~ FITCHBURG STATE UNIVERSITY A~adem~~Yea~2o~~—Zoe$ ~~E#~~-~$-GRADUATE COUNCIL

NEW COURSE PROPOSAL

Please submit the.typed original with all required signatures to the Graduate CouncilCourse syllabus must be attached and completed according to Fitchburg State guidelines

Form functionality most compatible using Adobe Acrobat 9 and newer.

Course Title: Curriculum, Instruction and Assessment for LeadershipBanner limit of 30 characters, including punctuation, spaces, and special characters.

Banner Abbreviation: C u r r I n s t A s s e s s m: e n t L e a d e r

Faculty members) whoare creating the course:

Contact Person: Janna Heiligenstein Graduate Program Proposing Change: EDLM -Education

Course Description:This course is designed to develop the knowledge and skills essential to leadership roles in the areas of curriculum, instruction,and assessment. There are experiential (field-based) learning hours embedded in this course.

Rationale for Offering the Course:

This course already exists in the hybrid on-campus EDLM program in a 16-week format. We are ony proposing a new number andname for the course to identify it as part of the accelera#ed on-line EDLM program.

~ FITCHBURG STATE UN[VERSITY

Is there a similar undergraduate course? ~ Yes ~. No

Discipline Prefix: EDLM

Credits:

If more thanone providerationale:

Briefrationale for

Level: ~ 7000 8000 ~ 9000 level choice:

Additional Requirements: Laboratory Hours:

Fieldwork Hours: X

GRADUATE COUNCIL

NEW COURSE PROPOSAL

If so, how does this graduate course differ?

Pre-Practicum Hours: Practicum Hours:

Other (specify):

Prerequisite courses) if any:

This course will be: ~✓ a Required Course an Elective SpeciaUNote:

Course is a replacement for(Course Number/Name):

Has the course been offered previously as a "Topics" course? Yes No

If yes, How often?

What is the Expected Average Enrollment?:

Which semester will this course first be offered?: How often thereafter to be offered?: Annually

Does this course affect offerings in any other department or program? ~ Yes No

Academic Year 2017-2018 GCE #17-18- ~~ ~(

If yes, please explain.

Is this an Extended Campus course? ~ Yes ~ No

FITCHBtJRG STATE UNIVERSITY Academic Year 2017-2018 GCE #17-18- ~

GRADUATE COUNCIL

NEW COURSE PROPOSAL

Course syllabus must be attached and completed according to Fitchburg State guidelines.

Course Syllabus is Attached ~ Print Form

~X Reviewed by Dean: Dean Bruno Hicks

Course

uired Signatures=Graduate and Continuing Education New Course Approval

Department Chair: ~ ~ -- ..__

~ '-~ h Per

Graduate Council Chair: -~ - - ~ -' ~- _- .. _,s..~-----Qndicates Graduate Council ap~ a~ / /,,

Presid

_Date: r` ~

_Date:

_Date: ~/~ oPtinl Servkes 27794 newawrseymposai_dy~nilc 11/17

FITCHBURG STATE UNIVERSITY

Educational Leadership and ManagementComprehensive Syllabus

EDLM 8XXXCurriculum, Instruction and Assessment for Leadership

(3 credits)

instructor•Contact Information: TBDOffice Hours: TBD

Course Description:This course is designed to develop the knowledge and skills essential to leadership roles in the areas of

curriculum, instruction, and assessment. There are experiential learning (fieldwork) hours embedded in

this course.

Texts:Glatthorn, A. A., Boschee, F., &Whitehead, B. M. (2011). Czrrriculum leadership: Strategies for

development and implementation (3 d̀ ed.). Thousand Oaks, California: Sage.

Fink, S., & Markholt, A. (2011). Leading for instructional improvement: How successful leaders develop

teaching and learning expertise. San Francisco, CA: Jossey-Bass.

Readings:

CurriculumBurke, J. (2013). The common core companion: The standards decoded, grades 9-12: What they say, what

they mean, how to teach them. Thousand Oaks, CA: Corwin.

Calkins, L., Ehrenworth, &Lehman, C. (2012). Pathways to the common core: Accelerating achievement.

Portsmouth, NH: Heinemann.

Common Core. (2011). Common core curriculum maps in English language arts, grades 9-12. San

Francisco, CA: Jossey-Bass.

Glatthorn, A. A., & Jailall, J. M. (2008). The principal as curriculum leader: Shaping what is taught and

tested. Thousand Oaks, CA: Corwin.

Howard, T. C. (2010). Why race and culture matter in schools: Closing the achievement gap in America's

classrooms. New York: Teachers College Press.

Hull, T. H., Miles, R. H., & Balka, D. S. (2012). The common core mathematics standards: Transforming

practice through team leadership. Thousand Oaks, CA: Corwin.

Jacobs, H. H. (2009). The curriculum mapping planner: Templates, tools, and resources for effective

professional development. Independence, KY: Heinle &Heinle.

Jacobs, H. H. (2010). Curriculum 21: Essential education in a changing world. Independence, KY:

Heinle &Heinle.

McTighe, J., &Wiggins, G. (2013). Essential questions: Opening doors to student understanding.

Alexandria, VA: Association for Supervision &Curriculum Development.

Wagner, T. (2010). The global achievement gap: Why even our best schools don't teach the new survival

skills our children need—and what we can do about it. New York: Basic Books.

Wiggins, G., & McTighe, J. (2005). Understanding by Design, expanded 2~'"D edition. Boston: Pearson.

Wiles, J. W. (2008). Leading curriculum development. Thousand Oaks, CA: Corwin.

InstructionBartalo, D. B. (2012). Closing the achievement gap: Coaching for instructional leaders. Thousand Oaks,

CA: Corwin.

Gupton, S. L. (2009). The instructional leadership toolbox: A handbookfor improving practice.

Thousand Oaks, CA: Corwin.

Jackson, Y. (2011). The pedagogy of confidence: Inspiring high intellectual performance in urban

schools. New York: Teachers College Press.

Jenson, E. P. (2008). Brain-based learning: The new paradigm of teaching (2°d ed.). Thousand Oaks, CA:

Corwin.

Knight, J. (2012). High-impact instruction: A framework for great teaching. Thousand Oaks, CA:

Corwin.

Mariano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective

instruction. Alexandria, VA: Association for Supervision &Curriculum Development.

Mariano, R. J., &Simms, J. (2012). Coaching classroom instruction. Bloomington, IN: Mariano

Research Laboratory.

Mariano, R. J., Pickering, D., & Heflebowr, T. (2010). The highly engaged classroom. Bloomington, IN:

Mariano Research Laboratory.

Mariano, R. J., Yanoski, D. C., & Hoegh, J. K. (2013). Using common core standards to enhance

classroom instruction and assessment. Bloomington, IN: Mariano Research Laboratory.

Quinn, P. (2013). Instructional strategies that work. Milwaukee, WI: Julian John.

Saifer, S., Edwards, K., &Ellis, D. (2010). Culturally responsive standards-based teaching: Classroom

to community and back. Thousand Oaks, CA: Corwin.

Spaulding, D. T., &Smith, G. M. (2012). Instructional coaches and the instructional leadership team: A

guide for school-building improvement. Thousand Oaks, CA: Corwin.

2

Tokuhama-Espinosa, T. (2010). Mind, brain, and education science: A comprehensive guide to the new

brain-based teaching. New York: W. W. Norton.

VanTassel-Baska, J. &Little, C. A. (2011). Content-based curriculum for high-ability learners (2"d Ed.).

Austin: Prufrock Press, Inc.

Woolfolk, A., &Hoy, W. K. (2012). Instrzrctionalleadership: Aresearch-based guide to learning in

schools (4~` ed.). Boston: Pearson.

AssessmentAinsworth, L. B., & Viegut, D. J. (2006). Common formative assessment: How to connect standards-

based instruction and assessment. Thousand Oaks, CA: Corwin.

Bailey, K., & Jakicic. (2011). Comn2on Formative Assessment: A toolkitfor professional learning

communities. Bloomington, IN: Solution Tree.

Chappuis, J., Stiggins, R. J., & Chappuis, S. (2011). Classroom assessment for student learning: Doing it

right—using it well (and ed.). Boston: Pearson.

Dylan, W. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree.

Marzano, R. J. (2009) Formative assessment and standards-based grading.• Classroom strategies that

work. Bloomington, IN: Solution Tree.

McMillan, J. H. (2013). Classroom assessment: Principles and practices for effective standards-based

instruction (4~` ed.). Boston: Pearson.

Popham, J. W. (2013). Classroom assessment: What teachers need to know (7~h ed.). Boston: Pearson.

Popham, W. J. (2008) Transformative assessment. Alexandria, VA: Association for Supervision &

Curriculum Development.

Popham, W. J. (2010). Everything school leaders need to know about assessment. Thousand Oaks, CA:

Corwin.

Russell, M., & Airasian, P. (2011), Classroom assessment (7~h ed,). Columbus, OH: McGraw-Hill.

Salvia, J., Ysseldyke, J., &Bolt, S. (2012). Assessment: In special and inclusive education (12~` ed.).

Stamford, CN: Cengage Learning.

Tomlinson, C. A. (2013). Assessment and student success in a d~erentiated classroom. Alexandria, VA:

Association for Supervision &Curriculum Development.

Other Resources:Audrey A. Hains, A. A., Bates, B,, Ferrell, J., &Hunt, L. (Auditors). (2010). A Czrrriculurn management

aardit of tlae Fcryetteville Pz~blic Schools, Fayetteville, Arkansas. Bloomington, IN: Inteniational

Curriculum Management Audit Center, Phi Delta Kappa International.Reh•ieved

from http://www.fayar.net/imagesAdmin/Curt Aud Fayetteville.pdf

Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium (2013). 2012

Amplzfrcation of The English Language Development Standards Kindergarten —Grade 12. Madison,

WI: WIDA. Retrievedfrom http•J/wwwgoo~le com/url~sa=t&rct j&q=&esrc=s&source=web&cd=3&ved=OCDOQFjAC&url

=http%3A%2F%2Fwww wida.us%2F eg taspx%3Fid%3D540&ei=VCSkUon~,BILC4APd~YHoCw&u

s~=AFQjCNGtCoBtZ ARMII4KLPJz FZlY6UjQ&bvm=bv.54934254,d.dm~

Fitchburg State University Educator Preparation Programs. (2017). Conceptual, framework. Fitchburg,

MA: Author. Retrieved from http://www.fitchbur~state.edu/edunit/ConceptualFrameworlc2.cfm

Massachusetts Department of Elementary and Secondary Education. (2017). Curriculum, frameworks.

.Malden, MA. Retrieved from htt~~//www doe mass.edu/frameworks/current.html

Massachusetts Department of Elementary and Secondary Education. (2017). The Massachusetts model

system for educator evaluation: Part III.• Appendix B ESE model rubrics for school-level

administrator. Malden, MA. Retrieved from

http•//www doe mass.edu/edeval/model/PartIII App~.pdf

Massachusetts Department of Elementary and Secondary Education. (2017). The Massachusetts model

system for educator evaluation: Part III.• Appendix C ESE model rubrics for teacher. Malden,

MA. Retrieved from httpJ/www.doe.mass.eduledeval/model/

Massachusetts Department of Elementary and Secondary Education. (2010). Sarpporting school and

district improvement with professional learning communities. Malden, MA. Retrieved from

http•//www doe mass.edu/a~a/ucd/PLCguidance.pdf

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Fitchburg State University Education Unit Conceptual Framework

This course will address the dispositions of the Conceptual Framework in the following way(s):

Knowledgeable: As a result of the learning experiences in the course, the student will become more

cognizant of:• Curriculum models for positive student learning

• Strategies such as analysis of data, observations, collaborative reflection, and other strategies

that promote curriculum, instruction, and assessment that support all students" learning

• The influence contextual factors (socioeconomics, diverse cultural backgrounds, linguistic

diversity, exceptionalities) have on student learning

• The types of curriculum, instruction, and assessment that support the learning of diverse student

populations, including students with exceptionalities, and the gifted and talented

• The use and promotion of technology and information systems to enrich curriculum and

instruction, to monitor instructional practices

Skillful: As a result of the learning experiences in the course, the student will become better able to:

• Lead curricular activities, such as development and implementation

• Promote positive school culture

Apply strategies to develop and implement curriculum, instruction, and assessment that support

all students' learning

• Facilitate activities that apply principles of effective instruction to improve instructional practices

and curricular materials

Caring: As a result of the learning experiences in the course, the student will become more competent in

their ability to:• Collaborate effectively and respectively with colleagues on curricular matters

• Promote technology and information systems to enrich curriculum and instruction, to monitor

instructional practices and provide staff the assistance needed for improvement

Ethical: As a result of the learning experiences in the course, the student will become more competent in

their ability to:• Evaluate schooUdistrict curriculum, instruction, and assessment, using multiple methods, to

assure all students developmental needs are met

• Develop aschool/district-wide curriculum, instruction, and assessment program that meets the

developmental and learning needs of all students

Educator as Reflective Leader: As a result of the learning experiences in the course, the student willfurther develop his/her capacity to analyze and reflect on data to improve curriculum, instruction, andassessment while working collaboratively with other leaders.

Field Experience: This course requires field experience hours. Field assignments will develop

student's knowledge, skills, and dispositions as curriculum and instructional leaders at the level of

interest (supervisor, director, or principal). Students will conduct an audit of the curriculum,

instruction, and assessment implemented in their schools. The following assignments will be based on

the field experience hours. (See Course Requirements section of the syllabus for details of these

assignments):

a. Interview an administrator at the level of interest pertaining to the implementation

of the school's or district's curriculum, instruction, and assessment.

b. Interviews of 5 teachers and other staff pertaining to the implementation of the

school/district's curriculum, instruction, and assessment.

c. Observations of 5 teachers or other school personnel implementing instruction

d. Observations of a minimum of 3 curriculum analysis/development meetings

e. Gathering of documents

Course Objectives:Upon completion of this course, the student will be able to:

• Promote positive school culture that fosters student achievement

• Use processes for evaluating a schooUdistrict's curriculum, instruction, and assessment

• Integrate their state's standards and/or Common Core State Standards throughout aschool/district's curriculum, instruction, and assessment

• Provide processes for assuring effective curricular and instructional programs

• Apply best practice for engaging students in their own learning

• Collaborate with colleagues to develop curriculum, instruction and assessment that promote the

learning of all students

• Use data for curriculum, instruction, and assessment improvement5

• Identify areas if a schooUdistrict's curriculum, instruction, and assessment which need

improvement• Develop an action plan for curriculum, instruction, and assessment continuous improvement

• Use technology for collecting and analyzing date for curriculum, instruction, and assessment

improvement• Promote the use of technology to foster student learning, including assistive technology

Course Content•The Nature of Curriculum• Curriculum History: The Perspective of the Past

• Curriculum Theory

• The Politics of Curriculum• applications made to the current trends, mandates, and demands in Massachusetts

• identification of intersection with the Massachusetts Curriculum Frameworks,

Massachusetts Model System for Educator Evaluation, RETELL, and SEIEndorsement

The Bricks and Mortar of Curriculum Development• Massachusetts Curriculum Framework Standards, incorporating the Common Core State

Standards• Mandates and Laws

• Special Education• Diversity and Equity• School Professional Culture• Curriculum, Instruction, and Assessment Rubrics of the Educator Evaluation System (Teacher)

• The Five Dimensions of Teaching and Learning

The Process of Developing Curriculum, Instruction, and Assessment to Improve Students

Learning• The Role of Professional Learning Communities in developing curriculum, instruction, and

assessment to improve students learning

• The role of curriculum audits and program evaluation in developing curriculum, instruction, and

assessment to improve students learning

• Understanding by Design as a process for developing curriculum, instruction, and assessment

Aligning the curriculum to Massachusetts Curriculum Framework Standards, incorporating the

Common Core State Standards• Individualizing the curriculum

• Technology

Continuous Improvement• Data-driven instruction• Observation and feedback (Using the Educator Evaluation System)

• Targeted professional development

• Coaching to improve teaching and learning

Instri~cti~nal Strategies:

X Blackboard platform

X Collaborative Learning

X Computer Application

X Creating Visual Illustrations of Concepts

X Data Collection and Analysis

X Discussion/Questioning

X Field Experience

X Independent Learning

X Independent Research

Interviewing

X Lecture/Presentation

Pre-Practicum

X Problem Finding/Solving

X Reflective Response

X Role Playing/Simulation

X Viewing or Listening and Discussion

7

Course Requirements:

• ParticiRation: Students are expected to attend every on-line class session, to be on time, to be

prepared and to communicate with the instructor regarding any absences. Absences and tardiness

may result in a permanent grade change. Participation in class discussions and cooperative groups

is expected. All students are responsible for meeting required deadlines on projects and

assignments.

• Book Review (Formative Assessment) Students will prepare a 4-6-page book review of a book

from the list provided. Teams should make sure that a book from each category (curriculum,

instruction, and assessment) is chosen by the team. In this way, the team member will come back to

the group and use the information, skills, and processes from the book to inform the development

of the curriculum, instruction, and assessment team project. Unlike book reports, this assignment

should provide an appraisal of the strengths and weaknesses of the work. The book review should

include the following elements:

• An introduction, which includes essential information about the book (title, author's

background, publisher); places the book within its educational and, when appropriate,

historical context; draws in the reader with a "hook"; describes the book's value and

indicates who should read this book

• An analysis, which addresses the main themes and arguments in the book; includes

discussion of methods, sources, theory, strengths, weaknesses; demonstrates strong critical

thinking and insight, provides evidence and examples (including quotations) to support the

discussion• A critique, which addresses the strengths and weaknesses of the book, based on the evidence

and examples presented; a critical look at the research and sources

• A detailed plan of how the findings from the book will inform the development of the

team's curriculum, instruction, and assessment project.

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• C'~~rriculum Audit (Formative Assessment): Students will conduct an audit of their schools'

and/or districts' curriculum, instruction, and assessment. Students should refer to the descriptors in

the Curriculum, Instruction, and Assessment Project Rubric for guidance. The analysis should

focus on the following:

• Curriculum To what capacity:■ The curriculum integrates the state standards of the student

■ Support is given to staff to create with a backward design approach rigorous standards-

based units of instruction that are aligned across grade levels and content areas

■ Processes are in place to support educator collaboration on developing a series of

interconnected, well-structured lessons with challenging objectives and appropriate

student engagement strategies, pacing, sequence, materials, and grouping and identifies

specific exemplars and resources in each area

■ Processes ensure, through observation and review of unit plans, that teachers know and

employ teaching strategies and practices that are effective with diverse learners while

teaching their content and that they design integrated units of instruction with

measurable, accessible outcomes and challenging tasks requiring higher-order thinking

skills that enable students to learn and apply the knowledge and skills defined in state

standards/local curricula■ Processes ensure, through observation and review of lesson plans, that teachers develop

well-structured and highly engaging lessons with challenging, measurable objectives and

appropriate student engagement strategies, pacing, sequence, activities, materials,

resources, technologies, and grouping to attend to every student's needs

■ Processes ensure, through observation and review of unit and lesson plans, that teachers

differentiate, adapt, and modify curriculum to meet the needs of ELL's and student with

exceptionalities■ Processes are in place to continually monitor and assess progress, provide feedback, and

connect educators to additional supports as needed

• Instruction To what capacity:■ Teachers demonstrate expertise in subject matter and the pedagogy it requires by

engaging all students in learning experiences that enable them to synthesize complex

knowledge and skills in the subject■ Teachers demonstrate expert knowledge of the developmental levels of the teacher's own

students and students in this grade or subject and uses this knowledge to differentiate and

expand learning experiences that enable all students to make significant progress toward

meeting stated outcomes

■ Teachers consistently define high expectations for quality work and effort and effectively

support students to set high expectations for each other to persevere and produce high-

quality work

■ Teachers consistently use differentiated instructional practices that typically motivate and

engage most students both during the lesson and during independent work and home

work

■ Teachers consistently differentiate, adapt, and modify instruction to meet the needs of

Ell's and students with exceptionalities

■ Teachers use a varied repertoire of practices to create structured opportunities for each

student to meet or exceed state standards/local curriculum and behavioral,expectations

■ Teachers use rituals, routines, and proactive responses that create and maintain a safe

physical and intellectual environment where students take academic risks and play an

active role—individually and collectively—in preventing behaviors that interfere with

learning■ Processes are in place to support, improve and- expand all of the above

Assessment To what capacity:■ Processes are in place to lead educator teams to develop and implement a comprehensive

assessment strategy that includes ongoing informal assessment and common interim

assessments that are aligned across grade levels and subject areas

■ Teachers use an integrated, comprehensive system of informal and formal assessments,

including common interim assessments, to measure student learning, growth, and

progress toward achieving state/local standards

■ Teachers establish early, constructive feedback loops with students and families that

create a dialogue about performance, progress, and improvement

■ Teachers organize and analyze results from a comprehensive system of assessments to

determine progress toward intended outcomes and frequently uses these findings to adjust

practice and identify and/or implement appropriate differentiated interventions and

enhancements for individuals and groups of students and appropriate modifications of

lessons and units

• Processes for continuous improvement To whatcapacity:

■ Processes are in place to plan, facilitate, and support team review meetings after each

round of assessments■ Processes are in place to monitors teams' plans, adjustments to instruction, and outcomes

and to share lessons learned with others■ Processes are in place to lead educator teams to identify a range of appropriate data

sources, including non-traditional information that ofFers a unique perspective on school

performance■ Processes are in place to provide opportunities for'teams to disaggregate data and identify

individuals or groups of students who need support■ Processes are in place to empower educators to use a range of data sources to pinpoint

areas for their own and school-wide improvement

■ Processes are in place for educators to individually and with colleagues, draw

appropriate, actionable conclusions from a thorough analysis of a wide range of

assessment data that improve short- and long-term instructional decisions

■ Processes are in place that establish and implement a schedule and plan for regularly

sharing, with all appropriate colleagues, conclusions and insights about studentprogress.

• Use of technology To what capacity:■ Technology is consistently used to collect, analyze, and monitor curriculum, instruction,

and assessment effectiveness■ Educators consistently use technology to examine data of student subgroup achievement,

including ELL's and students with exceptionalities in order to narrow the achievement

gap■ Educators consistently use technology to monitor their own practice and to collaborate

with other educators to improve curriculum, instruction, and assessment for optimal

student learning

• Recommendations for Improvement:

Students respond to the audit by developing a series of recommendations that are detailed,

concrete, and outcome-based. To inform this section, students might refer to:

■ Audrey A. Hains, A. A., Bates, B., Ferrell, J., &Hunt, L. (Auditors) (2010). A

cza~r•iculzcTra n~anagenzent aa~dit of the Fcryetteville Public Schools, Fayetteville,

Arkansas. Bloomington, IN: International Curriculum Management Audit Center,

Phi Delta Kappa International. Retrievedfrom http•//www facer net/imagesAdmin/Curr Aud Fa~etteville.pdf

■ Massachusetts Department of Elementary and Secondary Education. (2017). The

Massachusetts model system for educator evaluation: Part III.• Appendix B ESE

model rubrics for school-level administrator. Malden, MA: Author. Retrieved from

http•/lwww doe mass.edu/edevallmodel/PartIII AppxB.pdf

■ Massachusetts Department of Elementary and Secondary Education. (2017). The

Massachusetts model system for educator evalaration: Part III.• Appendix C ESE

model rubrics for teacher. Malden, MA: Author. Retrieved from

http://www. doe.mass.edu/edeval/model/

Various tools for auditing curriculum, instruction, and assessment will be examined during course

sessions. A final audit tool will be developed by the class to comply with DESE Professional

Standards and Indicators for Administrative Leadership and to meet the criteria of the School-level

Administrator Rubric of the Massachusetts Model System for Educator Evaluation.

10

• C'~rriculum Instruction and Assessment Proiect (Summative Assessmentl: Students will work

in teams to develop a full system of curriculum, instruction, and assessment, including processes for

data-driven decision making and continuous improvement. Students will jigsaw best practices by

sharing the outcomes of their curriculum audits and their book reviews. Additionally, Students will

focus on the level of licensure sought (supervisor, director, or principal) during the curriculum,

instruction, and assessment development. Components for this assignment are the same as for the

curriculum audit described above.

11

Schedule of Classes, Readings, Activities, and Assignments

Session Reading and/or Activities

Each session will consist of brief lectures as needed; PowerPoints; case studies;

small and large group activities and discussions, modeling of best practices for

leadership in curriculum, instruction, and assessment development to improve

student learning, to name a few. Appropriate PLC protocols will be modeled and

integrated into the activities for designated sessions. Critical analysis, synthesis of

ideas, and practical applications will be emphasized. Students are encouraged to

relate class sessions to what is happening at their school sites.

Assignments Due:

Week 1 - Introduction to course- Modeling of PLC protocol for small group and large group activities and

discussion about effective schooUdistrict curriculum, instruction, and

assessment and the process that supports these elements to improve student

learning- Go over Curriculum Audit Assignment

Read: Glatthorn, Boschee, &Whitehead: Ch. 1—The Nature of Curriculum;

Ch. 2—Curriculum History: The Perspective of the Past; Massachusetts

Department of Elementary and Secondary Education. (2010). Supporting

School and District Improvement with Professional Learning Communities.

Malden, MA: Retrieved

from http:l/www.doe.mass.edu/apa/ucd/PLCguidance.pdf

- Lecture, activities and discussions focused the nature and history ofcurriculum

- Overview of PLC Protocols

- Modeling of PLC protocol for unwrapping standards activity and discussion

12

Session Reading and/or Activities Assignments Due:

Eaclt session will consist of brief lectures as needed; PowerPoints; case studies;

small and large group activities and discussions, modeling of best practices for

Zeaderslzip in curriculum, instruction, and assessment development to improve

student learning, to name a few. Appropriate PLC protocols will be modeled and

integrated into the activities for designated sessions. Critical analysis, synthesis of

ideas, and practical applications will be emphasized. Students are encouraged to

relate class sessions to what is happening at their school sites.

Week 2 - Read: Glatthorn, Boschee, &Whitehead: Ch. 3—Curriculum Theory; Ch. Curriculum Documents

4—The Politics of Curriculum- Small and large group activities and discussions around curriculum theory and

the politics of curriculum; applications made to the current trends, mandates,

and demand in each student's state- Establish teams for the Curriculum, Instruction, and Assessment Project

- Go over book review- Allow time for teams to meet to determine book review assignments for team

members; discuss protocols for team work- Assignment: Students collect curriculum and assessment outlines/maps/

benchmarks, and other germane documents related to connect to curriculum

development and assessment to share next session

- Read: Glatthorn, Boschee, &Whitehead: Ch. 5—Curriculum Planning; Ch.

6—Improving the Program of Study;Board of Regents of the University of Wisconsin System on behalf of the

WIDA Consortium (2013). 2012 Amplification of The English Language

Development Standards Kindergaf•tef7— Grade 12. Madison, WI: WIDA. Retrievedfrom http•//www ~oogle com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3 &ved=OCDOQFjAC&url=http%3A%2F%2Fwww.wida.us%2F e~t.aspx%3Fid3D540&ei=VCSkUon~BILC4APd~YHoCw&us~AFQjCNGtCoBtZ ARMI

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- Lecture, activities and discussions on curriculum planning and program

improvement with a focus on diversity; activities and discussion that focus on

diversity and English Language Learners; WIDA, how school culture,

diversity, and analyzing data from assessment impact curriculum and

assessment; the role of assessment data and curriculum that informs

instructional practices and professional development

- Modeling of PLC Protocol focused on activities and discussions that

examine school and district curriculum in relationship to all of the above;

teams compare curriculums and provide feedback for curriculum audit

13

Session Reading and/or Activities Assignments Due:

Each session will consist of brief lectures as needed; PowerPoints; case studies;

smrell and large group activities and discussions, modeling of best practices for

leadership in curriculum, instruction, and assessment development to improve

student learning, to name a few. Appropriate PLC protocols will be modeled and

integrated into tjie activities for designated sessions. Critical analysis, synthesis of

ideas, and practical applications will be emphasized. Students nre encouraged to

relate class sessions to what is happening at their school sites.

Week 3 - Read: Glatthorn, Boschee, &Whitehead: Ch. 7 Improving a Field of Study; Book Review

Ch. 8 Processes for Developing New Courses and Units

- Activities and discussion focused on improving a field of study and processes Collect and be

for developing new courses and unit; Students contribute by sharing updates prepared to share

of curriculum audits as they relate to the readings teacher curriculum

- Team members share book reviews as they relate to the team project and how materials for next

the reviews inform their curriculum audits week

- Read: Fink & Markholt: Ch. 1—The Leader's Role in Developing Teacher

Expertise- Activities and discussion focused on teacher expertise ,~,;~

- Modeling of PLC protocol for digging deeper into The Massachusetts Model

System for Educator Evaluation: Rubrics for Administrator and Teacher and

how they inform leadership to facilitate development of effective curriculum,

instruction, and assessment- Team work on curriculum, instruction, and assessment project; instructor

coaching

14

Week 4 - Read: Glatthorn, Boschee, &Whitehead: Ch. 9—Supervising the Curriculum: Teacher

Teachers and Materials; Ch. 10—Curriculum and Development and Curriculum

Implementation Materials

- Activities and discussions that focus on practices that support quality

curriculum implementation including the relationships of data-driven Use of

instruction, observation and feedback, and targeted professional development technology at

- Team members compare and contrast teacher curriculum materials and relate student

these to the curriculum audit and to the curriculum, instruction, and assessment schools/distri

project cts

- Assignment: Students take stock of the use of technology at their schools to

share next week; examination of how technology is integrated into the

curriculum and teaching and instruction to close the achievement gap and how

it is used for data-driven decision making; Student should bring data

- Read; Glatthorn, Boschee, &Whitehead: Ch. 11 Aligning the Curriculum;

Ch. 12—Curriculum Evaluation- Modeling of PLC protocol for examining curriculum and assessment

outlines/maps/benchmarks; determine the materials' alignment to curriculum

framework standards and common core state standards; team members use the

materials to discuss curriculum audit and how the materials will inform the

curriculum, instruction, and assessment project; instructor coaching

- Students share, compare and contrast technology at their field site and its

integration into the curriculum and teaching and learning and how technology

is used for data-driven decision making; examination of data anddetermination of it is used or how it could be used for curriculum decision

making- Teams report out findings

15

Session Reading and/or Activities

Each session will consist of brief lectures as needed; PowerPoints; case studies;

small and large group activities and discussions, modeling of best practices for

leadersltip in curriculum, instruction, and assessment development to improve

student learning, to name a few. Appropriate PLC protocols will be modeled and

integrated into the activities for designated sessions. Critical analysis, synthesis of

ideas, and practical applications will be empltnsized. Students are encouraged to

relate class sessions to what is happening at their school sites.

Assignments Due:

Week 5 - Read: Fink & Markholt: Ch. 2—The Five Dimensions of Teaching and

Learning; Ch. 3 Applying the Five Dimensions of Teaching and Learning

- Modeling of PLC protocol for examination of the Five Dimensions of

Teaching and Learning and how they look in action: student engagement,

curriculum and pedagogy, assessment for student learning, classroom

environment and culture; align these elements with The Massachusetts Model

System for Educator Evaluation: Rubrics for Administrator and Teacher

- Team work with instructor coaching- Read: Fink & Markholt: Ch. 4—Observing Classroom Practice; Ch. 5—

Responding to Observations- Lecture, activities and discussion that focus on goal-setting and

implementation observations, interpretations, and honest conversation;

examination of case studies- Modeling PLC protocol for planning for observations- Assignment: Conduct one observation before next session and bring findings to

share

Week - Read: Fink & Markholt: Ch. 6—Orchestrating Professional Learning; Ch. Curriculum

6 7—Coaching to Improve Practice Audit

- Lecture, activities and discussion around professional development and Programs to

coaching models; data-driven and targeted professional development and individualize

coaching curriculum

- Modeling of coaching strategies- Team work on project- Conferencing on Curriculum Audit Assignment as needed

- Assignment: Students identify local, state, or nationals programs that

individualize curriculum to bring to next week's session- ~.2ead: Glatthorn, Boschee, &Whitehead: Ch. 13—Current Developments in

the Subject Fields; Ch. 14—Current Development across the Curriculum;

Ch. 15—Individualizing the Curriculum- Lecture, activities, and discussion that examine the current developments in

subject fields, including the new generation of science standards, the

Common Core State Standards, and other national standards that inform

contemporary curriculum, instruction, and assessment development

- Examination of individualizing curriculum, including local, state, and national

programs- Team work with instructor coaching

16

Session Reading and/or Activities Assignments Due:

Each session will consist of brief lectures as needed; PowerPoints; case studies;Please note that

small and large group activities and discussions, modeling of best practices for

leadership in curriculum, instruction, and assessment development to improve

student learning, to name a few. Appropriate PLC protocols will be modeled and

integrated into the activities for designated sessions. Critical analysis, synthesis of

ideas, and practical applications will be emphasized. Students are encouraged to

relate class sessions to what is happening at their school sites.

Week - Fink & Markholt: Ch. 8—The Leader's Role in Improving Teacher Practiced; - Curriculum,

7 Ch. 9—A New Vision for Improving Learning for All Instruction, and

- Tying it altogether Assessment

- Revisit topics as needed Project

- Q&A- Present Project

Assignment Distribution for Grading

Assi nments Value

Activities, Assignments &Participation in Discussions 10%

Curriculum Audit (Formative Assessment) 30%

Book Review (Formative Assessment) 25%

Curriculum, Instruction and Assessment Project (Summative Assessment) 35%

Total 100%

17

Graduate Grading System4.0 95-100 A3.7 92-94 A-3.5 89 — 91 A-B+3.3 86 — 88 B+

3.0 83 — 85 B2.7 80 — 82 B-2.5 77 — 79 B-/C+

2.3 74 — 76 C+

2.0 71 — 73 C0.0 0 — 70 FW WithdrawnIN IncompleteIP In-Progress

Extended Campus StudentsFitchburg State University encourages all Extended Campus Students to take advantage of online student

services. Created is a "virtual student center" just for them, the pages provide access to Counseling

Services, Career Services, The Student Activity Center, Library Services, the university bookstore and

many other helpful links. Go to the university homepage at http://www.fitchbur~state.edu/ and click on

Offices and Services. Scroll down and click on Extended Campus Center.

Distance Learning &Extended Cam~u ibrary Services & Onecard

The Gallucci-Cirio Library at Fitchburg State University provides a full range of library services

including borrowing privileges; document delivery (books and articles mailed to your home); Interlibrary

Loan; reference assistance via: phone, email, IM, Blackboard's Collaboration and Elluminate tools, Skype

and in-person; library instruction; research help and more. Any questions relating to library services

should be directed to Linda LeBlanc, Access Services Librarian, at978-665-3062

or dllibrarv~a,fitchburpstate.edu. There is also a special section for Distance Learning and Extended

Campus Services at http://fitchbur~state.libpuides.com/dlservices outlining the wide range of services

available to Students and instructions as to how to access them.

18

Students who are currently registered with the university may access any of the library's subscription

databases, including an increasing number with full-text, by visiting the Gallucci-Cirio Library's

homepage at http://www.fitchbur~state.edu/academics/library and clicking on the Research Databases

button in the center of the page. Students select the resource they want to access from the alphabetical or

subject listing. Once clicked on a database title, the Student will be prompted for her or his Falcon Key

logon information; the same logon used for their Fitchburg State email account and for online

Blackboard courses. If the Student does not know the Falcon Key username and password or if they

have any problems logging in, they can contact the university's Technology Help Desk at 978-665-4500

or helpdesk ,fitchburgstate.edu. The Library can issue a temporary guest Falcon Key to use while the

Technology Department is setting up the account (ca11978-665-3062 or email atdllibrary@fitchburgstate.edu).

All registered Fitchburg State University Students are eligible for a Fitchburg State University OneCard

ID, which also serves as his or her library card. If the Student has not received her or his OneCard yet,

they can still access all of Fitchburg State online services as long as they have activated their library

account. Activate library accounts in person at the Circulation Desk or online

at http•Uwww fitchbur~state.edu/academics/librai~policies/borrowing-renewals/. After activation by the

Gallucci-Cirio Library and receipt of their OneCard, Students may also use any Massachusetts State

College/ITniversity Library as well as participating libraries in the Academic and Research Collaborative

(ARC) during the current semester.

OneCards are available on campus all year round. Students wanting a OneCard must either present a

course registration confirmation at the OneCard Office in the Anthony Building, main campus or

complete the online Extended Campus OneCard request form, which can be found

at htt~//web fitchbur~state.edultechnolo~v/onecard/photoless/index.cfm. The OneCard Office number is

978-665-3039.

Fitchburg State University Library Online ServicesOnline Library services maybe accessed through the Fitchburg State University Homepage atwww.fsc.edu/librarv. Students may access any of several full-text online databases. Passwords are

available to Students by calling 978-665-3762. Degree Students are eligible for a Fitchburg State

University ID, which allows use of all Massachusetts State University libraries for the current semester.

ID card is available on campus. To obtain an ID card, Student must present course registration

confirmation at Academic Computing and Media Services, room 229, the Conlon Arts Building. Call

978-665-3039 for available times.

University Policies

Students with DisabilitiesDisability Services is the primary support system for students with disabilities taking classes in the day

and evening divisions. The office is located on the third floor of the Hammond Building and can be

reached at 978/665-3427 or 978/665-3575 TTY. If you need course adaptations or accommodations

because of a disability please talk with me. It is important that the issues relating to disabilities be

discussed with me as soon as possible.

Grade AppealIf you disagree with the evaluation of your work or believe an improper grade has been assigned, an

appeal may be followed. Please discuss the matter with the instructor and refer to the Fitchburg State

University Grade Appeal Policy in your Student Handbook.

19

Academic Integrity PolicyThe faculty in the Education Unit at Fitchburg State University adhere to the policy that work submitted

in fulfillment of course requirements will be solely that of the individual Student and all other sources

will be cited appropriately. University Academic Integrity Policy, as outlined in the University

Catalogue, will be strictly adhered to.

Copyright PolicyYou are reminded that, in preparing handouts for peers or the instructor, reproduction of copyrighted

material without permission of the copyright owner is illegal: Such unauthorized copying may violate the

rights of the author or publisher. Fitchburg State University adheres to federal laws regarding use of

copyrighted materials. See the Student Handbook for more details.

instructor Policies:

Attendance and Participation1. As an emerging professional, you are expected to participate in every on-line class session, to be

on time as indicated with on-line conferences and meetings, to be prepared and to communicate

with the instructor regarding any issues or technical difficulties.

2. Participation in on-line class discussions and cooperative groups is expected. All students are

responsible for meeting required deadlines on projects and assignments; your ability to complete

tasks in a timely fashion demonstrates professional maturity and an ability to organize and manage

time. Completion of assigned readings is imperative to your individual development as a

professional.

3. All of these behaviors regarding attendance, preparation, and meeting deadlines are factored into the

final grade,

Assignments1. All assignments must be typed, doubled-spaced, and use APA format when appropriate.

2. Assignments must be submitted on the due date unless other arrangements have been made with the

instructor PRIOR TO THE DUE DATE. No late work will be accepted unless arrangements have

been made with the instructor and an extended due date negotiated. Late assignments may incur a

reduction of points/day late.

20

All students are expected to demonstrate a level of writing proficiency that is appropriate for emerging

professionals in the field of education and at the graduate level. Assignments that are handed in with

obvious spelling errors, inadequate sentence structure, and a lack of organization will not be graded and

will be returned to the Student. Students are responsible for the revision process. If improvement is not

made on the second assignment, the lack of writing proficiency will be reflected in the grade given on the

assignment.

Please communicate with me early in the semester if you are concerned about written assignments,

so that I can assist you in getting the support you may need.

21

References/Reading List

Adler, M. (1982). The paideia proposal. New York: Collier Books.

Beetham, H., &Sharpe, R. (2013). Rethinking pedagogyfor a digital age: Designing for 21S̀ century

learning. Florence, KY: Routledge.

Boyer, E. L. (1995). The educated person. In J. A. Beane (Ed.), Toward a coherent curriculum (pp. 16-

25). Alexandria, VA: Association for Supervision and Curriculum Development.

Dewey, J. (1916). Democracy and education. New York: Macmillan Publishing.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic hooks.

Halstead, J. (2011). Navigating the new pedagogy: Six principles that transform teaching. Lanham, MD:

R&L Education.

Henderson, J.G., & Gornik, R. (2007). Transformative curriculum leadership (3 d̀ ed.). Upper Saddle

River, NJ: Pearson.

Hirsch, E.D. (1988). Cultural literacy. New York: Vintage Books.

Hirsch, E.D. (2001). Seeking breadth and depth in the curriculum. Educational Leadership, 59(2), 22-25.

Hirsch, E. D., Kett, J. F., & Trefil, J. (2002). The new dictionary of cultural literacy.• What every

American needs to know. Boston: Houghton Mifflin Harcourt.

Hosp, J. L., Hosp, M. K., &Howell, K. W. (2014). The ABCs of czrrriculum-based evaluation: A

practical guide to effective decision making. New York: Guilford Press.

Kuijpers, M., Meijers, F., & Gundy, C. (2011, February 1). The relationship between learning

environment and career competencies of students in vocational education. Journal of Vocational

Behavior, 78(1), 21-30.

Marzano, R. J. (2009). Designing and teaching learning goals and objectives: Classroom strategies that

work. Bloomington, IN: Marzano Research Laboratory.

Maslow, A.H. (1998). Toward apsychology of being. (3rd ed.). New York: John Wiley.

McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association

for Supervision &Curriculum Development.

Moore, K. D. (2011). Effective instructional strategies: From theory to practice (3 d̀ ed.). Thousand Oaks,

California: Sage.

Oakes, J. (2005). Keeping track: How schools structure inequality (2°d ed.). New Haven, CT: Yale

University Press.

Ornstein, A. C., Levine, D. U., & Gutek, G. (2010). Foundations of education (11'h Ed.). Belmont, CA:

Wadsworth Publishing.

Parkay, F. W., Anctil, E. J., &Hass, G. J. (2013). Curriculzrm leadership: Readings for developing

quality educational programs (10'i' ed.). Boston: Pearson.

Parks, D. J. (2011, January). Lest we forget our past: A leader in curriculum development-Ralph Winfred

Tyler. Educational Forum, 75(1), 80-86.

Puget, J. (1987). Possibility and necessity: The role of necessity in cognitive development (Vol. l).

Minneapolis: University of Minnesota Press.

22

Ravitch, D. (1990). Diversity and democracy: Multicultural education in America. American Educator,

14, 16-20, 46-48.

Ravitch, D. (2011). The death and life of the greatAmerican school systern: How testing and choice are

undermining education. New York: Basic Books.

Schiro, M. S. (2012). Curriculum theory: Conflicting visions and endZrring concerns. Thousand Oaks,

CA: Sage.

Schmoker, M. J. (2006). Results now: How we can achieve unprecedented improvements in teaching and

learning. Alexandria, VA: Association for Supervision &Curriculum Development.

Sizer, T. (2004 /1984). Horace's compromise. Boston: Mariner Books.

Skinner, B. F. (1976). About behaviorism. New York: Vintage.

Slattery, P. (2012). Curriculum development in the postmodern era.• Teaching and learning in an age of

accountability. Florence, KY: Routledge.

Sousa, D. A. (2011). How the brain learns. Thousand Oaks, CA: Corwin.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction &Understanding by

Design: Connecting content and kids. Alexandria, VA: Association for Supervision &

Curriculum Development.

Tyler, R. W. (with a forward by Peter S. Hlebowitsh. (1949, 1969, 2013). Basic principles of curriculum

and instruction. Chicago: University of Chicago Press.

Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-gzrality units.

Alexandria, VA: Association for Supervision &Curriculum Development.

Wiles, J. W., &Bondi, J. C. (2006). Curriculum development: A guide to practice (7 h̀ ed.). Boston:

Prentice Hall.

Wink, J. (2010). Critical pedagogy: emotes from the real world (4tt' ed.). Boston: Pearson.

23

Forms, Ru

bric

s, Procedural Documents

for

EDLM 8~►~ Curriculum, Inst

ruct

ion and Assessment Leadership

23

Book Review Rubric

(FORMATIVE ASSESSMENT)

Components

Does not

Meet Sta

ndar

d

Does not con

sist

entl

y meet min

imal

expe

ctat

ions

for

standard; often nee

dssupport to perform at ac

cept

able

level

Acceptably Meets the Standard

Meets expectations for

sta

ndar

d; nee

dsoccasional minimal support

Comp

rehe

nsiv

ely Meets the Standard

Meets expectations for

standard; is

confidently and co

nsis

tent

ly meeting

the st

anda

rd, n

eeds li

ttle

, if a

ny,

supp

ort/

guid

ance

Introduction

Lists ba

sic in

form

atio

n about th

eIn

clud

es most ess

enti

al inf

orma

tion

Includes ess

enti

al inf

orma

tion

about

book

about the book

the book (ti

tle,

aut

hor'

s ba

ckgr

ound

,• Needs to place the book within it

s- Places the book within its

publ

ishe

r)ed

ucat

iona

l an

d/or

historical

educ

atio

nal an

d, when appropriate,

Perceptively places the book wit

hin

context

historical c

ontext

its ed

ucat

iona

l an

d, when

• No "hook" to

cat

ch the re

ader

Draws the rea

der in

wit

h a bas

icappropriate, hi

storical co

ntex

t• Pr

ovid

es a sup

e~ci

al description of

"hook"

Draws in the re

ader

with an effective

the bo

ok's

value

Contains a basic description of

"hook"

the bo

ok's

val

ue and who sho

uld

Full

y de

scri

bes the bo

ok's

val

ue and

read the book

indi

cate

s who sho

uld read thi

s book

Anal

ysis

Few themes and arguments are

Most of the pr

imar

y th

emes

are

Comp

rehe

nsiv

ely ad

dres

ses the

addr

esse

d or

not fully dev

elop

edadequately add

ress

ed and there is

main the

mes and arguments in

• Only a passing mention of so

urces,

some dis

cuss

ion of th

e ar

gume

ntthe book

theory, et

c.Includes clear dis

cuss

ion of

Includes tho

roug

h discussion of

• Demonstrates only ba

sic

meth

ods,

sources, th

eory,

meth

ods,

sources, th

eory,

understanding of

the text

strengths, wealrnesses, et

c.strengths, wealrnesses, et

c.• Pr

ovid

es few examples, and tho

seAn

alys

is shows cri

tica

l th

inki

ngDe

mons

trat

es strong cr

itic

alin

clud

ed lac

k detail

skil

lsthinking and insight

• Pr

ovid

es generally accurate and

Prov

ides

det

aile

d, accurate, and

detailed evi

denc

e and ex

ampl

esap

prop

riat

e ev

iden

ce and examples

(inc

ludi

ng quotations) to support

the di

scus

sion

24

Critique

Minimally ad

dres

ses the st

reng

ths

Clea

rly ad

dres

ses the st

reng

ths and

Perceptively and thoroughly

and we

alrn

esse

s of th

e bo

oks

weak

ness

es of th

e bo

oks th

at are

addresses the st

reng

ths and

and/

or ide

as nee

d to be ba

sed on

based on the evi

denc

e and

weal

mess

es of the bo

oks th

at is

the ev

iden

ce and examples

examples presented

base

d on the evidence and

presented

Take

s a cri

tica

l look at the

exam

ples

pre

sent

ed• Mi

nuna

lly ad

dres

ses the re

sear

chre

sear

ch and sou

rces

Take

s a thorough and cri

tica

l look

and so

urce

s or nee

ds to take a more

at the res

earc

h and

sour

ces

crit

ical

vie

w

Plan of How Book

Minimally detailed pla

n of how

Detailed pla

n of how the fin

ding

sCo

mpre

hens

ivel

y detailed pla

n of

Findings wil

l Inform the

the findings from the

book will

from the book wil

l inform the

how the

fin

ding

s from the

book

Curr

icul

um, I

nstruction,

inform the

dev

elop

ment

of th

ede

velo

pmen

t of the te

am's

will inf

orm th

e de

velo

pmen

t of

and Assessment Project

team's curriculum, in

struction,

curr

icul

um, i

nstr

ucti

on, and

the te

am's

cur

ricu

lum,

instruction,

and assessment pro

ject

asse

ssme

nt pro

ject

and assessment pro

ject

Mechanics and Style

Disj

oint

ed without smo

oth transitions

Comp

eten

tly organized, use

s sm

ooth

Well organized, us

es smo

oth transitions

between id

eas wi

thin

and between

transirions be

twee

n id

eas within and

between id

eas wi

thin

and bet

ween

paragraphs

between most paragraphs

paragraphs

• Awkward sentence structure and la

cks

Adeq

uate

ly mat

ure sentence st

ructure

Matu

re sentence structure wi

th a

of a professional style e.g., u

ses

with

a professional style e.

g., m

ostly

prof

essi

onal

style e.g., avo

ids

contractions, s

lang

, col

loqu

iali

sms

avoi

ds contractions, pas

sive

voi

ce,

contractions, passive vo

ice,

slan

g,slap , coll

o ui

alis

msco

llo

uialisms

Length

Less

tha

n 4 pag

es4 pag

es5-6 pa

ges

Adapted from:

http://historicalresearchmethods.files.wordpress.com/2007/07/hist300-book-review-rubric-2011-version pdf

http://www. oogle.coin/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=OCCkQFiAA&url=http%3A%2F%2Fwww lib imu edu

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4AOw9IC4Dg&us~AFQiCNGQx3apo1FR4SfI-IbLLy6uBhOtwNPw&bvm=bv 55123115 d dm~

25

Facilitator Log

(SUMMATIVE ASSESSMENT)

Components

Does not Meet Standard

Acceptably Meets the Standard

Comprehensively Meets the Standard

Does not

con

sist

entl

y meet min

imal

Meets exp

ecta

tion

s for st

anda

rd; ne

eds

Meets exp

ecta

tion

s for st

anda

rd; is

expe

ctat

ions

for sta

ndar

d; often nee

dsoccasional min

imal

sup

port

confidently and con

sist

entl

y meetingthe

supp

ort to per

form

at acceptable level

stan

dard

, ne

eds

litt

le, if a

ny,

support/guidance

Introduction

Mini

mall

y de

scri

bes how the Stu

dent

Clea

rly de

scri

bes how the

Student

Clea

rly and tho

roug

hly de

scri

bes howthe

arga

nize

d the team

organized th

e team

Stud

ent organized th

e team

Team Ses

sion

sMi

nima

lly ou

tlin

es each team ses

sion

Clea

rly ou

tlin

es each team ses

sion

Thor

ough

ly out

line

s each team session

• Un

clea

r which protocols use

dProtocols us

ed li

sted

Protocols us

ed cle

arly

list

ed

Journal Ent

ries

Minimally re

flec

ts on the success and

Clea

rly re

flec

ts on the

success and

Thor

ough

ly and perceptively re

flec

ts on

challenges of ea

ch ses

sion

challenges of ea

ch ses

sion

the success and cha

llen

ges of ea

ch• Minimally articulates what was

Clea

rly articulates what was

session

acco

mpli

shed

acco

mpli

shed

Thor

ough

ly and clearly articulates what

• Next steps do not

seem to fo

llow

what

Next steps mostly fo

llow

what was

was acc

ompl

ishe

dwas acc

ompl

ishe

dac

comp

lish

edNext steps perceptively fo

llow

what was

• Each entry demonstrates mi

nima

lEach entry demonstrates a com

pete

ntac

comp

lish

edunderstanding of th

e process

understanding of th

e pr

oces

sEach entry dem

onst

rate

s a

comprehensive understanding ofthe

rocess

Citations

Rare

ly int

egra

tes sources when

Inte

grat

es sources when appropriate

Smoothly int

egra

tes sources when

appropriate

Most sources app

ropr

iate

ly cit

ed wit

hin

appr

opri

ate

• Few sources app

ropr

iate

ly citedwithin

the text and in the reference list using

All sources ap

prop

riat

ely cited wi

thin

the

the text and in the reference list usi

ngappropriate APA for

mat.

text and in th

e reference list usi

ngappropriate APA for

mat

ap r

opri

ate APA for

mat.

Mechanics and Style

Disj

oint

ed without smooth tr

ansitions

Comp

eten

tly or

gani

zed,

uses smooth

Well org

aniz

ed, us

es smooth tr

ansitions

betw

een id

eas within and between

transitions between id

eas within and

between id

eas within and bet

ween

para

grap

hsbetween most paragraphs

para

grap

hs• Sentence structure awkward and lacks a

Sentence structure ade

quat

ely ma

ture

Sentence structure mature with a

professional sty

le e.g., use

s co

ntra

ctio

ns,

with a professional st

yle e.

g., avoids

prof

essi

onal

sty

le e.g., avoids

slan

g, co

lloquialisms

contractions, slang, co

lloq

uial

isms

contractions, slang, co

lloquialisms

• Numerous mechanical errors

few mechanical errors

No mechanical errors

26

Curriculum Audit

(FORMATIVE ASSESSMENT)

Refer to the descriptors in the Curriculum, Instruction, and Assessment Project Rubric below for guidance

CURRICULUM

Indi

cato

rsMinimally

Competently

Comp

rehe

nsiv

ely

analyzes the

anal

yzes

the

and cri

tica

lly

elements of the

elements of the

analyzes the

curriculum

curriculum

elements of the

curr

icul

umThe cur

ricu

lum in

tegr

ates

the Mas

sach

uset

ts Cur

ricu

lum Framework Sta

ndar

ds and the Common

Core State Sta

ndar

ds

Support is

given to st

aff to cr

eate

wit

h a backward de

sign

approach rigorous standards-based units

of in

struction that are

aligned across grade levels and content areas

Processes ar

e in

pla

ce to support ed

ucat

or collaboration on developing a ser

ies of in

terc

onne

cted

,well-structured lessons wi

th cha

llen

ging

objectives and ap

prop

riat

e st

uden

t en

gage

ment

strategies,

pacing, sequence, mat

eria

ls, and gr

oupi

ng and identifies specific exemplars and resources in ea

chazea

Proc

esse

s en

sure

, through observation and rev

iew of un

it pla

ns, t

hat teachers know and employ

teaching strategies and practices th

at are

effective wit

h diverse le

arne

rs whi

le tea

chin

g their content

and that the

y de

sign

integrated units of in

struction wi

th measurable, ac

cess

ible

out

come

s and

chal

leng

ing ta

sks requiring higher-o

rder

thinking skills that en

able

students to learn and apply the

lrno

wled

ge and skills de

fine

d in

state standards/local cur

ricu

la

Proc

esse

s ensure, t

hrough observation and review of le

sson pla

ns, t

hat te

ache

rs develop wel

l-st

ruct

ured

and hig

hly engaging lessons wit

h ch

alle

ngin

g, measurable objectives and app

ropr

iate

stud

ent en

gage

ment

strategies, p

acing, sequence, ac

tivities, m

ater

ials

, resources, t

echnologies, and

grou

pingto attend to every stu

dent

's needs

27

Processes ensure, t

hrough observation and review of un

it and les

son pl

ans,

that teachers

diff

eren

tiat

e, adapt, and mo

dify

cur

ricu

lum to meet the needs of ELL's and stu

dent

wit

hexceptionalities

Proc

esse

s aze in

pla

ce to continually mo

nito

r and as

sess

pro

gres

s, pro

vide

feedback, and connect

educators to additiona

l su

ppor

ts as needed

INSTRUCTION

Indi

cato

rsMinimally

Competently

Comp

rehe

nsiv

ely

analyzes the

analyzes the

and cri

tica

lly

elements of

elements of

analyzes the

instruction

instruction

elements of

instruction

Teachers demonstrate expertise in su

bjec

t matter and the ped

agog

y it

requires by eng

agin

g al

lstudents in le

arni

ng experiences tha

t enable them to sy

nthe

size

complex knowledge and skills in the

subj

ect

Teachers demonstrate exp

ert kn

owle

dge of the de

velo

pmen

tall

evel

s of the te

ache

r's own students

and students in th

is grade or su

bjec

t and us

es thi

s knowledge to dif

fere

ntia

te and expand learning

experiences that enable al

l st

uden

ts to make significant progress to

ward

meeting stated outcomes

Teachers consistently define hig

h expectations for

qua

lity

work and eff

ort and ef

fect

ivel

y support

students to set high expectations fo

r ea

ch other to pe

rsev

ere and produce hi

gh-q

uali

ty work

Teac

hers

consistently use di

ffer

enti

ated

instructional practices tha

t typ

ical

ly mot

ivat

e and en

gage

most stu

dent

s both dur

ing the lesson and dur

ing independent work and home work

Teachers con

sist

entl

y differentiate, adapt, a

nd mod

ify instruction to mee

t the ne

eds of ELL's and

stud

ents

wit

h exceptionalities

28

Teachers use a var

ied repertoire of pr

acti

ces to cre

ate st

ruct

ured

opportunities for

eac

h st

uden

t to

meet or ex

ceed

state standards/local curriculum and behavioral exp

ecta

tion

s

Teachers use

rituals, r

outines, and pro

acti

ve responses tha

t cr

eate

and mai

ntai

n a saf

e ph

ysic

al and

inte

llec

tual

env

iron

ment

whe

re stu

dent

s ta

ke academic risks and play an ac

tive

rol

e —individually

and collecrively—in preventing behaviors tha

t interfere wi

th learning

Processes ar

e in

pla

ce to su

ppor

t, improve and expand

all of th

e above

ASSESSMENT

Indi

cato

rsMinimally

Competently

Comp

rehe

nsiv

ely

anal

yzes

the

analyzes the

and cri

tica

lly

elements of

elem

ents

of

analyzes the

asse

ssme

ntas

sess

ment

elements of

asse

ssme

ntProcesses ar

e in pla

ce to le

ad educator teams to dev

elop

and imp

leme

nt a com

preh

ensi

ve ass

essm

ent

strategy that in

clud

es ongoing informal as

sess

ment

and common int

erim

ass

essm

ents

that ar

eal

igne

d across gra

de levels and su

bjec

t areas

Teachers use

an in

tegr

ated

, com

preh

ensi

ve system of in

formal and for

mal as

sess

ment

s, in

clud

ing

common interim ass

essm

ents

, to measure st

aden

t learning, g

rowt

h, and pro

gres

s to

ward

achieving

stat

e/lo

cal standards

Teachers establish ear

ly, constructive fee

dbac

k lo

ops wi

th stu

dent

s and families that cr

eate

adialogue about performance, pr

ogre

ss, and improvement

Teachers org

aniz

e and analyze re

sult

s from a com

preh

ensi

ve system of as

sess

ment

s to determine

prog

ress

tow

ard in

tend

ed out

come

s and fr

eque

ntly

uses these fi

ndin

gs to adjust practice and identify

and/

or imp

leme

nt app

ropr

iate

dif

fere

ntia

ted interventions and en

hanc

emen

ts for ind

ivid

uals

and

groups of st

uden

ts and app

ropr

iate

modifications of le

ssons and units

29

PROCESSES FOR CONTINUOUS IMPROVEMENT

Indi

cato

rsMinimally

analyzes the

proc

esse

s fo

r cont.

improvement

Competently

analyzes the

proc

esse

s for cont.

improvement

Comprehensively

and cri

tica

lly

analyzes the

processes fo

r cont.

improvement

Proc

esse

s are in place to pl

an, f

acil

itat

e, and support team review meetings af

ter each round of

asse

ssme

nts

Proc

esse

s ar

e in pla

ce to mo

nito

rs tea

ms' pl

ans,

adj

ustm

ents

to in

stru

ctio

n, and out

come

s and to

shar

e lessons le

arne

d wi

th oth

ers

Processes are in

place to le

ad educator teams to ide

ntif

y a ran

ge of ap

prop

riat

e data sources,

incl

udmg

non

-tra

diti

onal

inf

orma

tion

tha

t of

fers

a unique perspective on school performance

Processes ar

e in

place to pr

ovid

e opportunities for teams to disaggregate data and identify

indi

vidu

als or

groups of st

uden

ts who nee

d support

Proc

esse

s ar

e in pla

ce to empower educators to us

e a range of da

ta sou

rces

to pi

npoi

nt areas for

their own and school-wi

de improvement

Proc

esse

s ar

e in

pla

ce for

educators to in

divi

dual

ly and with co

llea

gues

, draw appropriate,

actionable con

clus

ions

from a thorough an

alys

is of a wid

e range of ass

essm

ent data tha

t improve

short- and lon

g-te

rm instructional dec

isio

ns

C~17

Proc

esse

s ar

e in

place tha

t establish and im

plem

ent a sch

edul

e and pl

an for

regularly sharing, wi

thal

l ap

prop

riat

e colleagues, co

nclu

sion

s and insights about stu

dent

pro

gres

s.

USE OF TECHNOLOGY TO MONITOR AND IMPROVE CURRICiJLUM, INSTRUCTION AND ASSESSMENT

Indi

cato

rsMi

nima

lly

Competently

Comp

rehe

nsiv

ely

analyzes the use of

analyzes the use

and cri

tica

lly

tech

nolo

gy to

of technology to

anal

yzes

the

use

monitor and

moni

tor and

of technology to

improve

improve

monitor and

curr

icul

um,

curr

icul

um,

improve

instruction and

instruction and

curr

icul

um,

asse

ssme

ntas

sess

ment

instruction and

asse

ssme

nt

Technology is co

nsis

tent

ly used to collect, analyze, and mon

itor

cur

ricu

lum,

inst

ruct

ion,

and

asse

ssme

nt effectiveness

Educators co

nsis

tent

ly use

tec

hnol

ogy to examine dat

a. of st

uden

t subgroup ach

ieve

ment

, in

clud

ing

ELL's and stu

dent

s wi

th exceptionalities in order to narrow the achievement gap

Educ

ator

s consistently use

tec

hnol

ogy to mon

itor

their own practice and to col

labo

rate

wit

h other

educ

ator

s to improve curriculum, in

stru

ctio

n, and ass

essm

ent for optimal st

uden

t learning

Recommendations For

Few recommendations are

ali

gned

wit

hMost recommendations are

aligned

All recommendations ar

e al

igne

d wi

thth

eImprovement

the audit an

al s

iswi

th the audit ana

l si

saudit an

al s

is• Few recommendations are

detailed,

Most rec

omme

ndat

ions

are detailed,

All recommendations ar

e detailed, concrete,

concrete, and ou

tcom

e ba

sed

concrete, and outcome ba

sed

and ou

tcom

e ba

sed

Cita

tion

sRa

rely

int

egra

tes so

urce

s when

Inte

grat

es sou

rces

when app

ropr

iate

Smoo

thly

int

egra

tes so

urce

s when

appr

opri

ate

appropriate

• Few sou

rces

appropriately cited within

Most sou

rces

app

ropr

iate

ly cited within

All so

urce

s appropriately cited withinthe

the te

xt and in the re

fere

nce list using

the te

xt and in the reference list using

text

and in the reference list usi

ngap

prop

riat

e APA for

mat

appr

opri

ate APA format.

appr

opri

ate APA format.

31

Mech

anic

s and Style

Disj

oint

ed without smo

oth transitions

Comp

eten

tly organized, use

s sm

ooth

Well organized, uses smooth transitions

between id

eas wi

thin

and bet

ween

transitions be

twee

n id

eas wi

thin

and

betw

een id

eas wi

thin

and bet

ween

paragraphs

between most paragraphs

paragraphs

• Sentence str

uctu

re awkward and lac

ks a

Sentence structure ade

quat

ely ma

ture

Sentence structure mat

ure wi

th a

professional style e.g., use

swi

th a professional style e.g., a

void

spr

ofes

sion

al style e.g., avoids contractions,

contractions, s

lan , coll

o uialisms

contractions, s

lap , coll

o ui

alis

mscl

an , coll

o ui

alis

ms• Numerous mechanical errors

few mechanical errors

No mechanical er

rors

32

DATA FROM THE FOLLOWING ASSESSMENT WILL BE UPLOADED TO TK20 FOR FORMAL DATA

COLLECTION, ANALYSIS AND EVALUATION.

S_urricnlnm. In

stru

ctio

n, and Assessment Project (Si~mmative Assessment) Students wi

ll work in teams to develop a full system of

curr

icul

um, instruction, and assessment, inc

ludi

ng processes for

dat

a-driven decision -making and continuous improvement. Students wi

ll jigsaw

best pra

ctic

es by sha

ring

the out

come

s of th

eir cu

rric

ulum

audits and their book rev

iews

. Additionally, s

tudents will foc

us on the level of in

terest

(sup

ervi

sor,

dire

ctor

, or principal) during the curriculum, i

nstruction, a

nd ass

essm

ent development. Components for

this

ass

ignm

ent are the same

as for

the curriculum audit de

scri

bed ab

ove.

Curriculum, I

nstr

ucti

on, and Assessment Project Rubric

(SUNIlVIATIVE ASSESSMENT)

Does not Meet Standard

Acceptably Meets the Standard

Comprehensively Meets the

Standard

Does not con

sist

entl

y meet minimal ea~

pect

atio

ns for

Meets exp

ecta

tion

s for st

anda

rd; ne

eds occasional

Meets exp

ecta

tion

s for st

anda

rd; is

confidently and

stan

dard

; often ne

eds su

ppor

t to per

form

at

mini

mal su

ppor

tco

nsis

tent

ly mee

ting

the standard, nee

ds lit

tle,

if any

,ac

cept

able

level

su p

ort/

guid

ance

CURRICULUM

■ The cur

ricu

lum minimally in

tegr

ates

the local

and/

or and the

Common Core Sta

te Sta

ndar

dsThe curriculum competently in

tegr

ates

the

local

and/

or Common Core Sta

te Sta

ndar

dsThe cur

ricu

lum consistently int

egra

tes the local

and/

or Common Core Sta

te Sta

ndar

ds

■ Support is minimally provided to sta

ff to create

Support is consistently pr

ovid

ed to st

aff to create

Support is

consistently and sys

tema

tica

lly

with a backward design ap

proa

ch rigorous

with a backward des

ign ap

proa

ch rig

orou

sprovided to st

aff to create with a backward

stan

dard

s-based un

its of in

stru

ctio

n that are

stan

dard

s-based units of in

stru

ctio

n that are

design approach ri

goro

us sta

ndar

ds-b

ased

uni

tsaligned ac

ross

grade levels and con

tent

areas

aligned across grade levels and con

tent

areas

of in

stru

ctio

n that are

aligned acr

oss grade levels

and con

tent

areas

■ Pr

oces

ses ar

e mi

nima

lly or

not

in pl

ace to

Proc

esse

s ar

e in pla

ce to su

ppor

t educator

Proc

esse

s ar

e well in pl

ace to support educator

supp

ort educator collaboration on developing a

collaboration on developing a series of

collaboration on developing a series of

series of in

terc

onne

cted

, well-structured le

sson

sin

terc

onne

cted

, well-s

truc

ture

d le

sson

s with

inte

rcon

nect

ed, well-s

truc

ture

d le

sson

s with

with challenging obj

ecti

ves and appropriate

challenging ob

ject

ives

and appropriate student

challenging ob

ject

ives

and app

ropr

iate

student

student engagement str

ateg

ies,

pac

ing,

sequ

ence

,engagement str

ateg

ies,

pac

ing,

seq

uenc

e,engagement str

ateg

ies,

pac

ing,

seq

uenc

e,materials, and gro

upin

g and identifies specific

materials, and gro

upin

g and identifies sp

ecif

icmaterials, and gro

upin

g and ide

ntif

ies sp

ecif

icex

empl

ars and res

ourc

es in each area

exem

plar

s and res

ourc

es in each area

exem

plar

s and res

ourc

es in each area

33

Does not

Meet Sta

ndar

d I

Acceptably Meets the Standard

Comp

rehe

nsiv

ely Meets the Standard

Does not con

sist

entl

y meet minimal exp

ecta

tion

s for

stan

dard

; of

ten ne

eds support to per

form

at

acceptable level

■ Pr

oces

ses minimally ensure, t

hrough observation

and re

view

of un

it pla

ns, t

hat teachers know and

employ teaching strategies and pra

ctic

es tha

t ar

eeffective wi

th diverse learners while teaching

their content and th

at the

y de

sign

int

egra

ted un

its

of in

struction wi

th measurable, ac

cess

ible

outcomes and cha

llen

ging

tas

ks requiring higher-

orde

r th

inki

ng skills th

at ena

ble students to learn

and ap

ply the lr

nowl

edge

and skills de

fine

d in

state standards/local c

urri

cula

Meet

s ex

pect

atio

ns for sta

ndar

d; needs occasional

mini

mal support

Proc

esse

s st

rong

ly ensure, th

rough ob

serv

atio

nand review of un

it pla

ns, t

hat teachers lrnow and

employ teaching strategies and pra

ctic

es tha

t ar

eeffective wi

th diverse learners while teaching

their content and th

at they design int

egra

ted un

its

of in

struction wi

th measurable, ac

cess

ible

outcomes and cha

llen

ging

tas

ks requiring hig

her-

order th

inki

ng skills th

at ena

ble students to learn

and ap

ply the lr

nowl

edge

and ski

lls de

fine

d in

state standards/local c

urri

cula

Meet

s expectations for standard; is

con

fide

ntly

and

consistently meeting the sta

ndar

d, needs li

ttle, i

f any

,

Processes consistently and sys

tema

tica

lly ensure,

through observation and review of un

it pla

ns,

that

teachers laiow and employ tea

chin

gstrategies and pra

ctic

es tha

t ar

e effective wi

thdiverse le

arne

rs whi

le tea

chin

g their content and

that

the

y de

sign

int

egra

ted un

its of in

struction

with

mea

sura

ble,

acc

essi

ble outcomes and

chal

leng

ing ta

sks re

quir

ing hi

gher-o

rder

thinking

skills that enable stu

dent

s to learn and apply the

lrno

wled

ge and ski

lls de

fine

d in state

stan

dard

s/lo

cal c

urricula

Processes minimally en

sure

, thr

ough

observation

and re

view

of le

sson pla

ns, t

hat teachers dev

elop

well-structured and hi

ghly

engaging lessons wi

thch

alle

ngin

g, measurable objecrives and

appr

opri

ate st

uden

t en

gage

ment

strategies,

pacing, se

quen

ce, activities, m

ater

ials

, resources,

technologies, a

nd grouping to attend to every

stud

ent'

s ne

eds

■ Pr

oces

ses minimally ensure, t

hrou

gh observation

and review of un

it and lesson pl

ans,

that

teachers

diff

eren

tiat

e, adapt, a

nd mod

ify cu

rric

ulum

to

meet the nee

ds of ELL's and stu

dent

s with

exceptionalities

■ Pr

oces

ses minimally mo

nito

r and as

sess

prog

ress

, pr

ovid

e feedback, and connect

educators to add

itio

nal su

ppor

ts as ne

eded

Proc

esse

s st

rong

ly ensure, th

rough ob

serv

atio

nand review of le

sson pla

ns, t

hat te

ache

rs dev

elop

well-structured and hi

ghly

eng

agin

g lessons wi

thch

alle

ngin

g, mea

sura

ble objectives and

appr

opri

ate st

uden

t en

gage

ment

strategies,

pacing, se

quen

ce, activities, m

ater

ials

, resources,

technologies, a

nd gro

upin

g to attend to every

student's ne

eds

■ Processes st

rong

ly ensure, th

rough ob

serv

atio

nand re

view

of un

it and les

son pl

ans,

thatteachers

diff

eren

tiat

e, adapt, and modify curriculum to

meet the nee

ds of ELL's and students wi

thexceptionalities

■ Pr

oces

ses are in

place to continually mo

nito

r and

assess pro

gres

s, pro

vide

feedback, and connect

educators to add

itio

nal su

ppor

ts as needed

INSTRUCTION

Proc

esse

s consistently and sys

tema

tica

lly ensure,

through observation and re

view

of le

sson

pla

ns,

that

teachers de

velo

p we

ll-structured and hi

ghly

engaging lessons wit

h ch

alle

ngin

g, mea

sura

ble

objectives and app

ropr

iate

stu

dent

eng

agem

ent

strategies, p

acing, sequence, ac

tivities, ma

teri

als,

resources, te

chno

logi

es, and grouping to attend

to every stu

dent

's needs

■ Pr

oces

ses co

nsis

tent

ly and sys

tema

tica

lly ensure,

through observation and review of un

it and

less

on pla

ns, t

hat teachers differentiate, a

dapt,

and mo

dify

cur

ricu

lum to meet the needs of

ELL's and students wi

th ex

ceptionalities

■ Pr

oces

ses ar

e in

pla

ce to continually and

syst

emat

ical

ly mon

itor

and ass

ess p

rogr

ess,

prov

ide feedback, and connect ed

ucat

ors to

addi

tion

al sun

nort

s as needed

■ Processes in pla

ce minimally support teachers'

Proc

esse

s in

pla

ce consistently support teachers'

Proc

esse

s in

pla

ce con

sist

entl

y and sy

stem

atic

ally

expertise in sub

ject

matter and the pe

dago

gyth

at

expertise in sub

ject

matter and the pe

dago

gyth

at

support and mo

nito

r te

ache

rs' ex

pert

ise in sub

ject

engages al

l st

uden

ts in learning exp

erie

nces

that

engages al

l st

uden

ts in learning exp

erie

nces

that

matter and the ped

agog

y th

at engages all

students

34

Does not

Meet Standard

Acce

ptab

ly Meets the Sta

ndar

dCo

mpre

hens

ivet

y Meets the Standard

Does not consistently meet minimal exp

ecta

tion

s for

Meets expectations for sta

ndar

d; nee

ds occasional

Meet

s ex

pect

atio

ns for standard; is

confidently and

stan

dard

; of

ten needs support to perform at

mini

mal support

cons

iste

ntly

meeting the sta

ndar

d, nee

ds li

ttle

, if any

,ac

cept

able

level

su p

ort/guidance

enab

le them to sy

nthe

size

com

plex

lrn

owle

dge

enab

le them to sy

nthe

size

complex knowledge

in learning ex

peri

ence

s that enable them to

and skills in the su

bjec

tand skills in the su

bjec

tsy

nthe

size

complex lrn

owle

dge and skills in the

subj

ect

■ Pr

oces

ses in pla

ce minnnally support and

Proc

esse

s in

pla

ce consistently support and

Proc

esse

s in

pla

ce consistently and sy

stem

atic

ally

enco

urag

e teachers' ex

pert

lrn

owle

dge of the

enco

urag

e te

ache

rs' ex

pert

lrnowledge of the

support, enc

oura

ge, and mo

nito

r teachers' expert

developmental levels of th

e te

ache

r's own

deve

lopm

enta

llev

els of th

e te

ache

r's own

lrno

wled

ge of th

e de

velo

pmen

tal le

vels

of th

estudents and students in

thi

s gr

ade or

sub

ject

and

students and students in

thi

s gr

ade or sub

ject

and

teac

her'

s own stu

dent

s and students in th

is grade

their use of this

lrn

owle

dge to differentiate and

their us

e of this

lrn

owle

dge to dif

fere

ntia

te and

or sub

ject

and their use

of th

is Irnowledge to

expand learning ex

peri

ence

s that ena

ble al

lexpand learning ex

peri

ence

s th

at ena

ble al

ldifferentiate and expand lea

rnin

g ex

peri

ence

s th

atst

uden

ts to make significant progress to

ward

students to make significant pro

gres

s to

ward

enable all

stu

dent

s to make significant progress

meet

ing stated out

come

sme

etin

g stated outcomes

towa

rd meeting stated outcomes

■ '

Proc

esse

s in

pla

ce minimally support and

Proc

esse

s in

pla

ce con

sist

entl

y support and

Processes in

pla

ce consistently and sy

stem

atic

ally

enco

urag

e that teachers co

nsis

tent

ly define hi

ghencourage that teachers consistently define h

igh

support, enc

oura

ge, and mo

nito

r th

at tea

cher

sex

pect

atio

ns for quality work and effort and

expe

ctat

ions

for

qua

lity

work and effort and

consistently define hi

gh expectations fo

r qu

alit

yef

fect

ivel

y support students to se

t hi

ghef

fect

ivel

y support students to se

t hi

ghwork and effort and ef

fect

ivel

y support students to

expe

ctat

ions

for

eac

h other to per

seve

re and

expe

ctat

ions

for eac

h other to per

seve

re and

set hi

gh expectarions fo

r each other to pe

rsev

ere

produce hi

gh-q

uali

ty work

produce hi

gh-q

uali

ty work

and produce hi

gh-quality work

■ Processes in place minimally support and

■ Processes in

place support and enc

oura

ge■

Proc

esse

s in place sys

tema

tica

lly support,

enco

urag

e teachers' co

nsis

tent

use of

teachers' co

nsis

tent

use

of di

ffer

enti

ated

enco

urag

e, and monitor teachers' con

sist

ent use of

diff

eren

tiat

ed instructional practices tha

t ty

picall

yinstructional practices th

at typically motivate and

diff

eren

tiat

ed instructional practices tha

t typically

moti

vate

and engage most students, both du

ring

enga

ge most st

uden

ts, both dur

ing the lesson and

motivate and engage most students, both during

the lesson and dur

ing independent work and

duri

ng independent work and homework

the lesson and dur

ing in

depe

nden

t work and

homework

homework

■ Processes in

pla

ce minimally support and

Proc

esse

s in pla

ce support and enc

oura

ge tha

tPr

oces

ses in

pla

ce sys

tema

tica

lly su

ppor

t,en

cour

age that teachers consistently differentiate,

teac

hers

consistently di

ffer

enti

ate,

adapt, and

enco

urag

e, an mo

nito

r th

at teachers co

nsis

tent

lyadapt, and modify instruction to meet the ne

eds of

modi

fy instruction to meet the nee

ds of ELL's and

diff

eren

tiat

e, adapt, a

nd mod

ify instruction to

ELL's and students wi

th ex

ceptionalities

students wit

h exceptionalities

meet the nee

ds of ELL's and stu

dent

s wi

thexceptionalities

K~~

Does not

Meet Sta

ndar

d Acceptably Meets the Standard

Comprehensively Meets the Standard

Does not consistently meet min

imal

expectations for

stan

dard

; of

ten ne

eds support to per

form

at

acce

ptab

le level

■ Pr

oces

ses in

pla

ce minunally support and

encourage that teachers use a va

ried

repertoire of

prac

tice

s to cre

ate st

ruct

ured

opportunities for

each

stu

dent

to meet or ex

ceed

state

standards/local curriculum and beh

avio

ral

expe

ctat

ions

Meets ex

pect

atio

ns for sta

ndar

d; nee

ds occasional

minimal support

■ Pr

oces

ses in

pla

ce support and enc

oura

ge that

teachers use a vaned repertoire of pr

acti

ces to

crea

te structured opportunities fo

r ea

ch studentto

meet or ex

ceed

state sta

ndar

ds/l

ocal

cur

ricu

lum

and be

havi

oral

expectations

Meets expectations for

sta

ndar

d; is

con

fide

ntly

and

consistently meeting the sta

ndar

d, needs li

ttle, i

f any

,

■ Pr

oces

ses in

pla

ce sys

tema

tica

lly su

ppor

t,en

cour

age,

and mon

itor

tha

t teachers use

ava

ried

repertoire of pr

actices to cre

ate st

ruct

ured

opportunities for ea

ch stu

dent

to meet or ex

ceed

state standards/local cu

rric

ulum

and behavioral

expe

ctat

ions

Processes in

place minimally tha

t teachers

cons

iste

ntly

use rituals, r

outines, and pro

acti

vere

spon

ses that cre

ate and ma

inta

in a saf

ephy

sica

land in

tell

ectu

al env

iron

ment

whe

re stu

dent

s ta

keacademic risks and play an

act

ive role—

individually and col

lect

ivel

y—in preventing

beha

vior

s that int

erfe

re wit

h learning

■ Processes in pla

ce minimally sup

port

, improve

and expand all

of th

e above

Processes in

place support and enc

oura

ge that

teac

hers

consistently use rituals, ro

utin

es, and

proa

ctiv

e responses th

at cre

ate and maintain a sa

feph

ysic

al and int

elle

ctua

l en

viro

nmen

t where

students tak

e ac

adem

ic risks and play an act

ive

role—individually and co

llec

tive

ly—in

prev

enti

ng beh

avio

rs tha

t interfere with le

arning

■ Pr

oces

ses in

place support, i

mprove and expand

all of th

e above

Proc

esse

s in

pla

ce sys

tema

tica

lly support,

enco

urag

e, and monitor tha

t teachers co

nsis

tent

lyus

e rituals, ro

utines, and pr

oact

ive responses th

atcr

eate

and mai

ntai

n a safe physical and

inte

llec

tual

environment whe

re students take

academic risks and play an

act

ive ro

le—

indi

vidu

ally

and col

lect

ivel

y—in preventing

beha

vior

s th

at interfere wit

h learning

■ Pr

oces

ses in

place sys

tema

tica

lly su

ppor

t,improve and expand all

of the above

ASSESSMENT

■ Processes in

pla

ce minimally lea

d ed

ucat

or teams

to dev

elop

and imp

leme

nt an as

sess

ment

strategy

that inc

lude

s on

goin

g informal ass

essm

ent and

common interim assessments that ar

e aligned

across grade lev

els and su

bjec

t areas

■ Processes in

place lead ed

ucat

or teams to de

velo

pand im

plem

ent an ass

essm

ent strategy tha

tincludes ong

oing

informal as

sess

ment

and

common interim assessments tha

t ar

e aligned

across grade lev

els and su

bjec

t areas

■ Pr

oces

ses in

place sys

tema

tica

lly le

ad edu

cato

rteams to con

sist

entl

y de

velo

p and im

plem

ent a

comp

rehe

nsiv

e assessment str

ateg

y that inc

lude

songoing informal assessment and common

inte

rim assessments that are

ali

gned

acr

oss grade

levels and sub

ject

areas

■ Processes in

pla

ce minimally support tha

tte

ache

rs use an in

tegr

ated

system of in

formal and

form

al ass

essm

ents

, in

clud

ing common int

erim

assessments, to

mea

sure

stu

dent

learning, grow

th,

and pr

ogre

ss tow

ard achieving st

ate/

loca

lstandards

■ Pr

oces

ses in

pla

ce support th

at tea

cher

s use an

inte

grat

ed system of in

form

al and for

mal

asse

ssme

nts,

incl

udin

g common int

erim

assessments, to

mea

sure

stu

dent

learning, grow

th,

and pr

ogre

ss tow

ard achieving st

ate/

loca

lstandards

Processes in

pla

ce sys

tema

tica

lly support and

moni

tor th

at teachers use an integrated,

comp

rehe

nsiv

e sy

stem

of in

formal and for

mal

asse

ssme

nts,

incl

udin

g common int

erim

asse

ssme

nts,

to measure stu

dent

learning, grow

th,

and pr

ogre

ss tow

ard ac

hiev

ing st

ate/

loca

lstandards

36

Does not

Meet Sta

ndar

d I

Acceptably Meets the Sta

ndar

d Comprehensively Meets the

Standard

Does not consistently meet minimal expectations for

stan

dard

; of

ten ne

eds support to per

form

at

acce

ptab

le level

■ Processes in

place minimally support th

atte

ache

rs est

abli

sh ear

ly, co

nstr

ucti

ve fee

dbac

kloops with students and fa

mili

es tha

t cr

eate

adi

alog

ue about performance, pr

ogre

ss, and

improvement

Processes in

pla

ce minimally support tha

tte

ache

rs org

aniz

e and analyze re

sult

s from a

system of as

sess

ment

s to determine pro

gres

sto

ward

intended outcomes and use

these fin

ding

sto adjust practice and identify an

d/or

imp

leme

ntap

prop

riat

e differentiated int

erve

ntio

ns and

enhancements for ind

ivid

uals

and groups of

students and app

ropr

iate

modifications of le

ssons

and un

its

■ Processes in

place minimally pro

vide

opportunity

to pla

n, fa

cili

tate

, and support team review

meetings aft

er eac

h round ofassessments

■ Pr

oces

ses in

pla

ce minimally monitors te

ams'

plan

s, adj

ustm

ents

to in

stru

ctio

n, and out

come

sand to sha

re lessons lea

rned

wit

h ot

hers

■ Processes in

place minimally pro

vide

opp

ortu

nity

to lead educator teams to identify a range of

appr

opri

ate data sources, i

nclu

ding

non-

traditional in

form

atio

n th

at offers a uni

que

perspective on school performance

■ Pr

oces

ses in

pla

ce minimally provide

opportunities fo

r teams to disaggregate data and

identify ind

ivid

uals

or groups of st

udents who

Meets ex

pect

atio

ns for

standard; nee

ds occ

asio

nal

minimal support

■ Processes in

place support th

at teachers e

stab

lish

earl

y, constructive fe

edba

ck loops with st

uden

tsand families tha

t cr

eate

a dialogue about

perf

orma

nce,

prog

ress

, and improvement

Processes in

place support th

at tea

cher

s or

gani

zeand analyze results from a system of as

sessments

to determine pro

gres

s to

ward

int

ende

d ou

tcom

esand use these fi

ndin

gs to ad

just

practice and

iden

tify

and

/or im

plem

ent ap

prop

riat

edifferentiated int

erve

ntio

ns and enh

ance

ment

s for

indi

vidu

als and groups of st

udents and

appr

opri

ate modifications of le

ssons and units

PROCESSES FOR CONTINUOUS IMPROVEMENT

■ Processes ar

e in

pla

ce to pl

an, f

acilitate, and

support team rev

iew meetings aft

er eac

h round of

asse

ssme

nts

Proc

esse

s in place sys

tema

tica

lly support and

moni

tor that teachers organize and analyze res

ults

from a com

preh

ensi

ve sys

tem of as

sessments to

determine progress tow

ard intended outcomes

and fr

eque

ntly

use these fin

ding

s to adj

ust

practice and identify an

d/or

imp

leme

ntap

prop

riat

e differentiated int

erve

ntio

ns and

enha

ncem

ents

for ind

ivid

uals

and gro

ups of

stud

ents

and appropriate modifications of le

ssons

and units

■ Pr

oces

ses ar

e in pla

ce to consistently and

syst

emat

ical

ly pla

n, fa

cilitate, and support team

revi

ew meetings af

ter ea

ch round ofa

sses

smen

ts

■ Pr

oces

ses ar

e in

place to mo

nito

r te

ams'

pla

ns,

adju

stme

nts to ins

truc

tion

, and outcomes an

dto

shar

e lessons le

arne

d wi

th others

■ Processes ar

e in

place to lead edu

cato

r teams to

iden

tify

a range of ap

prop

riat

e data sources,

incl

udin

g no

n-tr

adit

iona

l in

form

atio

n that offers a

uniq

ue perspective on sch

oolp

erfo

rman

ce

■ Pr

oces

ses are in

place to provide opportunities

for teams to disaggregate data and ide

ntif

yin

divi

dual

s or

groups of st

udents who nee

d

Meets expectations for

standard; is

confidently and

cons

iste

ntly

mee

ting

the sta

ndar

d, needs li

ttle

, if any

,

■ Pr

oces

ses in

pla

ce sys

tema

tica

lly support and

monitor th

at teachers es

tabl

ish ea

rly,

cons

truc

tive

feed

back

loops wit

h st

uden

ts and families th

atcr

eate

a dialogue about pe

rfor

manc

e, pr

ogre

ss,

and improvement

■ Processes ar

e in place to sy

stem

atic

ally

mon

itor

team

s' pla

ns, ad

just

ment

s to ins

truc

tion

, and

outc

omes

and to sh

are lessons le

arne

d wi

th others

■ Pr

oces

ses ar

e in

pla

ce to sy

stem

atic

ally

lea

ded

ucat

or teams to id

enti

fy a range of ap

prop

riat

eda

ta sources, i

nclu

ding

non

-tra

diti

onal

info

rmat

ion that offers a uni

que perspective on

scho

ol performance

■ Processes ar

e in

place to sy

stem

atic

ally

pro

vide

opportunities for teams to disaggregate data and

identify ind

ivid

uals

or gr

oups

of st

uden

ts who

37

Does not

Meet Sta

ndar

d Acceptably Meets the Sta

ndar

d Comprehensively Meets the Standard

Does not consistently meet min

imal

e~:

pect

atio

ns for

stan

dard

; of

ten ne

eds support to per

form

at

acceptable level

need

support

Meets ex

pect

atio

ns for

sta

ndar

d; nee

ds occasional

mini

mal support

support

Meets expectarions for standard; is

con

fide

ntly

and

cons

iste

ntly

meeting the sta

ndar

d, needs li

ttle, i

f any

,

need

support

■ Processes in

place minimally empower educators

to use a ran

ge of da

ta sou

rces

to pi

npoi

nt areas

for their own and school -wi

de improvement

■ Processes in

place pro

vide

few opp

ortu

niti

es for.

educators to individually and wi

th col

leag

ues,

draw

appropriate, actionable con

clus

ions

from a

thorough ana

lysi

s of a wid

e range ofassessment

data that improve short- and long-term

instructional d

ecis

ions

■ Processes in

pla

ce minimally est

abli

shop

port

unit

y for sharing, wit

h al

l ap

prop

riat

eco

llea

gues

, conclusions and insights about

stud

ent pr

ogre

ss.

■ Processes in

pla

ce empower educators to use a

rang

e of da

ta sou

rces

to pi

npoi

nt areas fortheir

own and school -wi

de improvement

■ Pr

oces

ses ar

e in

place to provide opportunities

for educators to individually and wi

th co

llea

gues

,draw appropriate, actionable conclusions from an

analysis of a wid

e range of as

sess

ment

data that

improve sh

ort-

and long-term instructional

deci

sion

s

■ Pr

oces

ses ar

e in

place tha

t establish and

impl

emen

t a schedule and pl

an for sharing, wit

hall ap

prop

riat

e colleagues, co

nclu

sion

s and

insights about stu

dent

prog

ress

.

■ Pr

oces

ses in

pla

ce consistently and st

rong

lyempower edu

cato

rs to us

e a range of da

ta so

urce

sto pin

poin

t areas for their own and school -wi

deimprovement

Proc

esse

s ar

e in

pla

ce to co

nsis

tent

ly and

syst

emat

ical

ly pro

vide

opportunities for

educ

ator

s to ind

ivid

uall

y and wi

th col

leag

ues,

draw appropriate, actionable con

clus

ions

from a

thor

ough

analysis of a wid

e ra

nge ofassessment

data

tha

t improve sh

ort-

and lon

g-te

rminstructional de

cisi

ons

■ Pr

oces

ses ar

e in

pla

ce that establish and

impl

emen

t a schedule for regularly sharing, wit

hal

l ap

prop

riat

e co

llea

gues

, co

nclu

sion

s and

insi

ghts

about stu

dent

prog

ress

.

USE OF TECHNOLOGY

■ Technology is minunally used to collect, an

alyz

e,and monitor cu

rric

ulum

, in

stru

ctio

n, and

asse

ssme

nt ef

fect

iven

ess

■ Technology is co

nsis

tent

ly used to collect,

analyze, and monitor cur

ricu

lum,

inst

ruct

ion,

and

asse

ssme

nt ef

fect

iven

ess

■ Technology is co

nsis

tent

ly and sys

tema

tica

lly

used to collect, analyze, and mo

nito

r curriculum,

inst

ruct

ion,

and ass

essm

ent e

ffectiveness

■ Pr

oces

ses in

pla

ce pro

vide

minimal opportunities

for ed

ucat

ors to use technology to examine data

of st

uden

t subgroup ach

ieve

ment

, inc

ludi

ngELL's and stu

dent

s wi

th exc

epti

onal

itie

s in ord

erto narrow the ac

hiev

emen

t gap

■ Processes in

pla

ce pro

vide

opportunities for

educators to consistently use technology to

examine data of st

uden

t subgroup ach

ieve

ment

,in

clud

ing ELL's and stu

dent

s wi

thexceptionalities in or

der to narrow the

achievement gap

■ Pr

oces

ses in pla

ce pro

vide

opportunities for

educ

ator

s to con

sist

entl

y and sy

stem

atic

ally

use

tech

nolo

gy to examine da

ta of st

uden

t su

bgro

upac

hiev

emen

t, in

cluding ELL's and stu

dent

s wi

thexceptionalities in order to narrow the

achievement gap

38

Does not

Meet Sta

ndar

d Acceptably Meets the Standard

Comp

rehe

nsiv

ely Meets the Standard

Does not con

sist

entl

y meet min

imal

expectations for

stan

dard

; of

ten ne

eds support to perform at

acce

ptab

le level

■ Pr

oces

ses in

pla

ce provide min

imal

opportunities

for ed

ucat

ors to use tec

hnol

ogy to mon

itor

their

own practice and to col

labo

rate

wit

h other

educ

ator

s to improve curriculum, in

stru

ctio

n, and

asse

ssme

nt for

optimal stu

dent

learning

Meets ex

pect

atio

ns for sta

ndar

d; nee

ds occasional

mini

mal support

■ Processes in

pla

ce pro

vide

opportunities for

educ

ator

s to consistently us

e technology to

moni

tor their own practice and to col

labo

rate

with

other educators to improve cu

rric

ulum

,in

stru

ctio

n, and ass

essm

ent fo

r optimal s

tude

ntlearning

Meets expectations for

standard; is

con

fide

ntly

and

consistently meeting the sta

ndar

d, needs li

ttle, i

f any

,

■ Pr

oces

ses in

pla

ce pro

vide

opportunities for

educ

ator

s to con

sist

entl

y and systemaricallyuse

tech

nolo

gy to mo

nito

r their own practice and to

coll

abor

ate with other edu

cato

rs to improve

curriculum, i

nstr

ucti

on, and as

sess

ment

for

optimal st

uden

t lea

rnin

g

CITATIONS

■ Rarely int

egra

tes so

urce

s when app

ropr

iate

■ Few sou

rces

app

ropr

iate

ly cited within the te

xtand in the ref

eren

ce list using ap

prop

riat

e APA

form

at

■ In

tegr

ates

sou

rces

when app

ropr

iate

■ Most sou

rces

app

ropr

iate

ly cited within the t

ext

and in the reference list using ap

prop

riat

e APA

format.

■ Smoothly int

egra

tes so

urce

s when app

ropr

iate

■ All so

urce

s appropriately ci

ted within the tex

tand in the ref

eren

ce list us

ing ap

prop

riat

e APA

format.

MECHANICS AND STYLE

■ Di

sjoi

nted

without smo

oth transitions be

twee

nid

eas within and bet

ween

paragraphs

■ Se

nten

ce structure awkward and lac

ks a

professional style e.g., uses contractions, sla

ng,

■ Co

mpet

entl

y organized, use

s smoothtransitions

between id

eas within and between most

para

graphs

■ Se

nten

ce structure ade

quat

ely ma

ture

wit

h a

professional style e.g., avo

ids contractions, sla

ng,

■ Well organized, uses smooth transitions be

twee

nid

eas within and bet

ween

para

grap

hs

■ Sentence str

uctu

re mat

ure wi

th a pro

fess

iona

lstyle e.

g., a

void

s co

ntra

ctio

ns, sl

ang,

■ Numerous mechanical er

rors

few mechanical errors

■ No mechanical errors

Adapted from:

Mass

achu

sett

s Deparhnent of Elementary and Secondary Education. (2017). The Massachusetts model sys

tem for educator ev

alua

tion

: Part II

I.•

Appendix B ESE model rub

rics

for school-le

vel administrator. Malden, MA: Aut

hor.

Retrieved from

http://www.doe.mass.eduledeval/modeUPartIn Ap~~ pdf

Mass

achu

sett

s Department of Elementary and Secondary Education. (2017). The Massachusetts model sys

tem for educator ev

alua

tion

: Part II

l.•

Appendix C ESE model rubrics for tea

cher

. Malden, MA: Aut

hor.

Ret

riev

ed from http://www.doe.mass.edu/edevaUmodel/

~~