IDEAS FOR SOME OF THE TOUGHER TO DEMONSTRATE COMPONENTS IN THE D87 PROFESSIONAL APPRAISAL PLAN

JULIE RILEYOCTOBER 2015

This is How We Do It

Component 1A

“…actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding” Awareness of common misconceptions or causes of errors

and how these should be handled Weakness in pre-requisites Naïve or incorrect understanding

Think about all the things that you know students won’t understand and how you plan ahead for that

Talk about the adjustments you make from hour to hour– both with your administrator and your students

Component 1A

“…actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding” Also in this component: Veteran teachers need to keep current

Developments in your field/content area Accepted best methods of engaging students with it

Be able to highlight what changes you have made over time as your curriculum has changed.

Component 1A

“…actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding”

“…increasingly flexible in how they weave aspects of the content together, and they can make connections with other disciplines”

Ideas: ask students to explain their thinking so you can see where they went wrong, use item analysis on scantrons or other electronic systems

Component 1A

Crowd Source Ideas: PE (Willey) – Plickers (app); QR code assigned to kids

Formative assessment; kids like it Socrative

Kids use laptops or phones (at school or home)

Component 1C

“ …(outcomes) represent different types of content*, offer opportunities for both coordination and integration…” [distinguished}

Vs.“…(outcomes) represent different types of

learning*, can be assessed… outcomes reflect opportunity for coordination” [proficient]

Component 1C

Different Types of Learning: Knowledge and understanding High-level thinking and analysis Communication and social skills Dispositions– a willingness to work hard, pride in

work Values– a love of reading, an appreciation of music or

art

Content and process are present simultaneously A single lesson might only include 1-2, but a unit will

likely cover more

Component 1C

Use your DOK levels and cite them in your Form A and Form B reflection

Connect content with another classSocial studies and English or reading in the same historical periodMusic or art from similar eras tied to team classes (or not)Make connections out loud for kids

Use another content in your classWriting or IT projects that pull content from other courses

Write in your class!!!!! I’m looking at you, math and science…

Component 1C

Crowd Source Ideas:The Giver (teaching standards); higher level thinking

questions and then an assessment (choice) – MaggiePeriod music (Michele C) – using the history and

terms to help understand the musicScience/CER – Michelle N – English writing CERReading – (Chasity) The Outsiders; IT – created a

newscast video about a theme from The OutsidersMath (Malik) – connecting math with geography with

mapping conceptsEnglish – scale (Julie) with math

Component 1EDanielson has 1E and 1F

“…plan for assessment… clear criteria and standards that show evidence of student contribution to their development” Keys include student input into assessment and

students using assessment Use assessment to guide future instruction for group

and individual growth

Language arts: students develop rubric or formative assessment questions

Elementary students who critique project samples the teacher kept to develop criteria

Component 3CThis is 3D in Danielson

“…student involvement in establishment of assessment criteria, self-assessment, and progress checks by both students and teacher” Development of assessments Self-assessment

Formative assessments or self-assessment on summatives Tracking

Tracking My Growth… Be able to show students have increasing

responsibility for learning, monitoring own progress, taking corrective action

Components 1E and 3C

Crowd source ideas: (Drury/English) students who finished their essays early re-wrote

the highest level of the standard rubric into kid-friendly language and then all kids used it as more and more elements were re-written.

(Nauman/Science) in standards-based grading, discuss meets vs. exceeds seeking input from kids for standards ie: how many connections to labs, etc.

(Jones/Math) having students design formative assessments/study guides by asking t hem to select the questions that should be included; Hutton suggested that having tables come to consensus about which one question from each section is most important would yield rich dialogue

Component 3DThis is 3E in Danielson– Flexibility and Responsiveness

“…extensive repertoire of instructional strategies… and persists in seeking effective approaches” [distinguished]

Vs.> making adjustments and accommodating

questions [ proficient] The persistence bit is tied to “struggling learners.”

Highlight differentiation and/or times you seek additional resources.

Component 3D

“…extensive repertoire of instructional strategies… and persists in seeking effective approaches”

Three situations in which teachers can demonstrate flexibility and responsiveness Activity not working: pre-reqs, appropriateness, pace,

circumstance Spontaneous event: 2nd grader brings a caterpillar Teacher’s efficacy and dedication to learning: differentiation

The Teachable MomentThe First hour Disaster…

Component 3D

Responsiveness and flexibility assume a high level of skill and confidence

Requires the ability to recognize when adjustment is needed

Lack of change does not necessarily equate rigidity but might indicate good planning or lack of opportunity Be prepared to talk about why you didn’t need to

change things up ;-)

Component 3D

Crowd source ideas:

Component 2B

“…everyone shares a belief in the importance of the subject and all students hold themselves to high standards of performance… for example by initiating improvements to their work” Active participation, curiosity, and initiative= valued

content Internalize high standards (see student rubric and

tracking) Take pride in work as evidenced by initiating

improvements in their work

Component 2B

What might this look like? Enthusiasm vs. punching the clock/going through the

motions Building conceptual understanding vs. rote Having a safe environment where kids can put forth

ideas Teacher has and conveys high level of confidence in

students’ abilities High expectations NOT content that is so watered

down that kids can tell Teacher insists on best efforts from all

Component 2B

More of what it might look like: Student work displayed Nature of interactions with and among students Tone of conversations with and among students Views held by students

Could your kids explain what they are doing? Why it matters? If their work is good?

Think out loud, use love and logic “I noticed…”

Component 2B

Crowd source ideas: