Leadership Meeting April 23, 2014

Clear Learning Goals: Use The Framework of Teaching in Domain 1 (Planning & Preparation) & Domain 4 (Professional Responsibilities), to determine the performance level.

What items do you consider when you are planning a lesson? Bell Ringer

Domain 1 directions: 1.With your group of three you will divide Domain 1 a.Group member #1 – parts A & B b.Group member #2 – parts C & D c.Group member #3 – parts E & F 2.You will have 5 minutes to read and highlight your parts. Please be prepared to teach the rest of your group. 3.Each person will have 5 minutes to share important information.

Five Minute Countdown

Five Minute Countdown

Five Minute Countdown

Five Minute Countdown

1B – Demonstrating Knowledge of Students Students learn through active intellectual engagement with content. Individual learning must be considered when planning lessons and identifying resources that will ensure their understanding. Students learn in their individual ways.

1C – Setting Instructional Outcomes Outcomes describe not what students will do but what they will learn. Clear Learning Goals that students understand hold a central place in Domain 1.

1D – Demonstrating Knowledge of Resources Resources need to be used when they are of the most use to students.

1E – Designing Cohort Instruction Instruction must be sequenced in a way that will advance student learning. One size does not fit all. Lessons must have cognitively engaging learning activities, the incorporation of appropriate resources and materials, and the intentional grouping of students.

1F – Designing Students Assessments Good teaching requires both assessment of learning and assessment for learning. Formative assessment strategies are ongoing and guide instruction. Assessments for learning modify or adapt instruction as needed to ensure student understanding.

Domain 1 Quiz

1. The teacher’s plan indicates that students need to know how to add and subtract fraction before doing this lesson. Relevant Not relevant

2. During class time, three students ask the teacher to tell them where to go next after completing the first station. Relevant Not relevant

3. Select the paragraph that best describes the differences between a level 2 and a level 3 in component 1b. At level 2, the teacher has general knowledge of students and may apply this knowledge to the whole class. At level 3, the teacher obtains knowledge about levels of development for groups of students and applies it to these groups. At level 2, the teacher acquires knowledge about students from several sources but doesn’t apply it to the class as a whole. At level 3, the teacher gets knowledge of students from several sources and applies this knowledge to groups and to individual students.

4. The math teacher specifies the academic language she is introducing and how she plans to help students define and understand this language. Relevant Not relevant

5. Select the paragraph that best describes the differences between a level 2 and a level 3 in component 1c. Level 2 means that teachers are setting low expectations for students and are still confusing outcomes with activities. They are not differentiating instruction. Level 3 means that teachers are setting rigorous outcomes and differentiating these outcomes for individual students. Level 2 means teachers are setting moderately high expectations. They are still confusing outcomes with activities as they plan their lessons and units. They are not differentiating instruction for individuals or groups of students. Level 3 means that most outcomes set by the teacher are written in the form of student learning, not activities, and are important for the discipline. Outcomes are differentiated for groups of students.

6. During a planning conference, the teacher says that students will learn about how differences in the points of view of the characters in the story create suspense. Relevant Not relevant

7. The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending one's professional skill, and seeks out such resources. Level 2 Level 4 Level 3 Level 1

8. The teacher keeps careful records of students' progress in understanding fractions. Relevant Not relevant

9. At a school fair, the teacher presents a portfolio of his students' work. Relevant Not relevant

10. Select the paragraph that best describes the differences between a level 2 and a level 3 in component 1e. Level 2 means that some activities are aligned to outcomes and that they represent moderate challenge. However, there is no differentiation, and progression of activities is uneven. Level 3 means that most activities are aligned to outcomes and they represent significant cognitive challenge. There is differentiation for groups of students. Level 2 means that some activities are aligned to outcomes, but they are not significantly challenging. There is some differentiation, but timing is unrealistic and activities are not engaging. Level 3 means that most activities are aligned to outcomes and they represent appropriate cognitive challenge. There is differentiation for groups of students with some opportunity for students to make choices.

11. The teacher's plan indicates that students will have 10 minutes to produce a poster illustrating the results of their experiment. Relevant Not relevant

12. After attending a conference on learning differences, the teacher starts to consider new ways to group students in her classroom. Relevant Not relevant

The Big Picture: Summative Meeting S elf reflection--Domains 1 and 4 P GP—Domains 1.3 and 4 S GG – All Domains M ini Observations– Domains 2 and 3 F ormal Observation—Domains 2 and 3

What supports do you need to successfully implement TPGES this fall? Exit Slip