1. Facilitator notes
This session is designed for approximately 2 hours. Each slide includes an appropriate amount of time for the discussion/activity. If you need to break the session into shorter sessions, split the session into part 1 (slides 1-13) and part 2 (slides 14-22)
Materials needed for each participant:
Interactive handout
Criterion 1a element rubric
Criterion 1a criterion document
Chart paper, highlighters
Paper end of session survey OR access to technology for online survey. We recommend the online survey for ease of data collection and review. The link to the survey is:
Each slide notes materials needed for that discussion/activity
There are talking points and directions included in the notes section of each slide. CAPITALIZED TEXT ARE NOTES FOR YOU TO CONSIDER, and regular case are script for you to say.

2. Selecting Instructional Goals
DPAS-II Criterion 1a
Time: <1 minute
Good morning/afternoon and thank you for being here. Welcome to our session on the DPAS-II framework Criterion 1a: Selecting Instructional Goals

3. Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Criterion 1a
Practice
Self-reflection and Exit Ticket
<1 minute
We have a full agenda today. Please take a moment to read the agenda.
GIVE PARTICIPANTS A MINUTE TO READ INDEPENDENTLY

4. Objectives
Teachers will enhance their knowledge of criterion of the DPAS-II framework related to Selecting Appropriate Instructional Goals
Teachers will build their skills in Selecting Instructional Goals
Time: <1 minute
Our goal is to help you get to know the DPAS-II rubric and continuously improve your teaching. Plus, knowing the rubric will help you be successful on your observations as well, potentially leading to increases in your DPAS ratings. We will also practice Selecting Instructional outcomes, and identify tools and resources to help you do so.

5. Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Criterion 1a
Practice
Self-Reflection and Exit Ticket
<1 minute
We just reviewed the objectives and agenda. Let’s move to the DPAS-II Framework

6. What are characteristics of strong lesson outcomes?
Time: 8  minutes
Materials: chart paper (or chalk board); interactive handouts
Let’s start by setting a vision for what great instruction looks, sounds, and feels like. As we continue to dig deep into the DPAS-II framework in future sessions, we will do this same activity.
Our core question today is: What are characteristics of strong lesson outcomes?
Turn and talk with a partner and share out your thinking. Please capture your ideas on the interactive handout. (5 minutes)
WALK AROUND THE ROOM. NOTE POSITIVE EXAMPLES. ASK THOSE PEOPLE TO BE READY TO SHARE OUT WHEN WE RETURN TO THE WHOLE GROUP. GOOD EXAMPLES INCLUDE:
SPECIFIC – OUTCOMES ARE SPECIFIC TO THE CLASS AND LESSON
STUDENT ORIENTED
EXPRESSED AS WHAT STUDENTS WILL LEARN, NOT WHAT THEY WILL DO – OUTCOMES NOT ACTIVITIES
WRITTEN IN STUDENT-FRIENDLY TERMS
CONNECTED TO THE STANDARD OF THE LESSON
BUILD ON PREVIOUS LEARNING
REALISTIC – ARE ABLE TO BE ACCOMPLISHED IN ONE LESSON
MEASUREABLE – THE TEACHER CAN KNOW IF STUDENTS MET THE OBJECTIVE
RIGOROUS – OUTCOMES REPRESENT HIGH EXPECTATIONS FOR STUDENT LEARNING
DIFFERENTIATED WHERE NECESSARY – SUITABLE FOR DIFFERENT GROUPS OF STUDENTS.
I’d love to share out and hear collective thinking in the room. What did you write on your form? (4-5 minutes) RECORD THE BEST/RIGHT RESPONSES FROM THE GROUP ON THE BOARD OR A POSTER. LEAVE UP FOR THE DURATION OF THE TRAINING. TRY TO DIRECT THE CONVERSATION TO ENSURE THAT THE KEY POINTS LISTED ABOVE ARE INCLUDED.

7. DPAS-II for Teachers Component 1: Planning and Preparation
Component 2: The Classroom Environment
Component 3: Instruction
Component 4: Professional Responsibilities
Time: 1 minute
Materials: N/A
As we think about capturing the essence of that classroom we just described, we can zoom into language within the DPAS-II framework to find alignment and to have a common language we all can use to describe great planning and in the impact it has on student learning.
As you know, in the DPAS-II framework, a teacher’s practice includes these four categories:
Component1: Planning and Preparation
Component 2: The Classroom Environment
Component 3: Instruction
Component 4: Professional Responsibilities
The four components are divided into 18 criterion, each of which has a rubric that identifies core elements and the range of performance from “Ineffective” to “Highly Effective.”
We are going to focus in on Component 1 and specifically, Criterion 1a Setting Instructional Goals

8. 1a. Selecting Instructional Goals
Independently read Criterion 1a
Highlight statements that align to our brainstormed characteristics
Check in with a partner
Time: 5 minutes
Materials: Criterion 1a in interactive handout, highlighters
Independently read Criterion 1a and highlight statements that align to our brainstormed vision (2 minutes)
Turn and talk to a partner: what did you highlight? Why? (2 minutes)
CIRCULATE DURING THE TURN AND TALK, LOOKING FOR GOOD EXAMPLES

9. 1a. Selecting Instructional Goals
Independently read the element rubric
Highlight statements that apply to our brainstormed vision
Time: 9 minutes
Materials: Criterion 1a Element Rubric, highlighters
Independently read the Element Rubric for Criterion 1a (6 mins)
Highlight key words that show the difference between levels of practice (3 minutes)
CIRCULATE, LOOKING FOR STRONG EXAMPLES

10. 1a. Selecting Instructional Goals
Independently read the critical attributes and possible examples at each level of the rubric
Highlight statements that resonate in your own practice creating goal statements
Time: 6 minutes
Materials: Critical Attributes and Possible examples, highlighters
Independently read the critical attributes document for 1a and highlight statements that resonate in your own practice creating goal statements (6 minutes)

11. What does it look like?
In groups of 4, describe Selecting Instructional Goals at each level
Ineffective
Needs Improvement
Effective
Highly Effective
Time: 10 minutes
Materials: criterion 1a, element rubric, critical attributes, poster paper,
In groups of four, make notes on what lesson goals look like at each of the 4 levels of performance. Chart your work on a piece of poster paper. Please take ten minutes to complete this activity. When you are finished, please post your paper somewhere in the room (10 minutes)
STRONG EXAMPLES INCLUDE:
INEFFECTIVE:
DON’T REFLECT IMPORTANT CONTENT
DON’T CONNECT TO CONTENT ALREADY LEARNED OR CONTENT TO COME
LACK RIGOR – LOW EXPECTATIONS FOR STUDENTS
STATED AS ACTIVITIES
NOT SUITABLE FOR MANY STUDENTS IN THE CLASS
NEEDS IMPROVEMENT:
CONTENT NOT CRITICAL TO LEARNING
SOME RIGOR/MIXED EXPECTATIONS
SUITABLE FOR MOST OF THE CLASS
WRITTEN AS A MIX OF ACTIVITIES AND WHAT STUDENTS WILL LEARN
EFFECTIVE:
REFLECT IMPORTANT CONTENT
CONNECTED TO PAST LEARNING AND LEARNING TO COME
WRITTEN IN TERMS OF WHAT STUDENTS WILL LEARN, NOT DO
DIFFERENTIATED WHERE NECESSARY
HIGHLY EFFECTIVE:
REFERENCE CURRICULUM, SCOPE AND SEQUENCE, ETC. TO ALIGN WITH PAST AND FUTURE CONTENT
WRITTEN CLEARLY AS OBJECTIVES/OUTCOMES, NOT ACTIVITIES
WELL DIFFERENTIATED SO ALL STUDENTS CAN ACCESS
AT HIGHLY EFFECTIVE LEVEL, MORE STUDENT OWNERSHIP – STUDENTS SET THEIR OWN LEARNING GOALS, ETC.

12. Gallery Walk
How do each group’s descriptions confirm or challenge your ideas about quality lesson outcomes?
What to you notice is the same across the descriptions? What do you notice is different? Why might that be?
How can these ideas help you add to or revise your group’s descriptions?
What questions do each group’s descriptions raise for you?
Time: 8 minutes
Materials: criterion 1a, poster papers posted around the room, interactive handouts
We are going to independently and silently walk around the room, reviewing each group’s descriptions. You may take notes as you walk. Please consider the following questions as you review:
How do each group’s descriptions confirm or challenge your ideas about quality lesson outcomes?
What to you notice is the same across the descriptions? What do you notice is different? Why might that be?
How can these ideas help you add to or revise your group’s descriptions?
What questions do each group’s descriptions raise for you?
AFTER 4 MINUTES BRING THE GROUP BACK TOGETHER.
You now have 4-5 minutes to talk with your group about what you observed so that you can add to or revise your descriptions before we talk as a group one final time.
AS GROUPS WORK, NOTE STRONG EXAMPLES

13. Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Criterion 1a
Practice
Self-reflection and Exit Ticket
<1 minute
Now that we’ve had time to really understand what the DPAS-II framework says about selecting instructional goals, let’s spend some time reviewing good examples, and practicing writing instructional goals.

14. Checklist for developing instructional goals
A = Audience
Does the outcome/target being with “the student will be able to…” or “I can…”?
B = Behavior/Performance
Is what you expect the student to be able to do or produce stated?
Is the behavior stated using a verb that describes what the student will be able to do or produce?
Is the behavior observable? Measurable?
C = Condition
Have you described what the learner will or will not be given during the performance of the objective?
D = Degree/Criteria
Have you described how well the learner must perform to be judged competent?
Do the criteria describe some aspect of the performance, or the product of the performance, rather than the instructional process or an arbitrary percentage?
Time: 13 minutes
Materials: Interactive handout
Instructional goals can be written in different formats, but should always include the following:
A is the audience. This is always the student.
B is the behavior. This is what the student is expected to be able to do or produce to be considered competent
C is the condition. When appropriate, under what conditions, if any, will the student be expected to perform. One example is with or without a calculator, using a dictionary, etc.
D is the degree. This is the level of competence that must be reached or passed to ensure the goal is met. This might not always be appropriate for each instructional goal.
You can read examples of effective instructional goals in your interactive handout on page 2. Take 5 minutes to read each one now.
PROVIDE INDEPENDENT READING TIME.
Source: Charlotte Danielson Group

15. Do these meet the criteria of Criterion 1a?
Students will analyze cultural interactions among diverse group by displaying similarities and differences on a Venn diagram.
Students will write a journal entry from the perspective of a pioneer settling in the West.
Students will use formulas for surface area and volumes by determining area and volumes of models.
Students will examine different diet plans for their nutritional value.
Students will read chapter 10 in the math textbook and do the odd-numbered problems on page 235.
Time: 10 minutes
Materials: n/a
An important point about selecting instructional goals is ensuring that the goals you set for the classroom are outcomes. They don’t describe what the students will do, goals describe what the students will learn. Let’s look at a few examples to determine whether they meet the criteria outlined in criterion 1a. For each example, share if it meets the criteria. If it doesn’t meet the criteria, share what would make it stronger.
GO THROUGH EACH AND ASK FOR VOLUNTEERS TO DETERMINE YES OR NO, WITH RATIONALE. SLIDE HAS ANIMATION TO SHOW AN X OR CHECK, SO EACH TIME YOU CLICK, THE CHECK OR X WILL APPEAR
ANSWERS:
YES – IT IS STATED IN TERMS OF WHAT STUDENTS WILL LEARN, NOT JUST WHAT THEY WILL DO
NO – IT IS STATED IN TERMS OF WHAT STUDENTS WILL DO. TO STRENGTHEN THE INSTRUCTIONAL OUTCOME, THE TEACHER COULD WRITE WHAT STUDENTS WILL LEARN BY WRITING THE JOURNAL ENTRY
YES – IT DESCRIBES THAT STUDENTS WILL USE FORMULAS TO SOLVE PROBLEMS. AN ARGUMENT FOR NO IS THAT IT’S NOT PRECISELY CLEAR WHAT STUDENTS WILL LEARN SPECIFICALLY
NO – IT ONLY SAYS WHAT STUDENTS WILL DO, NOW WHAT THEY WILL LEARN. THE TEACHER COULD INCLUDE WHAT STUDENTS WILL KNOW BY EXAMINING DIET PLANS. WHAT SKILL WILL THEY LEARN?
NO – THIS IS CLEARLY AN ACTIVITY WITH NO CONNECTION TO THE CONTENT.
From ACSD, 2009 – Danielson “Implementing the Framework for Teaching” p.80-81

16. Let’s practice.
Select a standard that you will be teaching in an upcoming lesson.
Write an instructional goal using the information you learned today.
Time: 6 minutes
Materials: Interactive handout
Now we will practice writing Instructional Goals. On page 3 of your handout you’ll find a space to write. Select a standard for an upcoming lesson that you plan to teach. Write an instructional goal based on what you learned today. Be prepared to share with a partner. Please take 5 minutes to do this independently.
CIRCULATE WHILE TEACHERS ARE WRITING. LOOK FOR STONG EXAMPLES TO HIGHLIGHT.

17. Let’s practice.
Please move to sit with one teacher from the same grade or subject area.
Share the standard and instructional goal that you wrote.
Your partner will provide feedback on the instructional goal.
Now switch to provide feedback to the other partner.
Time: 15 minutes
Materials: interactive handout
Now that you have a sample goal, find a partner who teaches the same grade or subject as you. Please move now.
GIVE PEOPLE 2 MINUTES TO MOVE
Partner 1 should share the standard and instructional goal that he/she wrote. Partner 2 should provide feedback on the goal based on the elements and criteria in the DPAS-II framework. Identify strengths of the learning goal, and ways the goal could be improved. Take 5 minutes to do so
CIRCULATE FOR 5 MINUTES LOOKING FOR STRONG EXAMPLES AND ASKING QUESTIONS
Now switch. Partner 2 should share the standard and goal. Partner 1 should provide feedback on the goal, including strengths and ways to improve. You have 5 minutes.
CIRCULATE FOR 5 MINUTES LOOKING FOR STRONG EXAMPLES. IDENTIFY ONE PAIR TO SHARE OUT
I’ve asked X pair to share out. Partner 1, please share your standard and goal. Partner 2, describe what was strong about this goal and what you’d change. Then switch.
THE PAIR SHARES
Does any other pair wish to share?
TRY TO LIMIT SHARING TO PEOPLE WHO HAD STRONG EXAMPLES.

18. Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Criterion 1a
Practice
Self-Reflection and Exit Ticket
<1 minute
We have discussed a lot of content today. Now we will reflect and provide feedback on today’s session

19. Independent Reflection and Next Steps
How do I create strong lesson outcomes as a part of my planning? What outcomes does use of those techniques produce?
How can I improve the way I set instructional goals? What impact would these changes have on student outcomes?
What support do I have available? What additional support will I need?
Time: 7 minutes
Materials: interactive handout
We have gone through a lot today, and we want to make sure that all of this work serves the larger purpose: building our instructional knowledge and skills to develop professionally as individuals and a team. Recognizing that we may all be in different places in growing our practice, we are going to take pause and take the opportunity to step-back reflect on your individual practice for 5-7 minutes. You can record your thinking on the interactive handout.
YOU CAN ASK TEACHERS TO SHARE THEIR THINKING. YOU CAN BE SELECTIVE ABOUT WHO YOU CALL ON TO ENSURE THAT TEACHERS LIKELY TO HAVE STRONG EXAMPLES ARE THE TEACHERS WHO ARE SHARING

20. Time: 5 Minutes
Materials: interactive handout
Identify 1-2 concrete actions you will take this week to enhance your instructional planning. The actions should be specific, concrete and time-bound.
Once you have your 1-2 actions, you are going to connect with a partner and set a date and time to check-in with each other to make sure you have followed through on your commitment.
PROVIDE TIME FOR PARTNERS TO CONNECT. IF TIME PERMITS, ASK 1-2 PAIRS TO SHARE OUT THEIR COMMITTMENTS

21. Visit this site to complete the survey: https://tinyurl
Time: 5 minutes
Materials: end of session survey online or on paper
Please complete the exit ticket to share your experiences about this training. We will use this feedback to inform future sessions, so please be honest and thorough. Please complete the survey online
IT IS OPTIONAL TO COMPLETE THE SURVEY ONLINE. WE RECOMMEND ONLINE VS. PAPER BUT YOU CHOOSE BASED ON YOUR SCHOOL CONTEXT.

22. Questions
Optional time for questions if people have any