Copyright © Los Angeles Unified School District 2011 Introduction to the LAUSD Teaching and Learning Framework Module 1: The LAUSD Teaching & Learning

Copyright © Los Angeles Unified School District 2011Copyright © Los Angeles Unified School District 2011

Introduction to the LAUSD Teaching and Learning FrameworkModule 1: The LAUSD Teaching & Learning Framework

Copyright © Los Angeles Unified School District 2011

Teaching and Learning Framework Modules Overview

Module 1: The LAUSD Teaching & Learning Framework

Module 2: The LAUSD Teaching & Learning Framework Rubric

Module 3: The Self-Assessment and Individual Growth Plan


Objectives

• To become familiar with the content and structure of the Teaching and Learning Framework

• To reflect on Highly Effective Teaching Practices

• To identify the benefits of using the LAUSD Teaching and Learning Framework


A Message from Dr. Deasy


Context for the LAUSD Framework

• Based on Enhancing Professional Practice: A Framework for Teaching –Created in 1996

• Validated in recent national studies


College Prepared and Career Ready Students

Common Core

(The What)

Master Plan (The Who)

Teaching &

LearningFramework(The How)


Think-Pair-Share: Journey from Novice to Expert

• Think of a time when you improved your skills in any area. What strategies did you use?


Reading Activity: Say SomethingHandout #1 – Excerpt from Enhancing Professional Practice: A Framework for Teaching – A Road Map for Novices

A Road Map for Novices


Reading Activity: Say Something

Create groups of four and number yourselves accordingly. Read Handout #1 – A Road Map for Novices•Person #1 - Reads the 1st paragraph aloud and #2 responds with one idea heard from the text.•Person #2 - Reads the 2nd paragraph aloud and #3 responds with one idea heard from the text.•Person #3 - Reads the 3rd paragraph aloud and #4 responds with one idea heard from the text.•Person #4 - Reads the 4th paragraph aloud and #1 responds with one idea heard from the text.


Highly Effective Practices

1. Think about various practices that signal expert or highly effective teaching.

2. With a partner, come up with the 3-5 practices you identified as essential. (5 min)


Elements2b3: Student Ownership of Their Work

LAUSD Teaching and Learning Framework Vocabulary

11

Standards#2: Classroom Environment

Components2b: Establishing a Culture for Learning

LAUSD Teaching &Learning Framework


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Focus Elements Draft SY 2012-2013

LAUSD TEACHING AND LEARNING FRAMEWORK STANDARD 1: PLANNING and PREPARATION STANDARD 2: CLASSROOM ENVIRONMENT a. Demonstrating Knowledge of Content and Pedagogy

1. Knowledge of Content and the Structure of the Discipline 2. Knowledge of Content-Related Pedagogy

b. Demonstrating Knowledge of Students 1. Awareness of Students’ Skills, Knowledge, and Language Proficiency 2. Knowledge of How Children, Adolescents, and Adults Learn 3. Knowledge of Students’ Special Needs 4. Knowledge of Students’ Interests and Cultural Heritage

c. Establishing Instructional Outcomes 1. Value, Sequence, Alignment, and Clarity 2. Suitability for Diverse Learners

d. Designing Coherent Instruction 1. Standards-Based Learning Activities 2. Instructional Materials, Technology, and Resources 3. Purposeful Instructional Groups 4. Lesson and Unit Structure

e. Designing Student Assessment 1. Aligns with Instructional Outcomes 2. Criteria and Standards 3. Design of Formative Assessments 4. Analysis and Use of Assessment Data for Planning

a. Creating an Environment of Respect and Rapport 1. Teacher Interaction with Students 2. Student Interactions with One Another 3. Classroom Climate

b. Establishing a Culture for Learning 1. Importance of the Content 2. Expectations for Learning and Achievement 3. Student Ownership of their Work 4. Physical Environment

c. Managing Classroom Procedures 1. Management of Routines, Procedures, and Transitions 2. Management of Materials and Supplies 3. Performance of Non-Instructional Duties 4. Management of Parent Leaders, other Volunteers and Paraprofessionals

d. Managing Student Behavior 1. Expectations for Behavior 2. Monitoring and Responding to Student Behavior

STANDARD 5: PROFESSIONAL GROWTH STANDARD 3: DELIVERY of INSTRUCTION a. Reflecting on Practice

1. Accurate Reflection 2. Use of Reflection to Inform Future Instruction 3. Selection of Professional Development Based on Reflection and Data 4. Implementation of New Learning from Professional Development

b. Participating in a Professional Community 1. Collaboration with Colleagues 2. Promotes a Culture of Professional Inquiry and Collaboration

a. Communicating with Students 1. Communicating the Purpose of the Lesson 2. Directions and Procedures 3. Delivery of Content 4. Use of Academic Language

b. Using Questioning and Discussion Techniques 1. Quality and Purpose of Questions 2. Discussion Techniques and Student Participation

c. Structures to Engage Students in Learning 1. Standards-Based Projects, Activities, and Assignments 2. Purposeful and Productive Instructional Groups 3. Use of Available Instructional Materials, Technology, and Resources 4. Structure and Pacing

d. Using Assessment in Instruction to Advance Student Learning

1. Assessment Criteria 2. Monitoring of Student Learning 3. Feedback to Students 4. Student Self-Assessment and Monitoring of Progress

e. Demonstrating Flexibility and Responsiveness 1. Responds and Adjusts to Meet Student Needs 2. Persistence

STANDARD 4: ADDITIONAL PROFESSIONAL RESPONSIBILITIES a. Maintaining Accurate Records

1. Tracks Progress Towards Identified Learning Outcomes 2. Tracks Completion of Student Assignments in Support of Student Learning 4. Manages Non-instructional Records 5. Submits Records on Time

b. Communicating with Families 1. Information About the Instructional Program 2. Information About Individual Students 3. Engagement of Families in the Instructional Program

c. Demonstrating Professionalism 1. Ethical Conduct and Compliance with School, District, State, and Federal Regulations 2. Advocacy/Intervention for Students 3. Decision-Making

Handout #2 - Teaching and Learning

Framework Placemat1: Planning & Preparation2: Classroom Environment3: Delivery of Instruction4: Additional Professional Responsibilities5: Professional Growth

Element Ineffective Developing Effective Highly Effective3b1. Quality and Purpose of QuestionsQuestions are designed to challenge students and elicit high-level thinking

Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/concept or text under discussion, or are not comprehensible to most students.

Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students.

Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for student subgroups.

Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the class.

HANDOUT # 3Rubric Sample

Standard 3Component 3b: Using Questioning and Discussion TechniquesEffective teachers design questions that provide cognitive challenge and engineer discussions among students to ensure all students participation. The highly effective teacher designs instruction that provides opportunities for students to develop their own cognitively challenging questions and to engage in various types of student-to-student discussions.

Standard 3: Delivery of Instruction

Note: This content is taken directly from the working draft of the Teaching and Learning Framework, which was developed with our stakeholders, but does not substitute for current language in the LAUSD-UTLA Collective Bargaining Agreement.


Why

A

Framework?

• Silently, read Handout # 4 - Excerpt from Enhancing Professional Practice: A Framework for Teaching

• Response to Text Activity– As you read:• Put a next to something you agree with • Put an next to something that surprised you• Put a next to something you are wondering about

!


Small Group Discussion:Why A Framework?

Share your findings with the whole group.(2 minutes)


Video Clip: Experience From the Field

From LAUSD teachers and administrators


Objectives

✔

✔

✔

• To become familiar with the content and structure of the Teaching and Learning Framework

• To reflect on Highly Effective Teaching Practices

• To identify benefits of using the LAUSD Teaching and Learning Framework


Table Talk Activity: Rubric Matching Quiz

Directions: Handout # 1 – Rubric Matching Quiz•Working in table groups, complete the quiz. •Read each descriptor to determine the corresponding performance level .•Come to a consensus for a group response. Everyone should be prepared to respond.


Element Ineffective Developing Effective Highly Effective

3b1.Quality and Purpose of QuestionsQuestions are designed to challenge students and elicit high-level thinking

CO

HANDOUT # 1

Standard 3: Delivery of InstructionStandard 3: Delivery of Instruction

Component 3b: Using Questioning and Discussion Techniques

D. Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/concept or text under discussion, or are not comprehensible to most students.

A. Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students.

C. Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for student subgroups.

B. Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the class.


HANDOUT # 1

Standard 3: Delivery of InstructionStandard 3: Delivery of Instruction





Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for student subgroups.


What are key distinctions between each level of the rubric?


Video Activity – Part 1

Common Core State Standard – ELA /Grade 8Key Ideas and DetailsRL. 8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.Range of Reading and Level of Text ComplexityRL. 8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.



Let us view the entire video segment of Mr. Foster’s Lesson


Video Activity – Part 2Directions:Using Handout # 2 – Video Activity, you will assume the role of an observer and record what you see and hear from the students and teacher. Pay close attention to the questions and answers from the teacher and students.

Record what you see and hear from the

students and teacher in this section.



We will watch the first minute of the same video segment


Video Activity: Turn and Talk

Now turn to a partner and compare notes.


Sample Observation NotesStandard 3: Delivery of Instruction


T: Like I said we are going to have this summary. R. and C. are going to be keeping track of your responses. …used this last minute to confer with your group.. and to figure out what the attached emotion was. … Ronald who is keeping track of the emotion and C. who is keeping track of the happened. … as a class we all try to label them as it as an explicit emotion. That is in the text. It says what the characters were thinking or feeling. …Or implicit meaning. you … figure it out like you guys did in the poem. You had to look at mountains and at street and come up with sad. ….So if the last line of this (pointed to chart)… she was so sad. That would it have been explicit or implicit?S: ExplicitT: Thank you Bobby. I wish……with a chorus. Let’s try that again. Would it have been implicit or explicit?S: (total class in unison) Explicit!T: T.Y again.

Turn and Talk ActivityNow turn to your partner and compare your

notes to this observer’s notes.



We will watch the rest of the same video segment.


Small Group Discussion: Rubric as a Tool

How would Mr. Foster use this rubric to reflect on his practice for this element?


CO



Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for sub-groups of students.



Unpacking the Rubric:“Find the GIST”

Directions:•Preview the rubric for the elements under Standard 3•Restate the most important idea for any of the Elements

– Consider key nouns and verbs

•Discuss and share your findings in triads


“Find the GIST” Reading Strategy: Here’s an example

Standard 3: Delivery of InstructionComponent 3b: Using Questioning and Discussion Techniques

Element Ineffective Developing Effective Highly Effective3b1.Quality and Purpose of QuestionsQuestions are designed to challenge students and elicit high-level thinking



Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for sub-groups of students.



Unpacking the Rubric:“Find the GIST”

Directions:•Preview the rubric for the elements under Standard 3•Restate the most important idea for any of the Elements

– Consider key nouns and verbs

•Discuss and share your findings in triads


Next Steps: Reflection of Practice

Review the rubric for Element 3b1 – “Quality and Purpose of Questions” and reflect on your own practice:

What questions do I design to challenge and elicit higher level thinking from my students?


Objectives

• To develop an understanding of the LAUSD Teaching and Learning Framework Rubric• To reflect on teaching practice• To connect instructional practices to

the Teaching and Learning Framework

Documents

Copyright © Los Angeles Unified School District 2011 Introduction to the LAUSD Teaching and Learning Framework Module 1: The LAUSD Teaching & Learning