Facilitator notes This session is designed for approximately 3.5 hours. Each slide includes an approximate amount of time for the discussion/activity.

Facilitator notes This session is designed for approximately 3.5 hours. Each slide includes an approximate amount of time for the discussion/activity. The training can be split up into two shorter sessions. The “Using Criteria to Support Planning” session can proceed separately. Note that this month’s session will focus on a deep dive of the rubric and getting to know Component 1 and how the criterion relate to one another. Much of the session is participant driven, but the slide notes include important points you should be sure to highlight (if participants do not already do so). This session includes a deeper focus on criteria 1a. The January newsletter included a full session on 1a; the content for this session is pulled partially from that session, so may be a repeat for some participants. Materials needed for each participant: Interactive handout, which includes sample lesson plan and exit ticket Component 1 Critical Attributes and Possible Examples Chart paper, markers 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.

Planning and Preparation: Understanding the DPAS-II Framework
DPAS-II Component 1 Time: <1 minute Good morning/afternoon and thank you for being here. Welcome to our session on the DPAS-II framework Component 1: planning and Preparation

Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Component 1 Going Deeper: Criterion 1a Using the Criteria to Support Planning 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

Objectives Teachers will develop a deeper understanding of Component 1 in the DPAS-II Framework Teachers will understand how the Criteria in Component 1 relate to each other, and will consider how to use these Criteria to support their lesson planning efforts 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. Our overall goal is to create a shared understanding of what constitutes evidence aligned to the DPAS-II framework. We aim to ensure that all of us have a shared understanding of what excellent teaching looks like and sounds like according to the DPAS-II rubric. For this session, we are focused on all of Component 1. We will not have time to go deeply into each of the Criteria, but we will be able to understand how each supports effective planning.

Unpacking DPAS-II for Teachers: Component 1 Going Deeper: Criterion 1a Using the Criteria to Support Planning Self-reflection and Exit Ticket <1 minute We just reviewed the objectives and agenda. Let’s move to the DPAS-II Framework

WHAT ARE THE KEY CHARACTERISTICS OF AN EFFECTIVE LESSON PLAN?
Time: 8 minutes Materials: chart paper (or white board); interactive handout FACILTATOR NOTE – THIS SLIDE AND ACTIVITY ARE MEANT TO SET THE STAGE FOR DEEPER DISCUSSION. THE IDEA HERE IS NOT FOR PARTICIPANTS TO DIG DEEPLY INTO THE RUBRIC, BUT INSTEAD TO BRAINSTORM WHAT THEY HEAR AND SEE IN CLASSROOMS. THIS ACTVITY REINFORCES THAT THE VALUE OF THE DPAS-II FRAMEWORK IS THAT IT PROVIDES A SHARED UNDERSTANDING AND COMMON LANGUAGE FOR HOW WE TALK ABOUT TEACHING AND LEARNING. Let’s start by discussing good planning. As we continue to dig deep into the DPAS-II framework in future sessions, we will do this same activity with other criterion. Our core question today is: What are the key characteristics of an effective lesson plan? 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. YOU WANT TO LOOK FOR ACTUAL EXAMPLES OF WHAT IS INCLUDED IN A LESSON PLAN. HIGLHIGHT THE EXAMPLES THAT THEY’VE GIVEN AND HOW THEY MATCH ONE OR MORE OF THE EXAMPLES LISTED BELOW. ENCOURAGE PARTICIPANTS TO GET VERY SPECIFIC . THE PLAN INCLUDES CLEAR LESSON GOALS OR OBJECTIVES LESSON GOALS ARE TIED TO THE STANDARDS FOR THE CLASS, SUBJECT AND GRADE LESSON GOALS AND CONTENT BUILD ON STUDENTS’ PAST KNOWLEDGE THE PLAN INCLUDES A WAY TO ASSESS WHETHER OR NOT STUDENTS MASTERED THE OBJECTIVE THE PLAN INCLUDES WHAT IF ANY MODIFICATIONS OR DIFFERENTIATION NEEDS TO TAKE PLACE GIVEN STUDENTS LEARNING NEEDS THE LESSON IS CLEAR ABOUT WHAT CONTENT THE STUDENTS NEED TO KNOW; EVIDENCE THAT THE TEACHER KNOWS HIS/HER CONTENT LESSON ACTIVITIES ARE SEQUENCED WELL TO SUPPORT THE OBJECTIVE/GOAL THE LESSON PLAN IS CREATED BASED ON WHAT THE TEACHER KNOWS THAT STUDENTS KNOW – THE TEACHER USES PAST ASSESSMENT DATA TO WRITE THE LESSON PLAN THE LEARNING OUTCOME/GOAL IS RIGOROUS AS DEFINED BY THE STANDARDS 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.

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 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. The framework helps us to take what we see in a classroom (what teachers and students say and do) and align it to common expectations. In the case of planning and preparation, the framework provides specific guidance on what a strong lesson plan and the practice of creating the lesson plan includes. 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.” Today’s focus is on the entirety of Component 1: Planning and Preparation, and how the criterion in Component 1 relate to each other.

Component 1: Planning and Preparation
1a. Selecting Instructional Goals 1b. Designing Coherent Instruction 1c. Demonstrating Knowledge of Content and Pedagogy 1d. Demonstrating Knowledge of Students 1e. Designing Student Assessments Time: <1 minutes Materials: N/A There are 5 Criterion in Component 1. Each criterion articulates an important element of strong planning. Let’s dig into each of the Criterion.

Deep Dive Count off by 5 Read the Critical Attributes document for your assigned criterion Create a poster that shares the most important elements of the criterion with your colleagues. Answer these questions: What is the key idea of this criterion? What are the most important Critical Attributes for this criterion? What are one or two examples of effective practice in this criterion? Time: 11 minutes (1 minute intro, 10 minute activity) Materials: interactive handout, Critical Attributes document, chart paper and markers We are going to divide and conquer for our deep dive today. When I finish giving instructions, you are going to count off into groups of 5. Each group will be assigned a criterion. You will read the Critical Attributes document for your assigned Criterion and prepare a mini-presentation and poster to teacher the rest of your colleagues about that Criterion. You will want to make sure to answer the questions on the slide when you prepare your brief presentation and poster. READ THE QUESTIONS ON THE SLIDE Your interactive handout has a place to take notes on your Criterion. You will have 10 minutes to complete this activity and to prepare to share with your colleagues NOTE THAT THE FACILITATOR CAN ORGANIZE GROUPS IN WHATEVER WAY MAKES THE MOST SENSE FOR SCHOOL AND CONTEXT. WHILE GROUPS ARE WORKING, CIRCULATE TO LOOK FOR IDEAS AND RESPONSES THAT REINFORCE THE IDEAS ON THE FOLLOWING SLIDES, AND TO REDIRECT OR MAKE SUGGESTIONS TO GROUPS THAT MIGHT BE OFF TRACK OR OFF TOPIC Ten minutes is up. Please hang your poster somewhere in the room and return to your seats.

1a. Selecting Instructional Goals
Effective: Teachers goals represent valuable learning and are suitable for most students in the class; they reflect opportunities for integration and permit viable methods of assessment. High expectations and rigor Related to “big ideas” of the discipline Represent a range of types Suitable to groups of students in the class; differentiated where necessary Time: 5 minutes Materials: Group 1a poster and interactive handout SLIDE HAS ANIMATION – CLICK TO SHOW THE CRITICAL ATTRIBUTES AFTER THE GROUP PRESENTS/DURING DISCUSSION Group 1 – you examined Criterion 1a: Selecting Instructional Goals. Tell us about what you learned. BELOW ARE NOTES ON WHAT THE GROUP MIGHT HIGHLIGHT FOR EACH QUESTION – IF THE GROUP DOESN’T TOUCH ON THESE ITEMS MAKE SURE TO REINFORCE THEM: What is the key idea of this criterion? Goals are valuable, related to the content and suitable for most students. They provide opportunities for integration an assessment. Goals are aligned with content standards, and are a statement of learning. They are differentiated where appropriate What are the most important Critical Attributes for this criterion? SUMMARIZED ON THE SLIDE – SHOW ANIMATION What are one or two examples of effective practice? THE GROUP MIGHT PROVIDE EXAMPLE LESSON GOALS, OR MIGHT SHARE HOW THEY SET GOALS CONSIDERING STANDARDS, STUDENT PAST LEARNING, AND STUDENT NEEDS/CHARACTERISTICS

1b. Designing Coherent Instruction
Effective: Most of the elements of the instructional design support the stated instructional goals and engage students in meaningful learning an the lesson or unity has a clearly defined structure. Activities are matched to outcomes Activities provide opportunity for higher-level thinking Variety of materials and resources Student groups are organized thoughtfully Plan for the lesson is well structured Time: 5 minutes Materials: Group 1B poster and interactive handout SLIDE HAS ANIMATION – CLICK TO SHOW THE CRITICAL ATTRIBUTES AFTER THE GROUP PRESENTS/DURING DISCUSSION Group 2 – you examined Criterion 1b: Designing Coherent Instruction. Tell us about what you learned. BELOW ARE NOTES ON WHAT THE GROUP MIGHT HIGHLIGHT FOR EACH QUESTION – IF THE GROUP DOESN’T TOUCH ON THESE ITEMS MAKE SURE TO REINFORCE THEM: What is the key idea of this criterion? Designing instruction is the heart of planning. Activities/elements of the instructional design support the stated goals and objectives, and the plan is well organized What are the most important Critical Attributes for this criterion? SUMMARIZED ON THE SLIDE – SHOW ANIMATION What are one or two examples of effective practice? THE GROUP MIGHT PROVIDE AN EXAMPLE OF LEARNING ACTIVITIES ALIGNED TO LESSON GOALS, OR DESCRIBE A SPECIFIC LESSON PLAN

1c. Demonstrating Knowledge of Content and Pedagogy
Effective: Teacher demonstrates solid understanding of the content and its prerequisite relationships and connections with other disciplines. Teacher’s instructional practices reflect current pedagogical knowledge. Teacher can identify important concepts and their relationships to one another; can identify student misunderstandings Teacher identifies prerequisite skills and knowledge Pedagogical strategies are aligned to instruction Time: 5 minutes Materials: Group 1C poster and interactive handout SLIDE HAS ANIMATION – CLICK TO SHOW THE CRITICAL ATTRIBUTES AFTER THE GROUP PRESENTS/DURING DISCUSSION Group 3 – you examined Criterion 1c. Demonstrating Knowledge of Content and Pedagogy BELOW ARE NOTES ON WHAT THE GROUP MIGHT HIGHLIGHT FOR EACH QUESTION – IF THE GROUP DOESN’T TOUCH ON THESE ITEMS MAKE SURE TO REINFORCE THEM: What is the key idea of this criterion? The teacher bases his or her instruction and plans on deep knowledge of the subject he/she teachers. Teacher doesn’t just know the content, but what students need to know and how the content connects with other disciplines. The teacher also knows the pedagogical requirements for the content. What are the most important Critical Attributes for this criterion? SUMMARIZED ON THE SLIDE – SHOW ANIMATION What are one or two examples of effective practice? MIGHT GIVE EXAMPLES OF ACCURATE USE OF CONTENT, OR MIGHT GIVE EXAMPLE OF HOW A TEACHER REFERS TO STANDARDS AND THEN THE KNOWLEDGE REQUIRED FOR STUDENTS TO MASTER THE STANDARD

1d. Demonstrating Knowledge of Students
Effective: Teacher demonstrates thorough knowledge of students’ backgrounds, skills, and interests and uses this knowledge to plan for groups of students. Teacher knows groups of students levels of cognitive development Teacher is aware of cultural differences Teacher knows range of student interests Teacher has identified “high,” “medium,” and “low” groups of students Teacher is informed about students cultural heritages Teacher is aware of special needs Time: 5 minutes Materials: Group 1d poster and interactive handout SLIDE HAS ANIMATION – CLICK TO SHOW THE CRITICAL ATTRIBUTES AFTER THE GROUP PRESENTS/DURING DISCUSSION Group 4 – you examined Criterion 1d. Demonstrating Knowledge of Students BELOW ARE NOTES ON WHAT THE GROUP MIGHT HIGHLIGHT FOR EACH QUESTION – IF THE GROUP DOESN’T TOUCH ON THESE ITEMS MAKE SURE TO REINFORCE THEM: What is the key idea of this criterion? This criterion is about a teacher not teaching in the abstract, but teaching with deep consideration to his/her students – who they are, what they know, what challenges they bring to their learning, etc. This criterion highlights the importance of teachers taking the time to really know their students to best support their learning. What are the most important Critical Attributes for this criterion? SUMMARIZED ON THE SLIDE – SHOW ANIMATION What are one or two examples of effective practice? MIGHT GIVE EXAMPLES OF TEACHER DOING A STUDENT INTEREST INVENTORY; PARTICIPATING IN PARENT/TEACHER NIGHT OR OTHER FAMILY EVENTS; INTEGRATING STUDENT INTERESTS INTO LESSONS

1e. Designing Student Assessments
Effective: Teacher’s plan for student assessment is partially aligned with the instructional goals, uses clear criteria, and is appropriate to the needs of the students. Teacher intends to use assessment results to plan for future instruction for groups of students. All learning outcomes have a method for assessment Assessment types match learning expectations Plans indicate modified assessments when necessary Assessment criteria are clearly written Formative assessments are included in plans Plan indicates possible adjustment based on formative assessment data Time: 5 minutes Materials: Group 1e poster and interactive handout SLIDE HAS ANIMATION – CLICK TO SHOW THE CRITICAL ATTRIBUTES AFTER THE GROUP PRESENTS/DURING DISCUSSION Finally group 5 - you examined Criterion 1e. Designing Student Assessments BELOW ARE NOTES ON WHAT THE GROUP MIGHT HIGHLIGHT FOR EACH QUESTION – IF THE GROUP DOESN’T TOUCH ON THESE ITEMS MAKE SURE TO REINFORCE THEM: What is the key idea of this criterion? The lesson plan includes a clear plan for assessing student learning and clear criteria for assessments. The teacher uses results on assessments to inform future planning. Teacher uses formative and summative assessments where appropriate What are the most important Critical Attributes for this criterion? SUMMARIZED ON THE SLIDE – SHOW ANIMATION What are one or two examples of effective practice? MIGHT GIVE EXAMPLES OF TEACHER KNOWING THE ASSESSMENT IN ADVANCE AND THEN PLANNING INSTRUCTION BASED ON WHAT STUDENTS NEED TO KNOW; TEACHER USING YESTERDAY’S EXIT TICKETS TO CREATE TOMORROW’S LESSON PLAN; TEACHER CREATING AN ASSESSMENT RUBRIC AND THEN USING THAT RUBRIC TO INFORM LESSON PLANNING

Unpacking DPAS-II for Teachers: Component 1 Going Deeper: Criterion 1a Using the Criteria to Support Planning Self-reflection and Exit Ticket <1 minute Now that we’ve built a deeper understanding of each of the individual Criterion in Component 1, let’s talk about how they all work together to support effective planning and preparation.

Instructional Outcomes
What they are: What they are not: Statement of the intended outcome of the lesson Describe what students will know and be able to do at the conclusion of a lesson Written in student-friendly terms The standard directly copied from standards documents Descriptions of what the teacher is doing A written agenda or description of steps for the lesson Time: 5 mins Materials: N/a The basis of any strong lesson plan, and lesson, is quality instructional outcomes. Criterion 1a defines the elements of high quality instructional outcomes. The lists on the slide describe both what instructional outcomes are and what they are not. Can I have a volunteer to read what instructional outcomes are? VOLUNTEER READS THEM Now can I have another volunteer to read what they are not? Let’s look at a checklist you can use for developing instructional outcomes.

1a: Checklist for developing instructional outcomes
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: 8 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. Source: Charlotte Danielson Group

Is this a strong instructional goal?
Students will learn the life cycle of a butterfly by drawing appropriate illustrations in the correct order for each stage of the cycle. Students will write a journal entry from the perspective of a civil rights leader. Students will read chapter 10 of the textbook and complete the odd-numbered problems. Students will use formulas for surface area and volumes by determining area and volumes of models. Students will ask and answer questions about key details in a text. 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: 1 – YES – IT IS STATED AS WHAT STUDENTS WILL LEARN, AND HOW THEY WILL DEMONSTRATE THEIR LEARNING 2 – 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 3 - NO – THIS IS CLEARLY AN ACTIVITY WITH NO CONNECTION TO THE CONTENT. 4 – 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 5 – NO – THIS IS SIMPLY THE FIRST GRAND STANDARD. TO STRENGTHEN, A TEACHER WOULD BE SPECIFIC ABOUT THE TEXT AND HOW THEY WILL ANSWER QUESTIONS

Unpacking DPAS-II for Teachers: Component 1 Going deeper: Criterion 1a Using the Criteria to Support Planning Self-reflection and Exit Ticket <1 minute Now that we’ve built a deeper understanding of each of the individual Criterion in Component 1, let’s talk about how they all work together to support effective planning and preparation.

Component 1: Planning and Preparation
1a. Selecting Instructional Goals 1b. Designing Coherent Instruction 1c. Demonstrating Knowledge of Content and Pedagogy 1d. Demonstrating Knowledge of Students 1e. Designing Student Assessments Time: <1 minute Materials: None Here are the criterion. While they each are an important part of lesson planning and preparation, reordering the criterion creates a sequence for the act of planning

Reordering Criteria into Steps
1c. Demonstrating Knowledge of Content and Pedagogy 1a. Selecting Instructional Goals 1d. Demonstrating Knowledge of Students 1e. Designing Student Assessments 1b. Designing Coherent Instruction Time: 7-10 minutes depending on depth of discussion Materials: interactive handout NOTE: SLIDE HAS ANIMATION TO USE AS YOU AND PARTICIPANTS DISCUSS WHICH CRITERION COMES FIRST, SECOND, THIRD, ETC. THE TEXT BELOW DESCRIBES ONE POSSIBLE ORDER, BUT ISN’T NECESSARILY THE ONLY WAY. USE THE NOTES TO FACILITATE A CONVERSATION ABOUT WHAT MIGHT COME FIRST, SECOND, THIRD, ETC. ASK FOR VOLUNTEERS TO SHARE A DIFFERENT POINT OF VIEW AND TO DEFEND THAT POINT OF VIEW When looking at the list of criteria, how might we re-order them into steps in the planning and preparation process? What might come first? 1c – Demonstrating Knowledge of Content and Pedagogy might be where you start. This is when you consult the standards to ensure that you’re teaching the right content and the right time in the year. You’ll pull on your knowledge of the content and what students need to know. Then it’s 1a – based on the content and the standards, as well as the scope and sequence for the class/course, you’ll select the instructional goals for the lesson or unit. You start by creating goals for all students, and then differentiate later as necessary. Then you pull on your knowledge of students – 1d. Given the goals you’ve set, what do students already know? What students will need support? What interests or other background factors can influence how you plan instruction to make it meaningful for students? What else do you need to find out about your kids to plan instruction? Then, you figure out how you’ll assess their learning – 1e. Designing the assessments and the rubrics aligned to assessment can help you get really crisp on what students are expected to know and be able to do after the period of instruction is over. By designing assessments now, you’re starting with the end in mind. Then, the heart of the matter – designing the actual instruction. This is when you take the standard/objective you’ve set based on your knowledge of the content, and how you’ve adapted it based on what you know about your kids, and what they will need to know based on the assessment you’ve created – and you create the plan. You identify the resources and activities for the lesson, and how you will engage students in groups. Who has a recommendation or idea for another way to sequence? At what other points might you pull on one or more Criteria? For example, you might argue that you are actually building on your knowledge of students throughout the entire sequence, from start to finish, always thinking about what your kids already know, what interests them, and what special needs they might have. ENGAGE IN A DISCUSSION. ENCOURAGE PARTICIPANTS TO SHARE DIFFERENT IDEAS There is no one “right” answer, but as we suggest different sequences for how we might organize criteria you can see how each is related to the other, and none of these stands in isolation I the DPAS-II framework.

Analyze a sample lesson plan
Review the sample lesson plan in your packet Using the DPAS-II rubric, rate each criterion in component 1, and note your evidence Time: 11 minutes Materials: Interactive handout, sample lesson plan, Component 1 critical attributes doc Let’s apply what we’ve learned about Component 1 to assessing an actual lesson plan. In your packet you should find a lesson plan for X GRADE SUBJECT. Take the next 10 minutes to review the lesson plan and note evidence. Then, rate the lesson plan on each of the criterion in Component 1. Make sure that you note your evidence to support each rating. The purpose of this activity is to apply the elements and critical attributes of the criteria in Component 1. There is a lot we don’t know about this teacher or her class, so please base your review on what you see in the lesson plan alone. We will come back together to discuss in 10 minutes. WHILE PARTICIPANTS ARE WORKING, CIRCULATE THROUGH THE ROOM TO ENSURE THAT PARTICIPANTS ARE RECORDING EVIDENCE TO SUPPORT THEIR RATINGS

Rating 1a. Selecting Instructional Goals
Ineffective Needs Improvement Effective Highly Effective Teacher’s goals represent trivial learning, are unsuitable for students, or are stated only as instructional activities, and they do not permit viable methods of assessment. Teacher’s goals are of moderate value or suitability for students in the class consisting of a combination of goals and activities, some of which permit viable methods of assessment. Teacher’s goals represent valuable learning and are suitable for most students in the class; they reflect opportunities for integration and permit viable methods of assessment. Teacher’s goals reflect high-level learning relating to curriculum frameworks and standards; they are adapted, where necessary, to the needs of individual students and permit viable methods of assessment. Time: 5 minutes Materials: interactive handout, sample lesson plan, Component 1 critical attributes doc Let’s start with Criterion 1a. Who would like to share the rating they assigned and why? ASK FOR A VOLUNTEER AND PUSH FOR EVIDENCE Does anyone have a different opinion on rating, with evidence? ASK FOR A VOLUNTEER TO SHARE AND PUSH ON EVIDENCE CLICK AHEAD TO NEXT SLIDE

Rating 1a. Selecting Instructional Goals
Ineffective Needs Improvement Effective Highly Effective Teacher’s goals represent trivial learning, are unsuitable for students, or are stated only as instructional activities, and they do not permit viable methods of assessment. Teacher’s goals are of moderate value or suitability for students in the class consisting of a combination of goals and activities, some of which permit viable methods of assessment. Teacher’s goals represent valuable learning and are suitable for most students in the class; they reflect opportunities for integration and permit viable methods of assessment. Teacher’s goals reflect high-level learning relating to curriculum frameworks and standards; they are adapted, where necessary, to the needs of individual students and permit viable methods of assessment. Time: 5 minutes Materials: interactive handout, sample lesson plan, Component 1 critical attributes doc I rated criterion 1a Needs Improvement. I’ve highlighted on the slide where I think the rating are. The core problem with these goals is that they are just the standards. The goals have not be adapted to student friendly language to describe specifically what the students will know and be able to do at the end of the lesson. The standards are appropriate for 8th grade ELA (so represent valuable learning in the Effective column) but are not suitable for students. Some of them permit viable assessment, especially the first two, within the lesson itself. If I look at the elements and indicators in the critical attributes document, I also note that the goals are not differentiated for different learners in the classroom.

Rating 1b. Designing Coherent Instruction
Ineffective Needs Improvement Effective Highly Effective The various elements of the instructional design do not support the state goals or engage students in meaningful learning and the lesson or unit has no defined structure. Some of the elements of the instructional design support the stated instructional goals and engage students in meaningful learning, while others do not. Teacher’s lesson or unit has a recognizable structure. Most of the elements of the instructional design support the stated goals and engage students in meaningful learning and the lesson or unit has a clearly defined structure. All of the elements of the instructional design support the stated goals, engage students in meaningful learning, and show evidence of student input. Teacher’s lesson or unit is highly coherent and has a clear structure. Time: 5 minutes Materials: interactive ha Now let’s move to 1b. Who would like to share the rating they assigned and why? ASK FOR A VOLUNTEER AND PUSH FOR EVIDENCE Does anyone have a different opinion on rating, with evidence? ASK FOR A VOLUNTEER TO SHARE AND PUSH ON EVIDENCE CLICK AHEAD TO NEXT SLIDE

Rating 1b. Designing Coherent Instruction
Ineffective Needs Improvement Effective Highly Effective The various elements of the instructional design do not support the state goals or engage students in meaningful learning and the lesson or unit has no defined structure. Some of the elements of the instructional design support the stated instructional goals and engage students in meaningful learning, while others do not. Teacher’s lesson or unit has a recognizable structure. Most of the elements of the instructional design support the stated goals and engage students in meaningful learning and the lesson or unit has a clearly defined structure. All of the elements of the instructional design support the stated goals, engage students in meaningful learning, and show evidence of student input. Teacher’s lesson or unit is highly coherent and has a clear structure. Time: 5 minutes Materials: interactive ha I rated 1b as Effective overall. There is a clear lesson structure (do now, partner share, mini lesson, partner work, sharing, discussion and close). The materials, especially the article Brown vs. Board of Education support the students to master the reading informational texts objectives of the lesson. The teacher provides activities and supports for writing an objective summary, including defining what that is in the mini lesson. There are also opportunities for student choice in the do now – the students have the chance to write about their favorite movie or book. Time allocations also seem reasonable. Where the lesson plan is not strong is in the instructional grouping. The teacher may have plans for how the students are partnered or placed in small groups, but the plan doesn’t detail that so we don’t know for sure.

Rating 1c. Demonstrating Knowledge of Content and Pedagogy
Ineffective Needs Improvement Effective Highly Effective Teacher displays little understanding of the subject, or structure of the discipline, or of content-related pedagogy. Teacher’s content and pedagogical knowledge represents basic understanding but does not extend to connections with other disciplines or to possible student misconceptions. Teacher demonstrates solid understanding of the content and its prerequisite connections with other disciplines. Teacher’s instructional practices reflect current pedagogical knowledge. Teacher’s knowledge of the content and pedagogy is extensive, showing evidence of a continuing search for improved practice. Teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. Time: 5 minutes Materials: interactive handout Now let’s move to 1c. Who would like to share the rating they assigned and why? ASK FOR A VOLUNTEER AND PUSH FOR EVIDENCE Does anyone have a different opinion on rating, with evidence? ASK FOR A VOLUNTEER TO SHARE AND PUSH ON EVIDENCE CLICK AHEAD TO NEXT SLIDE

Rating 1c. Demonstrating Knowledge of Content and Pedagogy
Ineffective Needs Improvement Effective Highly Effective Teacher displays little understanding of the subject, or structure of the discipline, or of content-related pedagogy. Teacher’s content and pedagogical knowledge represents basic understanding but does not extend to connections with other disciplines or to possible student misconceptions. Teacher demonstrates solid understanding of the content and its prerequisite connections with other disciplines. Teacher’s instructional practices reflect current pedagogical knowledge. Teacher’s knowledge of the content and pedagogy is extensive, showing evidence of a continuing search for improved practice. Teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. Time: 5 minutes Materials: interactive handout For 1c, I rated this lesson plan Effective. The plan and student activities reflect key knowledge for 8th grade non fiction reading and writing. The lesson clarifies key concepts (namely what an “objective summary” is) and makes connections to prerequisite knowledge (what a “summary” is). The mini-lesson strategy is an appropriate pedagogical choice given the content and goals.

Rating 1d. Demonstrating Knowledge of Students
Ineffective Needs Improvement Effective Highly Effective Teacher makes little or no attempt to acquire knowledge of students’ backgrounds, sills, or interests and does not use such information in planning. Teacher demonstrates partial knowledge of students’ backgrounds, skills, and interests and attempts to use this knowledge in planning for the class as a whole. Teacher demonstrates thorough knowledge of students’ backgrounds, skills and interests and uses this knowledge to plan for groups of students. Teacher demonstrates thorough knowledge of students’ backgrounds, skills and interests and uses this knowledge to plan for individual student learning. Time: 5 minutes Materials: interactive handout Now let’s move to 1d. Who would like to share the rating they assigned and why? ASK FOR A VOLUNTEER AND PUSH FOR EVIDENCE Does anyone have a different opinion on rating, with evidence? ASK FOR A VOLUNTEER TO SHARE AND PUSH ON EVIDENCE CLICK AHEAD TO NEXT SLIDE

Rating 1d. Demonstrating Knowledge of Students
Ineffective Needs Improvement Effective Highly Effective Teacher makes little or no attempt to acquire knowledge of students’ backgrounds, skills, or interests and does not use such information in planning. Teacher demonstrates partial knowledge of students’ backgrounds, skills, and interests and attempts to use this knowledge in planning for the class as a whole. Teacher demonstrates thorough knowledge of students’ backgrounds, skills and interests and uses this knowledge to plan for groups of students. Teacher demonstrates thorough knowledge of students’ backgrounds, skills and interests and uses this knowledge to plan for individual student learning. Time: 5 minutes Materials: interactive handout For 1d I rated the teacher somewhere between Ineffective and Needs Improvement. The plan does not have clear evidence that the teacher has gathered knowledge of students background, interests or skills, or has used that knowledge to inform her planning. It could be that the teacher does have this knowledge and that it has influenced her planning, but the plan document does not make that knowledge clear. I did bump her to Needs Improvement because of the inclusion of the activity for students to summarize their favorite movie or book. This is an example of the teacher engaging in an activity that may be of interest to students based on what she knows about them. However, it’s not tailored to individual students but instead to the entire class. Notably missing from this plan is any acknowledgement of student learning difference or differentiation given those different needs.

Rating 1e. Designing Student Assessments
Ineffective Needs Improvement Effective Highly Effective Teacher’s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional goals, or is inappropriate to many students. The results of assessment have minimal impact on the design o future instruction. Teacher’s plan for student assessment is partially aligned with the instructional goals, without clear criteria, and inappropriate for at least some students. Teacher intends to use assessment results to plan for future instruction for the class as a whole. Teacher’s plan for student assessment is aligned with the instructional goals, uses clear criteria, and is appropriate to the needs of the students. Teacher intends to use assessment results to plan for future instruction for groups of students. Teacher’s plan for student assessment is fully aligned with the instructional goals and uses clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan future instruction for individual students. Time: 5 minutes Materials: interactive handout Last but not least, 1 d. Who would like to share the rating they assigned and why? ASK FOR A VOLUNTEER AND PUSH FOR EVIDENCE Does anyone have a different opinion on rating, with evidence? ASK FOR A VOLUNTEER TO SHARE AND PUSH ON EVIDENCE CLICK AHEAD TO NEXT SLIDE

Rating 1e. Designing Student Assessments
Ineffective Needs Improvement Effective Highly Effective Teacher’s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional goals, or is inappropriate to many students. The results of assessment have minimal impact on the design o future instruction. Teacher’s plan for student assessment is partially aligned with the instructional goals, without clear criteria, and inappropriate for at least some students. Teacher intends to use assessment results to plan for future instruction for the class as a whole. Teacher’s plan for student assessment is aligned with the instructional goals, uses clear criteria, and is appropriate to the needs of the students. Teacher intends to use assessment results to plan for future instruction for groups of students. Teacher’s plan for student assessment is fully aligned with the instructional goals and uses clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan future instruction for individual students. Time: 5 minutes Materials: interactive handout For 1e I rated this lesson plan Needs Improvement. The assessment is the 2 minute “discussion and close” where the students will write an objective summary in their IR books. I assume that the teacher will review those summaries to assess whether or not students are able to write an objective summary. The plan includes no criteria for that assessment, nor does it include how the teacher will use the assessment to plan future instruction. The assessment also only partially addresses the goal/standard. The standard calls for students to write an objective summary of a text, where the assessment asks students to write an objective summary about the class.

Unpacking DPAS-II for Teachers: Component 1 Using the Criteria to Support Planning 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

Independent Reflection and Next Steps
How do I currently plan my lessons? What techniques do I use to create lesson and unit plans? What outcomes does use of those techniques produce? How can I improve the way I design lessons given the language of the rubric? 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 approach to planning and preparing lessons, 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

Time: 5 Minutes Materials: interactive handout Identify 1-2 concrete actions you will take this week to enhance lesson plans. 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

Time: 5 minutes Materials: end of session survey 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.

Questions Optional time for questions if people have any

Facilitator notes This session is designed for approximately 3.5 hours. Each slide includes an approximate amount of time for the discussion/activity.

Similar presentations

Presentation on theme: "Facilitator notes This session is designed for approximately 3.5 hours. Each slide includes an approximate amount of time for the discussion/activity."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Facilitator notes This session is designed for approximately 3.5 hours. Each slide includes an approximate amount of time for the discussion/activity.

Similar presentations

Presentation on theme: "Facilitator notes This session is designed for approximately 3.5 hours. Each slide includes an approximate amount of time for the discussion/activity."— Presentation transcript:

Similar presentations

About project

Feedback