Earn an excellent rating part 2


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Earn an excellent rating part 2

  1. 1. Earn  An  “Excellent”  Ra/ng   Part  2   Dr.  Richard  J.  Voltz,  Associate  Director   Illinois  Associa/on  of  School  Administrators  
  2. 2. Examples  of   Engaged  Teaching  Strategies  
  3. 3. Small  group  work  without  teacher  
  4. 4. Project  based  work  
  5. 5. Flipped  classroom  approaches  
  6. 6. Mind  on  assignments  for  students  
  7. 7. Labs  
  8. 8. Student  decision  on  how  to   demonstrate  knowledge  of  lesson  goal  
  9. 9. Use  of  group  response  strategies   instead  of  individual  response   strategies  
  10. 10. hNp://www.educatorstechnology.com/2013/11/10-­‐ways-­‐to-­‐get-­‐students-­‐engaged.html  
  11. 11. hNp://www.educatorstechnology.com/2013/11/10-­‐ways-­‐to-­‐get-­‐students-­‐engaged.html  
  12. 12. hNp://www.educatorstechnology.com/2013/11/10-­‐ways-­‐to-­‐get-­‐students-­‐engaged.html  
  13. 13. hNp://www.educatorstechnology.com/2013/11/10-­‐ways-­‐to-­‐get-­‐students-­‐engaged.html  
  14. 14. hNp://www.educatorstechnology.com/2013/11/10-­‐ways-­‐to-­‐get-­‐students-­‐engaged.html  
  15. 15. hNp://www.educatorstechnology.com/2013/11/10-­‐ways-­‐to-­‐get-­‐students-­‐engaged.html  
  16. 16. hNp://www.educatorstechnology.com/2013/11/10-­‐ways-­‐to-­‐get-­‐students-­‐engaged.html  
  17. 17. hNp://www.educatorstechnology.com/2013/11/10-­‐ways-­‐to-­‐get-­‐students-­‐engaged.html  
  18. 18. hNp://www.educatorstechnology.com/2013/11/10-­‐ways-­‐to-­‐get-­‐students-­‐engaged.html  
  19. 19. hNp://www.educatorstechnology.com/2013/11/10-­‐ways-­‐to-­‐get-­‐students-­‐engaged.html  
  20. 20. 3b.  Using  Ques/oning  and  Discussion   Techniques  
  21. 21. Use  open  ended  ques/ons  
  22. 22. Encourage  students  to  ini/ate  higher-­‐ order  ques/ons  
  23. 23. Use  wait  /me  to  encourage  (demand)   all  students  to  par/cipate  
  24. 24. Encourage  students  to  ask  ques/ons  
  25. 25. Encourage  students  to  answer  other   student’s  ques/ons  
  26. 26. 3b.  Using  Ques/oning  and  Discussion   Techniques   •  If  the  teacher  is  checking  for  understanding,   try  to  use  whole  group  responses   •  Discussion  occurs  that  allows  students  to  talk   to  one  another  without  teacher  media/on   •  Teacher  calls  on  students  who  do  not   volunteer  
  27. 27. Teacher  ac/ons  for  3b.   •  Teacher  uses  a  variety  of  ques/ons  and   prompts  to  challenge  student’s  intellectually   •  Students  share  other  students  thinking   •  Students  formulate  ques/ons   •  High  level  of  student  par/cipa/on  in   discussion   •  Both  students  and  teachers  ensure  all  voices   are  heard  
  28. 28. 3a.  Communica/ng  With   Students  
  29. 29. It  is  cri/cal  that  no   content  errors  are  made   when  communica/ng   with  students.  
  30. 30. Communica/ng  with  students  
  31. 31. Teacher  points  out  possible  areas  of   misunderstanding  
  32. 32. Teacher  states  clearly  what  the   students  will  be  learning  not  what   they  are  to  do  
  33. 33. Teacher  uses  metaphors  and  analogies   to  explain  content  clearly  
  34. 34. All  students  understand   the  presenta/on  
  35. 35. Teacher  invites  students  to  explain  the   content  
  36. 36. Teacher  ac/ons  for  3a.   •  Links  instruc/onal  purpose  of  the  lesson  to   student  interests   •  Explana/on  of  content  is  thorough  &  clear   •  Ar`ul  scaffolding   •  Connec/ng  to  student  interests   •  Expressive  spoken  language  &  wriNen   language   •  An/cipates  misunderstanding  &  clarifies  
  37. 37. Student  ac/ons  for  3a.   •  Student’s  respond  to  each  other   •  Student’s  contribute  to  extending  the  content   •  No  confusion  about  procedures  and/or   content  
  38. 38. 3d.  Using  Assessment  In  Instruc/on  
  39. 39. Forma/ve  Assessment   •  Teacher  is  sophis/cated  and  con/nuous  in   monitoring  student  understanding  during  the   instruc/onal  process   •  Teacher  makes  appropriate  adjustments  as   needed   •  Feedback  is  specific  and  /mely   •  Students  monitor  their  own  understanding  
  40. 40. hNp:///nyurl.com/qg5tv58  
  41. 41. My  Favorite  No  
  42. 42. Summa/ve  Assessment   •  Students  clearly  understand  what  they  are  to   learn   •  Teacher  has  a  plan  for  those  students  who  do   not  learn  and  those  who  already  know   •  Teacher  differen/ates  assessment   •  Teacher  takes  into  account  needs  of  each   student   •  Feedback  is  provided  for  all  assessments  
  43. 43. Exit  Tickets  
  44. 44. Teacher  ac/ons  for  3d.   •  Teacher  feedback  is  accurate  and  specific   •  Teacher  adjusts  instruc/on  to  address  individual   student’s  misunderstandings   •  Teacher  differen/ates   •  Assessment  is  fully  integrated  into  instruc/on   •  Student’s  self-­‐assess  and  monitor  progress   •  Students  are  aware  of  assessment  criteria   •  Students  contribute  to  establishing  the   assessment  criterial  
  45. 45. Domain  2:  Classroom  Environment   •  2a  Crea/ng  an  Environment  of  Respect  and   Rapport   •  2b  Establishing  a  Culture  for  Learning   •  2c  Managing  Classroom  Procedures   •  2d  Managing  Student  Behavior   •  2e  Organizing  Physical  Space  
  46. 46. Reward?   Appreciate  Du/es  of  Others?  
  47. 47. 2a.  Establishing  An  Environment  of   Respect  and  Rapport   •  Teacher  and  students  are  uniformly  respec`ul   to  each  other   •  There  is  no  disrespec`ul  behavior   •  Teacher  greets  students  as  they  enter  room   and  makes  contact  with  individual  students   when  leaving  the  room  
  48. 48. Teacher  demonstrates  knowledge  and   caring  about  students’  lives  beyond   school  
  49. 49. Teacher  Ac/ons  for  2a.   •  Highly  respec`ul   •  Genuine  warmth  &  caring   •  Connects  with  students  as  individuals   •  Uses  humor   •  Uses  praise  
  50. 50. 2b.     Establishing  A  Culture  For  Learning  
  51. 51. Have  high  expecta/ons  for   all  students  
  52. 52. What  does  having  high   expecta/ons  for  all  students  mean   for  you?     How  do  you  demonstrate  this  in   your  teaching?  
  53. 53. Do  you  ever  think  that   some  students  can’t,   won’t  or  don’t  want  to   learn?  
  54. 54. Teacher  Expecta/ons  
  55. 55. What  do  you  do  about  it?  
  56. 56. How  will  you  demonstrate  that  you   expect  all  students  to  learn?  
  57. 57. Teacher  Ac/ons  for  2b.   •  Cogni/vely  vibrant  room   •  High  student  expecta/ons   •  Hard  work  by  students   •  High  quality  of  work   •  Clearly  communicated  purpose  of  the  work  
  58. 58. 2c.  Managing  Classroom   Procedures  
  59. 59. Manage  classroom  procedures   well,  no  loss  of  instruc/onal  /me,   students  help.  2c.  
  60. 60. Teacher  Ac/ons  for  2c.   •  Instruc/onal  /me  maximized   •  Efficient  use  of  instruc/onal  /me   •  Students  contribute  to  the  management   •  Rou/nes  are  well  understood  
  61. 61. 2d.  Managing  Student   Behavior  
  62. 62. No  student  misbehavior,   clear  standards,   reinforcement  of  posi/ve   behavior.  2d.  
  63. 63. Teacher  ac/ons  for  2d.   •  Monitoring  of  student  behavior  is  subtle  &   preven/ve   •  Response  to  student  misbehavior  is  sensi/ve   to  individuals   •  Teacher  respects  student  dignity   •  Student  behavior  is  en/rely  appropriate   •  Students  take  ac/ve  role  in  monitoring  own   behavior  
  64. 64. Domain  1:  Planning  and  Prepara/on   •  1a  Demonstra/ng  Knowledge  of  Content  &   Pedagogy   •  1b  Demonstra/ng  Knowledge  of  Students   •  1c  Sekng  Instruc/onal  Objec/ves   •  1d  Demonstra/ng  Knowledge  of  Resources   •  1e  Designing  Coherent  Instruc/on   •  1f  Designing  Student  Assessments  
  65. 65. 1a.  Demonstra/ng  Knowledge  of   Content  and  Pedagogy  
  66. 66. 1b.  Demonstra/ng  Knowledge  of   Students  
  67. 67. Their  special  interests  
  68. 68. How  will  you   demonstrate  this  so   your  administrator   knows?   1b.  
  69. 69. Sekng  Instruc/onal   Outcomes   1c.  
  70. 70. How  will  you  demonstrate  to  your   administrator  what  the  student   learning  will  be?       Do  student  outcomes  have  aNainment   measures?       Are  they  differen/ated  by  learner?   1c.  
  71. 71. Lesson  Planning   •  Have  a  specific,  measurable,  skill  orientated   learning  goal.   •  Do  Now  –  Peak  student  interest  with  ac/vity   •  Mini  Lesson  –  Key  concepts  for  lesson   •  Teacher  Guided  Prac/ce  –  modeled  by  teacher   •  Independent  Prac/ce  –  for  students  to  apply  new   concepts  and  skills   •  Student  reflec/on  and  closure   •  Teacher  reflec/on   •  Assess  student  mastery  
  72. 72. Is  the  student  learner  objec/ve   posted  somewhere  in  the  room?  
  73. 73. 1d.  Demonstra/ng  Knowledge  of   Resources  
  74. 74. 1e.  Designing  Coherent  Instruc/on   •  This  component  is  the  heart  of  planning  and   prepara/on.   •  Students  learn  because  of  what  they  do,  not   what  the  teacher  does.   •  How  are  students  engaged?   •  Appropriate  to  the  learning  needs  of  the   students.   •  Everything  supports  student  learning.  
  75. 75. Domain  4:  Professional   Responsibili/es   •  4a  Reflec/ng  on  Teaching   •  4b  Maintaining  Accurate  Records   •  4c  Communica/ng  with  Families   •  4d  Par/cipa/ng  in  a  Professional  Community   •  4e  Growing  and  Developing  Professionally   •  Showing  Professionalism  
  76. 76. In  Domain  4,  how  are  you  going  to   demonstrate  for  the  evaluator  that   you  have  met  the  Danielson   essen/al  indicators?  
  77. 77. 4a.  Reflec/on  on   Teaching  
  78. 78. Do  you   engage     in     reflec/on     about  your     teaching?  
  79. 79. We  learn  by   thinking   about  what   we  do.  
  80. 80. Reflec.ve  ques.ons      
  81. 81. If you had a chance to do it over, would you do it the same or differently?”
  82. 82. •  What do you want students to know and be able to do? •  How will you know if students know and are able to do it? •  What will you do with students who do not get it? •  What will you do with students who already know it?
  83. 83. 4b.  Maintaining  Accurate  Records   •  Systems  are  streamlined,  efficient  and   clear.   •  Grade  Book,  student  progress,  mastery   of  standards   •  Students  want  teacher  to  keep   accurate  records,  students  can  be   involved  with  this  process.   •  Also,  non-­‐instruc/onal  records  such  as   signing  up  for  field  trips,  inventory.  
  84. 84. 4c.  Communica/ng  with   Families  
  85. 85. 4c.  Communica/ng  with  Parents   •  Parents  need  to  know  the  instruc/onal   program  in  the  schools.   •  NewsleNers  or  communica/on  to  the  home.   •  Parents  want  to  know  how  their  own   children  are  doing  in  school.  
  86. 86. Families   •  Teacher  communicates  with  families  on  a   regular  basis   •  Students  develop  materials  to  share  with   parents  about  what  is  happening  in  class   •  Teacher  maintains  accurate  records   •  Students  maintain  their  own  records  and   share  with  families  
  87. 87. 4d.  Par/cipa/ng  in  a   Professional  Community  
  88. 88. PLC   •  Teacher  regularly  par/cipates  and  leads   professional  discussions   •  Teacher  has  suppor/ve  and  collabora/ve   rela/onships  with  colleagues   •  Teacher  volunteers  
  89. 89. Other  aNributes  excellent  teachers   exhibit  
  90. 90. Great  teachers  truly   love  children!    
  91. 91. Great  teachers  are  masters  at   classroom  management    
  92. 92. Great  teachers  are  intelligent   people  who  possess  a  thorough   understanding  of  their  subject   maNer    
  93. 93. Great  teachers  understand  that   they  are  actors  on  a  stage    
  94. 94. Great  teachers  are  posi/ve,  kind,   compassionate,  pa/ent  people    
  95. 95. Great  teachers  do  not  allow  their   personal  problems  to  bleed  into   their  teaching    
  96. 96. Great  teachers  are  problem  solvers    
  97. 97. Great  teachers  don’t  endure  change;   rather,  they  ensure  it  —  not  simply  for   the  sake  of  change,  but  for  the   beNerment  of  teaching  and  learning    
  98. 98. Great  teachers  have  a  sense  of   humor,  and  they  share  it  daily  with   their  students    
  99. 99. Great  teachers  con/nually  strive  to   make  learning  fun,  relevant,   interes/ng,  challenging  and   engaging    
  100. 100. Great  teachers  recognize  the   importance  of  establishing  posi/ve   rela/onships  with  their  students    
  101. 101. Great  teachers  have  high   expecta/ons  of  all  students  and   truly  believe  that  every  student   can  succeed    
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