Brevard Public Schools 2015-2016

Operational Beliefs We must have a passionate commitment to high standards and student success.

We must have a professional teaching culture marked by shared purpose, collaboration, innovative spirit, and continual learning.

We must revere data that provide feedback to students, inform programmatic and instructional decisions, and support focused intervention efforts.

We must commit to a relentless pursuit of teaching methodologies that foster student engagement, critical thinking, selfefficacy, and content mastery.

SSNP

Inclusion

Differentiated Instruction

RtI Differentiated Accountability Model

Student Engagement

Serving every student with excellence as the standard

Student Achievement

Learning Spark

Learning Cycle

Learning Environment

Module 1

Module 2

Module 3

Learning Measurement Module 4

National and State Standards

Continuous Teaching Improvement

Learning Strategies Module 5

Learning Plan for All Module 6

Benefits to You… 





A comprehensive understanding of the revised rubrics Enhancement of personal professional growth Preparation to share Analyzing Rubrics at school site

Desired Outcomes  An understanding of what the

Elements “Look” like and “Sound” like in the classroom  Experiences determining areas of strengths and continuous improvement in teaching  A Planning Guide to help prepare your training

Follow-Up  For credit complete the following and submit to

Linda Buffum, Office of Professional Learning and Development, by September 30, 2015. Attach Planning Guide and training agenda to Follow-Up form before submitting.

 Copy of completed Planning Guide with your names

from Summer training

 Short summary of school site training  Copy of your training agenda

Agreements  Take responsibility for your own

learning  Avoid side bar conversations  Participate  Honor time limits  Use technology respectfully  Have fun!

Table Introductions  Introduce your school team  Share one amazing thing that you

have always wanted people to know about your school.

 5 minutes

Dimensions 1. Instructional Design & Lesson Planning 2. Learning Environment 3. Instructional Delivery & Facilitation 4. Assessment 5. Professional Responsibilities & Ethical Conduct

Vocabulary of Rubrics 1. Dimensions - 5 2. Elements - 25 3. Indicators

Observable Dimensions  Review Dimensions 2, 3, 4 What would a peer observer or administrator “look for” in each of these Dimensions in my classroom?

15

Changes to Dimension

2

 Element VI - Proficient

Teacher uses academic language and content vocabulary accurately Developing Limited use of academic language and content vocabulary  Element VIII Now included in D-3 E-III (Instructional Strategies)

Dimension 2: Proficient  Elements I & II: Individually

review and highlight – Proficient  Consider - See and hear?

Dimension 2: Proficient Element I  P–Teacher implements and reinforces

school rules and procedures (lunch, dismissal, fire drills, class changes)  P–Teacher posts classroom rules and

clearly states them to students 18

Dimension 2 – Element I: Unsatisfactory

19

Dimension 2: Proficient Element II  P–Direct Instruction-teacher

controls the learning

 P–Guided practice led by the

teacher

Dimension 2: Distinguished  Elements I & II: As a table,

review and highlight – Distinguished  5 mins.  Consider - See and hear?

Dimension 2: Distinguished Element I  D–Procedures have become routine/habit

for students

 D-Classroom organized to facilitate a

focused learning environment (materials organized, assignments are easy to locate, Standards are posted)

 D-Consistently maintains a safe

environment( floor space and emergency exit is clear of objects)

Dimension 2: Distinguished Element II  D-Facilitates an environment where

students are on task and working from bell to bell

 D-Students choose to attend extra

help sessions to optimize their learning

Dimension 2: Carousel Dimensions III - VII

When directed, move to assigned chart 2. List ‘Distinguished’ practices 1.



‘See’ and ‘Hear’

3. Note questions 4. Repeat at other charts when

directed

VIPs Videos-How to Locate  Departments G – Z  Professional Development/Inservice

Information  Professional Development  Video Instructional Performances (VIPs)

VIPs Video- Maintains a Climate of Inquiry  Dimension 2 – Element VII  Record what you ‘see’ and ‘hear’  Note Strengths  Note any areas to improve upon to make

a greater impact

Christine Meister Math Grade 5 Climate of Inquiry Hans Christian Anderson Elementary

Changes to Dimension 3  Element III – Includes technology in all

categories

 Element V – New language for

Differentiates Instruction in all categories

Dimension 3  Review and highlight assigned

Element of rubric

 As a table – list 2 Proficient and

2 Distinguished ‘See/Hear’

 Be prepared to share

Dimension 3: Proficient Element I  Formative Assessment (thumbs up or

down, SRS, surveys, etc.)

 Wait time for responses to ?s  Content is based on the grade level

standard

Dimension 3: Distinguished Element I  Multiple intervention strategies used

(providing clues, probing, wait time etc.)  Identifies learning gaps throughout the lesson(formative assessments)  Anticipates problems and is prepared to address misconceptions

Dimension 3: Proficient Element II  Some lower level questions are

evident  Most questions encourage extended responses

Dimension 3: Distinguished Element II  Higher-order questions that

involve analysis and synthesis  (Compare ___ to ____.)  (Predict what will happen next.)  Students defend or justify answers

Dimension 3: Proficient Element III  Some B.E.S.T. (Marzano)

instructional strategies implemented  Students use technology as a learning tool (iPad, SRS, Edmodo)

Dimension 3: Distinguished Element III  Variety of instructional

strategies evident

 Students use 21st century

technology to create new products or skills

Dimension 3: Proficient Element IV  Learning Cycle utilized  Rigorous and engaging

curriculum

 Texts at or above grade level

Dimension 3: Distinguished Element IV  Lessons relevant to students’

lives

 Lessons consistently

challenge students

Dimension 3: Proficient Element V

 Occasionally incorporates various

Differentiated Instructional Strategies (Cooperative Learning Structures)

 Lesson design based on student abilities

and interests

 Teacher regularly reviews students

differences to plan appropriate learning activities

Dimension 3: Distinguished Element V  Each UNIT is deliberately

planned to include varied opportunities for students to process information, develop differing products, or acquire new content

Dimension 3: Proficient Element VI  Timely and consistent formative

assessments utilized: 

 Exit slips  Student Response System  White boards  Fist to Five

Dimension 3: Distinguished Element VI  Specific feedback given during

guided practice (Quadrant 3) to ALL students

 Rubrics utilized

VIPs Video-Differentiates Instruction  Dimension 3 – Element V  Record what you ‘see’ and ‘hear’  Note Strengths  Note any areas to improve upon to make

a greater impact

Christina Uttlinger  Social Studies  Grade 2  Differentiates Instruction  West Melbourne School for

Science

Planning for Dimensions 2 & 3  Resources  Planning Guide  Pre-Planning/Early Release Professional Development days  August 10  September 23  October 21

 45 minutes

Changes to Dimension 4  Element II –Deleted teacher made

and replaced with:  Modifies formative and summative assessments to accommodate diversity

Dimension 4-Assessment  The person who has the RED card in

the famous pair will share Elements 1&2

 The other partner will share Element 3  Individually read over your assigned

Elements in Dimension 4 and highlight differences/trends – 5 minutes

VIPs Video-Assessment  Dimension 4  Record what you ‘see’ and ‘hear’  Note Strengths  Note any areas to improve upon to make

a greater impact

Video – Teaching Channel Assessment

 Tiered Exit Cards Marie Barchi 9th grade Algebra Class

Dimension 4  As a table:  Reach consensus on one Element to

share a strength

 What can be improved upon to make

a greater impact?

Planning for Dimension 4  Resources  Planning Guide  Pre-Planning/Early Release Professional

Development days  August 10  September 23  October 21

 30 minutes

Trends of Distinguished Evidence Dimension 1 Instructional Design and Lesson Planning

Learning goals are consistently clear, while tasks and content reflect full intent of content standards. Regularly accesses and uses data to modify instruction, designs high quality classroom performance tasks, questions and /or assessments to measure student learning. Requires students to demonstrate what they know and are able to do.

Trends of Distinguished Evidence Dimension 5 Professional Responsibilities & Ethical Conduct

Complies fully with professional responsibilities and with school and district policies. Consistently displays conduct based on the highest professional standards. Promotes a two-way partnership between school and home with regard to communication. Consistently provides all parents with multiple strategies to assist with student learning.

Follow-Up  For credit complete the following and submit to

Linda Buffum, Office of Professional Learning and Development, by September 30, 2015. Attach Planning Guide and training agenda to Follow-Up form before submitting.

 Copy of completed Planning Guide with your names

from summer training

 Short summary of school site training  Copy of your training agenda