplanningof
differentiated
instruction.
Plansdifferentiated
instructionusing
strategiestoaddress
learningstylesand
meetstudents’
assessedlanguageand
learningneeds.
Incorporates
appropriatesupport
andchallengefor
students.
Integratesresultsfrom
abroadrangeof
assessmentsinto
planningtomeet
students’diverse
learningandlanguage
needs.
Plansinstruction
incorporatinga
repertoireof
strategiesto
specificallymeet
students’diverse
languageand
learningneedsand
stylestoadvance
learningforall.
Facilitates
opportunitiesfor
studentstoreflecton
theirlearningandthe
impactof
instructional
strategiestomeet
theirlearningand
languageneeds.
AdaptedfromtheContinuumofTeachingPractice
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
2 SJUSD
4.4PlansinstructionthatincorporatesappropriatestrategiestomeetthelearningneedsofallstudentsStrategiesbelowaresuggestionsNOTrequirements
HowmightI… P-12Strategies
-developunitandlessonplansthat
buildonandextendstudents’
understandingofsubjectmatter?
§ Designinstructionbasedonstudent’spriorknowledge,toincludeinstructiononprerequisiteskills
§ Implementaseriesoflessonsbasedonstatestandardsanddistrictguidelines
§ Utilizecurriculummappingandbackwardplanning
§ Useassessmentstodevelopandreviselessons
§ Differentiatetomeettheneedsofallstudents
§ Other
-ensurethateachinstructional
strategyisrelatedtolearninggoals?
§ Previewcomponentsofalessontoensureconnectionstogoals
§ Communicatelessonobjective
§ Refertolearninggoalsthroughoutthelesson
§ Other
-planinstructiontoallowenoughtime
forstudentlearning,review,and
assessment?
§ Checkforunderstandingthroughoutthelesson(e.g.whiteboards,thumbsup/down,manipulatives,
pairs,tablegroups)
§ Usewarm-upactivitiesthatreviewskillsorconceptsneededforessentiallearning
§ Embedassessmentsininstructionalplanning
§ Differentiatetomeettheneedsofallstudents
§ Other
-usemyknowledgeofsubjectmatter
andmystudentstoplanand
appropriatelypaceinstructional
activitieswithinalessonandover
time?
§ Analyzestudentwork(ongoing)
§ Differentiatetomeettheneedsofallstudents
§ Useavarietyofinstructionalstrategies
§ Other
HowmightI… P-12Strategies
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
3 SJUSD
-checkforunderstanding,preparefor
adjustments,remediateoraccelerate
instructionandindividualizewhen
appropriate?
§ Re-teachand/oracceleratewhennecessary
§ Identifylanguageobjectives,e.g.CELDTlevelproficiencies,toensurethatstudentswillbeableto
communicatetheirknowledgeandunderstanding
§ Useformativeassessmentstomakeadjustmentsbothduringandafterthelesson
§ Other
-addresstheELDstandards
appropriately,basedonmyEnglish
learners’levelsoflanguage
acquisition?
§ ReviewCELDTscoresandotherdatatodeterminelevelsforELD
§ Providemultipleandvariedopportunitiesforlanguagedevelopment
§ ScaffoldlearningthroughappropriateuseofSDAIEstrategies
§ Re-teachwhennecessary
§ Other
-addresstheIEPgoalsandobjectives
ofmystudentswithspecialneeds?
§ ParticipateinfrequentandongoingcollaborationandcommunicationwithSpecialEducationstaff
§ AttendIEPmeetings
§ Participateingoal-settingforstudentsonIEPor504plans
§ Differentiatetomeetthestudent’sIEPgoals
§ Other
-selectmaterials,resources,and
technologiestosupportthelearning
needsofEnglishlearnersandstudents
withspecialneeds?
§ AlignmaterialswithstudentidentifiedCELDTlevelsand/orIEPgoals
§ UseSDAIEstrategies(e.g.visualsorrealia)
§ ParticipateinongoingcollaborationandcommunicationwithSpecialEducation&supportstaff
§ Other
*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMarie
Pagliero.
ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinput
fromvariousstakeholders.
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
1 SJUSD
Standard5RubricEssentialElement5.4forPractitionerswithPermanentStatus
EssentialElement5.4
NotMeetingStandardsApproaching
MeetingStandards
Usingassessmentdatatoestablishlearninggoalsandtoplan,differentiate,andmodifyinstruction
Usesassessmentsthatdonotalignwithlearningobjectives.
Doesnotuseassessmentinformationtoadjustinstruction.
Isunawareofformativeassessmentpractices.
Usessomeassessmentsthatarealignedwithlearningobjectives.
Adjustswholeclassinstructionbasedonassessmentdata,butdoesnotincludeadjustmentsforstudents’diverselearningneeds.
Rarelyusesformativeassessmentstrategies.
Usesavarietyofassessmentdatatosetstudentlearninggoalsforcontentandacademiclanguage.
Plansdifferentiatedlessonsandmodificationstoinstructiontomeetstudents’diverselearningneeds.
Usesavarietyofformativeassessmentpractices.
Integratesabroadrangeofdatatosetlearninggoalsforcontentandacademiclanguageacrosscontentstandards.
Plansdifferentiatedinstructiontargetedtomeetindividualandgrouplearningneeds.
Modifieslessonsduringinstructionbasedonavarietyformativeassessments.
Reflectsonavarietyofevidenceofstudentlearningcontinuouslytomakeongoingrefinementstolearninggoalsforcontentandacademiclanguageforthefullrangeofstudents.
Usesavarietyofevidenceofstudentlearningtosystematicallyrefineplanning,differentiateinstruction,andmakeongoingadjustmentstomatchtheevolvinglearningneedsofindividualsandgroups.
AdaptedfromtheContinuumofTeachingPractice
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
2 SJUSD
5.4Usesassessmentdatatoestablishlearninggoalsandtoplan,differentiate,andmodifyinstructionStrategiesbelowaresuggestionsNOTrequirements
HowmightI… P-12Strategies
-drawuponassessmentdatatosupportdevelopmentoflearninggoals?
§ Prioritizelearningtargetsaccordingtostudentneeds§ Utilizevariedassessmenttypes§ Setclearlessonobjectivesandlinkinstructionandactivitiestotheobjective§ Identifyandanalyzetrendsandpatternstodeterminenextinstructionalsteps§ Alignappropriateinstructionalstrategieswithassessmentdataduringinstructionalplanning§ UsesGLADstrategies–NumberedHeads,ELDreview,ELDGroupFrames,CooperativeStrip
Paragraphs,LearningLogs,InteractiveJournals,WritersWorkshop§ Other
-reviewandreviselearninggoalswithstudentsovertime?
§ Revisitstudentlearninggoalsatregularintervals§ Providefeedbacktostudentsonprogresstowardslearninggoal(s)§ Requirestudentstokeeparecordoftheirlearningandprovideopportunitiesforself-
reflection§ Usestudentcreatedrubricstosupportstudentsunderstandingoflearninggoals§ Communicatelearningtargets/goalsthroughoutthelesson§ Monitorachievementoflearningtargets§ Provideopportunitiesforstudentstoarticulatetheirlearning§ UsesGLADstrategy–Portfolio,FocusedReading§ Other
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
3 SJUSD
HowmightI… P-12Strategies
-ensurethatstudentlearninggoalsreflectkeysubjectmatterconcepts,skills,andapplications?
§ Linkassessmentstostatestandards§ Alignassignmentswithlearningobjectives§ Designformativeassessmentstosupportmasteryoflearningobjectives§ Developrubricsthatalignwithlearninggoals§ UseGLADstrategies–10/2Lecture,PictureFileCards,ObservationCharts,InquiryCharts,
CognitiveContentDictionary,GraphicOrganizers,PictorialinputCharts,ComparativeInputCharts,NarrativeInputCharts,SentencePatterningCharts,Chants/Poetry,StoryMaps,MindMaps,ProcessGrids,TeamTasks,ExpertGroups,ELDGroupFrames,ELDReviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals,BigBooks,ClunkersandLinks,FocusedReading,EartoEarReading
§ Other-useformativeassessmentstoadjustinstructionwhileteaching?
§ Usevariedstrategiestocheckforunderstanding(e.g.suchasthumbsup/thumbsdownand
think-pair-share)§ Monitorandcheckstudentworktoformativelyassessprogressandprovidetimelyand
descriptivefeedback§ Createapenalty-freeenvironmentsostudentsarecomfortabletakingrisks§ Utilizewarm-upsandreviews§ Utilizequestionstrategiestoinforminstruction§ Encouragestudentstousea“thinkaloud”formattoexplaintheirthinkingprocesses§ Facilitateopportunitiesforstudentstoconstructtheirownquestionsandleadtheirown
discussions§ Provideopportunitiesforstudentstokeepjournals(e.g.quick-writesandresponsejournals)§ UsesGLADstrategies–LearningLogs,InteractiveJournals,WritersWorkshop§ Other
*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMariePagliero.ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinputfromvariousstakeholders.
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
1 SJUSD
Standard5RubricEssentialElement5.5+forPractitionerswithPermanentStatus
EssentialElement5.5+
NotMeetingStandardsApproaching
MeetingStandards
Involvingallstudentsinself-assessment,goalsetting,andmonitoringprogress+Sharingtimelyandcomprehensiblefeedbackwithstudents
Doesnotinformstudentsaboutlessonobjectives,outcomes,andsummativeassessmentresults.
Providesnofeedback,orfeedbackistothewholeclassorisdirectedtoonlyonestudent.
Doesnotaskstudentstoevaluatetheirownorclassmates’work.
Doesnotincludestudentsinsettinggoals.
Informsstudentsaboutlessonobjectives,outcomes,andsummativeassessmentresults.
Providesstudentsgradesonassignments,butwithnospecificfeedbackonstrengthsandareasinneedofimprovement.
Rarelyencouragestudentstoestablishlearninggoalsthroughsinglelessonsorsequenceoflessonsthatincludegoal-settingexercises.
Rarelyprovidesstudentswithopportunitiestomonitortheirownprogresstowardclassorindividualgoals.
Modelsandscaffoldsstudentself-assessmentandgoalsettingprocessesforlearningcontentandacademiclanguagedevelopment.Guidesstudentstomonitorandreflectonprogressonaregularbasis.
Providesstudentswithclearandtimelyinformationaboutstrengths,needs,andstrategiesforimprovinglearning.
Implementsstructuresforstudentstoself-assessandsetlearninggoalsrelatedtocontent,academiclanguageandindividualskills.Integratesstudentself-assessment,goalsetting,andmonitoringprogressacrossthecurriculum.
Integratesongoingdescriptivefeedbackandengagesstudentsinconstructiveconversationthatsupportstudents’increasedlearning.
Providessystematicopportunitiesforstudentself-assessment,goalsetting,andmonitoringprogress.Developsstudents’meta-cognitiveskillsforanalyzingprogressandrefininggoalstowardshighlevelsofacademicachievement.
Facilitatesstudents’leadershipinseekingandusingongoingcomprehensiblefeedbacktoacceleratetheirlearning.
AdaptedfromtheContinuumofTeachingPractice
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
2 SJUSD
5.5+Involvingallstudentsinself-assessment,goalssettingandmonitoringprogressStrategiesbelowaresuggestionsNOTrequirements
HowmightI… P-12Strategies
-makeassessmentintegraltothelearningprocess?
§ Shareyourmethodsofassessingmasteryofcontentorskillswithstudents§ Matchassignmentstothelearningtarget§ Informstudentsthatthecompletionoftheassignmentwillsupportunderstandingofthe
target§ Explainthescoringproceduresandexemplarsbeforeexercisesareimplemented§ Providerubricsforlarge-scaleassignments§ Assiststudentsintrackingprogresstowardtheobjective§ Identifyproceduresthatassurethedeliveryoftimelyassessmentresultsinaclearanduseful
manner§ Respondtoassessmentsbydifferentiatingfutureinstruction
-makeassessmentaninteractiveprocessbetweenteacherandstudent?
§ Providestudentswithrubricsthatdetailgoals§ Providetimelyanddescriptivefeedback(writtenandoral)asstudentswork§ Postgradesregularly§ Reviewtestresultsandidentifyareastoreteachwholeclassorinsmallgroups§ Returntestsandquizzesexpeditiouslyandprovideguidedtimeforremediation
-modelself-assessmentstrategiesforallstudents?
§ Discussyourownlearninglimitationsandchallengesonassessmentsandexplainhowyouhaveovercomethem
§ Exposestudentstotechniquestoevaluatetheiranalyticalandreflectiveskills§ Createachievementexpectationsinstudent-friendlylanguageordesignedbystudents§ Providesamplesofstudentworkthatillustratelevelsofproficiencyfrombeginnertofully
competent§ Useovertassessmentstrategieslikethumbsup/thumbsdowntocheckforunderstanding§ Reviewtestsandcompletedassignmentswithstudentsanddeterminecommonerrors§ Modelandcollaboratewithstudentsrelatedtothepracticeanduseoftheassessmentsand
rubrics§ Encouragestudentstocommunicatewithpeers,parentsandteachersabouttheirprogress
duringthelearningprocess
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SanJuanUnifiedSchoolDistrict
SystemofProfessionalGrowth(SPG)
3 SJUSD
HowmightI… P-12Strategies
-developandusetoolsandguidelinesthathelpallstudentsassesstheirworkandmonitortheirlearninggoals?
§ Assiststudentinsettingindividualgoals§ Communicateaclearplanforassessmenttothestudents§ Providefeedbacktohelpstudentsself-assessprogress§ Organizestudentlearningsothattheycanassumepersonalresponsibility§ Developanunderstandingthatlearningrequireseffort,goalsshouldbeset,andpersistence
andpracticearekey§ Requirestudentstowriteandrevisitlearningperiodically§ Helpstudentstounderstandtheirownuniquenessbyapplyingtheteachingsoflearning
styles,brainresearch,multipleintelligences,andlearningmodalities§ Assiststudentsinkeepingtrackoftheirlearninggoalse.g.learninglogs§ Allowstudentstopredicttheirgradesandreflectonanydifferences§ Createrubricswithclearlydefinedcriteria§ Engagestudentsbyconnectingpersonalmeaninge.g.opportunitiesforselfdiscovery,a
growingsenseofefficacy,worthychallengesandthevalueoftheirwork§ Embedmetacognitivequestionsintostudentworke.g.“Whatwasthemostchallenging
aspectofthisassignment?”
-provideopportunitiesforallstudentstoengageinpeerdiscussionandreflectionoftheirwork?
§ Allowstudentstoshareroughdraftsofassignmentsforpeerreview§ Teachstudentstouseencouragingcoachinglanguagewhenworkingwithpeers§ Involvestudentsininformalchecksforunderstanding
-provideopportunitiesforallstudentstodemonstrateandreflectontheirlearninginsideandoutsideoftheclassroom?
§ Usejournalpromptsthatencouragestudentstosharepositivelearningexperiencesfromoutsidetheclassroom
§ Havestudentsshareexperiencesofovercominglearningchallengesbothinsideandoutsideoftheclassroom
§ Uselearninglogsandmetacognitivequestionstoencouragereflectiononlearning§ Providetimeattheendofalessonforstudentstoaddressprogresstowardmeetingtheir
learningtargets,orallyorinwriting
*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMariePagliero.ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinputfromvariousstakeholders.
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
1 SJUSD
Standard6RubricEssentialElement6.1forPractitionerswithPermanentStatus
EssentialElement6.1
NotMeetingApproachingStandards
MeetingStandards
Reflectingonteachingpracticeinsupportofstudentlearning
Attemptstoreflect,butisunsurewhatevidencetouseforreflectiononpracticeorisunclearontheneedforreflection.
Rarelyreflectsonevidenceofpracticeandfocusesonoverallstudentlearningneedsratherthanindividualstudentprogress.
Regularlyreflectsontherelationshipbetweenmakingadjustmentsinteachingpracticeandimpactonthefullrangeoflearners.
ReflectsindividuallyandwithcolleaguesonrefinementsinteachingpracticeandconnectionsamongtheelementsoftheCSTPtopositivelyimpactthefullrangeoflearners.
Maintainsongoingreflectivepracticeandactionresearchinsupportingstudentlearningandraisingthelevelofacademicachievement.Engagesinandfostersreflectionamongcolleaguesforschoolwideimpactonstudentlearning.
AdaptedfromtheContinuumofTeachingPractice
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
2 SJUSD
6.1ReflectsonteachingpracticeinsupportofstudentlearningStrategieslistedaresuggestionsNOTrequirements
HowmightI… P-12Strategies
-assessmygrowthasateacherovertime?
§ AssesspracticeagainsttheContinuumofTeachingPractice§ UsetheContinuumofTeachingPracticetoidentifyareasofstrengthanddesiredgrowth§ Setprofessionalgoalsandreflectongrowthovertime§ Analyzestudentprogresstowardmasteryofstandards§ UsesGLADstrategies–LearningLogs,InteractiveJournals,WritersWorkshop§ Solicitfeedbackfromstudents(e.g.surveys,exittickets,studentinterviews,learningjournals)§ Reflectdailyontheeffectivenessoflessons,usingthe“Plan-Teach-Reflect-Apply”Cycle§ Workwithacolleaguetoreviewteachingpractice(e.g.videosoflessons)§ Other
-learnaboutteachingasIobserveandinteractwithmystudents?
§ Monitorstudentsforpurposefulandactiveengagement§ Providemultiplechecksforunderstanding§ Adjustthepacinganddeliveryoflessonstomeettheneedsofstudents§ Reflectonteachingandlearningtoinformnextsteps§ Use“Plan-Teach-Reflect-Apply”Cycleforcontinualimprovement§ UsesGLADstrategies–LearningLogs,InteractiveJournals,WritersWorkshop§ Other
-reflectonmyinstructionalsuccessesandchallengestomovemypracticeforward?
§ Consultwithcolleaguesandadministratorsforfeedback§ Createanannotatednotebookoflessonplanningideasandimprovements§ Bewillingtotrynewstrategies§ Maintainhighstandardsforteachingandlifelonglearning§ Planfuturelessonsbasedonstudentwork§ UsesGLADstrategies–LearningLogs,InteractiveJournals,WritersWorkshop§ Other
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
3 SJUSD
HowmightI… P-12Strategies
-analyzemyteachingtounderstandwhatcontributestostudentlearning?
§ Analyzedatarelatedtostudentprogress§ Expandyourteachingstyletoaddressthelearningmodalitiesofallstudents§ Participateinlessonstudies§ Examinetheimpactofteacherchoicesonstudentlearning(e.g.roomarrangement,student
proximity,timeontask,instructionaldelivery,learningenvironment,studentengagement,pacingandquestioningskills)
§ UsesGLADstrategies–LearningLogs,InteractiveJournals,WritersWorkshop§ Other
-formulateprofessionaldevelopmentplansthatarebasedonmyreflectionandanalysis?
§ Designteacherinquirybasedonobservationfeedback(e.g.HowmightI…?WhydoI?...)§ Attenddepartmental/gradelevelandschool-widestaffdevelopmentopportunities§ Participateinprofessionallearningcommunities(e.g.bookstudy,SJTAclasses,Districtofferings,
joinprofessionalorganizations)§ Utilizenewlearningthroughouttheinquiryprocess§ Observecolleagues§ ConsiderfurthereducationincludingNationalBoardCertification§ Other
-developawarenessofpotentialbiasthatmightinfluencemyteachingoreffectstudentlearning?
§ Engageindialogueandinformationdiscoveryaboutthecausesoftheachievementgap§ Monitorlanguagehabitsthatindicateparticularbiasororientation§ Examinepersonalbeliefsandpractices§ Berespectfulofallstudentstooptimizeengagementandlearning§ Other
*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMariePagliero.ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinputfromvariousstakeholders.
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
1 SJUSD
Standard6RubricEssentialElement6.3forPractitionerswithPermanentStatus
EssentialElement6.3
NotMeetingApproachingStandards
MeetingStandards
Collaboratingwithcolleaguesandthebroaderprofessionalcommunitytosupportteacherandstudentlearning
Avoidscollaboratingwithcolleagues.Isunsureofwhatresourcesareavailabletosupportownprofessionalgrowthorstudentlearning.
Rarelycollaborateswithcolleaguestoconsiderhowbesttosupportteacherandstudentlearning.
Regularlycollaborateswithcolleaguestoimprovestudentlearningandreflectonteachingpracticeattheclassroomlevel.Knowshowtoaccessstudentandteacherresourcesinthebroaderprofessionalcommunity.
Collaborateswithcolleaguestoexpandimpactonteacherandstudentlearningwithingradeordepartmentandschoolanddistrictlevels.Interactswithmembersofthebroaderprofessionalcommunitytoaccessresourcesandawiderangeofsupportsforteachingthefullrangeoflearners.
Facilitatescollaborationwithcolleagues.Workstoensurethebroadestpositiveimpactpossibleoninstructionalpracticeandstudentachievementatschoolanddistrictlevelsandfortheprofession.Initiatesanddevelopsprofessionallearningopportunitiesforcolleagueswithinthebroaderprofessionalcommunityfocusedonstudentprogress.
AdaptedfromtheContinuumofTeachingPractice
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
2 SJUSD
6.3CollaboratingwithcolleaguesandthebroaderprofessionalcommunitytosupportteacherandstudentlearningStrategieslistedaresuggestionsNOTrequirements
HowmightI… P-12Strategies
-collaboratewithteacher,administrators,educationspecialists,para-educators,andstafftoensurethatallstudents’diverselearningneeds,interests,andstrengthsaremet?
§ CollaboratethroughProfessionalLearningCommunities(PLC)§ Implementtherecommendedinstructionalstrategiesforspecialneedsstudents§ Differentiatetomeettheneedsofallstudents§ Shareintheresponsibilityandaccountabilityforcontinuousimprovementinstudentlearning§ Other
-remainreceptivetothefeedbackofcolleagues,mentors,andsupervisorsinsupportofmyteachingpracticeandstudentlearning?
§ Maintainhighstandardsforteachingandlifelonglearning§ Use“Plan-Teach-Reflect-Apply”Cycleforcontinualimprovement§ Seekopportunitiesforfeedback§ Reflectondataandinstructionalpracticeswithcolleagues§ Other
-supportschoolanddistrictgoalsandpriorities?
§ UnderstanddistrictandsiteStrategicPlans§ Collaboratewithcolleaguestoidentifyandimplementdistrictandschoolfocuses§ Incorporateyourschools’goalsandprioritiesinyourlessonplanning§ UseGLADstrategies–10/2Lecture,PictureFileCards,ObservationCharts,InquiryCharts,Cognitive
ContentDictionary,GraphicOrganizers,PictorialinputCharts,ComparativeInputCharts,NarrativeInputCharts,SentencePatterningCharts,Chants/Poetry,StoryMaps,MindMaps,ProcessGrids,TeamTasks,ExpertGroups,ELDGroupFrames,ELDReviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals,BigBooks,ClunkersandLinks,FocusedReading,EartoEarReading
§ Other
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
3 SJUSD
HowmightI… P-12Strategies
-contributetoschool-wideevents,activities,anddecision-making?
§ Volunteerforaprogramorcommitteeandcontributeyourexpertise§ Activelyparticipateincreatingapositiveschoolclimate§ Dedicatetimeandenergyforeventsandactivitiesthatpositivelyimpactstudents§ Other
-establishandmaintainproductiverelationshipswithotherschoolstafftobecomeavisibleandvaluedmemberoftheschoolanddistrictcommunities?
§ ParticipateinProfessionalLearningCommunities(PLC),departmental,orgrade-levelmeetings§ Fulfillsite/department/gradelevelexpectationsandcommitmentsinatimelymanner§ Engageinstaffandcommunitysocialactivities§ Contributetoanatmosphereofrespectandcollaboration§ Other
-contributetothelearningofothereducators?
§ Supportnewteachers§ Staycurrentthroughprofessionalreadingandsharingofnewlearning§ Facilitateaworkshop/bookstudywithcolleagues§ Bewillingtoshareyourpractice(e.g.classroomobservations,lessonstudy,videotaping)§ Shareyourresourcesand/orlessonswithcolleagues§ UseGLADstrategies–10/2Lecture,PictureFileCards,ObservationCharts,InquiryCharts,Cognitive
ContentDictionary,GraphicOrganizers,PictorialinputCharts,ComparativeInputCharts,NarrativeInputCharts,SentencePatterningCharts,Chants/Poetry,StoryMaps,MindMaps,ProcessGrids,TeamTasks,ExpertGroups,ELDGroupFrames,ELDReviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals,BigBooks,ClunkersandLinks,FocusedReading,EartoEarReading
§ Other
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SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth
(SPG)
4 SJUSD
HowmightI… P-12Strategies
-benefitfromandcontributetoprofessionalorganizationstoimprovemyteaching?
§ Participateasamemberofaprofessionalorganization§ ParticipateinProfessionalLearningCommunities(PLC)§ Subscribetoateachingjournal§ Facilitateaworkshop/bookstudywithcolleagues§ Attendaprofessionalorganization’sworkshop,meeting,orpresentation§ Other
-benefitfromandaddtotheknowledgebaseoftheprofession?
§ Reviewnewresearch-basedideasandincorporateintolessons§ Engageinresearchrelatedtoanareaofteachingpractice§ Collaboratewithcolleaguesandidentifyeffectiveteachingstrategies§ Contributetoanatmosphereofrespectandcollaboration§ UseGLADstrategies–10/2Lecture,PictureFileCards,ObservationCharts,InquiryCharts,Cognitive
ContentDictionary,GraphicOrganizers,PictorialinputCharts,ComparativeInputCharts,NarrativeInputCharts,SentencePatterningCharts,Chants/Poetry,StoryMaps,MindMaps,ProcessGrids,TeamTasks,ExpertGroups,ELDGroupFrames,ELDReviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals,BigBooks,ClunkersandLinks,FocusedReading,EartoEarReading
§ Other
*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMariePagliero.ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinputfromvariousstakeholders.