Reflection On Checkpoints Complete
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The document discusses reviewing a team action plan to ensure it supports grant goals for all partners and makes any necessary adjustments. It asks how the team has addressed or plans to address potential needs in the school relating to steps for success, listing the components. Finally, it prompts reflection on steps taken to implement a professional development plan for teacher leaders, how the team has supported them, and if additional actions are needed.
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This document discusses qualities of excellent leaders and roles of teacher leaders. It defines leadership qualities through the framework of attitude, skills and knowledge. Some key leadership roles for teachers discussed are instructional leadership, institutional leadership, departmental leadership, professional leadership, and administrative leadership. The document instructs participants to brainstorm and discuss teacher leadership roles in small groups using leadership role category charts.Water Quality Lesson 5
Students use maps to trace the flow of water from Michigan watersheds into the Great Lakes and ultimately to the Atlantic Ocean. They analyze topographic and watershed maps to predict water flow and explain how elevation affects movement. An optional extension allows students to build physical models of Michigan's topography and watersheds to demonstrate their understanding of these relationships.
Water Quality Lesson 4
This document provides an overview of a lesson plan exploring watersheds. Students will work in groups to build watershed models and make observations. They will create elevation maps and write predictions about water flow. By testing their models, students can explain how water moves through a watershed and compare their models to real river systems. The goal is for students to understand concepts like runoff, absorption, and groundwater flow based on elevation changes.
Water Quality Lesson 3
This document provides guidance for teachers on lesson 3 of a curriculum about investigating local water quality. It discusses having students develop sub-questions to help answer the driving question of "What is the Water Like in Our River?". The lesson focuses on establishing criteria for good questions and having students refine their own questions to meet those criteria. It also previews the next lesson which will involve building a watershed model.
Water Quality Lesson 2
Students observed a local river through a walk or video in order to form hypotheses about the river's water quality. Working in small groups, they recorded observations and compared the river water to samples of different water quality. The groups then developed initial hypotheses about the river's water quality and shared them with the class. The teacher will assess the students' abilities to form testable hypotheses supported by evidence from their river observations.
Water Quality Lesson 1
This document outlines a lesson plan about water quality. The objectives are for students to develop their own definitions of water quality by exploring water samples and discussing their observations. The activities include examining four jars with different materials added and one jar of local river water. Students will discuss in groups which samples are suitable for different uses like fishing or drinking. They will then develop a consensus definition of water quality as a class. The next lesson involves a field trip to a river or a presentation to continue investigating water quality.
2
This document summarizes a professional learning task case study about a 7th grade teacher, Ron Castleman. The case study depicts Ron facilitating a task where students use visual representations to determine the percent, fraction, and decimal for a shaded portion of a grid. It shows Ron attempting to support students' work without directly telling them how to solve it, maintaining a high level of cognitive demand. The case study also depicts Ron using the same task twice with different groups, allowing readers to see how a teacher's instructional decisions impact student learning opportunities. Facilitators can use "dual cases" to prompt discussions on how evidence in the narrative relates to maintaining high levels of cognitive demand.
Design Process Formatted
This document discusses using design-based investigations in science education. It outlines the design process, which involves identifying the problem context, researching the topic, developing ideas, building models, and testing/getting feedback to refine subsequent iterations. The goal is to solve problems through applying science concepts. Design projects follow procedures that vary from the scientific method but can still effectively build understanding and allow assessment of student learning.
Reflection On Checkpoints Formatted
Reflection On Checkpoints FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document provides prompts for a team to reflect on their progress implementing an action plan from a grant. The team is asked to review how their action plan supports the goals of all partners in the project and identify any adjustments needed. They are also asked to reflect on how they have addressed or plan to address potential needs in their school identified over the summer related to components for success. Finally, the team reflects on steps taken to implement a professional development plan for teacher leaders and whether additional actions are needed to support the teacher leaders.Assessment Overview Formatted
1. The document discusses assessing student understanding in science and the difference between assessment and grading. Assessment is intended to further student learning while grading is more summative and judgmental.
2. The purposes of assessment are outlined as focusing student learning, teaching, improving systems, and influencing policy and planning. Different types of assessment include formative and informal to get a broader view of student understanding.
3. The document then discusses domains of learning, types of assessments, and Bloom's taxonomy, which categorizes cognitive learning objectives from simplest to most complex. Formal assessments examine products while informal assessments use classroom questioning.
1 A Formative Assessment Cards Formatted
1 A Formative Assessment Cards FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document outlines various assessment tools used for student evaluation including graded and non-graded pre-assessments, mid-year exams, student self-assessments, end of unit projects, homework, weekly quizzes, math worksheets, unit tests, teacher observations, probing questions, screening exams, and state-mandated achievement tests. These assessments are intended to provide feedback on student understanding and progress throughout the school year.Continuum Of Emerging Teacher Leadership Formatted
Continuum Of Emerging Teacher Leadership FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document presents a continuum for assessing teacher leadership skills across four domains: adult development, dialogue, collaboration, and organizational change. It provides indicators for rating skills from 1-5 in each domain, with a 5 indicating more advanced skills such as enabling reflection in others, facilitating dialogue among colleagues, engaging others in collaborative decision-making, and initiating innovative change. The continuum is intended to help educators evaluate their own leadership and have supportive conversations around coaching, mentoring, and professional development to strengthen teacher leadership capacities.Bakers Dozen Handout Formatted
This document outlines 13 selection criteria for identifying teacher leaders, including possessing a strong commitment to math or science education, having at least 5 years of teaching experience and being at least 10 years from retiring, displaying credibility and effectiveness with other staff, demonstrating collaborative and communication skills, and showing potential to develop coaching, mentoring, and leadership abilities.
Detailed Agenda T S L Selection Criteria Formatted
Detailed Agenda T S L Selection Criteria FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document provides materials and procedures for a 30-minute activity to help participants develop criteria for selecting teacher leaders. It involves introducing attributes of teacher leaders through a discussion, reviewing example criteria using a "Baker's Dozen" handout, and having teams develop their own selection criteria to share. The goal is to help representatives, STEM programs, and school districts set criteria for choosing teacher leaders.Reflection T S L Criteria Formatted
Reflection T S L Criteria FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document provides selection criteria for choosing a Teacher Leader to help lead a project aimed at building science and mathematics leaders in Michigan. An ideal Teacher Leader should have positive attitudes and dispositions, strong content knowledge in science and math, and leadership, communication and interpersonal skills to help guide the project to success. The document prompts selecting a Teacher Leader based on criteria that will further the goal of developing future science and math leaders in the state.Detailed Agenda Introduction To Leadership Formatted
Detailed Agenda Introduction To Leadership FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document provides an introduction to leadership and outlines a 45 minute activity to help participants gain an understanding of the nature of teacher leadership. The activity involves reflections, discussions, and a presentation on developing leadership at different levels including teachers, administrators, higher education, and mathematics and science centers. The goal is to help representatives and leaders in STEM and education better understand leadership development.Reflection Intro To Leadership Resources Formatted
Reflection Intro To Leadership Resources FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document contains reflection questions for an introduction to leadership course. It asks students to reflect on their earliest leadership position, how they were identified as a potential leader, who recognized their leadership skills, why that person saw them as a leader, how that person shared expectations with them, what initial challenges they faced as a new leader, and how they overcame those challenges. It aims to help students develop self-awareness of their leadership journey and skills.More from Michigan Mathematics and Science Teacher Leadership Collaborative (20)
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Reflection On Checkpoints Complete
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