ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
Name ___________________
Continuum of Teaching Practice (CTP)
Booklet
Individual Learning Plan (ILP) and
Reflection of ILP
Winter/Spring, 2016
Year 1 Education Specialist Candidate
Due date: your April Seminar
1
ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
Why do I need to do this? Because this is what the best teachers do!
National Board Certification Proposition 4: Teachers think systematically about their practice and learn from experience.
CSTP 6.1 Reflecting on teaching practice in support of student learning
CSTP 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development
CSTP 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning
Directions:
In January: Using your experience and your revised Caseload Profile or Reflection Questions, highlight
where you are on the Continuum of Teaching Practice (CTP) on the following pages and date them.
These are the CSTP standard elements you will be focusing on during this Inquiry this Winter/Spring.
After marking yourself on the CTP and having a discussion with your Mentor, choose 1 or 2 CSTP
standard elements to focus on more in-depth this Winter/Spring (even though you will be citing
evidence on all 11 elements). These 1 or 2 CSTP standard elements form the basis of your second
Individual Learning Plan (ILP).
Bring this booklet with you to your Candidate Seminar in February with your initial markings and your
ILP completed. You will bring this again to your April Seminar with the final markings, evidence and the
reflection completed.
Feel free to mark this booklet up; no need to type it. This is the language of our profession so explore
and validate your growth!
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ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
Individual Learning Plan (ILP)
CSTP
I chose to focus more inelements: depth on these elements
because:
I am going to try…My goal is…
I will know it is working because
the students will:
Support and resources I anticipate needing to achieve this goal:
Date developed: January:
Date reviewed in February:
Describe any modifications made to your ILP:
Date reviewed in March:
Describe any modifications made to your ILP:
Complete the reflection at the end of this booklet prior to your April seminar.
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ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
CONTINUUM OF TEACHING PRACTICE (CTP)
Element
January: highlight or underline where you think you are in your professional practice and date it.
April: highlight or underline where you are based on evidence and date it.
Cite 3 “bulleted phrases” of evidence under the appropriate category. The goal is to reach the “Applying” stage.
Emerging
Exploring
Applying
Integrating
Innovating
2.2
Creating physical
or virtual learning
environments that
promote student
learning, reflect
diversity, and
encourage
constructive and
productive
interactions among
students
Is aware of the
importance of the
physical and/or virtual
learning environments
that support student
learning.
Experiments with
adapting the physical
and/or virtual learning
environments that
support student
learning.
Is aware that structured
interaction between
students can support
learning.
Structures for
interaction are taught
in single lessons or
sequence of lessons
to support student
learning.
Some students use
available resources in
learning environments
during instruction.
Students use
resources provided in
learning
environments and
interact with each
other to understand
and complete
learning tasks in
single lessons or
sequence of lessons.
Develops physical and/or
virtual learning environments
that reflect student diversity
and provide a range of
resources for learning.
Utilizes a variety of structures
for interaction during learning
activities that ensure a focus
on and completion of learning
tasks.
Maintains physical and/or virtual
learning environments that
reflect student diversity and
provides a broad range of
resources, displays, and
artifacts that are current and
integral to instruction.
Integrates a variety of structures
for interaction that engage
students constructively and
productively in learning.
Students routinely use a range
of resources in learning
environments that relate to and
enhance instruction and reflect
their diversity.
Students use a variety of
resources in learning
environments and interact in
ways that deepen their
understanding of the content
and develop constructive
social and academic
interactions.
List 3 bulleted phrases
of evidence in the
column where you
marked yourself
AFTER the Inquiry:
4
Students share in monitoring
and assessment of interactions
to improve effectiveness and
develop a positive culture for
learning.
Adapts physical and/or virtual
learning environments flexibly to
facilitate access to a wide range of
resources that engage students in
learning.
Ensures that environments
enhance learning and reflect
diversity within and beyond the
classroom.
Selects from a repertoire of
structures for interaction to ensure
accelerated learning for the full
range of students.
Students participate in monitoring
and changing the design of
learning environments and
structures for interactions.
ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
Element
2.3
Establishing and
maintaining
learning
environments that
are physically,
intellectually, and
emotionally safe
January: highlight or underline where you think you are in your professional practice and date it.
April: highlight or underline where you are based on evidence and date it.
Cite 3 “bulleted phrases” of evidence under the appropriate category. The goal is to reach the “Applying” stage.
Emerging
Exploring
Applying
Integrating
Innovating
Adheres to policies and laws
regarding safety that are required by
the site, district, and state.
Responds to behaviors that impact
student safety as they arise.
Students are aware of required
safety procedures and the school
and classroom rationale for
maintaining safety.
Recognizes and addresses
safety issues regarding
materials, student
interactions, and the
organization of the learning
environments.
Explores strategies to
establish intellectual and
emotional safety in the
classroom.
Students follow teacher
guidance regarding
potential safety issues for
self or others.
List 3 bulleted phrases
of evidence in the
column where you
marked yourself
AFTER the Inquiry:
5
Anticipates and reduces risks
to physical, intellectual, and
emotional safety using multiple
strategies that include
examining biases in the
learning environment and
curriculum.
Models and provides
instruction on skills that
develop resiliency and support
intellectual and emotional
safety.
Students take risks, offer
opinions, and share alternative
perspectives.
Integrates support for
students to take risks
and offer respectful
opinions about
divergent viewpoints.
Engages in reflection
on their own language
and behavior that
contributes to
intellectual and
emotional safety in the
classroom.
Students develop and
practice resiliency
skills and strategies to
strive for academic
achievement, and
establish intellectual
and emotional safety in
the classroom.
Shares responsibility
with the students for the
establishment and
maintenance of a safe
physical, intellectual,
and emotional
environment focused on
high quality and
rigorous learning.
Students demonstrate
resiliency in
perseverance for
academic achievement.
Students maintain
intellectual and
emotional safety for
themselves and others
in the classroom.
ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
January: highlight or underline where you think you are in your professional practice and date it.
April: highlight or underline where you are based on evidence and date it.
Cite 3 “bulleted phrases” of evidence under the appropriate category. The goal is to reach the “Applying” stage.
Element
Emerging
Exploring
Applying
Integrating
Innovating
Focuses the
Strives for a rigorous Develops a rigorous
Integrates rigor throughout
Facilitates a rigorous
rigor of the
learning environment learning environment that the learning environment that learning environment in
learning
that includes
includes accuracy,
values accuracy, analysis,
which students take
Creating a rigorous environment on accuracy,
analysis, problem
and critical reading, writing,
leadership in learning.
learning
accuracy of
understanding, and
solving, and appropriate and thinking.
environment with
answers and
the importance of
levels of challenge.
Fosters extended studies,
completion
of
meeting
targeted
Integrates
strategic
scaffolds
research, analysis, and
high expectations
learning tasks.
learning goals.
Holds high expectations and technologies throughout purposeful use of learning.
and appropriate
Is
aware
of
the
for students.
instruction that support the full
support for all
importance of
Works to maintain
range of learners in meeting Supports students to utilize
students
maintaining high high expectations for Has an understanding of high expectations for
an extensive repertoire of
expectations for students while
achievement patterns,
achievement.
differentiated strategies to
students.
becoming aware of
and uses scaffolds to
meet high expectations.
achievement patterns address achievement
for individuals and
gaps.
groups of students.
Students engage in a
Some students Some individuals and variety of differentiated
Students actively use
Students take responsibility
ask for teacher
groups of students
supports and challenges supports and challenges to
to fully utilize teacher and
support to
work with the teacher in ways that promote
complete critical reading,
peer support, to achieve
understand or
to support accuracy their accuracy, analysis, writing, higher order thinking, consistently high levels of
complete
and comprehension and problem solving in
and problem solving across
factual and analytical
learning tasks.
in their learning.
learning.
subject matter.
learning.
List 3 bulleted phrases
of evidence in the
column where you
marked yourself
AFTER the Inquiry:
2.4
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ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
Element
2.7
Using
instructional
time to
optimize
learning
January: highlight or underline where you think you are in your professional practice and date it.
April: highlight or underline where you are based on evidence and date it.
Cite 3 “bulleted phrases” of evidence under the appropriate category. The goal is to reach the “Applying” stage.
Emerging
Exploring
Applying
Integrating
Innovating
Paces instruction
Paces instruction with Paces instruction with
Paces instruction to
Paces, adjusts, and
based on curriculum
some consideration
students to provide
include ongoing
fluidly facilitates
guidelines
of lesson type,
adequate time for
assessment of student
instruction and daily
adjustments for
instruction, checking for learning. Supports
activities.
Develops awareness of sufficient student
understanding, completion students in the
how transitions and
work time, and
of learning activities, and monitoring of instructional Students monitor their
classroom
transitions to optimize closure.
time.
own time, are engaged in
management impact
learning
accomplishing learning
pacing and lessons
goals, and participate in
Students participate in
Students use their
reflection, selfSome students
Students complete
and complete a variety of instructional time to
assessment, and goal
complete learning
learning activities
learning activities in the engage in and complete setting.
activities in time
and, as needed, may time allotted with options learning activities and are
allotted
receive some
for extension and review. prepared for the next
adjustments of time
sequence of instruction.
allotted for tasks or
expectations for
completion
List 3 bulleted phrases
of evidence in the
column where you
marked yourself
AFTER the Inquiry:
7
ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
Element
4.1
Using knowledge of
students’ academic
readiness, language
proficiency, cultural
background, and
individual
development to plan
instruction
January: highlight or underline where you think you are in your professional practice and date it.
April: highlight or underline where you are based on evidence and date it.
Cite 3 “bulleted phrases” of evidence under the appropriate category. The goal is to reach the “Applying” stage.
Emerging
Exploring
Applying
Integrating
Innovating
Plans daily lessons
using available
curriculum and
information from
district and state
required
assessments.
Is aware of the
impact of bias on
learning.
Plans single lessons or
sequence of lessons using
additional assessment
information on student
academic readiness,
language, cultural
background, and individual
development.
Becomes aware of potential
areas of bias and seeks to
learn about culturally
responsive pedagogy.
Plans differentiated
instruction based on
knowledge of students’
academic readiness,
academic language,
diverse cultural
backgrounds, and
individual cognitive,
social, emotional, and
physical development
to meet their individual
needs.
Examines potential
sources of bias and
stereotyping when
planning lessons. Uses
culturally responsive
pedagogy in planning.
List 3 bulleted phrases
of evidence in the
column where you
marked yourself
AFTER the Inquiry:
8
Plans differentiated
instruction which is based
on broad knowledge of
students.
Matches resources and
specific strategies to
students’ diverse learning
needs and cultural
backgrounds.
Planning addresses bias,
stereotyping, and
assumptions about
cultures and members of
cultures.
Plans differentiated
instruction that provides
systematic opportunities for
supporting and extending
student learning based on
comprehensive information
on students.
Engages students in the
analysis of bias,
stereotyping, and
assumption.
ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
January: highlight or underline where you think you are in your professional practice and date it.
April: highlight or underline where you are based on evidence and date it.
Cite 3 “bulleted phrases” of evidence under the appropriate category. The goal is to reach the “Applying” stage.
Element
4.2
Establishing and
articulating goals
for student learning
Emerging
Communicates
learning objectives
for single lessons
to students based
on content
standards and
available
curriculum
guidelines.
Exploring
Establishes and shares
learning goals for skill
development with
students in single lessons
and sequence of lessons.
Applying
Establishes and
communicates to
students clear
learning goals for
content that are
accessible,
challenging, and
differentiated to
address students’
diverse learning
needs.
List 3 bulleted phrases
of evidence in the
column where you
marked yourself
AFTER the Inquiry:
9
Integrating
Establishes and
articulates learning
goals to students that
integrate content
standards with
students’ strengths,
interests, and learning
needs.
Innovating
Establishes and
articulates comprehensive
short- and long-term
learning goals for
students.
Assists students to
articulate and monitor
learning goals.
ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
January: highlight or underline where you think you are in your professional practice and date it.
April: highlight or underline where you are based on evidence and date it.
Cite 3 “bulleted phrases” of evidence under the appropriate category. The goal is to reach the “Applying” stage.
Element
Emerging
Exploring
Applying
Integrating
Plans instruction that Selects strategies
Incorporates
Plans instruction using
incorporates
for single lessons
differentiated
a wide range of
strategies suggested or sequence of
instructional strategies
strategies to address
Planning instruction by curriculum
lessons that
into ongoing planning
learning styles and
that incorporates
guidelines.
respond to
that addresses culturally meet students’
appropriate
Is aware of student
students’ diverse
responsive pedagogy,
assessed language
strategies to meet
content, learning, and learning needs.
students’ diverse
and learning needs.
the learning needs
language needs
Seeks to learn
language, and learning
Provides appropriate
of all students
through data
about students’
needs and styles.
support and challenge
provided by the site
diverse learning
Uses assessments of
for students.
and district.
and language
students’ learning and
Integrates results from
needs beyond
language needs to
a broad range of
basic data.
inform the planning of
assessments into
differentiated
planning to meet
instruction.
students’ diverse
learning and language
needs.
4.4
List 3 bulleted phrases
of evidence in the
column where you
marked yourself
AFTER the Inquiry:
10
Innovating
Plans instruction
incorporating a repertoire
of strategies to specifically
meet students’ diverse
language and learning
needs and styles to
advance learning for all.
Facilitates opportunities for
students to reflect on their
learning and the impact of
instructional strategies to
meet their learning and
language needs.
ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
January: highlight or underline where you think you are in your professional practice and date it.
April: highlight or underline where you are based on evidence and date it.
Cite 3 “bulleted phrases” of evidence under the appropriate category. The goal is to reach the “Applying” stage.
Element
Emerging
Exploring
Applying
Integrating
4.5
Adapting
instructional plans
and curricular
materials to meet
the assessed
learning needs of
all students
Implements lessons
and uses materials
from curriculum
provided.
Begins to adapt plans
and materials in
single lessons or
sequence of lessons
to address students’
learning needs.
Makes adjustments and
adaptations to differentiate
instructional plans.
Uses culturally responsive
pedagogy and additional
materials to support
students’ diverse learning
needs.
List 3 bulleted phrases
of evidence in the
column where you
marked yourself
AFTER the Inquiry:
11
Makes ongoing
adjustments to
instructional plans and
uses a variety of
materials as the
instructional need
arises to support
student learning.
Innovating
Anticipates and plans for a
wide range of adaptations to
lessons based on in-depth
analysis of individual student
needs.
Engages with students to
identify types of adjustments in
instruction that best meet their
learning needs.
ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
January: highlight or underline where you think you are in your professional practice and date it.
April: highlight or underline where you are based on evidence and date it.
Cite 3 “bulleted phrases” of evidence under the appropriate category. The goal is to reach the “Applying” stage.
Element
Emerging
Exploring
Applying
Integrating
Innovating
Uses data from
Explores collecting
Collects a variety of
Designs and integrates an Infuses
required assessments additional data using
formal and informal
assessment plan that
assessments
to assess student
supplemental
assessment data on
provides formal and
strategically and
Collecting and
learning.
assessments.
student learning.
informal assessment data systematically
analyzing
on student learning.
throughout
assessment data
Follows required
Makes adjustments in
Uses analysis of a
instruction to collect
from a variety of
processes for data
planning for single
variety of data to
Uses data analysis of a
ongoing
sources to inform
analysis and draws
lessons or sequence of
inform planning and
broad range of
assessment data
instruction
conclusions about
lessons based on analysis differentiation of
assessments to provide
appropriate for the
student learning.
of assessment data.
instruction.
comprehensive
range of learning
information to guide
needs.
planning and
differentiation of
Uses results of
instruction.
ongoing data
analysis to plan and
differentiate
instruction for
maximum academic
success.
List 3 bulleted phrases
of evidence in the
column where you
marked yourself
AFTER the Inquiry:
5.2
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ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
January: highlight or underline where you think you are in your professional practice and date it.
April: highlight or underline where you are based on evidence and date it.
Cite 3 “bulleted phrases” of evidence under the appropriate category. The goal is to reach the “Applying” stage.
Element
Emerging
Exploring
Applying
Integrating
Innovating
Uses data from
Uses data from
Uses a variety of
Uses a broad range of
Reflects on data
assessments
available assessments assessment data to
data to set learning
continuously to make
provided by site
to establish contentset student learning
goals for content and
ongoing refinements to
Using
and
district
to
set
based
learning
goals
goals
for
content
and
academic
language
that
learning goals for content
assessment data
learning goals for for class and individual academic language.
are integrated across
and academic language for
to establish
the class.
students in single
content standards for
the full range of students.
learning goals
Plans differentiated
lessons
or
sequence
of
individuals
and
groups.
and to plan,
Plans instruction
lessons and
Uses data systematically to
lessons.
differentiate, and
using available
modifications to
Plans differentiated
refine planning, differentiate
modify instruction
curriculum
Plans adjustments in
instruction to meet
instruction targeted to
instruction, and make
guidelines.
instruction to address
students’ diverse
meet individual and
ongoing adjustments to
learning needs of
learning needs.
group learning needs
match the evolving learning
individual students.
and modifies lessons
needs of individuals and
during instruction
groups.
based on informal
assessments.
5.4
List 3 bulleted phrases
of evidence in the
column where you
marked yourself
AFTER the Inquiry:
13
ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
Element
January: highlight or underline where you think you are in your professional practice and date it.
April: highlight or underline where you are based on evidence and date it.
Cite 3 “bulleted phrases” of evidence under the appropriate category. The goal is to reach the “Applying” stage.
Emerging
Exploring
Applying
Integrating
Innovating
5.7
Using
assessment
information to
share timely and
comprehensible
feedback with
students and their
families
Provides students with
feedback through
assessed work and
required summative
assessments.
Notifies families of
student proficiencies,
challenges, and
behavior issues
through schoolmandated procedures.
Provides students with
additional feedback based
on formative assessments
from single lessons or
sequence of lessons.
Provides students with
clear and timely
information about
strengths, needs, and
strategies for improving
academic achievement.
Seeks to provide feedback
in ways that students
understand.
Communicates with
families about student
progress, strengths, and
needs at reporting periods.
Contacts families as needs
arise regarding struggling
students or behavior
issues.
Provides opportunities for
comprehensible and
timely two-way
communications with
families to share student
assessments, progress,
raise issues and/or
concerns, and guide
family support.
List 3 bulleted phrases
of evidence in the
column where you
marked yourself
AFTER the Inquiry:
14
Integrates the ongoing
sharing of
comprehensible
feedback to students
from formal and informal
assessments in ways
that support increased
learning.
Communicates regularly
with families to share a
range of assessment
information that is
comprehensible and
responsive to individual
student and family
needs.
Facilitates students’
leadership in seeking and
using ongoing
comprehensible feedback to
accelerate their learning.
Engages families in a
variety of ongoing
comprehensible
communications about
individual student progress
and ways to provide and
monitor support.
ED SPECIALIST – WINTER/SPRING YEAR 1: INQUIRY INTO EFFECTIVE LESSON DESIGN
Tri-County Induction Program: Accelerating educator effectiveness to accelerate student learning
CTP and ILP Reflections
Directions:
In April, mark and date the elements on all of the previous pages again. Cite 3 “bulleted phrases” of evidence in the appropriate
column to support where you marked yourself.
Review your Individual Learning Plan and reflect on what you decided to “try” (your goal) and describe whether or not it worked for
your students and how you know whether or not it worked. Type your response here:
Describe instructional strategies you are going to try next Fall (type your response here):
Describe how your mentor assisted you with your Individual Learning Plan (type your response here):
Submit this completed document at your April Seminar.
Candidate Name:
Candidate Signature ______________________________________
15