PLC-2007_Intro
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1. A PLC is a group of educators who work collaboratively to improve student learning. 2. Members of the PLC analyze student performance data, set learning goals, identify effective teaching strategies, implement changes, and re-assess student learning. 3. The document outlines the process used by a 4th grade writing PLC to examine student writing benchmarks, set goals, identify strategies from a writing program to address weaknesses, implement those strategies, and re-assess student learning.
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This document provides information about administering pre- and post-assessments for the WriteWell writing curriculum. It discusses selecting topics and texts for the assessments, developing answer keys, establishing a scoring protocol by reviewing anchor papers and rubrics, and practicing scoring student work collaboratively to ensure scoring fidelity across teachers. Various grade levels' narrative and informational writing prompts and topics are also listed.
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This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
Student Learning Initiatives (R)
The document provides an agenda for a meeting to discuss initiatives to improve student learning and achievement at Yelm Community Schools. Key topics include the mission and vision of YCS, the role of the Office of Teaching and Learning, professional learning communities (PLCs), and using a strategic planning process including gap analysis to set and monitor student performance targets.
Companion Materials Looking Through the Lens of Rubrics
The document discusses using rubrics to improve student achievement by constructing valid and reliable rubrics to assess student learning, inform instruction, and support student self-assessment; it provides examples of how rubrics align with the Danielson teaching framework and describes a protocol for collaborative rubric creation to guide professional learning communities.
Factors in constructing evaluative instruments
The document discusses factors involved in constructing objective evaluation instruments. It describes different types of objective instruments including achievement tests, intelligence tests, diagnostic tests, formative tests, and summative tests. It also outlines the major steps for measurement including identifying what to measure, determining the appropriate design, searching for existing instruments, defining the protocol, collecting and analyzing data, and comparing results to goals. The document discusses procedures for scoring assessments, methods for recording and reporting results, and provides an assessment schedule.
Applying Formative Assessment Strategies 1 & 5 to the NGSS
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This presentation structures the assessment in the DepEd K to 12 Basic education through 7 principles
Developing expertise to meet aspects of the teachers' standards ts learning ...
The document discusses effective practices for setting clear learning intentions and success criteria to support student learning. It emphasizes that learning intentions should focus on what students will learn rather than just the task or activity. Success criteria are most helpful when they describe the process of achieving the learning intention ("process criteria") rather than just stating the expected product or outcome ("product criteria"). Providing students with well-structured learning intentions and success criteria at the beginning of a lesson helps focus learning and allows for self-assessment.
fs-1-report-chapter-5 Assessment and reporting.pptx
This document provides an overview of 5 lessons on assessment and reporting:
1. It defines assessment and different assessment strategies like diagnostic, formative, and summative.
2. It discusses monitoring student progress through questioning, homework, tests, and using data to improve instruction.
3. It explains the importance of providing constructive feedback to improve student learning.
4. It covers communicating student needs, progress, and achievement to parents through conferences and recognition programs.
5. It emphasizes using assessment data to enhance teaching practices and determine areas for improvement.
Professional Learning Communities
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Comprehensive School-Level 3-Day Professional Development PlanDi.docx
Comprehensive School-Level 3-Day Professional Development Plan
Directions:The final signature assessment in this course is to write a comprehensive, school-level instructional leadership professional development plan. This plan includes multiple elements in which you have been working on throughout the weeks. This week you will focus on building your final 3-Day Professional Development Plan including your fourth element called Teacher: Improving Teachers’ Instructional Practices.
Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course.
1. Four elements of the comprehensive professional development plan, include:
1. Initial Information: Professional Development
· Include topic, audience, date, time, resources, cost, and collaborative team that assisted in identifying the area(s) of need etc.,
2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process.
· Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction.
3. Content: Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning).
· Objectives: Statement of objectives for school-sponsored and/or school-supported content that provides an appropriate level of rigor to improve teaching and learning.
4. Teacher: Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning).
· Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement.
Part 1, 2, 3, 4: 3-Day Professional Development Plan:
Directions:
A. Complete the table. Use 12 pt. black font: Times New Roman. The table cell ...
Self Reflection and Professional Growth Planning.pptx
This document provides guidance on the educator self-reflection and professional growth planning process. It outlines that self-reflection involves educators assessing their own effectiveness and identifying areas for growth. This leads to developing a professional growth plan focused on improving practice and aligned to standards. The plan is created using various data sources and in consultation with evaluators. The document then gives examples of reflection topics, the goal setting process, and considerations for growth planning. It emphasizes that reflection and planning should be ongoing as educators work to continually improve.
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The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
Alignment
The document outlines 9 steps for developing an aligned curriculum at Roosevelt Middle School. It discusses identifying a team, assessing current standards and skills, conducting a gap analysis, developing lesson plans emphasizing problem-solving, and assessing the curriculum alignment process. An aligned curriculum has common core state standards aligned to lessons, formative and summative assessments for all students, and skill levels specified for each standard at each grade. The document also defines horizontal and vertical alignment and discusses the rationale for aligning curriculum to provide clear expectations for student learning.
Module 4: School Based Assessment
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
Sse workshop 2 spring 2014
This document provides guidance on using the six step school self-evaluation process to evaluate an aspect of teaching and learning in the new Junior Cycle. It emphasizes that school self-evaluation is about improving learner outcomes through an inclusive, reflective, collaborative process. Key dates related to school self-evaluation and the Junior Cycle are provided. Resources for supporting the school self-evaluation process, including PDST seminars, workshops and school supports, are also listed.
Staff meeting part 2
The document discusses changes to the national curriculum and assessment requirements in UK schools. Key points include:
- The national curriculum must be followed by maintained schools but not academies/free schools, though all schools have the same assessment requirements.
- Assessment levels will be removed and schools will be responsible for their own curriculum and assessment frameworks. Accountability will be based on pupil progress and achievement.
- The NAHT recommends assessing pupils against objective criteria rather than rankings and developing consistent assessment criteria based on the new national curriculum.
- An assessment model is proposed using key performance indicators and performance standards to assess pupils termly and annually against the national curriculum criteria. Schools will track achievement and create exemplars.
M4
This document provides an overview of Module 4 of a training on the Massachusetts Model System for Educator Evaluation. Module 4 focuses on establishing S.M.A.R.T. goals for student learning and professional practice that will be included in Educator Plans. The training teaches participants how to write specific, measurable, attainable, results-focused and time-bound (S.M.A.R.T.) goals and develop Educator Plans that include actions, supports, resources, and timelines to meet the goals. Sample goals and plans are provided to demonstrate how to develop high-quality goals and plans that promote continuous educator growth and keep student learning as the core focus.
Coherent and Rigorous Instructional Programs
This document summarizes a session on developing coherent and rigorous instructional programs. It discusses the importance of aligning curriculum, instruction, and assessment. School leaders attended and performed a scan of their school's instructional program, identifying areas of strength and concern. Topics discussed included developing essential standards, integrating curriculum, using high-impact instructional strategies, incorporating technology, and balancing standardized tests with broader skills. The goal was for school leaders to develop priorities for continuous school renewal focused on student-centered, 21st century learning.
Continuous Improvement in the Middle School Classroom
This document outlines the components of a Continuous Improvement Classroom for middle school students. It discusses eight key components: understanding quality tools, establishing ground rules and mission statements, creating a data center to track goals and progress, setting SMART goals, using data folders to monitor individual progress, leading student-led parent conferences, and establishing a culture of continuous improvement. Examples and videos are provided to illustrate how each component can be implemented in the classroom.
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Companion Materials Looking Through the Lens of Rubrics
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Applying Formative Assessment Strategies 1 & 5 to the NGSS
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Comprehensive School-Level 3-Day Professional Development PlanDi.docx
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Self Reflection and Professional Growth Planning.pptx
Continuous Improvement in the Middle School Classroom
Continuous Improvement in the Middle School Classroom
More from Holy Trinity RCSSD #22
The Writing Process
The document discusses the writing process used by writers of television shows, movies, and video games. It describes the 5 main steps of the writing process as pre-writing, drafting, revising, editing, and publishing. Pre-writing involves preparing ideas using a mnemonic device called R.A.F.T.S. Drafting is the initial writing stage. Revising is re-reading drafts to improve them. Editing focuses on grammar, spelling, and mechanics. Publishing is completing the final version. The writing process turns initial story ideas into finished works.
PLC-2007_Intro
A PLC (Professional Learning Community) is a group of educators who work collaboratively to improve student learning. Members analyze student performance data, set learning goals, implement teaching strategies, and assess results to guide future improvement efforts. The document outlines the process a 4th grade writing PLC will follow, including analyzing past performance, setting goals, implementing new strategies from "6 + 1 Traits" to address weaknesses, and assessing changes.
PLC-Ideas
a presentation on how to teach the writing trait "ideas" based on Ruth Culham's book "6 + 1 Traits of Writing"
PLC - Organization
a presentation on how to teach the writing trait "organization" based on Ruth Culham's book "6 + 1 Traits of Writing"
PLC-Voice
A presentation on teaching the writing trait "voice" based on Ruth Culham's book "6 +1 Traits of Writing"
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a presentation on how to teach the writing trait "word choice" using Ruth Cluham's 6 +1 Traits of Writing
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