The document discusses the Utah Academy of Teachers and frameworks for quality teaching and student learning. It emphasizes that quality teaching is the most important factor in student achievement, and outlines four domains of teaching practice: planning and preparation, classroom environment, instruction, and professional responsibilities. It also discusses the backward design process of understanding by design curriculum development which begins with identifying desired learning outcomes and aligning standards, curriculum, instruction and assessment.

1. Utah Academy of Teachers

2. Educators will design quality… curriculum and instruction to insure student learning: Defining quality classroom Aligning standards, curriculum, assessment Engaging curriculum and instruction Integrating for transfer of learning

3. Quality Classroom What defines a quality classroom for learning? Most important factor in student learning: Quality teaching Good teachers make good schools

4. Teacher Qualifications

5. Cumulative Effects of Teaching

6. Effects of Educational Investments

7. 90-90-90 Schools High poverty High minority enrollment High academic success rate

8. What Explains Variance in Student Achievement? The powerful 24/49 statistic Economics, ethnicity, language - 24% Teaching qualifications and practice 49% Teaching quality and certification are the critical value Conclusion: standards and performance assessments work

9. Programs Do Not Teach Students; Teachers Do

10. Framework for Teaching Components of Professional Practice Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 3 Instruction Domain 4 Professional Responsibilities

11. Planning and Preparation Domain 1: includes comprehensive understanding of the content to be taught, knowledge of the student's backgrounds , and designing instruction and assessment.

12. Classroom Environment Domain 2: is concerned with the teacher's skill in establishing an environment conducive to learning, including both the physical and interpersonal aspects of the environment.

13. Instruction Domain 3: is concerned with the teacher's skill in engaging students in learning the content, and includes the wide range of instructional strategies that enable students to learn.

14. Professional Responsibilities Domain 4: is concerned with a teacher's additional professional responsibilities, including self-assessment and reflection , communication with parents , participating in on-going professional development , and contributing to the school and district environment.

15. Instructional Domain Themes Equity (principles of equity) Cultural sensitivity (principles of equity) High expectations (U-PASS, life skills) Development appropriateness Accommodating students with special needs Appropriate use of technology

16. Components of Domain One Planning and Preparation Component 1a: Demonstrating Knowledge of Content and Pedagogy Component 1b: Demonstrating Knowledge of Students Component 1c: Selecting Instructional Goals Component 1d: Demonstrating Knowledge of Resources Component 1e: Designing Coherent Instruction Component 1f: Assessing Student Learning

17. Component 1e: Designing Coherent Instruction Instructional Materials and Resources Levels of Performance Unsatisfactory Basic Proficient Distinguished Materials and resources do not support the instructional goals or engage students in meaningful learning. Some of the materials and resources support the instructional goals, and some engage students in meaningful learning. All materials and resources support the instructional goals and most engage students in meaningful learning. All materials and resources support the instructional goals and most engage students in meaningful learning. There is evidence of student participation in selecting or adapting materials.

18. How does aligning standards, curriculum and assessment enhance student learning?

19. How Well Do the Parts of This Instructional Program Relate to Each Other? Standards Curriculum Instruction Assessment

20. How Well Do the Parts of This Instructional Program Relate to Each Other? Standards Curriculum Instruction Assessment

21. WHAT IS UNDERSTANDING BY DESIGN? Utah State Office of Education

25. What is Understanding by Design? A curriculum model which affects--- Teacher planning Teacher delivery Student learning Student assessment

26. Backward Design Process Stage 1: Identify Desired Results Stage 2: Determine Acceptable Evidence Stage 3: Plan Learning Experiences and Instruction

27. Stage 1: Identify Desired Results Enduring Understanding Essential Questions Knowledge and Skills

28. Understanding "the capacity to apply facts, concepts and skills in new situations in appropriate ways" Howard Gardner

29. Focus Worth being familiar with Important to know and do "Enduring" understanding

31. Reflection of a veteran high school teacher…

32. Key Questions What is worth understanding? What is understanding? How will we know that students really understand? How might we better anticipate and address predictable student misunderstandings?

33. Enduring Understanding Filters Fills state standards Represents a "big idea" having enduring value beyond the classroom Resides at the heart of the discipline Requires student uncoverage Engaging for students

34. Principles and Generalizations Examples: Democratic governments must balance rights of individuals with the common good Correlation does not insure causality Creating space away from the ball increases scoring opportunities (e.g. in soccer, football, basketball)

35. Content Standards Enduring big ideas, having lasting value beyond the classroom Big ideas and core processes at the heart of the discipline Possible Enduring Understandings?

36. "Unpack" Content Standards What "big ideas" are embedded within the standards?

37. Artistic Expression Oregon CIM: Recognize how technical, organizational and aesthetic elements contribute to the ideas, emotions and overall impact communicated by works of art. Students will understand that: • Available tools and technologies influence the ways in which artists express their ideas • Great artists often break with established traditions, conventions and techniques to express what they see and feel

38. Essential Questions Have no one obvious right answer Raise other important questions, often across subject area boundaries Address the philosophical or conceptual foundations of a discipline Recur naturally Are framed to provoke and sustain student interest

39. Lesson Plan Students will understand the impact that World War II had on the United States: Why and when was World War II fought? How did WWII impact life inside the U.S.? How did WWII affect different groups of people within the United States?

40. Stage 2: Determine Acceptable Evidence Performance tasks Quizzes, tests, prompts Unprompted evidence Self-assessment

41. Assessment Types Traditional quizzes and tests Paper/pencil Selected response Constructed response Worth being familiar with Important to know and do "Enduring" understanding • Performance tasks and projects Open-ended Complex Authentic

42. Think Like an Assessor Not an Activity Designer Design assessments before you design lessons and activities Be clear about what evidence of learning you seek

43. Multiple Sources Think "photo album" versus "snapshot" • Sound assessment requires multiple sources of evidence, collected over time

44. Inauthentic vs Authentic Fill in the blank • Purposeful writing • Select an answer from a set of given choices • Scientific investigation • Answer the questions at the end of the chapter • Issues debate • Primary research • Solve contrived questions • Interpret literature • Solve "real-world" problems

45. Stage 3: Plan Learning Experiences and Instruction Sequence of learning experiences and instruction

46. How does Understanding by Design adhere to state core standards?

47. How does Understanding by Design impact the classroom and student learning?

48. Understanding by Design Engaging Students

49. Understanding by Design Curriculum Integration

50. Who Dares to Teach Must Never Cease to Learn For more information: Rebecca Anderson [email_address] Carolee Coleman [email_address]

51. Utah Teacher Development Continuum

52. The Teacher "I've come to a frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized." Haim Ginott