Canterbury Tracery v1

8/12/2019 Canterbury Tracery v1

1/85

last revised 10.07.13 "

Canterbury SchoolProfessional Learning Community


2/85

last revised 10.07.13 !!

TABLE OF CONTENTS

introductory materialpreface!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!.. i

about technology!!!!!!!!!!!!!!!!!!!!!!!!!!. iiDomains of the Professional Learning Community!!!!!!!!!!!... iii

procedures, practical applications, and docs

A Suggested Timeline for Professional Learning at Canterbury School!!!

1DOC A1: Rubric for Self-Assessment of Practice!!!!!!!!!!!!. 2

DOC A2: Summary of Self-Assessment!!!!!!!!!!!!!!!!. 13DOC B1: Individual Professional Development Plan!!!!!!!!!!! 15DOC B2: Professional Development Plan Log of Activities!!!!!!!! 16

DOC C1: Administrator Pre-Observation Conference!!!!!!!!!!.. 17

DOC C2: Administrator Formal Observation Instrument!!!!!!!!!.. 18

DOC C3: Administrator Post-Observation Conference!!!!!!!!!! 31DOC D1: Artifacts of Teaching!!!!!!!!!!!!!!!!!!!.! 32

DOC D2: Administrator's Feedback Guide for Artifacts of Teaching!!!!. 34

DOC E1: Guidelines for Peer Coaching and Observation!!!!!!!!... 37DOC E2: Peer Coach Pre-Observation Conversation!!!!!!!!!!.. 39

DOC E3: Focus Areas and Questions!!!!!!!!!!!!!!!!!

40DOC E4: Peer Coach Observation Data Collection!!!!!!!!!!!.. 42DOC E5: Peer Coach Post-Observation Conversation!!!!!!!!!! 43

DOC F1: Rationale for Self-Evaluation!!!!!!!!!!!!!!!!! 44

DOC F2: Directions for Self-Evaluation Video Taping!!!!!!!!!!.. 45

DOC F3: Procedures and Considerations for Video Self-Evaluation!!!!. 46DOC F4: Sample Student/ Parent Consent for Classroom Videotaping!!! 48DOC G1: Rationale for Student Feedback!!!!!!!!!!!!!!!. 49

references and resourcesAppendix A: Canterbury Teachers Tracery: An Introduction!!!!!!!!!!! 51Appendix B: NETS-T!!!!!!!!!!!!!!!!!!!!!!!!!!!... 53


3/85

Canterbury PLC

last revised 10.07.13 """

!"#$%

I thought to myself that if I could care so much about teaching that I didn't

even realize my hair was burning, I was moving in the right direction.From that moment, I resolved to always teach like my hair was on

fire.true excellence takes sacrifice, mistakes, and enormous amounts of

effort. After all, there are no shortcuts.Rafe Esquith, Teach Like Your Hair's On Fire(2007)

Let's face it. Teaching both the most complex and the most important profession in the world. How is itpossible to reconcile a definition of good teaching that also reconciles the incredible intricacies of doing

it? The Canterbury Teachers Tracery attempts to do just that. We have reached a consensus about theeight attributes and associated elements that we deem to be most vital to serving students at Canterbury

School.

But, in order for each of us to teach "like our hair's on fire," conversations about our practice need to begrounded in actual events of our school, in actions or statements we have made, in artifacts we have

collected, and/or in decisions we have reached. In short, teachers' professional development requires thatwe examine clear and consistent evidence of our practice. The PADPro Process at Canterbury School is

designed to guide each of us through the process of evidencing our passion for our profession.

Evidence of teaching come from two main sources: observable events and the examination of artifacts.Observation is appropriate for much of the most important work a teacher doesinteractions with other

members of the school community in and out of the classroom. But there are equally important aspects ofteaching that can't be observed directly. This includes things like parent communication, instructional

design, examples of student work, and record keeping. Artifacts offer the best and sometimes the onlyevidence of these important teaching responsibilities. Unlike artifacts collected for a professional

presentation portfolio, these artifacts may not be finished products and should not be considered to be

"show pieces." Instead, professional development artifacts are intended to stimulate discussion, promptreflection, and evidence an educator's personal growth and learning

At Canterbury School, the evaluation portion of our professional development program is differentiatedacross two tracks. During "on" years (checkpoints on a predictable and published cycle), formal

evaluations provide opportunities for high-level professional conversations between a teacher and anevaluator. During the "off" years of the cycle, teachers engage in self-directed professional development.

The following pages lay out procedures for both evaluation tracks at Canterbury School.

But, remember that evaluation is only one part of our ongoing uses of and conversations about theCanterbury Teachers Tracery. Its real value is as an expression of our overarching visions of good

teaching. Using the Tracery for a variety of purposesmentoring and coaching, peer collaboration,professional development, andprofessional evaluationgives us the opportunity to emphasize the

learning (instead of the "inspection") aspects of our practice. Professional growth requires reflection,intentional collaboration, and conversation as we explore our thinking, express it to others, and learn

from multiple perspectives.

After all, there are no shortcuts


4/85

Canterbury PLC

last revised 10.07.13 "#

about technology

In case you haven't noticed, we are well into the 21stcentury. So, while intentional foci on using "21st

century technology tools" might have made good sense in the early days of this new millenium,nowadays such tools are simply an assumption. At least they should be.

Consequently, there is no specific Canterbury Tracery Teacher attribute around choosing and usingtechnology tools, about expected proficiency with technology resources, or across technology andcontent curricula. But make no mistake. This is not because technology has become less important. It's

just thatto the students in our classrooms as of this writing and beyondtechnology in all its forms is asimple factor of life.

Consider their perspective. Of coursetechnologyin many forms-- is available. Of courseit is

appreciated. Of courseit is of value. Of courseit is for research and content creation and gaming andaudio-visuals and connection across time and space. Of courseit changes faster than anyone can possibly

imagine; that's just how it is.

Thus, although technology is not set apart in any of these professional development guidelines andsupporting docs, it is assumed. Between every line, read the subtext thatwhere possibletechnology

should be infused. Within every practice and policy, consider howwhere it does not becomeartificialtechnology is the how-to. Underlying each element of professional development even

though it may not be as comfortable is an unstated push for technological innovation. CanterburyTeachers can do it. Canterbury Teachers must do it.

Janet Allen (2003), a former president of the Interantional Reading Association, unequivocally states,

"Sometimes we have to meet our students where they are, not where we think they should be." And thatwas way back in the earlydays of the 21

stcentury!

But, when it comes to technology, sometimes to meetour students, we might first need to hustle alongbehind and try to catch up. To help us imagine how, an appendix for this document presents the National

Education Technology Standards for Teachers (NETS-T). Use these ideas as a personal challenge, apersonal checklist, or a personal choice. But, one way or another, use them.

Again, even in this aspect of teaching, there are no shortcuts.


5/85

Canterbury PLC


Domains of the Professional Learning Community


6/85

Canterbury PLC


A Suggested Timeline for Professional Evaluation at Canterbury School

schedule formal evaluation cycle

("on" year)

self-directed professional growth cycle

("off" years)

ongoing

throughout

theyear

Administrator conducts formal observations of professional

practice.

Peer observations of professional practice.

Teacher collects/ compiles artifacts related to non-observableelements of professional practice.

Teacher participates with development and growth opportunitiesaround professional practice..

Administrator conducts informal observations of professional

practice.

Peer observations of professional practice.

Teacher collects/ compiles artifacts related to non-observableelements of professional practice.

Teacher participates with development and growth opportunitiesaround professional practice.

August Teacher conducts self-assessmentand reflection (if notcompleted in spring the previous year). DOCS A1-2

Teacher conducts self-assessmentand reflection (if notcompleted in spring the previous year). DOCS A1-2

September Teacher and administrator meet (unless goals were formulated inthe previous spring) to discuss self-assessment, goals, andindividual professional development plan. DOCS B1

Teacher gathers artifacts. DOC D1

Teacher and administrator meet (unless goals were formulated inthe previous spring) to discuss self-assessment, goals, andindividual professional development plan. DOC B1


October First Formal Administrator Observation Teacher and administrator hold the first pre-

observation conference. DOC C1 Administrator conducts a scheduled formal

observation. DOC C2

Administrator and teacher reflect about the lesson

observed.

Teacher arranges for and meets with peer coach.


Teacher works within the extended Professional Learning

Community (PLC) to formulate/ activate individual professionaldevelopment plan. DOC B2

Teacher arranges for and meets with peer coach.


November Teacher and administrator hold the first post-observationconference. DOC C3


Teacher works within the extended Professional LearningCommunity (PLC) to formulate/ activate individual professionaldevelopment plan. DOC B2


December Teacher gathers artifacts. DOC D1 Teacher gathers artifacts. DOC D1

January Peer Coach Observation DOC E1 Peers hold pre-observation conversations. DOC E2

Peers conduct reciprocal coaching observations.

DOCS E3-4

Peers hold post-observation conversation.

DOC E5


Peer Coach Observation DOC E1

Peers hold pre-observation conversations. DOC E2

Peers conduct reciprocal coaching observations.

DOCS E3-4

Peers hold post-observation conversations.

DOC E5


February Second Formal Administrator Observation Teacher and administrator hold the second pre-

observation conference. DOC C1

Administrator conducts a scheduled formal observation.DOC C2

Administrator and teacher reflect about the lesson

observed.


Teacher Self-Evaluation DOC F1

Teacher videotapes a lesson DOC F2

Teacher completes a self-evaluation of videotapedlesson. DOC F3


MarchTeacher and administrator hold the second post-observation

conference. DOC C3



April Student surveys(where applicable). DOCS G1-5

Teacher and administrator conference about artifactcollection. DOC D2

Student surveys(where applicable). DOCS G1-5

Teacher completes a self-assessmentand reflectionconsidering peer observations, video self-evaluation, and artifact

collection. DOCS A1-2

May Teacher and administrator hold a final conference to discussformal evaluation, self-assessment, goals, and individual

professional development plan. DOCS B1

Teachers (possibly in PLC groups) and administrator hold aconference to discuss self-assessment, goals, and individual

professional development plan. DOC B1


7/85

Canterbury PLC


DOC A1:Rubric forSelf-Assessment of Practice

Teacher: _________________________________________________________ Date: ___________________________________________

Grade Level(s): __________________ Subject(s): _______________________________________________________________________

Directions: Use reflection, artifacts, and administrator (if provided), peer coach , and student feedback to consider your teaching practice. Determine, for each indicator of the Canterbury Teachers Tracery, the

level of performance that best reflects a self-assessment of your practice. Circle or highlight the appropriate areas on this rubric, then synthesize your ideas on Doc A2, Summary of Self-Assessment. This willprovide you with a snapshot of your current levels of professional practice. Doc A2 may be (anonymously) compiled with summaries from other teachers at Canterbury School to determine patterns leading to theorganization of professional development opportunities and topics for Professional Learning Communities. Use results of your self-assessment to complete Doc A2, your professional development plan.

level 1- DEVELOPING level 2 - BASIC level 3 - PROFICIENT level 4 - DISTINGUISHED

1. Teachers at Canterbury School practice good pedagogy by using content knowledge and research, discipline-specific standards, and DRSLs to defin

curricular goals, scope, and sequence.

A. demonstrating knowledge of content and pedagogy

The teacher makes content errors.

The teacher does not consider

prerequisite relationships when

planning.

The teacher's plans use inappropriate

strategies for the discipline.

The teacher's understanding of the

discipline is rudimentary.

The teacher's knowledge of prerequisite

relationships is inaccurate or incomplete.

Lesson and unit plans use limited

instructional strategies, and some are notsuitable to the content.

The teacher can identify important

concepts of the discipline and their

relationships to one another.

The teacher provides clear explanations

of the content.

The teacher answers students' questionsaccurately and provides feedback that

furthers their learning.

Instructional strategies in unit and lesson

plans are entirely suitable to the content.

The teacher cites intra- and inter-

disciplinary content relationships.

The teacher's plans demonstrate

awareness of possible student

misconceptions and how they can be

addressed.

The teacher's plans reflect recent

developments in content-related

pedagogy.

B. setting instructional outcomes

Outcomes lack rigor.

Outcomes do not represent important

learning in the discipline.

Outcomes are not clear or are stated as

activities.

Outcomes are not suitable for many

students in the class.

Outcomes represent a mixture of low

expectations and rigor.

Some outcomes reflect important

learning in the discipline.

Outcomes are suitable for most of the

class.

Outcomes represent high expectations

and rigor.

Outcomes are related to "big ideas" of

the discipline.

Outcomes are written in terms of what

students will learn rather than do.

Outcomes represent a range of types:

factual knowledge, conceptual

understanding, reasoning, social

interaction, management, and

communication.

The teacher's plans reference curricula

frameworks or blueprints to ensure

accurate sequencing.

The teacher connects outcomes to

previous and future learning.

Outcomes are differentiated to

encourage individual students to take

educational risks.


8/85

Canterbury PLC



2. Teachers at Canterbury School practice good pedagogy by identifying student needs (academic, physical, social, and emotional) and utilizing

appropriately differentiated intervention strategies to meet them.A. demonstrating knowledge of students

The teacher does not understand child

development characteristics and has

unrealistic expectations for students.

The teacher does not try to ascertain

varied ability levels among students in

the class.

The teacher is not aware of students'interests or cultural heritages.

The teacher takes no responsibility tolearn about students' medical or

learning disabilities.

The teacher cites developmental

theory but does not seek to integrate it

into lesson planning.

The teacher is aware of the different

ability levels in the class but tends to

teach to the "whole group."

The teacher recognizes that studentshave different interests and cultural

backgrounds but rarely draws on theircontributions or differentiates

materials to accommodate those

differences.

The teacher is aware of medical issues

and learning disabilities with some

students but does not seek to

understand the implications of that

knowledge.

The teacher knows, for groups of

students, their levels of cognitive

development.

The teacher is aware of the different

cultural groups in the class.

The teacher has a good idea of the

range of interests of students in theclass.

The teacher has identified "high,"middle," and "low" groups of students

within the class.

The teacher is well informed about

students' cultural heritages and

incorporates this knowledge into

lesson planning.

The teacher is aware of the special

needs represented by students in the

class.

The teacher uses ongoing methods to

assess students' skill levels and designs

instruction accordingly.

The teacher seeks out information from

all students about their cultural

heritages.

The teacher maintains a system ofupdated student records and

incorporates medical and/or learningneeds into lesson plans.

B. organizing the physical space

There are physical hazards in theclassroom, endangering student safety.

Many students can't see or hear the

teacher and/or view the board.

Available technology is not beingused, even if it would enhance the

lesson or assist individual students.

The physical environment is safe, andmost students can see and hear the

teacher and/or view the board.

The physical environment is not an

impediment to learning but neitherdoes it enhance it.

The teacher makes limited use of

available technology and other

resources.

The classroom is safe, and all studentsare able to see and hear the teacher

and/or view the board.

The classroom is arranged to support

the instructional goals and learningactivities.

The teacher makes appropriate use of

available technology.

Modifications are made to the physicalenvironment to accommodate students

with special needs.

There is total alignment between the

learning activities and the physicalenvironment.

Students take the initiative to adjust the

physical environment.

The teacher and students make

extensive and imaginative use of

available technology.


9/85

Canterbury PLC



3. Teachers at Canterbury School practice good pedagogyby designing engaging instruction at developmentally appropriate levels, incorporating

21stcentury skills (creativity, communication, collaboration, and critical thinking), and utilizing variously appropriate 21

stcentury tools.

A. demonstrating knowledge of resources

The teacher uses only school-provided

or basic materials, even when more

variety would assist some students.

The teacher does not seek out

resources available to expand his/her

own skills.

Although the teacher is aware of somestudent needs or interests, s/he does

not inquire about potential resources.

The teacher uses materials beyond the

basics provided, but does not search

beyond the school for resources.

The teacher participates in content-are

workshops offered locally but does not

pursue broader professional

development.The teacher locates materials and

resources for students available withinthe school.

Texts are at varied levels.

Texts are supplemented by guest

speakers and field experiences.

The teacher facilitates the use of

internet resources.

Resources are multidisciplinary.

The teacher expands his/herknowledge through professional

learning groups and organizations.

The teacher pursues opportunities

offered by universities.

The teacher provides lists of resources

outside the classroom or school for

students to draw on.

Texts are matched to students' skill

levels.

The teacher has ongoing relationships

with colleges and universities that

support student learning and teacher

preparation.

The teacher maintains a log ofresources for student and personal

reference.

The teacher pursues apprenticeships to

increase knowledge of the discipline.

The teacher facilitates student contact

with outside resources.

B. designing coherent instruction

Learning activities are boring and/or

not well aligned to the instructional

goals.

Materials are not engaging or do not

match desired instructional outcomes.

Instructional groups do not support

learning.

Lesson plans are not structured or

sequenced and/or are unrealistic in

their expectations.

Technology is not infused into lessons,

even when its use would engage

students and facilitate their

understanding.

Learning activities are moderately

challenging.

Learning resources are suitable, but

there is limited variety.

Instructional groups are random or

they only partially support objectives.

Lesson structure is uneven and/or may

be unrealistic about time expectations.

Technology is minimally used by the

teacher, but it may not be matched to

student interests or needs.

Learning activities are matched to

instructional outcomes.

Activities provide opportunity for

higher-level thinking.

The teacher provides a variety of

appropriately challenging materials or

resources.

Instructional student groups are

organized thoughtfully to maximize

learning and build on students'

strengths.

The plan for the lesson or unit is well

structured with reasonable time

allocations.

The teacher integrates technology intothe lesson or unit, and provides for

student interaction with it.

Activities permit student input and

choice.

Learning experiences connect to other

disciplines.


appropriately challenging resources

that are differentiated for students in

the class.

Lesson plans differentiate for

individual student needs.

Technology tools are made available

by the teacher, and their use is

determined and driven by students

ideas and needs.


10/85

Canterbury PLC



4. Teachers at Canterbury School practice good pedagogy by delivering engaging instruction at developmentally appropriate levels, incorporating

21stcentury skills (creativity, communication, collaboration, and critical thinking), and utilizing variously appropriate 21

stcentury tools.

A. communicating with students

The teacher does not convey to the

students what they will be learning at

any point in the lesson.

Students indicate through body

language or questions that they don't

understand the content being

presented.The teacher makes a serious content

error that is likely to affect students'understanding of the lesson.

Students indicate through their

questions that they are confused about

the content and/or the learning task.

The teachers' communications include

errors in vocabulary/usage or

imprecise academic language.

The teachers' vocabulary is

inappropriate for the age/ culture of the

students.

The teacher provides little elaboration

or explanation about what the students

will be learning.

The teacher's explanation of the

content consists of a monologue, with

minimal participation or intellectual

engagement by students.The teacher makes no serious content

errors but may make minor mistakes.

The teacher's explanations of content

are procedural, with little indication of

how students may think strategically

about it.

The teacher must clarify the content or

learning task so that students

understand/ can complete it.

The teacher's vocabulary and usage

are correct but unimaginative.

The teacher's attempts to explain

academic vocabulary are only partiallysuccessful.

The teacher's vocabulary is too

advanced or juvenile.

At some point in the lesson, the

teacher states what the students will be

learning or begins with an essential

question.

The teacher's explanation of content is

clear and invites student participation

and thinking.The teacher makes no content errors.

The teacher describes specificstrategies students might use, inviting

students to interpret them in the

context of what they learn.

Students engage with the learning task,

indicating they know content and what

they are to do.

If appropriate, the teacher models the

process to be followed in the task.

The teacher vocabulary and usage are

correct and suitable to the lesson,

including explanations of academicvocabulary.

The teacher's vocabulary is appropriate

for students.

If asked, students are able to explain

what they are learning and how it fits

within the larger curricular context.

The teacher explains content clearly

and imaginatively, using metaphors

and analogies to bring content to life.

The teacher points out possible areasfor misunderstanding.

The teacher invites students to explainthe content to their classmates.

Students suggest other strategies they

night use in approaching a challenge or

analysis.

The teacher uses rich language,

offering brief vocabulary lessons where

appropriate, both for general

vocabulary and for the discipline.

Students use academic language

correctly.

B. using questioning and discussion techniquesQuestions are rapid-fire.

Questions are convergent, with a

single right answer to each.

Questions do not invite deep thinking.

All discussion in between the teacher

and the students; students are notinvited to brainstorm with one another.

The teacher does not ask the students

to explain their thinking processes or

the reasons for their answers.

Only a few students participate in/

dominate the discussion.

.The teacher calls on students quickly

and expects them to answer quickly.

Some questions are framed to promote

student thinking, but most have a

single right answer.

The teacher invites students to respond

to one another's ideas, but few do so.

The teacher calls on many students,

but only a few actually participate in

open discussions.

The teacher asks students to explain

their reasoning, but only some

students attempt to do so.

The teacher uses open-ended

questions, inviting students to offer

multiple possibilities of answers.

The teacher effectively uses wait time.

Discussions enable students to talk to

one another without ongoing

mediation by the teacher.

The teacher calls on most students,

even those who do not volunteer.

Many students actively engage in the

discussion.

The teacher asks students to justify

reasoning, and most attempt to do so.

Students initiate higher-order

questions.

The teacher builds on and uses student

responses to questions in order to

continue the discussion and deepen

student understanding.

Students extend the discussion and

enrich it.

Students invite comments from

classmates during a discussion and

challenge one another's thinking.

Virtually all students are engaged in the

discussion.


11/85

Canterbury PLC


C. engaging students in learning

Few students are intellectually

engaged in the lesson.

Learning tasks/ activities require only

content recall or have a single correct

response/ method/ product.

Instructional materials used areunsuitable to the lesson and/or student

needs.

The lesson drags or is rushed.

Only one type of instructional

grouping is used (whole group, small

groups) when variety would promote

increased student engagement.

Technology is not used within the

lesson.

Some students are intellectually


Learning tasks are a mix of those

requiring thinking and those requiring

content recall.

Student engagement with the contentis largely passive; learning consists of

facts and/or procedures.

The materials and resources are

partially aligned with lesson

objectives.

Few of the materials and resources

require student thinking or ask

students to explain their thinking.

The pacing of the lesson is uneven,

suitable in some parts but rushed or

dragging in others.

The instructional groupings used are

partially appropriate to the students'

needs and/or activities.

Technology is used, but offers only an

alternate method of content delivery.

Most students are intellectually


Most learning tasks have multiple

correct responses, approaches. and/or

products and/or encourage higher-

order thinking.

Students are invited to explain their

thinking as part of completing tasks.

Materials and resources support the

learning goals and require intellectual

engagement, as appropriate.

The pacing of the lesson is flexible

and provides student the time needed

to be intellectually engaged.

The teacher uses groupings that are

suitable to the lesson activities.

Technology provides opportunities for

student participation with the content

and/or delivery.

Virtually all students are intellectually


Lesson activities require higher-order

thinking and students' metacognition/

explanations of their thinking

processes.

Students take initiative to improve the

lesson by

o modifying a learning task to

make it more meaningful or

relevant to their needs.

o suggesting modifications to the

groupings being used.

o suggesting modifications/

additions to the materials used.

o suggesting extensions of the

content or activities used.

Students have opportunities for

reflection about and closure to the

lesson to consolidate/ construct

understanding.

Technology is suggested by the teacher

but selected/ used by the students.


12/85

Canterbury PLC



5. Teachers at Canterbury School practice good pedagogy by creating, utilizing, and documenting formative assessments (formal and informal) to

inform instructional processes and summative assessments (formal and informal) to describe student learning.A. designing student assessments

Assessments are formal and quantitative.

Assessments are not matched to desired


Assessments lack criteria.

Assessments are summative; no

formative assessments are designed.

A single assessment serves for the wholeclass.

Assessment results do not impact futurelesson plans.

Assessments are generally formal and

quantitative, but informal qualitative

assessments are suggested in plans.

Only some of the instructional outcomes

are addressed in the planned

assessments.

Assessment criteria are vague.Portions of assessments match the needs

of broad groups of students.

Plans refer to the use of formative

assessments, but they are not fully

developed and/or implemented.

Assessment results are used to design

lesson plans for the whole class, not for

individual students.

Assessments are both informal and

formal and are designed to elicit a blend

of quantitative and qualitative data.

All the learning outcomes have a method

for assessment.

Assessment types match learning

expectations.Assessment criteria are clearly written.

Plans indicate modified assessments,differentiated for some students.

Plans include formative assessment

strategies to be used during instruction.

Lesson plans indicate possible

adjustments to be made based on

formative assessment data.

Assessments are both informal and

formal and are primarily qualitative.

Assessments provide opportunities for

student choice.

Students participate in designing

assessments for their own work.

Teacher-designed assessments areauthentic, with real-world applications

as appropriate.

Students develop rubrics according to

teacher-specified learning objectives.

Students are actively involved in

collecting information from formative

assessments and provide input.

B. using assessment in instruction

The teacher gives no indication of what

high-quality work looks like.

The teacher makes no effort to

determine whether students understand

the lesson prior to assessment.

Students receive no feedback, or

feedback is global or feedback is final

with no opportunity for revision orimprovement.

The teacher does not ask students to

evaluate their own or classmates' work.

There is little evidence that the students

understand how their work will be

evaluated.

The teacher monitors understanding

through a single method or without

eliciting prior evidence of student

understanding.

Feedback to students is vague and notoriented towards future improvement of

work or increased understanding.

The teacher makes only minor attempts

to engage students in self or peer

assessment.

The teacher makes the standards of high-

quality work clear to the students and

generally provides a model.

The teacher elicits evidence of student

understanding at the conclusion of each

lesson (and prior to assessment).

Feedback includes specific and timely

guidance with opportunities for studentsto demonstrate improvements in

understanding or production.

Students are invited to assess their own

work or to conference with others for

peer or group evaluation.

Students indicate that they clearly

understand the characteristics of high-

quality work, and there is evidence tha

students have helped to establish the

evaluation criteria and/or to create the

model.

The teacher constantly monitors stude

understanding in a variety of ways(anecdotal notes, exit tickets, etc.) and

makes use of sophisticated strategies t

elicit information about individual

student understanding.

High-quality specific feedback comes

from many sources with opportunities

for revisions the norm.

Students monitor their own

understanding, either on their own

initiative or as a result of tasks set by t

teacher.


13/85


14/85


15/85

Canterbury PLC



7. Teachers at Canterbury School practice good pedagogy by setting high expectations for themselves and their students and clearly communicating an

maintaining those expectations.A. creating an environment of respect and rapport

The teacher is disrespectful towards

students or insensitive to students' ages,

cultural backgrounds, and/or

developmental levels.

Student body language indicates feelings

of hurt, discomfort, or insecurity.

The teacher displays no familiarity withor caring about individual students.

The teacher disregards disrespectful

interactions between/ among students.

The quality of interactions between

teacher and students or among students

is inconsistent, with occasional

disrespect or insensitivity.

The teacher attempts to respond to

disrespectful behavior among students,

with inconsistent results.The teacher attempts to make

connections with individual students, but

student reactions indicate that these

attempts are not always successful.

Talk between teacher and students and

among students is uniformly respectful.

The teacher successfully responds to

disrespectful behavior among students.

Students participate willingly, but may

be hesitant to share perspective or

divergent ideas with classmates.The teacher makes general connections

with the class and individual students.

Students exhibit respect for the teacher.

The teacher demonstrates knowledge

and caring about individual students'

lives beyond the classroom and schoo

There is no disrespectful behavior

among students.

Students willingly share diverse

perspectives and, when necessary,students respectfully correct one

another.

The teacher understands individual

students contexts and makes

differentiated connections.

Students exhibit trust of the teacher.

B. establishing a culture for learning

The teacher conveys that there is little to

no purpose for the learning beyond

reasons dictated by external authorities.

The teacher conveys to some students

that the work is likely too challenging

for them.

Students exhibit little ownership or pride

in their work.

Students use language improperly, but

the teacher does not correct them.

The teacher's energy for the work is

neutral, and s/he does not indicate any

purpose or prompt for the learning.

The teacher conveys high expectations

for some students.

Students exhibit a limited commitment

to complete the work on their own;

many students appear to pursue "the

path of least resistance."

The teacher is primarily concerned withthe immediate task or activity.

The teacher encourages but does not

insist on students' proper use of

language.

The teacher communicates the

importance of the content and the

conviction that all students are capable

of mastering the material.

The teacher demonstrates a high regard

for students' various abilities.

The teacher conveys an expectation of

high levels of student effort.

Students expend consistently good effort

to complete work of high quality.The teacher insists on students' proper

use of language.

The teacher communicates passion for

the material and for facilitating studen

understanding of it.

The teacher conveys the satisfaction th

comes from a deep understanding of

complex content.

Through questions and comments,

students indicate a self-motivated desi

to understand the content.

Students take initiative in improving tquality of their work.

Students correct one another's improp

use of language.

C. managing classroom procedures

Students are not productively engaged.

Transitions are disorganized with loss of

instructional time.

There do not appear to be established

procedures for distributing and

collection materials.

Unclear procedures cause students to be

off-task a considerable amount of time.

Students are only partially engaged.

Procedures for transitions are

established, but are not smooth.

Students are confused about established

procedures for distribution and

collection of materials.

Classroom routines function

inconsistently or unevenly.

Students are productively engaged.

Transitions between activities are

smooth.

Routines for distribution and collection

of materials work efficiently.

Classroom routines function smoothly.

Students require minimal direction fro

the teacher to ensure their time is spen

productively.

Students take initiative in distributing

and collecting materials efficiently.

Students, themselves, ensure that

transitions and other routines are

accomplished smoothly.


16/85

Canterbury PLC

last revised 10.07.13 ""

D. managing student behavior

The classroom environment is chaotic

with no established standards of conduct

evident.

The teacher does not effectively monitor

student behavior.

Some students disrupt the classroom

without apparent teacher awareness or

with ineffective teacher response.

The teacher attempts to maintain order

in the classroom by referring to

classroom rules, but with uneven

success.

The teacher attempts to keep track of

student behavior, but there is no

apparent system of accountability.

The teacher's response to inappropriate

student behavior is inconsistent:

sometimes harsh and sometimes lenient.

Standards of conduct appear to have

been established and implemented

successfully.

Overall, student behavior is generally

appropriate.

The teacher frequently monitors student

behavior.

The teacher's response to inappropriate

behavior is consistent and effective.

Student behavior is entirely appropria

any student misbehavior is minor and

swiftly handled.

The teacher silently and subtly monito

student behavior.

Students respectfully intervene with

classmates at appropriate moments to

ensure compliance with standards of

content.


17/85

Canterbury PLC



8. Teachers at Canterbury School practice good pedagogy by engaging in professional reflection and collaborating with colleagues as a member of loca

and global professional learning communities.A. reflecting about teaching

The teacher considers the lesson but

draws incorrect conclusions about its

effectiveness.

The teacher makes no suggestions for

improvement.

Reflection is not used as a vehicle for

future improvement of instructionalpractice.

The teacher has a general sense of

whether or not instructional practices

were effective.

The teacher offers general modifications

for ways to address problematic

situations in the lesson.

Reflection suggests ways to improve thelesson next time it is taught.

The teacher accurately assesses the

effectiveness of the instructional

materials and activities used.

The teacher identifies specific

modifications to materials and activities.

Reflection generates ideas about how to

improve subsequent lessons to be taught.

The teacher's assessment of the lesson

thoughtful and includes specific

indicators and examples of

effectiveness.

The teacher's suggestions for

improvements draw on an extensive

repertoire of ideas and materials.Reflection provides insight about way

to modify subsequent instruction todifferentiate for specific students' need

B. participating in the professional community

The teacher's relationships with

colleagues are characterized by

negativity or combativeness.

The teacher purposefully avoids

contributing to activities promoting

professional inquiry.

The teacher avoids involvement in

school- and community-wide activities

and projects.

The teacher has cordial relationships

with colleagues.

When invited to do so, the teacher

participates in activities related to


When asked, the teacher participates in

school- and community-wide activities

and projects.

The teacher has supportive and

collaborative relationships with

colleagues.

The teacher regularly participates in

activities related to professional inquiry.

The teacher frequently volunteers to

participate in school and community

projects.

The teacher takes a leadership role in

promoting activities related to


The teacher regularly contributes to an

leads events that positively impact the

life of the school.

The teacher regularly contributes to an

leads significant community projects.

C. growing and developing professionally

The teacher is not involved in any

activity that might enhance knowledge

or skill.

The teacher resists discussion

performance with supervisors or

colleagues.

The teacher resists student feedback

about instructional effectiveness.

The teacher ignores invitations to attendprofessional development, to join

professional organizations, or to attend

conferences.

The teacher participates in professional

activities when they are required and/or

provided by the school.

The teacher reluctantly accepts feedback

from supervisors or colleagues.

The teacher obtains student feedback

about instructional effectiveness, but

does not use it to improve practice.

When required, the teacher participatesin professional development, and may

occasionally seek out information from

professional organizations/ journals.

The teacher seeks out regular

opportunities for continued professional

development.

The teacher welcomes colleagues and

supervisors into the classroom for

purpose of gaining insight from their

feedback.

The teacher accepts student feedback

about instructional effectiveness andconsiders it to help him/her improve

practice.

The teacher participates in professional

development and with organizations/

activities designed to contribute to the

profession.

The teacher initiates action research a

vehicle for professional development.

The teacher actively seeks out peers an

supervisors for classroom evaluation a

feedback.

The teacher initiates student feedback

about instructional effectiveness and

incorporates it into his/her reflections

and ideas for modification.

The teacher takes an active leadership

role in professional organizations and

may present at conferences.


18/85

Canterbury PLC


DOC A2:Summary ofSelf-Assessment

Teacher: ___________________________________________________ AY: 20 _______ - 20 ______Grade Level(s): _________ Subject(s): __________________________________________________

Directions: Use this doc to summarize your self-assessment and to indicate areas of strength and challenge in your teaching practice.

Teachers at Canterbury School practice good pedagogy by:attribute/ indicators levels of demonstration

1. using content knowledge and research, discipline-specific standards, and

DRSLs to define curricular goals, scope, and sequence.D B P D

1A. demonstrating knowledge of content and pedagogy

1B. setting instructional outcomes

notes for ATTRIBUTE 1

2. identifying student needs (academic, physical, social, and emotional) and

utilizing appropriately differentiated intervention strategies to meet them.D B P D

2A. demonstrating knowledge of students

2B. organizing the physical space

notes for ATTRIBUTE 2:

3. designing engaging instruction at developmentally appropriate levels,

incorporating 21stcentury skills (creativity, communication, collaboration,

and critical thinking), and utilizing variously appropriate 21 stcenturytools.

D B P D

3A. demonstrating knowledge of resources

3B. designing coherent instruction


4. delivering engaging instruction at developmentally appropriate levels,

incorporating 21stcentury skills (creativity, communication, collaboration,

and critical thinking), and utilizing variously appropriate 21stcentury

tools.

D B P D

4A. communicating with students4B. using questioning and discussion techniques

4C. engaging students in learning



19/85

Canterbury PLC


5. creating, utilizing, and documenting formative assessments (formal and

informal) to inform instructional processes and summative assessments

(formal and informal) to describe student learning.

D B P D

5A. designing student assessments

5B. using assessments in instruction

5C. demonstrating flexibility and responsiveness


$% maintaining documentation of student progress and communicating with

students, parents, and colleagues consistently and effectively.D B P D

6A. student completion of assignments

6B. communicating with families

6C. showing professionalism


7. setting high expectations for themselves and their students and clearly

communicating and consistently maintaining those expectations.D B P D

7A. creating an environment of respect and rapport

7B. establishing a culture for learning

7C. managing classroom procedures


&% engaging in professional reflection and collaborating with colleagues as a

member of local and global professional learning communitiesD B P D

8A. reflecting about teaching8B. participating in the professional community

8C. growing and developing professionally


As you review your self-assessment to set goals, consider the following questions.

1. Based on your self-assessment, which areas of the Canterbury Teachers Tracery would you most like to strengthen?

2. What other general instructional strategies (such as differentiation, cooperative learning, problem-based learning, writingacross the curriculum, teaching with mobile technology, etc.) have you become aware of and would like to know more

about using effectively?

3. What resources are available to your to learn more about an area of interest to you?

Which of your colleagues are particularly knowledgeable?

What books are articles are accessible?

What local or national conferences may be available?

Would you like to pursue formal coursework around any particular aspect of teaching or pursue an advanced degree?


20/85

Canterbury PLC


DOC B1:Individual Professional Development Plan

Teacher: _____________________________________________________________ Academic Year: 20 ____________ - 20 ___________

Grade Level(s): __________________ Subject(s): _______________________________________________________________________

Based upon your self-assessment, your administrator's

input, and any school initiatives,what goal(s) have you identified?To what Canterbury Traceryattribute/ element is it linked?

Describe the connection betweenthis goal and your teaching

practice.

What would success with thisgoal look like? How will you know

if you have achieved your goal?What would count as evidence ofsuccess with this goal?

What activities will you do towork towards your goal? What is

a tentative timeline for theseactivities?

What resources will you need help you achieve your goal?

GOAL 1

GOAL 2

GOAL 3

GOAL 4

Remember that a teacher's goals and subsequent participation in professional development activities should demonstrate the following characteristics:Selection of areas for work that are

based on identified needs

linked to available resources

aligned to the needs of the school

Professional development activities that

support identified needs

represent a range of types of activities

make use of the expertise of colleagues and localresources

Benefits derived from professional development activities that

represent thoughtful reflection

are linked to enhancement of the design/ delivery of instruction

suggest further development activities and/ or action research


21/85

Canterbury PLC


DOC B2:Professional Development Plan Log of Activities

Note: Complete one log for each goal identified in your individual Professional Development Plan.

Teacher: ___________________________________________________ AY: 20 _______ - 20 ______

Grade Level(s): _________ Subject(s): __________________________________________________

Goal: _______________________________________________________________________________

DateCEU's

(if applicable)Activity or Event

(webinar, workshop, conference, etc.) Benefit(s)


22/85

Canterbury PLC


DOC C1:AdministratorPre-Observation Conference

Teacher: _______________________________________________ Date: _______________________

Grade Level(s): _____________ Subject(s): ______________________________________________

Observer _______________________________________________ Date: _______________________

suggested questions for discussion

1. To which part of the curriculum does this lesson relate?

2. How does this lesson fit in the scope and sequence of learning for this class?

3. What are the essential questions for this class? What are the learning outcomes?

4. How will you engage the students in the learning? What will you do? What will the students do? Howwill the instruction be organized? (Provide any worksheets or other student materials to be used.)

5. How will you integrate content and activities across subject areas?

6. How will you utilize higher order thinking skills and the 4C's in the lesson?

7. What "technologies" will you use and how will you integrate them authentically in the lesson?

8. How will you assess (formative and summative) the learning from this lesson? How will you kow thatthe students have learned what you intended?

9. Briefly describe the students in the class, including any special needs or gifted learners.

10. Based on the learners in this class, how will you differentiate instruction in this lesson?

11. What professional strength would you like me to notice as you teach this lesson?

12.What goal have you set for yourself and what would you like me to look for as you teach this lesson?


23/85

Canterbury PLC


DOC C2:Administrator Formal Observation Instrument

Teacher: _____________________________________________________________ Date: _________________________________________________

Grade Level(s): ______________________ Subject(s): ______________________________________________________________________________

Observer: ____________________________________________________________ Date: _________________________________________________

Summary of the Lesson Observed: ________________________________________________________________________________________________


1. Teachers at Canterbury School practice good pedagogy by using content knowledge and research, discipline-specific standards, and DRSLs to define curricular

goals, scope, and sequence.

A. demonstrating knowledge of content and pedagogy The teacher makes content errors.

The teacher does not consider prerequisite

relationships when planning.

The teacher's plans use inappropriate strategies for

the discipline.

The teacher's understanding of the discipline is

rudimentary.

The teacher's knowledge of prerequisite

relationships is inaccurate or incomplete.

Lesson and unit plans use limited instructional

strategies, and some are not suitable to the content.

The teacher can identify important concepts of the

discipline and their relationships to one another.

The teacher provides clear explanations of the

content.

The teacher answers students' questions accurately

and provides feedback that furthers their learning.

Instructional strategies in unit and lesson plans are

entirely suitable to the content.

The teacher cites intra- and inter-disciplinary

content relationships.

The teacher's plans demonstrate awareness of

possible student misconceptions and how they be addressed.

The teacher's plans reflect recent developmentscontent-related pedagogy.

observations:

B. setting instructional outcomes Outcomes lack rigor.

Outcomes do not represent important learning in

the discipline.

Outcomes are not clear or are stated as activities.

Outcomes are not suitable for many students in theclass.

Outcomes represent a mixture of low expectations

and rigor.

Some outcomes reflect important learning in the

discipline.

Outcomes are suitable for most of the class.

Outcomes represent high expectations and rigor.

Outcomes are related to "big ideas" of the

discipline.

Outcomes are written in terms of what students

will learn rather than do.

Outcomes represent a range of types: factual

knowledge, conceptual understanding, reasoning,social interaction, management, andcommunication.

The teacher's plans reference curricular

frameworks or blueprints to ensure accuratesequencing.

The teacher connects outcomes to previous and

future learning.

Outcomes are differentiated to encourageindividual students to take educational risks.

observations:


24/85

Canterbury PLC



2. Teachers at Canterbury School practice good pedagogy by identifying student needs (academic, physical, social, and emotional) and utilizing appropriately

differentiated intervention strategies to meet them.

A. demonstrating knowledge of students

The teacher does not understand child

development characteristics and has

unrealistic expectations for students.

The teacher does not try to ascertain varied

ability levels among students in the class.

The teacher is not aware of students' interests

or cultural heritages.

The teacher takes no responsibility to learnabout students' medical or learning

disabilities.

The teacher cites developmental theory but

does not seek to integrate it into lesson

planning.

The teacher is aware of the different ability

levels in the class but tends to teach to the

"whole group."

The teacher recognizes that students have

different interests and cultural backgroundsbut rarely draws on their contributions or

differentiates materials to accommodatethose differences.

The teacher is aware of medical issues and

learning disabilities with some students but

does not seek to understand the implications

of that knowledge.

The teacher knows, for groups of students,

their levels of cognitive development.

The teacher is aware of the different cultural

groups in the class.

The teacher has a good idea of the range of

interests of students in the class.

The teacher has identified "high, "middle,"

and "low" groups of students within theclass.

The teacher is well informed about students'

cultural heritages and incorporates thisknowledge into lesson planning.

The teacher is aware of the special needs

represented by students in the class.

The teacher uses ongoing methods to asses

students' skill levels and designs instructio

accordingly.

The teacher seeks out information from al

students about their cultural heritages.

The teacher maintains a system of updated

student records and incorporates medical

and/or learning needs into lesson plans.

observations:

B. organizing the physical space

There are physical hazards in the classroom,

endangering student safety.

Many students can't see or hear the teacher

and/or view the board.

Available technology is not being used, even

if it would enhance the lesson or assistindividual students.

The physical environment is safe, and most

students can see and hear the teacher and/or

view the board.

The physical environment is not an

impediment to learning but neither does it

enhance it.The teacher makes limited use of available

technology and other resources.

The classroom is safe, and all students are

able to see and hear the teacher and/or view

the board.

The classroom is arranged to support the

instructional goals and learning activities.

The teacher makes appropriate use ofavailable technology.

Modifications are made to the physical

environment to accommodate students wit

special needs.

There is total alignment between the learn

activities and the physical environment.

Students take the initiative to adjust thephysical environment.

The teacher and students make extensive a

imaginative use of available technology.

observations:


25/85

Canterbury PLC



3. Teachers at Canterbury School practice good pedagogyby designing engaging instruction at developmentally appropriate levels, incorporating 21stcentury skills

(creativity, communication, collaboration, and critical thinking), and utilizing variously appropriate 21stcentury tools.

A. demonstrating knowledge of resources

The teacher uses only school-provided or

basic materials, even when more variety

would assist some students.

The teacher does not seek out resources

available to expand his/her own skills.

Although the teacher is aware of some

student needs or interests, s/he does not

inquire about potential resources.

The teacher uses materials beyond the

basics provided, but does not search

beyond the school for resources.

The teacher participates in content-are

workshops offered locally but does not

pursue broader professional development.

The teacher locates materials and resources

for students available within the school.

Texts are at varied levels.

Texts are supplemented by guest speakers

and field experiences.

The teacher facilitates the use of internet

resources.

Resources are multidisciplinary.

The teacher expands his/her knowledge

through professional learning groups andorganizations.

The teacher pursues opportunities offeredby universities.

The teacher provides lists of resources

outside the classroom or school for

students to draw on.

Texts are matched to students' skill levels.

The teacher has ongoing relationships with

colleges and universities that support student

learning and teacher preparation.

The teacher maintains a log of resources for

student and personal reference.

The teacher pursues apprenticeships to increase

knowledge of the discipline.The teacher facilitates student contact with outsi

resources.

observations:

B. designing coherent instruction

Learning activities are boring and/or not

well aligned to the instructional goals.

Materials are not engaging or do not match

desired instructional outcomes.

Instructional groups do not support

learning.

Lesson plans are not structured or

sequenced and/or are unrealistic in their

expectations.

Technology is not infused into lessons,

even when its use would engage studentsand facilitate their understanding.

Learning activities are moderately

challenging.

Learning resources are suitable, but there

is limited variety.

Instructional groups are random or they

only partially support objectives.

Lesson structure is uneven and/or may be

unrealistic about time expectations.

Technology is minimally used by the

teacher, but it may not be matched to

student interests or needs.

Learning activities are matched to


Activities provide opportunity for higher-

level thinking.


appropriately challenging materials orresources.

Instructional student groups are organized

thoughtfully to maximize learning and

build on students' strengths.

The plan for the lesson or unit is well

structured with reasonable time allocations.

The teacher integrates technology into the

lesson or unit, and provides for student

interaction with it.

Activities permit student input and choice.

Learning experiences connect to other discipline

The teacher provides a variety of appropriately

challenging resources that are differentiated for


Lesson plans differentiate for individual student

needs.

Technology tools are made available by the

teacher, and their use is determined and driven b

students ideas and needs.

observations:


26/85

Canterbury PLC



4. Teachers at Canterbury School practice good pedagogy by delivering engaging instruction at developmentally appropriate levels, incorporating 21stcentury skills

(creativity, communication, collaboration, and critical thinking), and utilizing variously appropriate 21stcentury tools.

A. communicating with students The teacher does not convey to the students what

they will be learning at any point in the lesson.

Students indicate through body language or

questions that they don't understand the contentbeing presented.

The teacher makes a serious content error that islikely to affect students' understanding of the

lesson.

Students indicate through their questions that theyare confused about the content and/or the learningtask.

The teachers' communications include errors in

vocabulary/usage or imprecise academic language.

The teachers' vocabulary is inappropriate for the

age/ culture of the students.

The teacher provides little elaboration or

explanation about what students will learn.

The teacher's explanation of content consists of a

monologue, with minimal participation orintellectual engagement by students.

The teacher makes no serious content errors butmay make minor mistakes.

The teacher's explanations of content are

procedural, with little indication of how studentsmay think strategically about it.

The teacher must clarify the content or learning

task so that students understand/ can complete it.

The teacher's vocabulary and usage are correct but

unimaginative.

The teacher's attempts to explain academic

vocabulary are only partially successful.

The teacher's vocabulary is too advanced or

juvenile.

At some point in the lesson, the teacher states what

the students will be learning or begins with anessential question.

The teacher's explanation of content is clear

inviting student participation and thinking.

The teacher makes no content errors.

The teacher describes specific strategies students

might use, inviting students to interpret them in the

context of what they learn. Students engage with the learning task, indicating

they know content and what they a re to do.

If appropriate, the teacher models the process to befollowed in the task.

The teacher vocabulary and usage are correct andsuitable to the lesson, including explanations of

academic vocabulary.

The teacher's vocabulary is appropriate for the


If asked, students are able to explain what they

learning and how it fits within the larger curricucontext.

The teacher explains content clearly and

imaginatively, using metaphors and analogies t

bring content to life.

The teacher points out possible areas for

misunderstanding.

The teacher invites students to explain the conteto their classmates.

Students suggest other strategies they night use

approaching a challenge or analysis.

The teacher uses rich language, offering brief

vocabulary lessons where appropriate, both forgeneral vocabulary and for the discipline.

Students use academic language correctly.

observations:

B. using questioning and discussion techniques Questions are rapid-fire.

Questions are convergent, with a single right

answer to each.

Questions do not invite deep thinking.

All discussion in between the teacher and thestudents; students are not invited to brainstormwith one another.

The teacher does not a sk the students to explaintheir thinking processes or the reasons for their

answers.

Only a few students participate in/ dominate the

discussion.

.The teacher calls on students quickly and expectsthem to answer quickly.

Some questions are framed to promote student

thinking, but most have a single right answer.

The teacher invites students to respond to oneanother's ideas, but few do so.

The teacher calls on many students, but only a few

actually participate in open discussions.

The teacher asks students to explain their

reasoning, but only some students attempt to do so.

The teacher uses open-ended questions, invitingstudents to offer multiple possibilities of answers.

The teacher effectively uses wait time.

Discussions enable students to talk to one another

without ongoing mediation by the teacher. The teacher calls on most students, even those who

do not volunteer.

Many students actively engage in the discussion.

The teacher asks students to justify reasoning, and

most attempt to do so.

Students initiate higher-order questions.

The teacher builds on and uses student r esponse

to questions in order to continue the discussion

deepen student understanding.

Students extend the discussion and enrich it. Students invite comments from classmates durin

a discussion and challenge one another's thinkin

Virtually all students are engaged in thediscussion.

observations:


27/85

Canterbury PLC

last revised 10.07.13 ""

C. engaging students in learning

Few students are intellectually engaged in the

lesson.

Learning tasks/ activities require only

content recall or have a single correct

response/ method/ product.

Instructional materials used are unsuitable to

the lesson and/or student needs.

The lesson drags or is rushed.

Only one type of instructional grouping is

used (whole group, small groups) whenvariety would promote increased student

engagement.

Technology is not used within the lesson.

Some students are intellectually engaged in

the lesson.

Learning tasks are a mix of those requiring

thinking and those requiring content recall.

Student engagement with the content is

largely passive; learning consists of facts

and/or procedures.

The materials and resources are partially

aligned with lesson objectives.

Few of the materials and resources require

student thinking or ask students to explain

their thinking.

The pacing of the lesson is uneven, suitable

in some parts but rushed or dragging in

others.

The instructional groupings used are partially

appropriate to the students' needs and/or

activities.

Technology is used, but offers only an

alternate method of content delivery.

Most students are intellectually engaged in

the lesson.

Most learning tasks have multiple correct

responses, approaches. and/or products

and/or encourage higher-order thinking.

Students are invited to explain their thinking

as part of completing tasks.

Materials and resources support the learning

goals and require intellectual engagement, as

appropriate.

The pacing of the lesson is flexible and

provides student the time needed to beintellectually engaged.

The teacher uses groupings that are suitable

to the lesson activities.

Technology provides opportunities for

student participation with the content and/or

delivery.

Virtually all students are intellectually


Lesson activities require higher-order

thinking and students' metacognition/

explanations of their thinking processes.

Students take initiative to improve the less

byo modifying a learning task to make

more meaningful or relevant to theneeds.

o suggesting modifications to the

groupings being used.o suggesting modifications/ addition

to the materials used.o suggesting extensions of the conte

or activities used.

Students have opportunities for reflection

about and closure to the lesson to

consolidate/ construct understanding.

Technology is suggested by the teacher bu

selected/ used by the students.

observations:


28/85

Canterbury PLC



5. Teachers at Canterbury School practice good pedagogy by creating, utilizing, and documenting formative assessments (formal and informal) to inform instructiona

processes and summative assessments (formal and informal) to describe student learning .

A. designing student assessments Assessments are formal and quantitative.

Assessments are not matched to desired


Assessments lack criteria.

Assessments are summative; no formativeassessments are designed.

A single assessment serves for the whole class.

Assessment results do not impact future lesson

plans.

Assessments are generally formal and quantitative,

but informal qualitative assessments are suggestedin plans.

Only some of the instructional outcomes are

addressed in the planned assessments.

Assessment criteria are vague.

Portions of assessments match the needs of broad

groups of students.

Plans refer to the use of formative assessments, butthey are not fully developed and/or implemented.

Assessment results are used to design lesson plans

for the whole class, not for individual students.

Assessments are both informal and formal and a re

designed to elicit a blend of quantitative andqualitative data.

All the learning outcomes have a method for

assessment.

Assessment types match learning expectations.

Assessment criteria are clearly written.

Plans indicate modified assessments, differentiated

for some students. Plans include formative assessment strategies to be

used during instruction.

Lesson plans indicate possible adjustments to be

made based on formative assessment data.

Assessments are both informal and formal and a

primarily qualitative.

Assessments provide opportunities for student

choice.

Students participate in designing assessments fo

their own work.

Teacher-designed assessments are authentic, wi

real-world applications as appropriate.

Students develop rubrics according to teacher-specified learning objectives.

Students are actively involved in collecting

information from formative assessments andprovide input.

observations:

B. using assessment in instruction The teacher gives no indication of what high-

quality work looks like.

The teacher makes no effort to determine whetherstudents understand the lesson prior to assessment.

Students receive no feedback, or feedback is global

or feedback is final with no opportunity forrevision or improvement.

The teacher does not ask students to evaluate their

own or classmates' work.

There is little evidence that the students understandhow their work will be evaluated.

The teacher monitors understanding through asingle method or without eliciting prior evidence

of student understanding.

Feedback to students is vague and not oriented

towards future improvement of work or increasedunderstanding.

The teacher makes only minor attempts to engage

students in self or peer assessment.

The teacher makes the standards of high-qualitywork clear to the students and generally provides a

model.

The teacher elicits evidence of student

understanding at the conclusion of each lesson(and prior to assessment).

Feedback includes specific and timely guidance

with opportunities for students to demonstrate

improvements in understanding or production.

Students are invited to assess their own work or toconference with others for peer or groupevaluation.

Students indicate that they clearly understand thcharacteristics of high-quality work, and there i

evidence that students have helped to establish tevaluation criteria and/or to create the model.

The teacher constantly monitors student

understanding in a variety of ways (anecdotalnotes, exit tickets, etc.) and makes use of

sophisticated strategies to elicit information aboindividual student understanding.

High-quality specific feedback comes from mansources with opportunities for revisions the nor

Students monitor their own understanding, eitheon their own initiative or as a result of tasks set

the teacher.

observations:


29/85

Canterbury PLC


C. demonstrating flexibility and responsiveness

The teacher ignores indications of student

boredom or lack of understanding.

The teacher brushes aside student questions.

The teacher conveys the impression that,

when students do not understand, they havenot been paying attention or it is otherwise

their fault.

In reflecting on practice, the teacher does not

indicate the necessity of reaching all

students.

The teacher makes no attempt to modify a

lesson, activity, or assessment in progress inresponse to student inattention, confusion, or

boredom.

The teacher makes perfunctory attempts to

incorporate student interests into the lesson.

The teacher answers student questions.

The teacher conveys to the students a level of

responsibility for their learning but also anuncertainty about how to differentiate for

them.

In reflecting on practice, the teacher indicates

the need to reach all students but does not

suggest strategies for doing so.

The teacher attempts to adjust a lesson,

activity, or assessment in progress, but theseattempts are not consistent or successful

interventions.

The teacher incorporates students' interests

into the lesson design and delivery.

The teacher builds on students' questions

throughout the lesson.

The teacher conveys that s/he has other

approaches to try if students experience

difficulty.

In reflecting on practice, the teacher cites

multiple approaches s/he tried to reach

students having difficulty.

When improvising becomes necessary, the

teacher makes adjustments to the lesson,activity, or assessment "on the fly."

The teacher seizes on a teachable moment

prompt and/or enhance a lesson.

The teacher uses student questions as

opportunities for metacognition.

The teacher conveys that a lesson will not

"finished" until every student understands

and that s/he has a broad range of strategie

to try to ensure this.

In reflecting on practice, the teacher can c

others in the school and beyond whom s/hhas consulted for assistance in meeting the

needs of students.The teachers' adjustments to the lesson,

activity, or assessment are flexible,immediate, and customized to individual

student needs.

observations:


30/85

Canterbury PLC



6. Teachers at Canterbury School practice good pedagogy by maintaining documentation of student progress and by communicating with students, parents, and

colleagues consistently and effectively.

A. student completion of assignments There is no clear system for keeping either

instructional or non-instructional records.

Record-keeping systems are disorganized and

provide incorrect or confusing information.

The teacher has a process for recording student

work assignment/ completion; however, it may notprovide for timely and easy student access ofinformation.

The teacher's process for tracking student progress

is cumbersome or outdated.

The teacher has a process for tracking some non-

instructional information, but it may be

disorganized.

The teacher's process for recording assignment/

completion of student work is efficient andeffective; students have timely and easy access toinformation.

The teacher has an efficient and effective process

for recording student attainment of learning goals;students are consistently able to track progress.

The teacher's process for recording non-

instructional information is both efficient andeffective.

Students contribute to and maintain records

indicating completed and upcoming workassignments.

Students contribute to and maintain data files

indicating their own progress with learning.

Students contribute to the process of maintaininnon-instructional records for the class.

observations:

B. communicating with families The teacher makes little to no information

regarding the instructional program accessible toparents.

Families are unaware of their children's progress.

Family engagement activities are lacking.

There is some culturally inappropriate

communication and/or an assumption that students'culture is homogeneous.

School-created materials about the instructional

program are made available to parents.

The teacher sends home infrequent or incomplete

information about the instructional program.

The teacher maintains a school-required grade

book, but does little else to inform families about

student progress.

The teacher recognizes cultural diversity but does

not actively seek to incorporate this understandingin communications.

The teacher regularly makes both school and

specific class-related information about theinstructional program available.

The teacher regularly sends home informationabout student progress.

The teacher develops activities designed to engage

families successfully and appropriately inchildren's learning.

Most of the teacher's communications

acknowledge diversity and are appropriate tofamilies' cultural norms.

Students regularly develop materials to inform

their families about the instructional program.

Students maintain accurate records about their

individual learning progress and share thisinformation with families.

Students contribute to regular and ongoing proj

designed to engage families in the learningprocess.

All of the teachers' communications are highly

sensitive to the diverse cultural norms of thestudents' families.

observations:


31/85

Canterbury PLC


C. showing professionalism

The teacher is not always honest in actions or

communications.

The teacher does not notice, address, or

communicate student needs or concerns.

The teacher engages in practices that are self-

serving.

The teacher willfully rejects school

regulations/ expectations.

The teacher is honest.

The teacher notices the needs of students but

is inconsistent in addressing/ communicating

them.

The teacher is unaware that some school

practices can

Documents

Canterbury Tracery v1