Teacher Reflection Guides, Principal Classroom Visit Guides, and a variety of reports help literacy leaders keep implementation expectations in the zone of teacher needs and progress.
1. We help you
Sustain the Training
A tool for principals and teachers
Principals:
Classroom Visit Guides support principals in
determining implementation progress and
sustainability
Reports at a variety of levels support
responsive decision making and goal setting
Teachers:
Classroom Practice Reflection Guides support
teachers and their coaches in reflecting upon
goals and literacy teaching practices
Keep expectations in the zone of teacher
needs and progress!
1
3. What would you like to do?
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Principal’s Dashboard
CLASSROOM
VISIT GUIDE
PRINCIPAL’S
DASHBOARD
Welcome to
Teaching Teachers Literacy
3
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
4. 4
Classroom Visit Guide
A tool for principals.
Available on phone, tablet, laptop.
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Training Curriculum
Design
Training Event
Measure Impact
of Training
Move Practices
Into Classroom
Sustain the Training
4
5. Classroom Visit Guide
Teacher J ∨ Johnson Date ∨ ∨ ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
5
6. Classroom Visit Guide
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
6
7. Classroom Visit Guide
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
7
8. Classroom Visit Guide
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
8
9. Classroom Visit Guide
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Mini-Lesson’s
Connection
I am valued.
Today is
going to be
exciting.
What I already
know, which
will be used
today, is…
What I already can
do, which will be
used today, is…
My teacher’s story
gave me the how
or why of today’s
work.
Mini-Lesson’s
Teaching
Point
I know the
goal, or why,
I will use
today’s tip.
I know the
specific steps I
take to reach
the goal.
I know when to
use the tip in any
type of text.
I know what my
teacher observed
that inspired
today’s tip.
Mini-Lesson’s
Active
Engagement
I know my
role while
I read.
I know my role
while my
partner reads.
My teacher helps
me while I
practice with my
partner.
I assess my
readiness to
practice
independently.
Mini-Lesson’s
Link
I know the target for
today’s practice
My teacher recorded
today’s tip in a place I can
easily access.
I fold today’s tip into
my repertoire of
reading behaviors.
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
9
10. Classroom Visit Guide
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Mini-Lesson’s
Connection
I am valued.
Today is
going to be
exciting.
What I already
know, which
will be used
today, is…
What I already can
do, which will be
used today, is…
My teacher’s story
gave me the how
or why of today’s
work.
Mini-Lesson’s
Teaching
Point
I know the
goal, or why,
I will use
today’s tip.
I know the
specific steps I
take to reach
the goal.
I know when to
use the tip in any
type of text.
I know what my
teacher observed
that inspired
today’s tip.
Mini-Lesson’s
Active
Engagement
I know my
role while
I read.
I know my role
while my
partner reads.
My teacher helps
me while I
practice with my
partner.
I assess my
readiness to
practice
independently.
Mini-Lesson’s
Link
I know the target for
today’s practice
My teacher recorded
today’s tip in a place I can
easily access.
I fold today’s tip into
my repertoire of
reading behaviors.
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
10
11. Classroom Visit Guide
Mini-Lesson’s
Connection
I am valued.
Today is
going to be
exciting.
What I already
know, which
will be used
today, is…
What I already can
do, which will be
used today, is…
My teacher’s story
gave me the how
or why of today’s
work.
Mini-Lesson’s
Teaching
Point
I know the
goal, or why,
I will use
today’s tip.
I know the
specific steps I
take to reach
the goal.
I know when to
use the tip in any
type of text.
I know what my
teacher observed
that inspired
today’s tip.
Mini-Lesson’s
Active
Engagement
I know my
role while
I read.
I know my role
while my
partner reads.
My teacher helps
me while I
practice with my
partner.
I assess my
readiness to
practice
independently.
Mini-Lesson’s
Link
I know the target for
today’s practice
My teacher recorded
today’s tip in a place I can
easily access.
I fold today’s tip into
my repertoire of
reading behaviors.
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
11
12. Classroom Visit Guide
Mini-Lesson’s
Connection
I am valued.
Today is
going to be
exciting.
What I already
know, which
will be used
today, is…
What I already can
do, which will be
used today, is…
My teacher’s story
gave me the how
or why of today’s
work.
Mini-Lesson’s
Teaching
Point
I know the
goal, or why,
I will use
today’s tip.
I know the
specific steps I
take to reach
the goal.
I know when to
use the tip in any
type of text.
I know what my
teacher observed
that inspired
today’s tip.
Mini-Lesson’s
Active
Engagement
I know my
role while
I read.
I know my role
while my
partner reads.
My teacher helps
me while I
practice with my
partner.
I assess my
readiness to
practice
independently.
Mini-Lesson’s
Link
I know the target for
today’s practice
My teacher recorded
today’s tip in a place I can
easily access.
I fold today’s tip into
my repertoire of
reading behaviors.
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
12
13. Classroom Visit Guide
Mini-Lesson’s
Connection
I am valued.
Today is
going to be
exciting.
What I already
know, which
will be used
today, is…
What I already can
do, which will be
used today, is…
My teacher’s story
gave me the how
or why of today’s
work.
Mini-Lesson’s
Teaching
Point
I know the
goal, or why,
I will use
today’s tip.
I know the
specific steps I
take to reach
the goal.
I know when to
use the tip in any
type of text.
I know what my
teacher observed
that inspired
today’s tip.
Mini-Lesson’s
Active
Engagement
I know my
role while
I read.
I know my role
while my
partner reads.
My teacher helps
me while I
practice with my
partner.
I assess my
readiness to
practice
independently.
Mini-Lesson’s
Link
I know the target for
today’s practice
My teacher recorded
today’s tip in a place I can
easily access.
I fold today’s tip into
my repertoire of
reading behaviors.
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
13
14. Classroom Visit Guide
Mini-Lesson’s
Connection
I am valued.
Today is
going to be
exciting.
What I already
know, which
will be used
today, is…
What I already can
do, which will be
used today, is…
My teacher’s story
gave me the how
or why of today’s
work.
Students perked up with
confidence during your
connection today!
Mini-Lesson’s
Teaching
Point
I know the
goal, or why,
I will use
today’s tip.
I know the
specific steps I
take to reach
the goal.
I know when to
use the tip in any
type of text.
I know what my
teacher observed
that inspired
today’s tip.
Mini-Lesson’s
Active
Engagement
I know my
role while
I read.
I know my role
while my
partner reads.
My teacher helps
me while I
practice with my
partner.
I assess my
readiness to
practice
independently.
Mini-Lesson’s
Link
I know the target for
today’s practice
My teacher recorded
today’s tip in a place I can
easily access.
I fold today’s tip into
my repertoire of
reading behaviors.
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
14
15. Classroom Visit Guide
Mini-Lesson’s
Connection
I am valued.
Today is
going to be
exciting.
What I already
know, which
will be used
today, is…
What I already can
do, which will be
used today, is…
My teacher’s story
gave me the how
or why of today’s
work.
Mini-Lesson’s
Teaching
Point
I know the
goal, or why,
I will use
today’s tip.
I know the
specific steps I
take to reach
the goal.
I know when to
use the tip in any
type of text.
I know what my
teacher observed
that inspired
today’s tip.
Mini-Lesson’s
Active
Engagement
I know my
role while
I read.
I know my role
while my
partner reads.
My teacher helps
me while I
practice with my
partner.
I assess my
readiness to
practice
independently.
Mini-Lesson’s
Link
I know the target for
today’s practice
My teacher recorded
today’s tip in a place I can
easily access.
I fold today’s tip into
my repertoire of
reading behaviors.
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
15
16. Classroom Visit Guide
Mini-Lesson’s
Connection
I am valued.
Today is
going to be
exciting.
What I already
know, which
will be used
today, is…
What I already can
do, which will be
used today, is…
My teacher’s story
gave me the how
or why of today’s
work.
Mini-Lesson’s
Teaching
Point
I know the
goal, or why,
I will use
today’s tip.
I know the
specific steps I
take to reach
the goal.
I know when to
use the tip in any
type of text.
I know what my
teacher observed
that inspired
today’s tip.
Mini-Lesson’s
Active
Engagement
I know my
role while
I read.
I know my role
while my
partner reads.
My teacher helps
me while I
practice with my
partner.
I assess my
readiness to
practice
independently.
Mini-Lesson’s
Link
I know the target for
today’s practice
My teacher recorded
today’s tip in a place I can
easily access.
I fold today’s tip into
my repertoire of
reading behaviors.
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
16
17. Classroom Visit Guide
Mini-Lesson’s
Connection
I am valued.
Today is
going to be
exciting.
What I already
know, which
will be used
today, is…
What I already can
do, which will be
used today, is…
My teacher’s story
gave me the how
or why of today’s
work.
Mini-Lesson’s
Teaching
Point
I know the
goal, or why,
I will use
today’s tip.
I know the
specific steps I
take to reach
the goal.
I know when to
use the tip in any
type of text.
I know what my
teacher observed
that inspired
today’s tip.
Mini-Lesson’s
Active
Engagement
I know my
role while
I read.
I know my role
while my
partner reads.
My teacher helps
me while I
practice with my
partner.
I assess my
readiness to
practice
independently.
Mini-Lesson’s
Link
I know the target for
today’s practice
My teacher recorded
today’s tip in a place I can
easily access.
I fold today’s tip into
my repertoire of
reading behaviors.
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
17
18. Classroom Visit Guide
Mini-Lesson’s
Connection
I am valued.
Today is
going to be
exciting.
What I already
know, which
will be used
today, is…
What I already can
do, which will be
used today, is…
My teacher’s story
gave me the how
or why of today’s
work.
Mini-Lesson’s
Teaching
Point
I know the
goal, or why,
I will use
today’s tip.
I know the
specific steps I
take to reach
the goal.
I know when to
use the tip in any
type of text.
I know what my
teacher observed
that inspired
today’s tip.
Mini-Lesson’s
Active
Engagement
I know my
role while
I read.
I know my role
while my
partner reads.
My teacher helps
me while I
practice with my
partner.
I assess my
readiness to
practice
independently.
Mini-Lesson’s
Link
I know the target for
today’s practice
My teacher recorded
today’s tip in a place I can
easily access.
I fold today’s tip into
my repertoire of
reading behaviors.
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
18
19. Classroom Visit Guide
Mini-Lesson’s
Connection
I am valued.
Today is
going to be
exciting.
What I already
know, which
will be used
today, is…
What I already can
do, which will be
used today, is…
My teacher’s story
gave me the how
or why of today’s
work.
Mini-Lesson’s
Teaching
Point
I know the
goal, or why,
I will use
today’s tip.
I know the
specific steps I
take to reach
the goal.
I know when to
use the tip in any
type of text.
I know what my
teacher observed
that inspired
today’s tip.
Mini-Lesson’s
Active
Engagement
I know my
role while
I read.
I know my role
while my
partner reads.
My teacher helps
me while I
practice with my
partner.
I assess my
readiness to
practice
independently.
Mini-Lesson’s
Link
I know the target for
today’s practice
My teacher recorded
today’s tip in a place I can
easily access.
I fold today’s tip into
my repertoire of
reading behaviors.
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
19
20. Classroom Visit Guide
Mini-Lesson’s
Connection
I am valued.
Today is
going to be
exciting.
What I already
know, which
will be used
today, is…
What I already can
do, which will be
used today, is…
My teacher’s story
gave me the how
or why of today’s
work.
Mini-Lesson’s
Teaching
Point
I know the
goal, or why,
I will use
today’s tip.
I know the
specific steps I
take to reach
the goal.
I know when to
use the tip in any
type of text.
I know what my
teacher observed
that inspired
today’s tip.
Mini-Lesson’s
Active
Engagement
I know my
role while
I read.
I know my role
while my
partner reads.
My teacher helps
me while I
practice with my
partner.
I assess my
readiness to
practice
independently.
Mini-Lesson’s
Link
I know the target for
today’s practice
My teacher recorded
today’s tip in a place I can
easily access.
I fold today’s tip into
my repertoire of
reading behaviors.
SUBMITSAVE
START
OVER
OPEN NEW GUIDE HOME
Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨
Type of Guide
Student Perspective
Teacher Moves
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
20
21. Congratulations!
Your observation notations about a visit in Ms. Johnson’s room have been submitted.
GO TO
CLASSROOM VISIT
GUIDE
GO TO PRINCIPAL
DASHBOARD
LOG OUT
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Training Curriculum
Design
Training Event
Measure Impact
of Training
Move Practices
Into Classroom
Sustain the Training
21
22. 22
Classroom Practice Reflection Guide
A tool for teachers and coaches
Available on phone, tablet, laptop.
Teaching Teachers Literacy
2016-2017 SCHOOL YEAR
Establish School Year
Training Curriculum
Design
Training Event
Measure Impact
of Training
Move Practices
Into Classroom
Sustain the Training
22
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Teacher’s Dashboard
CLASSROOM
REFLECTION
GUIDE
Welcome to
Teaching Teachers Literacy
24
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Design
Training
Event
Organize
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training
TEACHER
DASHBOARD
25. Type of Guide
Student Perspective
Teacher Moves
Compare to Survey
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Classroom Practice Reflection Guide
SUBMITSAVE
START
OVER
HOME
Date 11 ∨ 14 ∨ 17 ∨
View Reflection Menu
25
26. Type of Guide
Student Perspective
Teacher Moves
Compare to Survey
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Classroom Practice Reflection Guide
SUBMITSAVE
START
OVER
HOME
Date 11 ∨ 14 ∨ 17 ∨
View Reflection Menu
26
27. Type of Guide
Student Perspective
Teacher Moves
Compare to Survey
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Classroom Practice Reflection Guide
SUBMITSAVE
START
OVER
HOME
Date 11 ∨ 14 ∨ 17 ∨
View Reflection Menu
27
28. Type of Guide
Student Perspective
Teacher Moves
Compare to Survey
Principal Notes
Anecdotal
Whole Class
Mini-Lesson
Connection
Teaching Point
Teach
Active Engagement
Link
Classroom
Culture
Physical Environment
Roles and Routines
Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨
View Reflection Menu
SUBMITSAVE
START
OVER
HOME
28
29. Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨
View Reflection Menu
SUBMITSAVE
START
OVER
HOME
Whole Class Mini-Lesson Connection
Check all that were
included in your
connections.
o My opening is a inviting,
enthusiastic welcome
o I activate relevant prior
knowledge
o I activate relevant prior
experience
o I share a story which acts
as a metaphor for today’s
teaching.
Whole Class Mini-Lesson Teaching Point
Check all that were
included in your
stating of the
teaching point.
o I name the goal, or
why, readers will
want to use the
reading tip highlighted
in the mini-lesson.
o I clearly name the specific
steps of the reading strategy
highlighted in the mini-
lesson.
o I have students focus on using
the tip just after the mini-lesson
AND anytime they find it useful
for the rest of their life.
o Student data suggested
my students were in need
of the teaching point.
Survey Results
October 18, 2017
Training Event
Pre-Training Survey
Results
Post-Training Survey
Results
29
30. Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨
View Reflection Menu
SUBMITSAVE
START
OVER
HOME
Whole Class Mini-Lesson Connection
Check all that were
included in your
connections.
My opening is a inviting,
enthusiastic welcome
o I activate relevant prior
knowledge
o I activate relevant prior
experience
o I share a story which acts
as a metaphor for today’s
teaching.
Whole Class Mini-Lesson Teaching Point
Check all that were
included in your
stating of the
teaching point.
o I name the goal, or
why, readers will
want to use the
reading tip highlighted
in the mini-lesson.
o I clearly name the specific
steps of the reading strategy
highlighted in the mini-
lesson.
o I have students focus on using
the tip just after the mini-lesson
AND anytime they find it useful
for the rest of their life.
o Student data suggested
my students were in need
of the teaching point.
Survey Results
October 18, 2017
Training Event
Pre-Training Survey
Results
Post-Training Survey
Results
30
31. Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨
View Reflection Menu
SUBMITSAVE
START
OVER
HOME
Whole Class Mini-Lesson Connection
Check all that were
included in your
connections.
My opening is a inviting,
enthusiastic welcome
I activate relevant prior
knowledge
o I activate relevant prior
experience
o I share a story which acts
as a metaphor for today’s
teaching.
Whole Class Mini-Lesson Teaching Point
Check all that were
included in your
stating of the
teaching point.
o I name the goal, or
why, readers will
want to use the
reading tip highlighted
in the mini-lesson.
o I clearly name the specific
steps of the reading strategy
highlighted in the mini-
lesson.
o I have students focus on using
the tip just after the mini-lesson
AND anytime they find it useful
for the rest of their life.
o Student data suggested
my students were in need
of the teaching point.
Survey Results
October 18, 2017
Training Event
Pre-Training Survey
Results
Post-Training Survey
Results
31
32. Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨
View Reflection Menu
SUBMITSAVE
START
OVER
HOME
Whole Class Mini-Lesson Connection
Check all that were
included in your
connections.
My opening is a inviting,
enthusiastic welcome
I activate relevant prior
knowledge
I activate relevant prior
experience
o I share a story which acts
as a metaphor for today’s
teaching.
Whole Class Mini-Lesson Teaching Point
Check all that were
included in your
stating of the
teaching point.
o I name the goal, or
why, readers will
want to use the
reading tip highlighted
in the mini-lesson.
o I clearly name the specific
steps of the reading strategy
highlighted in the mini-
lesson.
o I have students focus on using
the tip just after the mini-lesson
AND anytime they find it useful
for the rest of their life.
o Student data suggested
my students were in need
of the teaching point.
Survey Results
October 18, 2017
Training Event
Pre-Training Survey
Results
Post-Training Survey
Results
32
33. Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨
View Reflection Menu
SUBMITSAVE
START
OVER
HOME
Whole Class Mini-Lesson Connection
Check all that were
included in your
connections.
My opening is a inviting,
enthusiastic welcome
I activate relevant prior
knowledge
I activate relevant prior
experience
o I share a story which acts
as a metaphor for today’s
teaching.
Whole Class Mini-Lesson Teaching Point
Check all that were
included in your
stating of the
teaching point.
I name the goal, or
why, readers will
want to use the
reading tip highlighted
in the mini-lesson.
o I clearly name the specific
steps of the reading strategy
highlighted in the mini-
lesson.
o I have students focus on using
the tip just after the mini-lesson
AND anytime they find it useful
for the rest of their life.
o Student data suggested
my students were in need
of the teaching point.
Survey Results
October 18, 2017
Training Event
Pre-Training Survey
Results
Post-Training Survey
Results
33
34. Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨
View Reflection Menu
SUBMITSAVE
START
OVER
HOME
Whole Class Mini-Lesson Connection
Check all that were
included in your
connections.
My opening is a inviting,
enthusiastic welcome
I activate relevant prior
knowledge
I activate relevant prior
experience
o I share a story which acts
as a metaphor for today’s
teaching.
Whole Class Mini-Lesson Teaching Point
Check all that were
included in your
stating of the
teaching point.
I name the goal, or
why, readers will
want to use the
reading tip highlighted
in the mini-lesson.
I clearly name the specific
steps of the reading strategy
highlighted in the mini-
lesson.
o I have students focus on using
the tip just after the mini-lesson
AND anytime they find it useful
for the rest of their life.
o Student data suggested
my students were in need
of the teaching point.
Survey Results
October 18, 2017
Training Event
Pre-Training Survey
Results
Post-Training Survey
Results
34
35. Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨
View Reflection Menu
SUBMITSAVE
START
OVER
HOME
Whole Class Mini-Lesson Connection
Check all that were
included in your
connections.
My opening is a inviting,
enthusiastic welcome
I activate relevant prior
knowledge
I activate relevant prior
experience
o I share a story which acts
as a metaphor for today’s
teaching.
Whole Class Mini-Lesson Teaching Point
Check all that were
included in your
stating of the
teaching point.
I name the goal, or
why, readers will
want to use the
reading tip highlighted
in the mini-lesson.
I clearly name the specific
steps of the reading strategy
highlighted in the mini-
lesson.
o I have students focus on using
the tip just after the mini-lesson
AND anytime they find it useful
for the rest of their life.
o Student data suggested
my students were in need
of the teaching point.
Survey Results
October 18, 2017
Training Event
Pre-Training Survey
Results
Post-Training Survey
Results
35
36. Congratulations!
Your reflection has been submitted.
Reports on your Teacher Dashboard have been updated.
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MY DASHBOARD
Teaching Teachers Literacy
2016-2017 SCHOOL YEAR
Establish School Year
Training Curriculum
Design
Training Event
Measure Impact
of Training
Move Practices
Into Classroom
Sustain the Training
36