6. Sustain the Training
•Download as PPTX, PDF•
0 likes•104 views
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.
Recommended
More Related Content
What's hot
What's hot (19)
Viewers also liked
Viewers also liked (11)
Similar to 6. Sustain the Training
Similar to 6. Sustain the Training (20)
More from Teaching Teachers Literacy
More from Teaching Teachers Literacy (7)
Recently uploaded
Recently uploaded (20)
6. Sustain the Training
- 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
- 2. Email Address Password www.teachingteachersliteracy.com LOG IN Email Address principal@elementaryschool.org Password SupportTeachersDeserve 2
- 3. What would you like to do? Upcoming Events No events currently scheduled Schedule a New Event Ready for Classroom Visits There are no practices currently ready for observation 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
- 23. Email Address Password www.teachingteachersliteracy.com LOG IN Email Address Ashley@elementaryschool.org Password SupportiveTraining 23
- 24. Which post-training survey would you like to complete? Post-Training Surveys are waiting for your responses. Upcoming Events There are no upcoming events Messages from Coach There are no practices currently ready for observation Pending Surveys There are no pending surveys 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. LOG OUT GO TO 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