1. Panorama High School Professional Development Teaching and Learning Framework January 10, 2013 California Standard for the Teaching Profession Engaging and Supporting All Students in Learning Facilitating learning experiences that promote autonomy, interaction, and choice. PHS Expected School-wide Learning Results Effective Communicators Who read, write, speak, and listen appropriately and effectively in various academic and social settings. AGENDA Instructional Philosophy Gradual Release Break Teaching and Learning Framework: Instructional Delivery Summary Evaluation

2. LAUSD Planned Professional Development Master Plan Common Core Public School Choice Teaching and Learning Framework Who What Why How

3. Objectives: Understand each of the following topics, their classroom implications, and their impact on instructional delivery/learning. Teaching and Learning Framework Overview Public School Choice Instructional Philosophy Gradual Release Teaching and Learning Framework Instructional Delivery

4. VISION AND INSTRUCTIONAL PHILOSOPHY

5. Teaching and Learning Framework Overview Five Standards 1.Planning and Preparation 2.Classroom Environment 3.Delivery of Instruction 4.Additional Professional Responsibilities 5.Professional Growth

6. Teaching and Learning Framework Overview Five Standards 1.Planning and Preparation 2.Classroom Environment 3.Delivery of Instruction 4.Additional Professional Responsibilities 5.Professional Growth

7. Gradual Release Model I do We do TeacherStudent You do together You do on your own

8. “Not Good Enough” I do TeacherStudent You do on your own

9. “Bad” TeacherStudent You do on your own

10. When do you see evidence of learning in your classroom during modeling, guided instruction, collaborative learning, and independent learning?

11. “Good Enough?” I do We do TeacherStudent You do on your own

12. Gradual Release Model I do We do TeacherStudent You do together You do on your own

13. Gradual Release Model Teacher I do: Direct Instruction Provides direct instruction Establishes goals and purpose Models Think aloud Student Actively listens Takes notes Asks for clarification We do: Guided Practice Interactive instruction Works with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside others

14. Gradual Release Model TeacherStudent You do it together: Collaborative Learning Moves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarification You do it independently: Independent Practice Provides feedback Evaluates Determines level of understanding Works alone Relies on notes, activities, classroom learning to complete assignment Takes full responsibility for outcome

15. Teaching and Learning Framework Delivery of Instructional a.Communicating with Students b.Using Questioning and Discussion Techniques c.Structures to Engage Students in Learning d.Using Assessments in Instruction to Advance Student Learning e.Demonstrating Flexibility and Responsiveness 3. Delivery of Instruction

16. Teaching and Learning Framework Delivery of Instructional Communicating with Students Activity: Match the component to the level of effectiveness.

17. Teaching and Learning Framework Delivery of Instructional Teacher’s explanation of the instructional purpose is uneven. Learning expectations are tenuously connected to content standards, language objectives, 21st Century skills and/or assessment criteria to meet the needs of all students. Teacher has high expectations for most students. Students are able to communicate the learning expectations but are unclear about the purpose of the learning. Teacher’s expectations for learning are unclear to students. Learning expectations are not aligned to content standards, language objectives, 21st Century skills, and/or assessment criteria to meet the needs of all students. Teacher has high expectations for very few students. Students are unable to communicate the learning expectations. Teacher’s purpose of the lesson or unit is clear to students and parents, including where it connects to broader authentic learning, linking that purpose to student interests. Learning expectations are deeply aligned with grade level content standards, language objectives, 21st Century skills and assessment criteria to meet the needs of all students. Students are able to communicate learning expectations and their purpose to parents, peers, and the larger community. Students hold high expectations for themselves. Teacher’s explanation of the instructional purpose is clear to students and parents, including where it connects to broader learning. Learning expectations are aligned with grade level content standards, language objectives, 21st Century skills, and assessment criteria to meet the needs of all students. Students are able to communicate learning expectations and their purpose to parents and peers. Teacher has high expectations for all students. Element Expectations for Learning The learning expectations are communicated clearly to all students IneffectiveDevelopingEffectiveHighly Effective A B C D Communicating with Students

18. Teaching and Learning Framework Delivery of Instructional Using Questioning and Discussion Techniques

19. Teaching and Learning Framework Delivery of Instructional Structures to Engage Students in Learning Video

20. Teaching and Learning Framework Delivery of Instructional Purposeful and Productive Groups Video

21. Teaching and Learning Framework Delivery of Instructional Using Assessments Video

22. Teaching and Learning Framework Delivery of Instructional Flexibility and Responsiveness Video

23. Evaluation 1.To what degree were the objectives accomplished? 2. What other questions would you like answered?