Standard 1 Rubric Essential Element 1.5 Practitioners with

SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth

(SPG)

1 SJUSD

Standard1RubricEssentialElement1.5PractitionerswithPermanentStatus

EssentialElement1.5

NotMeetingApproachingStandards

MeetingStandards

Promotingcriticalthinkingthroughinquiry,problemsolving,andreflection

Questionsarerapid-fireandconvergent,withasinglecorrectanswerorfocusonfactualknowledgeandcomprehension.Questionsdonotorrarelyinvitestudentthinking.Theteacherdoesnotaskstudentstoexplaintheirthinking.

Regularlyasksquestionsthataddressfactualknowledgeandcomprehension.Rarelyasksstudentstointerpretorthinkcritically.

Regularlyguidesstudentstothinkcriticallythroughuseofquestioningstrategies,solvingproblems,andreflectingonissuesincontent.

Regularlysupportsstudentsindevelopingquestions,posingproblems,andreflectingonmultipleperspectives.

Regularlyfacilitatesopportunityforstudentstoapplycriticalthinkingbydesigninginquiriesintocomplexproblems.

AdaptedfromtheContinuumofTeachingPractice


(SPG)

2 SJUSD

1.5Promotingcriticalthinkingthroughinquiry,problemsolvingandreflection.StrategiesbelowaresuggestionsNOTrequirements

HowmightI… P-12Strategies

-encouragestudentstousemultipleapproachesandsolutionstosolveproblems?

§ Modelanddemonstratewaystodeveloptheabilitytothinkindependently,creatively,orcriticallyinordertosolveproblems

§ Encouragestudentstodevelopconfidenceintheirabilitytothinkindependently,creatively,ancriticallyinordertosolveproblems

§ Askquestionstofacilitatediscussion,clarifyandextendstudents’thinking§ Assignactivitiesthatincludemorethanonemethodofapproachingorcompletingthework§ Conductdebatesfromavarietyofperspectives§ Allowfortheteacherandstudentstosharetheirthinkingprocesses(e.g.thinkaloud)§ Employgroupproblem-solving§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind

Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals

§ Other

-encouragestudentstoaskcriticalquestionsandconsiderdiverseperspectivesaboutsubjectmatter?

§ Teachstudentshowtoreflectontheirprogressanddirecttheirownlearning§ Facilitateinteractivestudentpracticeactivitieswhilemonitoringandprovidingfeedback(e.g.

cooperativelearning,think-pair-share)§ Plantimeinlessonsforstudentreflection§ Useandpromotebrainstorming,webbingandtheuseofthinkingmaps§ Useopen-endedquestionsandactivities§ UseSocraticseminars§ UsePhilosophicalChairs§ Teachstudentstouseinquirymethods§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind



(SPG)

3 SJUSD

HowmightI… K-12Strategies

-provideopportunitiesforstudentstothinkabout,discuss,andevaluatecontent?

§ Provideopportunitiesforpairedandgroupwork§ Usethink-pair-share§ Useopen-endedjournalprompts§ Provideopportunitiesforstudentstodesignanduserubrics§ Provideopportunitiesforstudentstopresentandreflectupontheirownwork§ Usereciprocalteaching§ Useclosereadingstrategies§ Routinelyprovidediscussiontimeatendoftheclass/periodforrevieworreflectiononworkacross

contentareas§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind


§ Other-askquestionstofacilitatediscussion,clarify,andextendstudents’thinking?

§ Helpsstudentsbecomefamiliarwiththeirprogresstowardsstandards§ Useopen-ended,higher-orderquestions§ Checkforunderstanding(e.g.thumbsup,choralresponse,signalcards,whiteboards,volunteers/non-

volunteers,studentresponders)§ Engageinclassdiscussions§ Use“Whatif”questions,andhigherorderquestioningstrategies§ Usekinestheticmodality§ Giveoralquizzes§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind


§ Other


(SPG)

4 SJUSD


-supportstudentstothinkandcommunicatewithclarityandprecision----helpstudentsapplypreviouslearningtonewsituations?

§ Allowadequatewaittimeforstudentstothink§ Connectnewlearningtopriorlearning§ Usegraphicorganizerstoconnectnewlearningwithpriorcontent§ Includeoralresponsestoallowstudentstoexplaintheirthinking§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind


§ Other

-helpstudentsapplypreviouslearningtonewsituations

§ Studentswillusecontentknowledgefromonesubjectareatodemonstrateknowledgeinanotherarea

(e.g.painting,music,radioshow,dancing,powerpoint)§ UseVenndiagramstocompareandcontrastpreviouslearningtonewconcepts§ Refertopreviouslytaughtskillswhenintroducingnewconcepts§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind


§ Other


(SPG)

5 SJUSD


-encouragestudentstocreate,imagine,andinnovate?

§ Modelconstructivistmethods§ Assignactivitiesthatincludemorethanonemethodorapproachingorcompletingthetask§ Allowstudentstodemonstrateunderstandingofthecontentthroughavarietyofproducts(e.g.painting,

music,radioshow,dancing,powerpoint)§ UseSocraticseminars§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind


§ Other

-helpstudentstodevelopandusestrategiesandtechnologiesforaccessingknowledgeandinformation?

§ Integratetechnologythroughthelensofinstruction(e.g.choosetechnologytoenhancelearning)§ Providecredibleresourcestoassiststudentsinaccessingknowledge§ Demonstrateappropriateuseoftechnology§ Providetimeforstudentstoutilizetechnologytoaccessinformation(e.g.internet,webcasts,podcasts,

videoconferencing,Skype)§ Provideopportunitiesforstudentstocollectandanalyzedata§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind


§ Other

*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMariePagliero.ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinputfromvariousstakeholders.

SanJuanUnifiedSchoolDistrict

SystemofProfessionalGrowth(SPG)

1 SJUSD

Standard2RubricEssentialElement2.3forPractitionerswithPermanentStatus

EssentialElement2.3

NotMeetingApproaching

Standards

MeetingStandards

Establishingandmaintaininglearningenvironmentsthatarephysically,intellectually,culturally,andemotionallysafeforallstudents

Eitherdoesnot

recognizesafety

issues,doesnot

attemptto

addressthem

and/oruses

ineffective

strategies

Recognizesand

attemptsto

addresssafety

issuesregarding

materials,student

interactions,and

theroom

organization

Reacts

situationallyto

safetyissues,but

doesnothave

well-established

practicesand

proceduresin

place

Recognizesand

addressessafetyissues

regardingmaterials,

studentinteractions,

andtheroom

organization

Usesmultiplestrategies

tosupportphysical,

intellectual,cultural,

andemotionalsafety

Modelsandprovide

instructiononskillsthat

developresiliencyand

supportintellectual,

emotionalandcultural

safety

Integratessupportfor

studentstotakerisks

inofferingrespectful

opinionsabout

divergentviewpoints

Examinesbiasesinthe

learningenvironment

andcurriculum

Sharesresponsibility

withthestudentsfor

establishingand

maintaininga

physically,

intellectually,

culturally,and

emotionallysafe

environmentfocused

onhighqualityand

rigorouslearning




2 SJUSD

2.3Establishesandmaintainslearningenvironmentsthatarephysically,intellectually,culturally,andemotionallysafeStrategiesbelowaresuggestionsNOTrequirements


-arrangethelearningenvironment

tofacilitatepositiveandproductive

classroominteractions?

§ Provideseatingforindependentlearning,groupformations,teamwork,andpaired

assignmentsbasedonassignmentsandstudentneeds

§ Useasoundrationale,supportingallstudents,whendesigningtheclassseatingchart

§ Arrangeseatingsothatallstudentsareabletoseeandheartheteacherduringinstruction

§ Ensurethatallstudentsareabletoseetheworkspace(e.g.whiteboard,SmartBoard)

§ UsesGLADstrategies–Standards,Scouts,LiteracyAwards,T-GraphforSocialSkills,Team

Points,PersonalInteractions,HomeSchoolConnections

§ Other

-encourage,support,andrecognize

theachievementsandcontributions

ofallstudents?

§ Useproactiveclassroommanagement

§ Poststudentworkandtheagenda

§ Praisestudentsfortheiraccomplishmentsinandoutsidetheclassroom/schoolsetting

§ Modelpraisethatispurposeful

§ Acknowledgeand/orcorrectallstudents’contributionswithpositivewords

§ Conductone-to-oneconferences

§ Establishindividualattainablegoals



§ Other



3 SJUSD


-encouragestudentstotakerisks

andtoexpressthoughtfuland

respectfulopinionsrelatedtothe

topicorsubjectofdiscussion?

§ Modelthoughtfulandrespectfullanguage

§ Provideopportunitiesforstudentstopracticeandusepositive,supportivewords

§ Use“waittime”toencouragestudentstocompletethoughtsandexpressopinions

§ Encouragedifferentmodesofexpressionandstudentchoice

§ Providea“penaltyfree”environmentthatallowsstudentstocontributeandevaluatetheir

ideaswhilereceivingconstructiveandtimelyfeedback

§ Encouragereflectivefeedbackaftereachlesson

§ Fostercarefullisteningamongallclassmembersincludingyourself



§ Other

-fosterthedevelopmentofeach

student'sself-esteem?

§ Encouragestudentstostrivefortheirpersonalbest

§ Recognizeincrementalsuccessesasstudentsparticipateinscaffoldedinstruction

§ Usepositiveandsupportingwords

§ Use“waittime”toencouragestudentstocompletethoughtsandexpressopinions

§ Positivelyacknowledgestudentwork/accomplishmentseitherverballyand/orvisually

§ Stressstudentresponsibilityandaccountability

§ Poststudentworksamples

§ Highlightstudents’strengthsanduniquenessthroughactivities

§ Supportstudentsindevelopingtheattitudethathelpingeachotherisrewarding



§ Other



4 SJUSD


-createasafe,accessible

learningenvironmentforall

students?

§ Reflectonstudent(s)academicandbehavioralneedsanddevelopaplanofsupport

§ Providesupervisionforstudentsatalltimes

§ Arrangeseatingtoprovidesafetyandaccessibilityforallstudents

§ Adheretodistrictsafetycodes

§ Followfirecodeguidelines

§ Postevacuationandemergencyinformation



§ Other

*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMariePagliero.

ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinputfromvarious

stakeholders.



1 SJUSD


EssentialElement3.1


MeetingStandards

Demonstratingknowledgeofsubjectmatter,academiccontentstandards,andcurriculumframeworks

Hasfoundationalknowledge,butmakescontenterrorsand/ordoesnotunderstandtheprerequisiteskills/knowledgestudentsneedwhenplanninginstruction.

Understandsthesubjectmatterconcepts,academiclanguage,andacademiccontentstandards,butrarelyexplainstherelationshiptostudents.

Doesnotdemonstrateawarenessofcommonstudenterror/misconception.

Few,ifany,attemptstodemonstrateconnectionsandrelevancetostudents.

Understandsandclearlyexplainstherelationshipbetweensubjectmatterconcepts,academiclanguage,andacademiccontentstandards.

Clearlydemonstratesconnectionsandrelevancetostudents.

Awareofcommonstudenterror/misconception.

Usesbroadknowledgeoftherelationshipbetweenmatterconcepts,academiccontentstandards,andacademiclanguageinwaysthatensureclearconnectionandrelevancetostudents.

Anticipatesandisabletoaddresscommonstudenterror/misconception.

Usesextensiveknowledgeofsubjectmatterconcepts,currentissues,academiclanguage,andresearchtomakerelevantconnectionstostandardsduringinstructiontoextendstudentlearningandisabletoconnecttopictootherdisciplines.




2 SJUSD

3.1DemonstratingknowledgeofsubjectmatteracademiccontentstandardsStrategiesbelowaresuggestionsNOTrequirements


-ensurethatmysubjectmatterknowledgeissufficienttosupportstudentlearning?

§ Accessstudents’priorknowledge§ Utilizecontentrelatedresearchinlessons§ Remaincurrentwithsubjectmatterandteachingmethods§ ParticipateinProfessionalLearningCommunitydiscussions§ Reflectonstudentassessmentresultsandmodifylessonsandteachingasneeded§ UseGLADstrategy–BigBooks,ClunkersandLinks,FocusedReading,LearningLogs§ Other

-continuetokeepmysubjectmatterknowledgecurrent?

§ Researchmaterialstoteachstandards,viaprofessionaltexts,ancillaryresourcesandinternet§ Utilizecontentrelatedresearchinlessons§ Continueprofessionaldevelopmentthroughworkshops,courses,andprofessionalorganizations§ ParticipateinProfessionalLearningCommunitydiscussions§ Other

-identify,understand,andteachthekeyconceptsandunderlyingthemesandrelationshipsintheacademiccontentstandardsandstatecurriculumframeworks?

§ Postandexplicitlystatelearningtargetsandstandards§ Makelearningtargetconnectionstotherealworld,transparent§ Addressbasic,content,andacademicvocabulary§ Aligncurricularmaterialsandsupplementalresourceswithstatestandards\§ UseGLADstrategies–10/2lecture,PictureFilesCards,ObservationCharts,InquiryCharts,Cognitive

ContentDictionary,GraphicOrganizers,PictorialInputCharts,ComparativeInputCharts,NarrativeInputCharts,SentencePatterningCharts,ChantsandPoetry,StoryMaps,MindMaps,ProcessGrids,TeamTasks,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraph,WritersWorkshop,LearningLogs,InteractiveJournals,BigBooks

§ Other



3 SJUSD


-integratekeyconcepts,themes,relationships,andconnectionsacrosssubjectmatterareas?

§ Useresourcestopre-plan§ Usegraphicorganizers(e.g.Venndiagramsandthinkingmaps)§ Explicitlystateconnectionsacrosssubjectareas§ Ensurestudentsexpressconnectionsverballyorinwrittenassignments§ UseGLADstrategies–10/2lecture,PictureFilesCards,ObservationCharts,InquiryCharts,Cognitive


§ Other

-ensurethatmyknowledgeofthesubjectmatterincorporatesdifferentperspectives,appropriatetothediscipline?

§ Includemultipleperspectivesinlessons§ Reflectonstudentassessmentresultsandmodifyteachingasneeded§ Usegraphicorganizers(e.g.Venndiagrams,compare/contrastchartsorthinkingmaps)§ Usecross-culturalsurveys§ Utilizedebatesanddiscussions§ Useresourcestopre-plan§ UseGLADstrategies–10/2lecture,PictureFilesCards,ObservationCharts,InquiryCharts,Cognitive


§ Other



4 SJUSD


-maintainandutilizecurrentunderstandingofrelevantcontentstandardsandframeworks?

§ ParticipateinProfessionalLearningCommunitydiscussionsrelatedtocontentstandards§ Participateincrossgrade-levelcontentstandardsandframeworksconversationsincoresubjectareas:

English/LanguageArts,Math,History/SocialStudies,andScience§ Engageincrossgrade-level(K-5,6-8,9-12)articulationsmeetingstounpackstatestandardsrelativeto

specificcontentareas§ Other



(SPG)

1

Standard4Rubric

EssentialElement4.1forPractitionerswithPermanentStatus

EssentialElement4.1

NotMeetingApproachingStandards MeetingStandards

Usingknowledgeofstudents'academicreadiness,languageproficiency,culturalbackground,andindividualdevelopmenttoplaninstruction

Unawareofstudentsinterestsorculturalheritage.

Takeslittletonoresponsibilitytolearnaboutstudents’medicalorlearningdisabilities,culturalbackground,orlanguageproficiency.

Doesnotplandifferentiationbasedonneedsofstudents.

Isawareofdifferentculturalgroups,languageneeds,andmedicalorlearningneedsofstudentsintheclassandhasageneralsenseofstudentinterests.

Rarelyusesinformationaboutstudentacademicreadiness(includingIEPrequirements),languageproficiency,culturalbackground,andindividualdevelopmenttoplaninstruction.

Differentiationisplanned,butisnotregularlyutilizedwhenneededand/orisnotusuallyappropriatetomeettheneedsofstudents.

Plansandconductsdifferentiatedinstructionbasedonknowledgeofstudents’academicreadiness(includingIEPrequirements),academiclanguage,languageproficiency,diverseculturalbackground,andindividualcognitive,social,emotional,andphysicaldevelopment.

Differentiationisplannedandimplementedasneeded.

Plansandconductsdifferentiatedinstructionwhichisbasedonbroadknowledgeofstudentswhilematchingresourcesandspecificstrategiestostudents’diverselearningneedsandculturalbackgrounds.

Plansandconductsdifferentiatedinstructionthatprovidessystematicopportunitiesforsupportingandextendingstudentlearningbasedoncomprehensiveinformationonstudents.



(SPG)

2

4.1Usesknowledgeofstudents'academicreadiness,languageproficiency,culturalbackground,andindividualdevelopment

toplaninstruction.

StrategiesbelowaresuggestionsNOTrequirements


-incorporatestudents’priorknowledgeandexperienceinmycurriculumandinstructionalplanning?

§ Accessstudent’spriorknowledgewhen

introducinganewconcept§ Conductstudentsurveys§ Useassessments§ Reviewpriorcurriculaandstudentdata§ Other

-useknowledgeofmystudents’lives,theirfamilies,andtheircommunitiestoinformmyplanningofcurriculumandinstruction?

§ Createanddisplayaresourceforfeaturingstudents’familiesandcommunities§ Selectandusematerialsthatrepresentabroadviewoflife,family,andcareerchoicesforallstudents§ Incorporatestudents’cultures,backgroundknowledgeandinterestsintoinstruction§ Understandstheeffectsofpovertyonstudentlearningandusesthatunderstandingtoplanand

deliverinstruction§ UsesGLADstrategy–HomeandFamilyConnectionsandPersonalInteractions§ Other

-useknowledgeofmystudents’individualcognitive,social,emotionalandphysicaldevelopmenttoplaninstructionandmakeappropriateadaptationstomeetstudents’uniqueneeds?

§ Incorporatestudentinformationdataintoplanninganddifferentiatinginstruction§ Reflectonstudentachievementdatatomodifyinstruction§ UsesGLADstrategy–HomeandFamilyConnectionsandPersonalInteractions§ Other

§ Gatherdata:§ Useicebreakers&gettingtoknowyou

activities§ ReviewSARCInfo§ Readlocal&schoolnewspapers§ Collectstudentinformationfrominterest

inventoriesandlearningstyles


(SPG)

3


-planlessonsandunitsthatpromoteaccesstoacademiccontentstandardsforallstudents?

§ Provideaccesstocorecurriculumforallstudents§ Allowallstudentsequalaccesstoacademiccontentthroughdifferentiatedinstruction§ Establishclearlearningtargets/objectivessothatallstudentsunderstandandcanarticulatethem§ UseGLADstrategies–10/2Lecture,PictureFileCards,ObservationCharts,InquiryCharts,Cognitive

ContentDictionary,GraphicOrganizers,PictorialinputCharts,ComparativeInputCharts,NarrativeInputCharts,SentencePatterningCharts,Chants/Poetry,StoryMaps,MindMaps,ProcessGrids,TeamTasks,ExpertGroups,ELDGroupFrames,ELDReviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals,BigBooks,ClunkersandLinks,FocusedReading,EartoEarReading

§ Other-useknowledgeofmyEnglishlearners’levelsoflanguageproficiencytoplaninstructionthatsupportstheirsubjectmatterlearningandacademiclanguagedevelopment?

§ AccessCELDTdatatodeterminestudent’slanguagelevels§ Analyzelanguagelevelsdataandusealignedstrategiesthatsupportlanguageacquisition§ UseELDandGLADstrategiesalignedtostudents’proficiencylevels§ Incorporatesubjectmatter,contentvocabularyandacademicvocabularyintoinstruction§ Other

-useknowledgeofmystudents’diverselearningneedstoplaninstructionthatsupportstheirlearning?

§ Useassessmentdatatoplananddesigndifferentiatedlessonsfordiverselearners§ Conductstudentobservationsandrecordanecdotalnotes§ Modifyinstructionbasedontheresultsofformativeassessments§ Engageindialogueandinformationdiscoveryaboutthecausesoftheachievementgapandaddresses

thoseneedswhenplanning§ Other

*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMariePagliero.


(SPG)

4

ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinputfromvariousstakeholders.



1 SJUSD


EssentialElement4.4

NotMeetingApproaching

Standards

MeetingStandards

Planninginstructionthatincorporatesappropriatestrategiestomeetthelearningneedsofallstudents

Isunawareof

studentcontent,

learning,and

languageneeds.

Plansinstruction

thatisnotwell

alignedto

instructional

goalsordoesnot

planinstruction.

Isawareof

students’diverse

learningand

languageneeds.

Plansinstruction

thatisalignedto

instructionalgoals,

butrarelyuses

strategiesto

respondtothe

students’diverse

needs.

Plansandincorporates

instructionalstrategies

intoongoing

instructiontoaddress

culturallyresponsive

pedagogy,and

students’diverse

languageneeds.

Considersstrategiesto

providesupportand

challengestudents.

Usesassessmentof

studentlearningand

languageneedsto

informplanningof

differentiated

instruction.

Plansdifferentiated

instructionusing

strategiestoaddress

learningstylesand

meetstudents’

assessedlanguageand

learningneeds.

Incorporates

appropriatesupport

andchallengefor

students.

Integratesresultsfrom

abroadrangeof

assessmentsinto

planningtomeet

students’diverse

learningandlanguage

needs.

Plansinstruction

incorporatinga

repertoireof

strategiesto

specificallymeet

students’diverse

languageand

learningneedsand

stylestoadvance

learningforall.

Facilitates

opportunitiesfor

studentstoreflecton

theirlearningandthe

impactof

instructional

strategiestomeet

theirlearningand

languageneeds.




2 SJUSD

4.4PlansinstructionthatincorporatesappropriatestrategiestomeetthelearningneedsofallstudentsStrategiesbelowaresuggestionsNOTrequirements


-developunitandlessonplansthat

buildonandextendstudents’

understandingofsubjectmatter?

§ Designinstructionbasedonstudent’spriorknowledge,toincludeinstructiononprerequisiteskills

§ Implementaseriesoflessonsbasedonstatestandardsanddistrictguidelines

§ Utilizecurriculummappingandbackwardplanning

§ Useassessmentstodevelopandreviselessons

§ Differentiatetomeettheneedsofallstudents

§ Other

-ensurethateachinstructional

strategyisrelatedtolearninggoals?

§ Previewcomponentsofalessontoensureconnectionstogoals

§ Communicatelessonobjective

§ Refertolearninggoalsthroughoutthelesson

§ Other

-planinstructiontoallowenoughtime

forstudentlearning,review,and

assessment?

§ Checkforunderstandingthroughoutthelesson(e.g.whiteboards,thumbsup/down,manipulatives,

pairs,tablegroups)

§ Usewarm-upactivitiesthatreviewskillsorconceptsneededforessentiallearning

§ Embedassessmentsininstructionalplanning


§ Other

-usemyknowledgeofsubjectmatter

andmystudentstoplanand

appropriatelypaceinstructional

activitieswithinalessonandover

time?

§ Analyzestudentwork(ongoing)


§ Useavarietyofinstructionalstrategies

§ Other




3 SJUSD

-checkforunderstanding,preparefor

adjustments,remediateoraccelerate

instructionandindividualizewhen

appropriate?

§ Re-teachand/oracceleratewhennecessary

§ Identifylanguageobjectives,e.g.CELDTlevelproficiencies,toensurethatstudentswillbeableto

communicatetheirknowledgeandunderstanding

§ Useformativeassessmentstomakeadjustmentsbothduringandafterthelesson

§ Other

-addresstheELDstandards

appropriately,basedonmyEnglish

learners’levelsoflanguage

acquisition?

§ ReviewCELDTscoresandotherdatatodeterminelevelsforELD

§ Providemultipleandvariedopportunitiesforlanguagedevelopment

§ ScaffoldlearningthroughappropriateuseofSDAIEstrategies

§ Re-teachwhennecessary

§ Other

-addresstheIEPgoalsandobjectives

ofmystudentswithspecialneeds?

§ ParticipateinfrequentandongoingcollaborationandcommunicationwithSpecialEducationstaff

§ AttendIEPmeetings

§ Participateingoal-settingforstudentsonIEPor504plans

§ Differentiatetomeetthestudent’sIEPgoals

§ Other

-selectmaterials,resources,and

technologiestosupportthelearning

needsofEnglishlearnersandstudents

withspecialneeds?

§ AlignmaterialswithstudentidentifiedCELDTlevelsand/orIEPgoals

§ UseSDAIEstrategies(e.g.visualsorrealia)

§ ParticipateinongoingcollaborationandcommunicationwithSpecialEducation&supportstaff

§ Other

*InstructionalStrategiesCSTPlistoriginallyfromworkoftheNewTeacherCenterandMasteryTeaching-CommonCoreStrategiesbyMarie

Pagliero.

ModifiedbyBTSACluster1DirectorWork,theTeacherEffectivenessandEvaluationProject–SanDiegoCountyOfficeofEducation,andinput

fromvariousstakeholders.


(SPG)

1 SJUSD


EssentialElement5.4

NotMeetingStandardsApproaching

MeetingStandards

Usingassessmentdatatoestablishlearninggoalsandtoplan,differentiate,andmodifyinstruction

Usesassessmentsthatdonotalignwithlearningobjectives.

Doesnotuseassessmentinformationtoadjustinstruction.

Isunawareofformativeassessmentpractices.

Usessomeassessmentsthatarealignedwithlearningobjectives.

Adjustswholeclassinstructionbasedonassessmentdata,butdoesnotincludeadjustmentsforstudents’diverselearningneeds.

Rarelyusesformativeassessmentstrategies.

Usesavarietyofassessmentdatatosetstudentlearninggoalsforcontentandacademiclanguage.

Plansdifferentiatedlessonsandmodificationstoinstructiontomeetstudents’diverselearningneeds.

Usesavarietyofformativeassessmentpractices.

Integratesabroadrangeofdatatosetlearninggoalsforcontentandacademiclanguageacrosscontentstandards.

Plansdifferentiatedinstructiontargetedtomeetindividualandgrouplearningneeds.

Modifieslessonsduringinstructionbasedonavarietyformativeassessments.

Reflectsonavarietyofevidenceofstudentlearningcontinuouslytomakeongoingrefinementstolearninggoalsforcontentandacademiclanguageforthefullrangeofstudents.

Usesavarietyofevidenceofstudentlearningtosystematicallyrefineplanning,differentiateinstruction,andmakeongoingadjustmentstomatchtheevolvinglearningneedsofindividualsandgroups.



(SPG)

2 SJUSD

5.4Usesassessmentdatatoestablishlearninggoalsandtoplan,differentiate,andmodifyinstructionStrategiesbelowaresuggestionsNOTrequirements


-drawuponassessmentdatatosupportdevelopmentoflearninggoals?

§ Prioritizelearningtargetsaccordingtostudentneeds§ Utilizevariedassessmenttypes§ Setclearlessonobjectivesandlinkinstructionandactivitiestotheobjective§ Identifyandanalyzetrendsandpatternstodeterminenextinstructionalsteps§ Alignappropriateinstructionalstrategieswithassessmentdataduringinstructionalplanning§ UsesGLADstrategies–NumberedHeads,ELDreview,ELDGroupFrames,CooperativeStrip

Paragraphs,LearningLogs,InteractiveJournals,WritersWorkshop§ Other

-reviewandreviselearninggoalswithstudentsovertime?

§ Revisitstudentlearninggoalsatregularintervals§ Providefeedbacktostudentsonprogresstowardslearninggoal(s)§ Requirestudentstokeeparecordoftheirlearningandprovideopportunitiesforself-

reflection§ Usestudentcreatedrubricstosupportstudentsunderstandingoflearninggoals§ Communicatelearningtargets/goalsthroughoutthelesson§ Monitorachievementoflearningtargets§ Provideopportunitiesforstudentstoarticulatetheirlearning§ UsesGLADstrategy–Portfolio,FocusedReading§ Other


(SPG)

3 SJUSD


-ensurethatstudentlearninggoalsreflectkeysubjectmatterconcepts,skills,andapplications?

§ Linkassessmentstostatestandards§ Alignassignmentswithlearningobjectives§ Designformativeassessmentstosupportmasteryoflearningobjectives§ Developrubricsthatalignwithlearninggoals§ UseGLADstrategies–10/2Lecture,PictureFileCards,ObservationCharts,InquiryCharts,

CognitiveContentDictionary,GraphicOrganizers,PictorialinputCharts,ComparativeInputCharts,NarrativeInputCharts,SentencePatterningCharts,Chants/Poetry,StoryMaps,MindMaps,ProcessGrids,TeamTasks,ExpertGroups,ELDGroupFrames,ELDReviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals,BigBooks,ClunkersandLinks,FocusedReading,EartoEarReading

§ Other-useformativeassessmentstoadjustinstructionwhileteaching?

§ Usevariedstrategiestocheckforunderstanding(e.g.suchasthumbsup/thumbsdownand

think-pair-share)§ Monitorandcheckstudentworktoformativelyassessprogressandprovidetimelyand

descriptivefeedback§ Createapenalty-freeenvironmentsostudentsarecomfortabletakingrisks§ Utilizewarm-upsandreviews§ Utilizequestionstrategiestoinforminstruction§ Encouragestudentstousea“thinkaloud”formattoexplaintheirthinkingprocesses§ Facilitateopportunitiesforstudentstoconstructtheirownquestionsandleadtheirown

discussions§ Provideopportunitiesforstudentstokeepjournals(e.g.quick-writesandresponsejournals)§ UsesGLADstrategies–LearningLogs,InteractiveJournals,WritersWorkshop§ Other




1 SJUSD

Standard5RubricEssentialElement5.5+forPractitionerswithPermanentStatus

EssentialElement5.5+

NotMeetingStandardsApproaching

MeetingStandards

Involvingallstudentsinself-assessment,goalsetting,andmonitoringprogress+Sharingtimelyandcomprehensiblefeedbackwithstudents

Doesnotinformstudentsaboutlessonobjectives,outcomes,andsummativeassessmentresults.

Providesnofeedback,orfeedbackistothewholeclassorisdirectedtoonlyonestudent.

Doesnotaskstudentstoevaluatetheirownorclassmates’work.

Doesnotincludestudentsinsettinggoals.

Informsstudentsaboutlessonobjectives,outcomes,andsummativeassessmentresults.

Providesstudentsgradesonassignments,butwithnospecificfeedbackonstrengthsandareasinneedofimprovement.

Rarelyencouragestudentstoestablishlearninggoalsthroughsinglelessonsorsequenceoflessonsthatincludegoal-settingexercises.

Rarelyprovidesstudentswithopportunitiestomonitortheirownprogresstowardclassorindividualgoals.

Modelsandscaffoldsstudentself-assessmentandgoalsettingprocessesforlearningcontentandacademiclanguagedevelopment.Guidesstudentstomonitorandreflectonprogressonaregularbasis.

Providesstudentswithclearandtimelyinformationaboutstrengths,needs,andstrategiesforimprovinglearning.

Implementsstructuresforstudentstoself-assessandsetlearninggoalsrelatedtocontent,academiclanguageandindividualskills.Integratesstudentself-assessment,goalsetting,andmonitoringprogressacrossthecurriculum.

Integratesongoingdescriptivefeedbackandengagesstudentsinconstructiveconversationthatsupportstudents’increasedlearning.

Providessystematicopportunitiesforstudentself-assessment,goalsetting,andmonitoringprogress.Developsstudents’meta-cognitiveskillsforanalyzingprogressandrefininggoalstowardshighlevelsofacademicachievement.

Facilitatesstudents’leadershipinseekingandusingongoingcomprehensiblefeedbacktoacceleratetheirlearning.




2 SJUSD

5.5+Involvingallstudentsinself-assessment,goalssettingandmonitoringprogressStrategiesbelowaresuggestionsNOTrequirements


-makeassessmentintegraltothelearningprocess?

§ Shareyourmethodsofassessingmasteryofcontentorskillswithstudents§ Matchassignmentstothelearningtarget§ Informstudentsthatthecompletionoftheassignmentwillsupportunderstandingofthe

target§ Explainthescoringproceduresandexemplarsbeforeexercisesareimplemented§ Providerubricsforlarge-scaleassignments§ Assiststudentsintrackingprogresstowardtheobjective§ Identifyproceduresthatassurethedeliveryoftimelyassessmentresultsinaclearanduseful

manner§ Respondtoassessmentsbydifferentiatingfutureinstruction

-makeassessmentaninteractiveprocessbetweenteacherandstudent?

§ Providestudentswithrubricsthatdetailgoals§ Providetimelyanddescriptivefeedback(writtenandoral)asstudentswork§ Postgradesregularly§ Reviewtestresultsandidentifyareastoreteachwholeclassorinsmallgroups§ Returntestsandquizzesexpeditiouslyandprovideguidedtimeforremediation

-modelself-assessmentstrategiesforallstudents?

§ Discussyourownlearninglimitationsandchallengesonassessmentsandexplainhowyouhaveovercomethem

§ Exposestudentstotechniquestoevaluatetheiranalyticalandreflectiveskills§ Createachievementexpectationsinstudent-friendlylanguageordesignedbystudents§ Providesamplesofstudentworkthatillustratelevelsofproficiencyfrombeginnertofully

competent§ Useovertassessmentstrategieslikethumbsup/thumbsdowntocheckforunderstanding§ Reviewtestsandcompletedassignmentswithstudentsanddeterminecommonerrors§ Modelandcollaboratewithstudentsrelatedtothepracticeanduseoftheassessmentsand

rubrics§ Encouragestudentstocommunicatewithpeers,parentsandteachersabouttheirprogress

duringthelearningprocess



3 SJUSD


-developandusetoolsandguidelinesthathelpallstudentsassesstheirworkandmonitortheirlearninggoals?

§ Assiststudentinsettingindividualgoals§ Communicateaclearplanforassessmenttothestudents§ Providefeedbacktohelpstudentsself-assessprogress§ Organizestudentlearningsothattheycanassumepersonalresponsibility§ Developanunderstandingthatlearningrequireseffort,goalsshouldbeset,andpersistence

andpracticearekey§ Requirestudentstowriteandrevisitlearningperiodically§ Helpstudentstounderstandtheirownuniquenessbyapplyingtheteachingsoflearning

styles,brainresearch,multipleintelligences,andlearningmodalities§ Assiststudentsinkeepingtrackoftheirlearninggoalse.g.learninglogs§ Allowstudentstopredicttheirgradesandreflectonanydifferences§ Createrubricswithclearlydefinedcriteria§ Engagestudentsbyconnectingpersonalmeaninge.g.opportunitiesforselfdiscovery,a

growingsenseofefficacy,worthychallengesandthevalueoftheirwork§ Embedmetacognitivequestionsintostudentworke.g.“Whatwasthemostchallenging

aspectofthisassignment?”

-provideopportunitiesforallstudentstoengageinpeerdiscussionandreflectionoftheirwork?

§ Allowstudentstoshareroughdraftsofassignmentsforpeerreview§ Teachstudentstouseencouragingcoachinglanguagewhenworkingwithpeers§ Involvestudentsininformalchecksforunderstanding

-provideopportunitiesforallstudentstodemonstrateandreflectontheirlearninginsideandoutsideoftheclassroom?

§ Usejournalpromptsthatencouragestudentstosharepositivelearningexperiencesfromoutsidetheclassroom

§ Havestudentsshareexperiencesofovercominglearningchallengesbothinsideandoutsideoftheclassroom

§ Uselearninglogsandmetacognitivequestionstoencouragereflectiononlearning§ Providetimeattheendofalessonforstudentstoaddressprogresstowardmeetingtheir

learningtargets,orallyorinwriting



(SPG)

1 SJUSD


EssentialElement6.1


MeetingStandards

Reflectingonteachingpracticeinsupportofstudentlearning

Attemptstoreflect,butisunsurewhatevidencetouseforreflectiononpracticeorisunclearontheneedforreflection.

Rarelyreflectsonevidenceofpracticeandfocusesonoverallstudentlearningneedsratherthanindividualstudentprogress.

Regularlyreflectsontherelationshipbetweenmakingadjustmentsinteachingpracticeandimpactonthefullrangeoflearners.

ReflectsindividuallyandwithcolleaguesonrefinementsinteachingpracticeandconnectionsamongtheelementsoftheCSTPtopositivelyimpactthefullrangeoflearners.

Maintainsongoingreflectivepracticeandactionresearchinsupportingstudentlearningandraisingthelevelofacademicachievement.Engagesinandfostersreflectionamongcolleaguesforschoolwideimpactonstudentlearning.



(SPG)

2 SJUSD

6.1ReflectsonteachingpracticeinsupportofstudentlearningStrategieslistedaresuggestionsNOTrequirements


-assessmygrowthasateacherovertime?

§ AssesspracticeagainsttheContinuumofTeachingPractice§ UsetheContinuumofTeachingPracticetoidentifyareasofstrengthanddesiredgrowth§ Setprofessionalgoalsandreflectongrowthovertime§ Analyzestudentprogresstowardmasteryofstandards§ UsesGLADstrategies–LearningLogs,InteractiveJournals,WritersWorkshop§ Solicitfeedbackfromstudents(e.g.surveys,exittickets,studentinterviews,learningjournals)§ Reflectdailyontheeffectivenessoflessons,usingthe“Plan-Teach-Reflect-Apply”Cycle§ Workwithacolleaguetoreviewteachingpractice(e.g.videosoflessons)§ Other

-learnaboutteachingasIobserveandinteractwithmystudents?

§ Monitorstudentsforpurposefulandactiveengagement§ Providemultiplechecksforunderstanding§ Adjustthepacinganddeliveryoflessonstomeettheneedsofstudents§ Reflectonteachingandlearningtoinformnextsteps§ Use“Plan-Teach-Reflect-Apply”Cycleforcontinualimprovement§ UsesGLADstrategies–LearningLogs,InteractiveJournals,WritersWorkshop§ Other

-reflectonmyinstructionalsuccessesandchallengestomovemypracticeforward?

§ Consultwithcolleaguesandadministratorsforfeedback§ Createanannotatednotebookoflessonplanningideasandimprovements§ Bewillingtotrynewstrategies§ Maintainhighstandardsforteachingandlifelonglearning§ Planfuturelessonsbasedonstudentwork§ UsesGLADstrategies–LearningLogs,InteractiveJournals,WritersWorkshop§ Other


(SPG)

3 SJUSD


-analyzemyteachingtounderstandwhatcontributestostudentlearning?

§ Analyzedatarelatedtostudentprogress§ Expandyourteachingstyletoaddressthelearningmodalitiesofallstudents§ Participateinlessonstudies§ Examinetheimpactofteacherchoicesonstudentlearning(e.g.roomarrangement,student

proximity,timeontask,instructionaldelivery,learningenvironment,studentengagement,pacingandquestioningskills)

§ UsesGLADstrategies–LearningLogs,InteractiveJournals,WritersWorkshop§ Other

-formulateprofessionaldevelopmentplansthatarebasedonmyreflectionandanalysis?

§ Designteacherinquirybasedonobservationfeedback(e.g.HowmightI…?WhydoI?...)§ Attenddepartmental/gradelevelandschool-widestaffdevelopmentopportunities§ Participateinprofessionallearningcommunities(e.g.bookstudy,SJTAclasses,Districtofferings,

joinprofessionalorganizations)§ Utilizenewlearningthroughouttheinquiryprocess§ Observecolleagues§ ConsiderfurthereducationincludingNationalBoardCertification§ Other

-developawarenessofpotentialbiasthatmightinfluencemyteachingoreffectstudentlearning?

§ Engageindialogueandinformationdiscoveryaboutthecausesoftheachievementgap§ Monitorlanguagehabitsthatindicateparticularbiasororientation§ Examinepersonalbeliefsandpractices§ Berespectfulofallstudentstooptimizeengagementandlearning§ Other



(SPG)

1 SJUSD


EssentialElement6.3


MeetingStandards

Collaboratingwithcolleaguesandthebroaderprofessionalcommunitytosupportteacherandstudentlearning

Avoidscollaboratingwithcolleagues.Isunsureofwhatresourcesareavailabletosupportownprofessionalgrowthorstudentlearning.

Rarelycollaborateswithcolleaguestoconsiderhowbesttosupportteacherandstudentlearning.

Regularlycollaborateswithcolleaguestoimprovestudentlearningandreflectonteachingpracticeattheclassroomlevel.Knowshowtoaccessstudentandteacherresourcesinthebroaderprofessionalcommunity.

Collaborateswithcolleaguestoexpandimpactonteacherandstudentlearningwithingradeordepartmentandschoolanddistrictlevels.Interactswithmembersofthebroaderprofessionalcommunitytoaccessresourcesandawiderangeofsupportsforteachingthefullrangeoflearners.

Facilitatescollaborationwithcolleagues.Workstoensurethebroadestpositiveimpactpossibleoninstructionalpracticeandstudentachievementatschoolanddistrictlevelsandfortheprofession.Initiatesanddevelopsprofessionallearningopportunitiesforcolleagueswithinthebroaderprofessionalcommunityfocusedonstudentprogress.



(SPG)

2 SJUSD

6.3CollaboratingwithcolleaguesandthebroaderprofessionalcommunitytosupportteacherandstudentlearningStrategieslistedaresuggestionsNOTrequirements


-collaboratewithteacher,administrators,educationspecialists,para-educators,andstafftoensurethatallstudents’diverselearningneeds,interests,andstrengthsaremet?

§ CollaboratethroughProfessionalLearningCommunities(PLC)§ Implementtherecommendedinstructionalstrategiesforspecialneedsstudents§ Differentiatetomeettheneedsofallstudents§ Shareintheresponsibilityandaccountabilityforcontinuousimprovementinstudentlearning§ Other

-remainreceptivetothefeedbackofcolleagues,mentors,andsupervisorsinsupportofmyteachingpracticeandstudentlearning?

§ Maintainhighstandardsforteachingandlifelonglearning§ Use“Plan-Teach-Reflect-Apply”Cycleforcontinualimprovement§ Seekopportunitiesforfeedback§ Reflectondataandinstructionalpracticeswithcolleagues§ Other

-supportschoolanddistrictgoalsandpriorities?

§ UnderstanddistrictandsiteStrategicPlans§ Collaboratewithcolleaguestoidentifyandimplementdistrictandschoolfocuses§ Incorporateyourschools’goalsandprioritiesinyourlessonplanning§ UseGLADstrategies–10/2Lecture,PictureFileCards,ObservationCharts,InquiryCharts,Cognitive


§ Other


(SPG)

3 SJUSD


-contributetoschool-wideevents,activities,anddecision-making?

§ Volunteerforaprogramorcommitteeandcontributeyourexpertise§ Activelyparticipateincreatingapositiveschoolclimate§ Dedicatetimeandenergyforeventsandactivitiesthatpositivelyimpactstudents§ Other

-establishandmaintainproductiverelationshipswithotherschoolstafftobecomeavisibleandvaluedmemberoftheschoolanddistrictcommunities?

§ ParticipateinProfessionalLearningCommunities(PLC),departmental,orgrade-levelmeetings§ Fulfillsite/department/gradelevelexpectationsandcommitmentsinatimelymanner§ Engageinstaffandcommunitysocialactivities§ Contributetoanatmosphereofrespectandcollaboration§ Other

-contributetothelearningofothereducators?

§ Supportnewteachers§ Staycurrentthroughprofessionalreadingandsharingofnewlearning§ Facilitateaworkshop/bookstudywithcolleagues§ Bewillingtoshareyourpractice(e.g.classroomobservations,lessonstudy,videotaping)§ Shareyourresourcesand/orlessonswithcolleagues§ UseGLADstrategies–10/2Lecture,PictureFileCards,ObservationCharts,InquiryCharts,Cognitive


§ Other


(SPG)

4 SJUSD


-benefitfromandcontributetoprofessionalorganizationstoimprovemyteaching?

§ Participateasamemberofaprofessionalorganization§ ParticipateinProfessionalLearningCommunities(PLC)§ Subscribetoateachingjournal§ Facilitateaworkshop/bookstudywithcolleagues§ Attendaprofessionalorganization’sworkshop,meeting,orpresentation§ Other

-benefitfromandaddtotheknowledgebaseoftheprofession?

§ Reviewnewresearch-basedideasandincorporateintolessons§ Engageinresearchrelatedtoanareaofteachingpractice§ Collaboratewithcolleaguesandidentifyeffectiveteachingstrategies§ Contributetoanatmosphereofrespectandcollaboration§ UseGLADstrategies–10/2Lecture,PictureFileCards,ObservationCharts,InquiryCharts,Cognitive


§ Other


Documents

Standard 1 Rubric Essential Element 1.5 Practitioners with