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The REIL Symposium presentation about A Decision Support System & Professional Development
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Supporting Educator Effectiveness
Through A Comprehensive Approach
Thursday, September 6, 12
A Decision Support System & Professional Development
Thursday, September 6, 12
Vision REILization
Thursday, September 6, 12
Vision
Thursday, September 6, 12
REILizeDecision Support System
Welcome Laurie King | Sign Out
Home Profile Observation Data Student Data Professional Learning Compensation Data VerificationVideo Bank
The REIL Field Specialist for Nadaburg
Explaining Growth Models
Payout Schedules
Understanding the Evaluation Instrument
Videos
View The REIL Video Bank
What’s New
New Teacher Evaluation InstrumentNovember 19, 2011Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst.
Classroom Videos PostedNovember 1, 2011Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst.
REIL Field Specialists Explain PBCOctober 31, 2011Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel platea dictumst
News Feeds Documents
Learning Observation Instrument PDF
Professional Development Calendar PDF
Value Add Presentation PDF | Power Point
Career Pathway Booklet PDF
STEP Application Directions PDF | Doc
Feedback
What receives more attention in your district?
Teacher Improvement
Administrator Improvement
Neither
View Results
Thursday, September 6, 12
REILizeDecision Support System
Welcome Laurie King | Sign Out
Home Profile Observation Data Student Data Professional Learning Compensation Data VerificationVideo Bank
View Individual Growth PlanView Highlighted RubricView Supporting Document 1View Supporting Document 2
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst.
Educator Goal Plan
View Team Growth PlanView Subject Area Test ScoresView Supporting Document 1View Supporting Document 2
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Team Goal Plan
View Team Growth PlanView Subject Area Test ScoresView Supporting Document 1View Supporting Document 2
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst.
School Goal Plan
0-174 175-249 250-324 325-349 350-400
REIL Score
Learning Observation Score
Content Rubric 4
Formative Assessment Rubric 3
Instructional Strategies Rubric 3
Learner Engagement Rubric 2
Learner Community Rubric 3
Professional Responsibilities Rubric --
View All Observation Data
Value Added Score
Individual 25 45%
Team 30 5%
School 36 5%
View All Student Achievement Data
Profile
Thursday, September 6, 12
REILizeDecision Support System
Welcome Laurie King | Sign Out
Home Profile Observation Data Student Data Professional Learning Compensation Data VerificationVideo Bank
Date November 12, 2011Time 10:35 AMSubject MathScore 2
Date January 10, 2012Time 2:00 PMSubject ReadingScore 3
Date March 8, 2012Time 10:35 AMSubject MathScore 2
Date April 28, 2012Time 10:35 AMSubject MathScore 2
Date May 9 12, 2012Time 10:35 AMSubject MathScore 2
Past Content Rubric Scores
Observation Data Content Rubric
Content Rubric 4
Conceptual Understanding 2 Task Analysis 3 Connections to Content 5 Content Accessibility 4
Comments: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus.
Comments: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus.
Comments: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus.
Comments: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus.
Video BankConceptual UnderstandingLevel 34th Grade ScienceView more videos
Supports and Resources
Professional LearningConceptual UnderstandingView Professional Learning Opportunities
Video BankTask AnalysisLevel 44th Grade ReadingView more videos
Supports and Resources
Professional LearningTask AnalysisView Professional Learning Opportunities
Video BankConnections to ContentLevel 54th Grade ScienceView more videos
Supports and Resources
Professional LearningConnections to ContentView Professional Learning Opportunities
Video BankContent AccessibilityLevel 44th Grade MathView more videos
Supports and Resources
Professional LearningContent AccessibilityView Professional Learning Opportunities
Observation Data Content Rubric
Current Content Rubric Scores
Thursday, September 6, 12
REILizeDecision Support System
Welcome Laurie King | Sign Out
Home Profile Observation Data Student Data Professional Learning Compensation Data VerificationVideo Bank
Conceptual UnderstandingLevel 48th Grade Science
Content Rubric
Search Videos See All Videos View Rubric
Conceptual UnderstandingLevel 311th Grade English
Conceptual UnderstandingLevel 56th Grade Social Studies
Task AnalysisLevel 48th Grade Science
Video Bank Conceptual Understanding Level 3 4th Grade Math
Comments
Ronald McDonaldNovember 19, 2011Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus
Thursday, September 6, 12
REILizeDecision Support System
Welcome Laurie King | Sign Out
Home Profile Observation Data Student Data Professional Learning Compensation Data VerificationVideo Bank
Online Module 6 Resources
Download Module Workbook
Module Assessment/Certificate (login required)
View Module Videos4th Grade Math, Conceptual Understanding8th Grade Science, Conceptual Understanding11th Grade English, Conceptual Understanding
Online Module 6 Discussion Board
Sign Up for a Module 6 Conceptual Understanding Workshop
Find a local workshop and reserve your spot.
Search by District
Search by Date
Discussion Thread 1
Ronald McDonaldNovember 19, 2011Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat.
Discussion Thread 2
Ronald McDonaldNovember 19, 2011Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat.
Professional Learning Module 6 Conceptual Understanding
Thursday, September 6, 12
Vision REILization
Thursday, September 6, 12
REILization
Thursday, September 6, 12
REILization
Thursday, September 6, 12
REILization
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Vision REILization
REIL Score Dashboard
Spring 2013!
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Vision REILization
Observation Data Capture Tool
Fall 2012!
Thursday, September 6, 12
Vision REILization
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Vision REILization
Thursday, September 6, 12
The REIL Learning Observation InstrumentWorkshop
Foundations of Instruction:Lesson Design
Participant Workbook
Thursday, September 6, 12
Comprehensive
Thursday, September 6, 12
Learning Observation Instrument
Professional Responsibilities
Learning Community
Learner Engagement
Content
Instructional Strategies
Formative Assessment
July 2012
The REIL Learning Observation InstrumentWorkshop
Foundations of Instruction:Lesson Design
Participant Workbook
Thursday, September 6, 12
Thursday, September 6, 12
Learning Observation Instrument
Professional Responsibilities
Learning Community
Learner Engagement
Content
Instructional Strategies
Formative Assessment
July 2012
The REIL Learning Observation InstrumentWorkshop
Foundations of Instruction:Lesson Design
Participant Workbook
Teachers
Thursday, September 6, 12
Leading Observation Instrument
Securing Accountability
Leading Instruction
Setting & Communicating
Direction
Developing the Organization
Building Relationships
July 2012
AdministratorsThe REIL Leading Observation InstrumentWorkshop
Instructional Conferencing
Participant Workbook
Thursday, September 6, 12
The REIL Leading Observation InstrumentWorkshop
Introduction to Coaching and Relationships
Participant Workbook
Coaching Observation Instrument
Designing SupportImplementing
Professional Learning
Enhancing Culture
July 2012
Coaches
Thursday, September 6, 12
Learning Observation Instrument
Professional Responsibilities
Learning Community
Learner Engagement
Content
Instructional Strategies
Formative Assessment
July 2012
The REIL Learning Observation InstrumentWorkshop
Foundations of Instruction:Lesson Design
Participant Workbook
Leading Observation Instrument
Securing Accountability
Leading Instruction
Setting & Communicating
Direction
Developing the Organization
Building Relationships
July 2012
The REIL Leading Observation InstrumentWorkshop
Instructional Conferencing
Participant Workbook
The REIL Leading Observation InstrumentWorkshop
Introduction to Coaching and Relationships
Participant Workbook
Coaching Observation Instrument
Designing SupportImplementing
Professional Learning
Enhancing Culture
July 2012
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
The REIL Learning Observation InstrumentWorkshop
Teacher Role: Modeling
Thursday, September 6, 12
Thursday, September 6, 12
1
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
Thursday, September 6, 12
is explicitly constructed—it uses very intentional, concrete examples and/or visual images.1
An effective
2 is free of distractions—there isn’t any extraneous information or verbiage.
3 has labeled steps or parts with precise academic vocabulary.
model...
3
Thursday, September 6, 12
4
Thursday, September 6, 12
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Sub Objectives Teacher Role Student Actions Check for Understanding Modifications
The students will list problems/obstacles that they have had in class or on the playground. Modeling
The students will state previous knowledge about Lewis’ and Clark’s journey. Questioning
The students will state obstacles of Lewis and Clark as they progressed through the Rockies on their journey.
Constructing
The students will use the words obstacle and challenge in their journal entry. Modeling
The students will write two descriptive sentences about a problem they had on the playground that is showing not telling.
Modeling12
Thursday, September 6, 12
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Sub Objectives Teacher Role Student Actions Check for Understanding Modifications
The students will list problems/obstacles that they have had in class or on the playground. Modeling
The students will state previous knowledge about Lewis’ and Clark’s journey. Questioning
The students will state obstacles of Lewis and Clark as they progressed through the Rockies on their journey.
Constructing
The students will use the words obstacle and challenge in their journal entry. Modeling
The students will write two descriptive sentences about a problem they had on the playground that is showing not telling.
Modeling
Teacher RoleVaries teacher role (e.g., teacher-led, facilitation of student learning) effectively
during the instructional process in relation to content and purpose of instruction.
Thursday, September 6, 12
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Sub Objectives Teacher Role Student Actions Check for Understanding Modifications
The students will list problems/obstacles that they have had in class or on the playground. Modeling
The students will state previous knowledge about Lewis’ and Clark’s journey. Questioning
The students will state obstacles of Lewis and Clark as they progressed through the Rockies on their journey.
Constructing
The students will use the words obstacle and challenge in their journal entry. Modeling
The students will write two descriptive sentences about a problem they had on the playground that is showing not telling.
Modeling
Teacher Role
...and the needs of sub-groups of learners.
Thursday, September 6, 12
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Sub Objectives Teacher Role Student Actions Check for Understanding Modifications
The students will list problems/obstacles that they have had in class or on the playground. Modeling
The students will state previous knowledge about Lewis’ and Clark’s journey. Questioning
The students will state obstacles of Lewis and Clark as they progressed through the Rockies on their journey.
Constructing
The students will use the words obstacle and challenge in their journal entry. Modeling
The students will write two descriptive sentences about a problem they had on the playground that is showing not telling.
Modeling
Teacher Role
...and the needs of individual learners.
Thursday, September 6, 12
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Sub Objectives Teacher Role Student Actions Check for Understanding Modifications
The students will list problems/obstacles that they have had in class or on the playground. Modeling
The students will state previous knowledge about Lewis’ and Clark’s journey. Questioning
The students will state obstacles of Lewis and Clark as they progressed through the Rockies on their journey.
Constructing
The students will use the words obstacle and challenge in their journal entry. Modeling
The students will write two descriptive sentences about a problem they had on the playground that is showing not telling.
Modeling
Teacher RoleExplicitly models an exemplary product/procedure/
performance by labeling steps or concepts with precise academic vocabulary.
Supports students, at essential sub-objectives in using clear academic vocabulary/labels (verbal, written, or non-
linguistic representation) to solidify learning.
Thursday, September 6, 12
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Sub Objectives Teacher Role Student Actions Check for Understanding Modifications
The students will list problems/obstacles that they have had in class or on the playground. Modeling
The students will state previous knowledge about Lewis’ and Clark’s journey. Questioning
The students will state obstacles of Lewis and Clark as they progressed through the Rockies on their journey.
Constructing
The students will use the words obstacle and challenge in their journal entry. Modeling
The students will write two descriptive sentences about a problem they had on the playground that is showing not telling.
Modeling
Teacher Role
... and clear articulation of metacognition.
Thursday, September 6, 12
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark.Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it.Evidence of Learning: A journal entry from perspective of Lewis or Clark.1. Indicate the part of the journey on a map.2.Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length.4.Sentences must demonstrate precise descriptive words that show not tell.
Sub Objectives Teacher Role Student Actions Check for Understanding Modifications
The students will list problems/obstacles that they have had in class or on the playground. Modeling
The students will state previous knowledge about Lewis’ and Clark’s journey. Questioning
The students will state obstacles of Lewis and Clark as they progressed through the Rockies on their journey.
Constructing
The students will use the words obstacle and challenge in their journal entry. Modeling
The students will write two descriptive sentences about a problem they had on the playground that is showing not telling.
Modeling
Teacher Role
... free of distractions...
Thursday, September 6, 12
PlanThursday, September 6, 12
Thursday, September 6, 12
LEARNINGSupporting Teachers
on the Learning Observation Instrument
LOI Overview* (3 hrs)
Navigating the Standards (3 hrs) or (12 hrs)
(AZ Common Core Standards: ELA, Mathematics, and/or
Science)
Objective Writing (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Lesson Design (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Modeling (2 hrs)
Guided Practice and Check for Understanding
(2 hrs)
Constructing Knowledge(AZ Common Core Standards: Mathematics and/or Science)
(4 hrs)
Modifying Instruction (2 hrs)
YEAR 1
LEADINGSupporting Building Administrators
on the Leading Observation Instrument
LdOI Overview (3 hrs)
Learning Series Year 1 Workshops
LOI Qualified Evaluator Training (30 hours)
LOI Certified Evaluator Training (30 hrs)
(Leading Instruction Rubric: Analysis of Instruction and Post Conference & Job-Embedded
Reliability Calibration)
Implementing the Standards 1 (6 hrs)
(AZ Common Core Standards: ELA or Math optional at
MCESA)
YEAR 1
EVALUATINGSupporting District Administrators
in ensuringScoring Intra-rater Reliability
LdOI Overview (3 hrs)
LdOI QET (30 hours)
LdOI Certified Evaluator Training
(30 hours)
YEAR 1
Professional Learning Series
COACHINGSupporting Coaches
on the Coaching Observation Instrument
COI Overview (3 hrs)
Learning Series Year 1
LOI Qualified Evaluator Training (30 hours)
Introduction to Coaching & Relationships
(6 hrs)
Post Conference Data Gathering, Reinforcement/
Refinement, and Conference Process***
Student Needs Analysis & Instructional Analysis
Progress Monitoring*** and Coaching Cycles
(goals)
Learning Series Year 2: Conceptual Understanding
and Authentic Engagement
PD Training***
Group Facilitation***
Standards Implementation***
YEAR 1
*Required as part of LOI QET **Required as part of LOI CET ***Required as part of LdOI QET
Thursday, September 6, 12
Learning Observation Instrument
LOI Overview* (3 hrs)
Navigating the Standards
(AZ Common Core Standards: ELA, Mathematics, and/or
Objective Writing (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or
(AZ Common Core Standards: ELA, Mathematics, and/or
Guided Practice and Check for Understanding
Constructing KnowledgeAZ Common Core Standards:
LEADINGSupporting Building Administrators
on the Leading Observation Instrument
LdOI Overview (3 hrs)
Learning Series Year 1 Workshops
LOI Qualified Evaluator Training (30 hours)
LOI Certified Evaluator Training (30 hrs)
(Leading Instruction Rubric: Analysis of Instruction and Post Conference & Job-Embedded
Reliability Calibration)
Implementing the Standards 1 (6 hrs)
(AZ Common Core Standards: ELA or Math optional at
MCESA)
EVALUATINGSupporting District Administrators
in ensuringScoring Intra-rater Reliability
LdOI Overview (3 hrs)
LdOI QET (30 hours)
LdOI Certified Evaluator Training
(30 hours)
Professional Learning Series
COACHINGSupporting Coaches
on the Coaching Observation Instrument
COI Overview (3 hrs)
Learning Series Year 1
LOI Qualified Evaluator Training (30 hours)
Introduction to Coaching & Relationships
(6 hrs)
Post Conference Data Gathering, Reinforcement/
Refinement, and Conference Process***
Student Needs Analysis & Instructional Analysis
Progress Monitoring*** and Coaching Cycles
(goals)
Learning Series Year 2: Conceptual Understanding
Thursday, September 6, 12
Learning Observation Instrument
Professional Responsibilities
Learning Community
Learner Engagement
Content
Instructional Strategies
Formative Assessment
July 2012
Leading Observation Instrument
Securing Accountability
Leading Instruction
Setting & Communicating
Direction
Developing the Organization
Building Relationships
July 2012
The REIL Learning Observation InstrumentWorkshop
Foundations of Instruction:Lesson Design
Participant Workbook
The REIL Leading Observation InstrumentWorkshop
Instructional Conferencing
Participant Workbook
The REIL Leading Observation InstrumentWorkshop
Introduction to Coaching and Relationships
Participant Workbook
Coaching Observation Instrument
Designing SupportImplementing
Professional Learning
Enhancing Culture
July 2012
Thursday, September 6, 12
Learning Observation Instrument
Professional Responsibilities
Learning Community
Learner Engagement
Content
Instructional Strategies
Formative Assessment
July 2012
Leading Observation Instrument
Securing Accountability
Leading Instruction
Setting & Communicating
Direction
Developing the Organization
Building Relationships
July 2012
Coaching Observation Instrument
Designing SupportImplementing
Professional Learning
Enhancing Culture
July 2012
LEARNINGSupporting Teachers
on the Learning Observation Instrument
LOI Overview* (3 hrs)
Navigating the Standards (3 hrs) or (12 hrs)
(AZ Common Core Standards: ELA, Mathematics, and/or
Science)
Objective Writing (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Lesson Design (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Modeling (2 hrs)
Guided Practice and Check for Understanding
(2 hrs)
Constructing Knowledge(AZ Common Core Standards: Mathematics and/or Science)
(4 hrs)
Navigating the Standards
(AZ Common Core Standards:
(AZ Common Core Standards:
(AZ Common Core Standards:
Check for Understanding
AZ Common Core Standards: )
COACHINGSupporting Coaches
on the Coaching Observation Instrument
COI Overview (3 hrs)
Learning Series Year 1
LOI Qualified Evaluator Training (30 hours)
Introduction to Coaching & Relationships
(6 hrs)
Post Conference Data Gathering, Reinforcement/
Refinement, and Conference Process***
Student Needs Analysis & Instructional Analysis
Progress Monitoring*** and Coaching Cycles
(goals)
Learning Series Year 2: Conceptual Understanding
and Authentic
LEADINGSupporting Building Administrators
on the Leading Observation Instrument
LdOI Overview (3 hrs)
Learning Series Year 1 Workshops
LOI Qualified Evaluator Training (30 hours)
LOI Certified Evaluator Training (30 hrs)
(Leading Instruction Rubric: Analysis of Instruction and Post Conference & Job-Embedded
Reliability Calibration)
Implementing the Standards 1 (6 hrs)
(AZ Common Core Standards: ELA or Math optional at
MCESA)
LOI Qualified Evaluator
Introduction to Coaching
Gathering, Reinforcement/
Student Needs Analysis &
Progress Monitoring***
Learning Series Year 2: Conceptual Understanding
Thursday, September 6, 12
LEARNINGSupporting Teachers
on the Learning Observation Instrument
LOI Overview* (3 hrs)
Navigating the Standards (3 hrs) or (12 hrs)
(AZ Common Core Standards: ELA, Mathematics, and/or
Science)
Objective Writing (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Lesson Design (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Modeling (2 hrs)
Guided Practice and Check for Understanding
(2 hrs)
Constructing Knowledge(AZ Common Core Standards: Mathematics and/or Science)
(4 hrs)
Modifying Instruction (2 hrs)
YEAR 1
LEADINGSupporting Building Administrators
on the Leading Observation Instrument
LdOI Overview (3 hrs)
Learning Series Year 1 Workshops
LOI Qualified Evaluator Training (30 hours)
LOI Certified Evaluator Training (30 hrs)
(Leading Instruction Rubric: Analysis of Instruction and Post Conference & Job-Embedded
Reliability Calibration)
Implementing the Standards 1 (6 hrs)
(AZ Common Core Standards: ELA or Math optional at
MCESA)
YEAR 1
EVALUATINGSupporting District Administrators
in ensuringScoring Intra-rater Reliability
LdOI Overview (3 hrs)
LdOI QET (30 hours)
LdOI Certified Evaluator Training
(30 hours)
YEAR 1
Professional Learning Series
COACHINGSupporting Coaches
on the Coaching Observation Instrument
COI Overview (3 hrs)
Learning Series Year 1
LOI Qualified Evaluator Training (30 hours)
Introduction to Coaching & Relationships
(6 hrs)
Post Conference Data Gathering, Reinforcement/
Refinement, and Conference Process***
Student Needs Analysis & Instructional Analysis
Progress Monitoring*** and Coaching Cycles
(goals)
Learning Series Year 2: Conceptual Understanding
and Authentic Engagement
PD Training***
Group Facilitation***
Standards Implementation***
YEAR 1
*Required as part of LOI QET **Required as part of LOI CET ***Required as part of LdOI QET
Thursday, September 6, 12
LEARNINGSupporting Teachers
on the Learning Observation Instrument
LOI Overview* (3 hrs)
Navigating the Standards (3 hrs) or (12 hrs)
(AZ Common Core Standards: ELA, Mathematics, and/or
Science)
Objective Writing (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Lesson Design (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Modeling (2 hrs)
Guided Practice and Check for Understanding
(2 hrs)
Constructing Knowledge(AZ Common Core Standards: Mathematics and/or Science)
(4 hrs)
Modifying Instruction (2 hrs)
YEAR 1
LEADINGSupporting Building Administrators
on the Leading Observation Instrument
LdOI Overview (3 hrs)
Learning Series Year 1 Workshops
LOI Qualified Evaluator Training (30 hours)
LOI Certified Evaluator Training (30 hrs)
(Leading Instruction Rubric: Analysis of Instruction and Post Conference & Job-Embedded
Reliability Calibration)
Implementing the Standards 1 (6 hrs)
(AZ Common Core Standards: ELA or Math optional at
MCESA)
YEAR 1
EVALUATINGSupporting District Administrators
in ensuringScoring Intra-rater Reliability
LdOI Overview (3 hrs)
LdOI QET (30 hours)
LdOI Certified Evaluator Training
(30 hours)
YEAR 1
Professional Learning Series
COACHINGSupporting Coaches
on the Coaching Observation Instrument
COI Overview (3 hrs)
Learning Series Year 1
LOI Qualified Evaluator Training (30 hours)
Introduction to Coaching & Relationships
(6 hrs)
Post Conference Data Gathering, Reinforcement/
Refinement, and Conference Process***
Student Needs Analysis & Instructional Analysis
Progress Monitoring*** and Coaching Cycles
(goals)
Learning Series Year 2: Conceptual Understanding
and Authentic Engagement
PD Training***
Group Facilitation***
Standards Implementation***
YEAR 1
*Required as part of LOI QET **Required as part of LOI CET ***Required as part of LdOI QET
Thursday, September 6, 12
REILizeDecision Support System
Welcome Laurie King | Sign Out
Home Profile Observation Data Student Data Professional Learning Compensation Data VerificationVideo Bank
Date November 12, 2011Time 10:35 AMSubject MathScore 2
Date January 10, 2012Time 2:00 PMSubject ReadingScore 3
Date March 8, 2012Time 10:35 AMSubject MathScore 2
Date April 28, 2012Time 10:35 AMSubject MathScore 2
Date May 9 12, 2012Time 10:35 AMSubject MathScore 2
Past Content Rubric Scores
Observation Data Content Rubric
Content Rubric 4
Conceptual Understanding 2 Task Analysis 3 Connections to Content 5 Content Accessibility 4
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Video BankConceptual UnderstandingLevel 34th Grade ScienceView more videos
Supports and Resources
Professional LearningConceptual UnderstandingView Professional Learning Opportunities
Video BankTask AnalysisLevel 44th Grade ReadingView more videos
Supports and Resources
Professional LearningTask AnalysisView Professional Learning Opportunities
Video BankConnections to ContentLevel 54th Grade ScienceView more videos
Supports and Resources
Professional LearningConnections to ContentView Professional Learning Opportunities
Video BankContent AccessibilityLevel 44th Grade MathView more videos
Supports and Resources
Professional LearningContent AccessibilityView Professional Learning Opportunities
Observation Data Content Rubric
Current Content Rubric Scores
Thursday, September 6, 12
REILizeDecision Support System
Welcome Laurie King | Sign Out
Home Profile Observation Data Student Data Professional Learning Compensation Data VerificationVideo Bank
Date November 12, 2011Time 10:35 AMSubject MathScore 2
Date January 10, 2012Time 2:00 PMSubject ReadingScore 3
Date March 8, 2012Time 10:35 AMSubject MathScore 2
Date April 28, 2012Time 10:35 AMSubject MathScore 2
Date May 9 12, 2012Time 10:35 AMSubject MathScore 2
Past Content Rubric Scores
Observation Data Content Rubric
Content Rubric 4
Conceptual Understanding 2 Task Analysis 3 Connections to Content 5 Content Accessibility 4
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Video BankConceptual UnderstandingLevel 34th Grade ScienceView more videos
Supports and Resources
Professional LearningConceptual UnderstandingView Professional Learning Opportunities
Video BankTask AnalysisLevel 44th Grade ReadingView more videos
Supports and Resources
Professional LearningTask AnalysisView Professional Learning Opportunities
Video BankConnections to ContentLevel 54th Grade ScienceView more videos
Supports and Resources
Professional LearningConnections to ContentView Professional Learning Opportunities
Video BankContent AccessibilityLevel 44th Grade MathView more videos
Supports and Resources
Professional LearningContent AccessibilityView Professional Learning Opportunities
Observation Data Content Rubric
Current Content Rubric Scores
Thursday, September 6, 12
REILizeDecision Support System
Welcome Laurie King | Sign Out
Home Profile Observation Data Student Data Professional Learning Compensation Data VerificationVideo Bank
Online Module 6 Resources
Download Module Workbook
Module Assessment/Certificate (login required)
View Module Videos4th Grade Math, Conceptual Understanding8th Grade Science, Conceptual Understanding11th Grade English, Conceptual Understanding
Online Module 6 Discussion Board
Sign Up for a Module 6 Conceptual Understanding Workshop
Find a local workshop and reserve your spot.
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Discussion Thread 1
Ronald McDonaldNovember 19, 2011Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat.
Discussion Thread 2
Ronald McDonaldNovember 19, 2011Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat.
Professional Learning Module 6 Conceptual Understanding
Thursday, September 6, 12
LEARNINGSupporting Teachers
on the Learning Observation Instrument
LOI Overview* (3 hrs)
Navigating the Standards (3 hrs) or (12 hrs)
(AZ Common Core Standards: ELA, Mathematics, and/or
Science)
Objective Writing (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Lesson Design (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Modeling (2 hrs)
Guided Practice and Check for Understanding
(2 hrs)
Constructing Knowledge(AZ Common Core Standards: Mathematics and/or Science)
(4 hrs)
Modifying Instruction (2 hrs)
YEAR 1
LEADINGSupporting Building Administrators
on the Leading Observation Instrument
LdOI Overview (3 hrs)
Learning Series Year 1 Workshops
LOI Qualified Evaluator Training (30 hours)
LOI Certified Evaluator Training (30 hrs)
(Leading Instruction Rubric: Analysis of Instruction and Post Conference & Job-Embedded
Reliability Calibration)
Implementing the Standards 1 (6 hrs)
(AZ Common Core Standards: ELA or Math optional at
MCESA)
YEAR 1
EVALUATINGSupporting District Administrators
in ensuringScoring Intra-rater Reliability
LdOI Overview (3 hrs)
LdOI QET (30 hours)
LdOI Certified Evaluator Training
(30 hours)
YEAR 1
Professional Learning Series
COACHINGSupporting Coaches
on the Coaching Observation Instrument
COI Overview (3 hrs)
Learning Series Year 1
LOI Qualified Evaluator Training (30 hours)
Introduction to Coaching & Relationships
(6 hrs)
Post Conference Data Gathering, Reinforcement/
Refinement, and Conference Process***
Student Needs Analysis & Instructional Analysis
Progress Monitoring*** and Coaching Cycles
(goals)
Learning Series Year 2: Conceptual Understanding
and Authentic Engagement
PD Training***
Group Facilitation***
Standards Implementation***
YEAR 1
*Required as part of LOI QET **Required as part of LOI CET ***Required as part of LdOI QET
Thursday, September 6, 12
LEARNINGSupporting Teachers
on the Learning Observation Instrument
LOI Overview* (3 hrs)
Navigating the Standards (3 hrs) or (12 hrs)
(AZ Common Core Standards: ELA, Mathematics, and/or
Science)
Objective Writing (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Lesson Design (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Modeling (2 hrs)
Guided Practice and Check for Understanding
(2 hrs)
Constructing Knowledge(AZ Common Core Standards: Mathematics and/or Science)
(4 hrs)
Modifying Instruction (2 hrs)
YEAR 1
LEADINGSupporting Building Administrators
on the Leading Observation Instrument
LdOI Overview (3 hrs)
Learning Series Year 1 Workshops
LOI Qualified Evaluator Training (30 hours)
LOI Certified Evaluator Training (30 hrs)
(Leading Instruction Rubric: Analysis of Instruction and Post Conference & Job-Embedded
Reliability Calibration)
Implementing the Standards 1 (6 hrs)
(AZ Common Core Standards: ELA or Math optional at
MCESA)
YEAR 1
EVALUATINGSupporting District Administrators
in ensuringScoring Intra-rater Reliability
LdOI Overview (3 hrs)
LdOI QET (30 hours)
LdOI Certified Evaluator Training
(30 hours)
YEAR 1
Professional Learning Series
COACHINGSupporting Coaches
on the Coaching Observation Instrument
COI Overview (3 hrs)
Learning Series Year 1
LOI Qualified Evaluator Training (30 hours)
Introduction to Coaching & Relationships
(6 hrs)
Post Conference Data Gathering, Reinforcement/
Refinement, and Conference Process***
Student Needs Analysis & Instructional Analysis
Progress Monitoring*** and Coaching Cycles
(goals)
Learning Series Year 2: Conceptual Understanding
and Authentic Engagement
PD Training***
Group Facilitation***
Standards Implementation***
YEAR 1
*Required as part of LOI QET **Required as part of LOI CET ***Required as part of LdOI QET
Thursday, September 6, 12
Activity!Thursday, September 6, 12
LEARNINGSupporting Teachers
on the Learning Observation Instrument
LOI Overview* (3 hrs)
Navigating the Standards (3 hrs) or (12 hrs)
(AZ Common Core Standards: ELA, Mathematics, and/or
Science)
Objective Writing (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Lesson Design (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Modeling (2 hrs)
Guided Practice and Check for Understanding
(2 hrs)
Constructing Knowledge(AZ Common Core Standards: Mathematics and/or Science)
(4 hrs)
Modifying Instruction (2 hrs)
YEAR 1
LEADINGSupporting Building Administrators
on the Leading Observation Instrument
LdOI Overview (3 hrs)
Learning Series Year 1 Workshops
LOI Qualified Evaluator Training (30 hours)
LOI Certified Evaluator Training (30 hrs)
(Leading Instruction Rubric: Analysis of Instruction and Post Conference & Job-Embedded
Reliability Calibration)
Implementing the Standards 1 (6 hrs)
(AZ Common Core Standards: ELA or Math optional at
MCESA)
YEAR 1
EVALUATINGSupporting District Administrators
in ensuringScoring Intra-rater Reliability
LdOI Overview (3 hrs)
LdOI QET (30 hours)
LdOI Certified Evaluator Training
(30 hours)
YEAR 1
Professional Learning Series
COACHINGSupporting Coaches
on the Coaching Observation Instrument
COI Overview (3 hrs)
Learning Series Year 1
LOI Qualified Evaluator Training (30 hours)
Introduction to Coaching & Relationships
(6 hrs)
Post Conference Data Gathering, Reinforcement/
Refinement, and Conference Process***
Student Needs Analysis & Instructional Analysis
Progress Monitoring*** and Coaching Cycles
(goals)
Learning Series Year 2: Conceptual Understanding
and Authentic Engagement
PD Training***
Group Facilitation***
Standards Implementation***
YEAR 1
*Required as part of LOI QET **Required as part of LOI CET ***Required as part of LdOI QET
Thursday, September 6, 12
Teacher
Assignment
Grade Observed
Subject Observed
School
District
Content Rubric
SESSION DATE TOTAL SCORE COMMENTS
Element Pre Obs Post Sum Points Possible
Conceptual Understanding
Task Analysis (Organization of Content)
Connections to Content
Content Accessibility
Formative Assessment Rubric
SESSION DATE TOTAL SCORE COMMENTS
Element Pre Obs Post Sum Points Possible
Real-Time Assessment (during & end-of-lesson)
Student Progress
Correct Level of Difficulty
Observation Cycle Report – 1
Stephanie Shoop
Sixth grade
Sixth Grade
Mathematics
Desert Oasis Elementary School
Tolleson Elementary District
10/4/2011 10/19/2011 10/20/2011
3 3 5
4 4 8 10
12 Of 25
1 1 5
0 0 5
10/4/2011 10/19/2011 10/20/2011
3 2 5 10
10 Of 20
2 2 5
3 3 5
1 1 2
4 4
9
Year 1 Learning Series consists of 8 courses for initial professional development aligned to AZ Content Standards and REIL Learning
Observation Instrument elements. Each course includes an on-line video module available for any time access, face-to face workshops delivered
through a trainer-of-trainer model, and follow-up coaching support provided by participating districts.
LEARNING
Learning Observation Instrument Overview - 3 hrsBy the end of the workshop, participants will know and understand the purpose, components, structure, and process of the Learning Observation Instrument, and gain a basic understanding of the six rubrics. Evidence of proficiency will be a written summary of the structure and purpose of the Learning Observation Instrument.
All Rubrics and Elements
Navigating the Standards - 3 hrs OR 12 hrs(AZ Common Core Standards: ELA or Mathematics 1)By the end of the workshop, participants will be able to navigate the AZ Common Core Standards and Appendices and identify priorities for instructional shifts, content rigor, and cognitive demands for classroom implementation. Evidence of proficiency will be an evaluation of current practice and prioritized needs for change with identified mathematical practices and/or six ELA shifts, changes in cognitive demands for students, and aligned resources from Appendices.
LOI Elements: Task Analysis, Correct Level of Difficulty, Accessibility, and Critical Thinking
Objective Writing - 2 hrs (AZ Common Core Standards: ELA or Mathematics)By the end of the module, participants will select an appropriate content and process skill for objective writing that is at the correct level of difficulty. Evidence of proficiency will be a clearly written lesson objective at the application level or above, including an observable verb and specific content, and the evidence of learning that aligns with student learning needs.
LOI Elements: Task Analysis, Correct Level of Difficulty, Real-Time Assessment, and Critical Thinking
Lesson Design - 2 hrs (AZ Common Core Standards: ELA or Mathematics)By the end of the module, participants will write a lesson plan with aligned sub-objectives and real-time assessments, and identify the components of an effective lesson.
Thursday, September 6, 12
...if you were this teacher...
what professional development modules will support you with improving your evaluation?
Thursday, September 6, 12
EmpowerLearning Observation Instrument
Professional Responsibilities
Learning Community
Learner Engagement
Content
Instructional Strategies
Formative Assessment
July 2012
Thursday, September 6, 12
Empower
Thursday, September 6, 12
LEARNINGSupporting Teachers
on the Learning Observation Instrument
LOI Overview* (3 hrs)
Navigating the Standards (3 hrs) or (12 hrs)
(AZ Common Core Standards: ELA, Mathematics, and/or
Science)
Objective Writing (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Lesson Design (2 hrs)(AZ Common Core Standards:
ELA, Mathematics, and/or Science)
Modeling (2 hrs)
Guided Practice and Check for Understanding
(2 hrs)
Constructing Knowledge(AZ Common Core Standards: Mathematics and/or Science)
(4 hrs)
Modifying Instruction (2 hrs)
YEAR 1
LEADINGSupporting Building Administrators
on the Leading Observation Instrument
LdOI Overview (3 hrs)
Learning Series Year 1 Workshops
LOI Qualified Evaluator Training (30 hours)
LOI Certified Evaluator Training (30 hrs)
(Leading Instruction Rubric: Analysis of Instruction and Post Conference & Job-Embedded
Reliability Calibration)
Implementing the Standards 1 (6 hrs)
(AZ Common Core Standards: ELA or Math optional at
MCESA)
YEAR 1
EVALUATINGSupporting District Administrators
in ensuringScoring Intra-rater Reliability
LdOI Overview (3 hrs)
LdOI QET (30 hours)
LdOI Certified Evaluator Training
(30 hours)
YEAR 1
Professional Learning Series
COACHINGSupporting Coaches
on the Coaching Observation Instrument
COI Overview (3 hrs)
Learning Series Year 1
LOI Qualified Evaluator Training (30 hours)
Introduction to Coaching & Relationships
(6 hrs)
Post Conference Data Gathering, Reinforcement/
Refinement, and Conference Process***
Student Needs Analysis & Instructional Analysis
Progress Monitoring*** and Coaching Cycles
(goals)
Learning Series Year 2: Conceptual Understanding
and Authentic Engagement
PD Training***
Group Facilitation***
Standards Implementation***
YEAR 1
*Required as part of LOI QET **Required as part of LOI CET ***Required as part of LdOI QET
Thursday, September 6, 12
How do these professional development modules connect with our current district initiatives?
...if they don’t, what might we do to better connect them?
What structures do we have in place that support this professional development?
...what do we currently have in place that might be a barrier?
Thursday, September 6, 12