Teacher and Principal Evaluation School Board StudyDr. Marci Shepard
Implementing the new teacher and principal evaluation system requires all hands on deck. It carries implications for teachers, principals, central office and the school board. This presentation was for a board study to inform the school board of changes in evaluation systems and how those changes affect the district and their role as board members.
This revision presentation provides an overview of the core strategic topic of business mission, aims and objectives. The main focus of the presentation is to outline the theory of the use of mission, aims and objectives rather than provide examples of these in context.
Lesson planning is the rudiment factor for success in execution of teaching a topic in class. It makes the class effective and the teacher comfortable. It is the tool for forward thinking and reflection for your next lesson. Lesson planning gives concrete shapes to ideas. Infact if you do not plan you are planning to fail,
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
This PowerPoint by Dr. Dee McKinney & Katie Shepard was presented as a workshop for the East Georgia State College Center for Teaching & Learning for interested faculty & staff in January 2018.
Lesson planning by Nadia Jaffery (Nadia khurram)Nadia Khurram
Lesson planning is the very first step toward teaching.It is well said that those who fail to plan,plan to fail.No teaching is possible without the planning just like you cannot reach the goal without the map.It is the road map for teachers to be successful in their journey of teaching and learning.
Teacher and Principal Evaluation School Board StudyDr. Marci Shepard
Implementing the new teacher and principal evaluation system requires all hands on deck. It carries implications for teachers, principals, central office and the school board. This presentation was for a board study to inform the school board of changes in evaluation systems and how those changes affect the district and their role as board members.
This revision presentation provides an overview of the core strategic topic of business mission, aims and objectives. The main focus of the presentation is to outline the theory of the use of mission, aims and objectives rather than provide examples of these in context.
Lesson planning is the rudiment factor for success in execution of teaching a topic in class. It makes the class effective and the teacher comfortable. It is the tool for forward thinking and reflection for your next lesson. Lesson planning gives concrete shapes to ideas. Infact if you do not plan you are planning to fail,
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
This PowerPoint by Dr. Dee McKinney & Katie Shepard was presented as a workshop for the East Georgia State College Center for Teaching & Learning for interested faculty & staff in January 2018.
Lesson planning by Nadia Jaffery (Nadia khurram)Nadia Khurram
Lesson planning is the very first step toward teaching.It is well said that those who fail to plan,plan to fail.No teaching is possible without the planning just like you cannot reach the goal without the map.It is the road map for teachers to be successful in their journey of teaching and learning.
Presented by the Superintendent, Art DiBenedetto, this brief presentation conveys Mr. DiBenedetto's vision for the reconfiguration of Vernon Township School District.
VTHS Career and Technical Program Feb 2016Matt Shea
This slideshow shares information about the updated CTE programs that will be offered at Vernon Township High School starting in the 2016-2017 school year.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
3. Today’s Objective
• Identify and describe key components of the
Danielson Framework for Teaching to enhance
instruction and increase student achievement
as part of the Teacher Evaluation System
4. Danielson Framework & Teachscape
• Teachscape is the software platform for
Danielson
• Platform includes Observations, Walk-
throughs, Professional Learning Suite, Annual
Performance Review
• Digital application for pre-observation and
post-observation/reflection
5. Poll Everywhere
• What is your level of understanding of the
Danielson Framework for Teaching?
• What is the underlying goal for using the
Danielson Framework for Teaching?
6. Reality Check
• Create a 3 column chart using your mobile device or
traditional pencil and paper.
• Column 1: Vision
– What is your ideal school? Classroom? Professional Community?
What does it look like? What does it sound like?
• Column 2: Current Reality
– Reflect on your environment. What do you have in place that aligns to
your vision? What are you doing to contribute to the overall climate?
• Column 3: Moving Forward
– What can you do to move from your current reality to your vision?
What questions or concerns do you have as you move forward?
7.
8. Teacher Discussion
• At your table groups, go back to your chart
and label your responses by Domain. (1-4)
• Discussion
– What domain have you focused heavily on?
– What domains or components are your strengths?
– What domains do you feel you need to improve on?
– How can you improve on the areas in which you feel are a
focus?
9. Conclusion – Poll Everywhere
• According to what you know about the
Danielson Framework, where would you rate
yourself on the scale?
10. Day 2: A Framework for Teaching
Domain 1: Planning and Preparation
By
Rick Bonney
Jeanene Dutt
Noelle Kondikoff
Matt Shea
11. Objective
• Identify the key components of Domain 1:
Planning and Preparation of the Danielson
Framework for Teaching
• Evaluate lesson plans using the rubric from
Domain 1: Planning and Preparation of the
Danielson Framework for Teaching
12. Planning and Preparation Jigsaw
• In the middle of your table is one of the six
components of The Framework for Teaching Domain
1: Planning and Preparation.
• Read the rubric from the Danielson book associated
with your assigned component.
13. Planning and Preparation Jigsaw
• Please discuss the following as it relates to
your assigned component:
– During the evaluation process, what will the
evaluator see in this component area to indicate a
“distinguished” score?
– How does this evaluation tool differ from what is
currently in place in relation to lesson planning?
– Discuss what elements should be part of your
lesson plans in oncourse and district curriculum
documents.
14. Required Lesson Plan Components
• Beginning in September 2013, please adhere to the
following requirements regarding lesson plans:
– Lesson plans for the week must be posted by Monday
morning and must remain posted.
– Lesson plan must reflect district-approved curriculum
– Lesson plans MUST include the following:
• Instructional Outcomes
• Teaching Strategies/Activities
• Assessment
• Standards (link through Oncourse)
15. Instructional Outcomes
• Represent high expectations and rigor
• Connected to a sequence of learning within the
subject area and curriculum
• Clearly written in the form of student learning
• Permit viable methods of assessment and evidence7
• Take into account the varying needs of individual
students and groups
• Think about what students will learn instead of what
students will do
16. Teaching Strategies/Activities
• Support instructional outcome
• Engage students in higher level thinking
• Permit student choice and initiate
• Problem-based learning
• Encourage depth and breadth
• Include teaching strategies and methodologies
• Provide for differentiation in learning style, content,
process, and product
• Support teachers should document team teaching
strategies being used and student modifications (plans
should not be identical for teaching pairs)
17. Assessment
• Align with the instructional outcome in content and
process
• Link to curriculum and grade book
• Examples include ticket out, student reflection,
teacher checklists (data-driven), quizzes, tests, and
rubrics
18. Standards
• Link standards to plans in oncourse
• Common Core Literacy Standards MUST be included
in ALL subject areas
• Technology and 21st Century Standards should also
be included in all subject areas
19. Lesson Planning Discussion
• What elements of this plan are consistent with the Danielson
model and the expectations we just shared with you?
• As you reflect on the Danielson model and the expectations
we just shared with you, what other elements should be
reflected in the lesson plan?
• If someone were to cover this class, would they be able to
deliver instruction based on this lesson plan?
20. Sample Math Plan
• Objective: Understand and find equivalent fractions using
division and multiplication.
• Activities and Instructional Strategies: Correct
homework. Hand back and go over quizzes. Work on
producing equivalent fractions using models, multiplication,
and division.
• Assessment: Teacher observation of student work and
responses; textbook p. 234
• Standards: Linked in OnCourse
21. Sample Writer’s Workshop Plan
• Objective:
• The students will use the writing process to write a narrative piece.
• The students will use the writing process to write a choice piece.
• Mini-Lesson:
• Objective: Students will use a prewrite to create a narrative draft.
• The students will work with the teacher to create a narrative piece as an example
(Shared Writing)
• Independent Writing Time:
• Students will write independently (draft, revise, edit).-choice and/or assigned piece
• Teacher will conference with individual students.
• Students will participate in peer writing conferences.
• Share Time:
• Focus: How the student used prewrite to draft narrative
• Students will share with a partner.
• Group Share-Choose 2-3 students based on individual conferences
• Assessment:
• Conferencing checklist/notes; Finished choice and Assigned Pieces (rubric)
22. Sample Special Area Lesson Plan
• Understandings:
• Students will understand the food pyramid and food groups.
• Students will understand how to create a meal using all the food groups
• Objectives:
• Students will:
1. describe how the body uses nutrients
2. identify the food groups
3. create a perfect meal.
• Assessment:
• Students will answer a question on their whiteboards.
• Students will create a perfect meal.
• LEARNING PLAN
1. Ask question: Name the five food groups.
2 Pass out food pyramids and read together.
3. Students use pyramids to create a perfect meal. First writing in journal, then
creating a menu page or drawing the plate.
23. Sample Science LessonLesson Title: Plant Unit (full lesson attached below)
Objective(s):
• see previous lessons
Materials:, Class set of 15 laptops, class set of headphones, teacher-constructed
learning packet
Instruction:
1. Go over Section Review (1-13), p 321.
Students will complete one of the following activities:
#1Complete the lesson packet, do the 2 applications, and complete the test using the
CyberEd software.
#2 Plant a spider baby plant in a medium-sized pot. This will be done in the greenhouse.
#3 Enrichment assignment demonstrating knowledge. These activities may include, but
are not limited to, the following:
*concept cube
*chidren's book
*poster
*podcasts
#4 United Streaming video clips
Assessment of lesson/activity: (Full plan and assessments were uploaded to
OnCourse)
24. Sample of Exemplary Lesson Plan
• Objective: SWBAT review their understanding of main idea and supporting details as they apply to
Leonardo’s Horse. Specifically, SWBAT identify major events that occurred in Leonardo da Vinci’s life and
will explain their significance on da Vinci’s sense of failure at the end of his life.
• Materials: What’s In the News?
• Instruction: Students will play a brief game of Sink of Swim in order to review the main events from the
short story Leonardo’s Horse. Lastly, students will read a series of short passages, identify the main idea
of each, and create an appropriate title based on the main idea.
• Assessment: Independently completion of final main idea review passage.
*Differentiated Instruction-Groups are organized based on current reading levels. Therefore, students will be
provided with passages of the appropriate individual reading levels, in order to effectively focus on skill
mastery.
Lesson 3.1: (Part 2 of 3) INTRO SYLLABLE DIVISION: SPELLING
• Objective: SWBAT combine two closed syllables into multisyllabic words by applying one of the four
syllable division principles to multisyllabic words. Specially, students will encode multisyllabic words by
each individual syllable and identify how multisyllabic word’s spelling differ from one-syllable word
spellings.
• Materials: Step 3 Reader and workbook, index cards, spelling chips
(Technology Utilized: 3.1 teacher-create lesson PowerPoint, Interactive Wilson Board)
• Instruction: Teacher will follow the Wilson Reading lesson plan outline to review and teach current
encoding concepts.
• Assessment-“ticket-out-the door” students will be asked to spell five words in order to demonstrate
mastery of substep concept. These words will include (floss within a multisyllabic word, floss within a
compound word, multisyllabic base word without it asked, and multisyllabic words ending in /ik/.)
*Teacher will scaffold skill and/or reteach lesson based on student participation and final assessment.