•
•
•
•
•
•
•
Handouts
Rubrics
Frameworks
Markers
Chart Paper
Post-Its
Pens
•
One-pagers for speed dating
•
Extra copy of rubric, so you can hang one page by each poster
•
Hang Parking Lot
Module 1
DO NOW: Make
yourself a
nametag. Thanks!
•
A quick preview of what we’ll be doing in these sessions.
•
Find two partners so you have a group of 3 (or 4):
•
•
•
•
Share: names, schools, content areas, grade levels.
Find four things you all have in common.
Find two things that are unique to each individual.
Share out.
Introduction to the Instructional Rubric
•Participate actively.
•Honor time limits.
Do you have any
norms you’d like
to add or change?
•Be open to new ideas.
•Trust the process.
•Put your cell on silent, and keep your techno-distractions to a
minimum.
Introduction to the Instructional Rubric
•
•
•
Four modules, each three hours.
•
You’ll be asked to provide feedback at the end of each
module. We take your feedback seriously.
•
There is a “Parking Lot” hanging for any questions or issues
that we want to put on hold. Feel free to throw a post-it up
there at any point.
Short breaks during each module.
The bathrooms are located…
Introduction to the Instructional Rubric
•
•
•
•
•
•
•
Identify the Instructional Framework’s rationale, process for
development, and variety of uses.
Analyze the Instructional Rubric in order to make
connections between key actions.
Analyze a teacher’s practice via a video lesson.
Create an action plan based on the analysis of a teacher's
practice using the Instructional Rubric.
Complete a self-assessment of my practice aligned to the
rubric
Objectives
Create an action plan to set the trajectory of my immediate
for today
growth.
Implement my action plan, and share with my peers my
successes, challenges and opportunities for growth.
Introduction to the Instructional Rubric
•
How will the Instructional Framework impact student
achievement?
•
What are my strengths and growth areas relative to common
instructional expectations?
•
How do I use the Instructional Rubric to support my growth?
•
How do I use evidence and feedback in order to move my progress
forward?
•
How does the Instructional Framework and Rubric connect other
bodies of work in City Schools, like the Common Core?
Introduction to the Instructional Rubric
-Identify the Instructional Framework’s rationale, process for
development, and variety of uses.
Module 1
-Analyze the Instructional Rubric in order to make connections
between Key Actions.
Module 2 -Analyze a teacher’s practice via a video lesson.
Module 3
-Create an action plan based on the analysis of a teacher's practice
using the Instructional Rubric.
-Complete a self-assessment of my practice aligned to the Rubric.
Module 4 -Create an action plan to set the trajectory of my immediate growth.
-Implement my action plan, and share with my peers my successes,
Module 5 challenges and opportunities for growth.
Introduction to the Instructional Rubric
The Instructional Framework will…
•
•
Create a common language that defines excellence in teaching
•
Ensure an alignment of resources, priorities, and teacher supports
•
Elevate the work of the Common Core State Standards and the
•
The components, processes, and timelines of the current PBES will
stay the same for SY 11-12
Provide guidance in designing and implementing quality instruction
for each student
Academic Priorities
Introduction to the Instructional Rubric
Instructional Framework
Plan
P1 Know your students
P2
performance levels
Reflect
& Adjust
Teach
Domain
T1 Engage students in standards-based
lesson objectives
T2 Communicate content clearly
RA 1
Analyze student progress
P3 Develop standards-based units and
long-term plans
T3 Use strategies and tasks that
engage all students in rigorous work
RA 2
Modify instruction in response
to data
P4 Design daily lessons to meet
T4 Use questioning to bring
students to higher-order thinking
P5 Use and align resources strategically
T5 Check for understanding and
respond to misunderstandings
P6 Mobilize families and stakeholders
in support of student success
P7 Organize classroom space and
materials
T6 Facilitate student-to-student
interaction and academic talk
Key Action
RA 3
Assess and refine classroom
space and culture
RA4
Partner with students and
families to reflect on studen
progress
T7 Implement routines to maximize
instructional time
T8 Build a positive, learning focused
classroom culture
T9 Reinforce positive behavior,
redirect off-task behavior, and deescalate challenging behavior
11
Draft, July 2011
Handout – page 2,
Bio
Prep
You were just given a “OnePager” with a Key Action
written on it. You are now
that key action.
Review your key action so
you are confident about who
you are.
Write a “bio” of your key
action. Here’s a sample…
Hi. I’m P1, but many people call me
“Know your students.”
If you hang around me, you’ll find I
like to use a variety of sources to
know my students’ performance
levels, and I regularly use them in my
planning. Also, I have various ways
to garner data on my students’
backgrounds, family, interests and
learning styles.
I regularly use them in my planning. I
even proactively share this info with
others because I like to be highly
efficient.
Summer Framework PD for Principals
12
In addition to this…
Dating rounds
• You’ll have 15 minutes to go on three to five dates.
• During each date, you will find a partner to do the
following:
•
•
•
Introduce yourselves as key actions.
Some guiding questions:
•
•
What “attracts” you to your “date?”
•
If this doesn’t happen, what’s the effect on kids?
How can we work together in order to help a teacher
become more effective?
Write down the connections that you have with your
“date” as well as any further questions you may have.
Summer Framework PD for Principals
13
TIMER: 15 minutes
•
What new insights were revealed to you through this
activity?
•
•
How did this activity help you process the framework?
What questions do you still have about the connections
between the key actions?
Introduction to the Instructional Rubric
•
But first, a reminder that time is one of our “norms.”
•
When I click to the next slide, we’ll start a 10-minute break.
•
Please be here on time!
Introduction to the Instructional Rubric
TIMER: 10 minutes
10 minutes
Introduction to the Instructional Rubric
•
•
•
•
A working group determined need and focus.
•
Draft rubric was field-tested.
•
•
Principals given aligned PD during the summer.
Existing frameworks and research reviewed.
Focus groups with teachers and stakeholders.
Framework was revised based on input of over 600
teachers.
Principals supported through monthly PD.
Introduction to the Instructional Rubric
•
•
•
Plan
Teach
Instructional Framework
P1 Know your students
T1 Engage students in standards-based
lesson objectives
P2
performance levels
Reflect
and
Adjust
Reflect
& Adjust
Teach
Plan
T2 Communicate content clearly
RA 1
Analyze student progress
P3 Develop standards-based units and
long-term plans
T3 Use strategies and tasks that
engage all students in rigorous work
RA 2
Modify instruction in response
to data
P4 Design daily lessons to meet
T4 Use questioning to bring
students to higher-order thinking
RA 3
Assess and refine classroom
space and culture
P5 Use and align resources strategically
T5 Check for understanding and
respond to misunderstandings
RA4
Partner with students and
families to reflect on studen
progress
P6 Mobilize families and stakeholders
in support of student success
P7 Organize classroom space and
materials
T6 Facilitate student-to-student
interaction and academic talk
T7 Implement routines to maximize
instructional time
T8 Build a positive, learning focused
classroom culture
T9 Reinforce positive behavior,
redirect off-task behavior, and deescalate challenging behavior
Draft, July 2011
Introduction to the Instructional Rubric
18
As educators, why do
we use rubrics?
Introduction to the Instructional Rubric
•
•
Has one page aligned to each key action.
•
Developed in partnership with the working group, Teacher
Advisory Group, and vetted/revised via two rounds of
multiple focus groups with teachers.
Is meant to “paint a picture” of a teacher’s practice.
Introduction to the Instructional Rubric
Key Action
Descriptor
Footnotes
21
•
•
Each group will be assigned a focus key
action from the Teach domain. (T3, T4,
T5, and T6)
Make a chart with three boxes:
•
Box A: Draw a picture that represents this
Key Action.
•
Box B: How does this key action contribute
to student achievement?
•
•
Box A
Box C: What are the key differences
between “effective” and “highly
effective?”
Box B
Box C
Share out
Introduction to the Instructional Rubric
TIMER: 20 minutes
Turn and Talk:
•
•
Which of these Key Actions come naturally for you?
•
Improving your practice is hard work, regardless of your
years of experience. How will you approach this challenge?
Which of these Key Actions describe practices where you
need to improve?
Share out
Introduction to the Instructional Rubric
•
•
•
•
•
•
•
Identify the Instructional Framework’s rationale, process for
development, and variety of uses.
Analyze the Instructional Rubric in order to make
connections between key actions.
Analyze a teacher’s practice via a video lesson.
Create an action plan based on the analysis of a teacher's
practice using the Instructional Rubric.
Complete a self-assessment of my practice aligned to the
rubric
Objectives
Create an action plan to set the trajectory of my immediate
for today
growth.
Implement my action plan, and share with my peers my
successes, challenges and opportunities for growth.
Introduction to the Instructional Rubric
What activities did we engage in today?
•
•
What strategies did we employ?
How did these strategies aid your learning?
Introduction to the Instructional Rubric
Handout – page 3,
Feedback
Please complete the daily feedback
form on page
Please
leave3.
your are
feedback
Your comments
greatly appreciated.
form faceThank
down
inyou!
the
middle of your
table
Introduction to the Instructional Rubric
•
•
•
•
•
•
•
Handouts
Rubrics
Frameworks
Markers
Chart Paper
Post-Its
Pens
•
One-pagers for speed dating
•
Extra copy of rubric, so you can hang one page by each poster
•
Hang Parking Lot
•
Do you have the video ready?
Module 2
Introduction to the Instructional Rubric
Please take out
your nametag.
Thanks!
•
Identify the Instructional Framework’s rationale, process for
development, and variety of uses.
•
Analyze the Instructional Rubric in order to make connections
between key actions.
•
•
Analyze a teacher’s practice via a video lesson.
•
Complete a self-assessment of my practice aligned to the
Objectives
rubric
Create an action plan based on the analysis of a teacher's
practice using the Instructional Rubric.
•
for
Create an action plan to
settoday
the trajectory of my immediate
growth.
•
Implement my action plan, and share with my peers my
successes, challenges and opportunities for growth.
Introduction to the Instructional Rubric
Handout – page 5,
Do Now
•
Please complete the “Do Now” on Page 5
•
You will have five minutes
TIMER: 5 minutes
Introduction to the Instructional Rubric
TIMER: 5 minutes
1. As a small group, share what’s helpful/unhelpful regarding
observations.
1. Then discuss: How will the Instructional Rubric address
the challenges of your previous observation experiences?
In what other ways can the rubric push your practice
forward?
2. Be prepared to share out.
3. Share out with group.
Introduction to the Instructional Rubric
•Participate actively
•Honor time limits
•Be open to new ideas
•Trust the process
•Put your cell on silent, and keep your techno-distractions to a
minimum
•Please remain in the room for the entire duration of each video
Introduction to the Instructional Rubric
Review Rubric
Observe Lesson (video) and Take Notes
Classify Data by Key Action
Rate
Develop Goals
Create Action Plan
Introduction to the Instructional Rubric
Handout – page 6,
Observation Process
Review Rubric
TIMER: 10 minutes
Observe Lesson (video) and Take Notes
Classify Data by Key Action
Rate
Develop Goals
Create Action Plan
Introduction to the Instructional Rubric
Review rubric – Teach
domain only.
Get to know what’s
“beyond the surface”
within the rubric. Be
sure to check out the
left-most column.
•
•
•
•
•
Introduction to the Instructional Rubric
Handout – p 7-8, Observation
Notes Forms
In a moment we’ll begin
the video.
Be sure to collect data
that describes details of
the lesson.
Try hard to be
completely
nonjudgmental.
The principals are being
trained to support you in
this fashion.
Use your Storyline forms
on pages 7-8.
Judgmental:
•
Teacher rarely provides feedback to students.
Non-Judgmental:
•
During a period of fifteen minutes, the teacher
offers feedback twice – first, to the whole class,
he said, “you are working really hard today.”
Then he said to one student, “great job.”
Introduction to the Instructional Rubric
As we observe and analyze the practice of this teacher –
Damond - let’s remember to appreciate his willingness
to open his classroom for our benefit today.
Introduction to the Instructional Rubric
Watch video of Damond
Introduction to the Instructional Rubric
Handout,
Damond’s Lesson Script
•
•
•
A transcription of the lesson will be provided.
Also, keep the framework open and nearby.
Read through the transcript of the lesson. What
“evidence” do you have for each of the Key
Actions?
•
•
On your transcript, mark it up by writing “T3” when
strategies are used, or “T6” when students work together.
Try to find evidence for each Key Action.
Introduction to the Instructional Rubric
TIMER: 20 minutes
•
Review Rubric
Observe Lesson (video) and Take Notes
Classify Data by Key Action
Rate
Develop Goals
Create Action Plan
•
•
•
•
•
•
There are nine pieces of chart paper
around the room, each labeled with
a Key Action from the Teach domain.
Each group will begin at a different
key action.
Remain as a group and visit each Key
Action for five minutes.
You will be prompted to rotate.
At each station, first read and discuss
the existing post-its.
Then, add post-its that describe the
data from Damond’s lesson for that
Key Action.
NO RATINGS yet!
Introduction to the Instructional Rubric
TIMER: 45 minutes
•
Each small group is responsible for one (or two) Key
Actions.
•
With your colleagues, read through the data and
synthesize it into a one- or two-sentence summary.
•
Write the summary of your Key Action on its corresponding
chart paper.
TIMER: 10 minutes
Introduction to the Instructional Rubric
•
Consider T9:
•
First, read the rubric: What is the meaning of T9? What
does the rubric say?
•
Second, consider the data: What is the evidence for
Damond related to T9?
•
Third, determine a rating: Which performance level best
“paints the picture” of Damond’s practice on T9 during
this lesson?
Introduction to the Instructional Rubric
•
Identify the Instructional Framework’s rationale, process for
development, and variety of uses.
•
Analyze the Instructional Rubric in order to make connections
between key actions.
•
•
Analyze a teacher’s practice via a video lesson.
•
Complete a self-assessment of my practice aligned to the
Objectives
rubric
Create an action plan based on the analysis of a teacher's
practice using the Instructional Rubric.
•
for
Create an action plan to
settoday
the trajectory of my immediate
growth.
•
Implement my action plan, and share with my peers my
successes, challenges and opportunities for growth.
Introduction to the Instructional Rubric
What activities did we engage in today?
•
•
What strategies did we employ?
How did these strategies aid your learning?
Introduction to the Instructional Rubric
Handout – page 11,
Evaluation
Please complete the daily feedback
Please
leave
form
on page
11.
your feedback
Your comments are greatly appreciated.
form facedown
in the
Thank you!
middle of your
table
Introduction to the Instructional Rubric
•
•
•
•
•
•
•
•
Handouts
Rubrics
Frameworks
Markers
Chart Paper
Post-Its
Pens
Tape
•
Parking Lot
•
One-page handout on the “bodies of work.”
•
Do you have four corners ready to go?
Module 3
Introduction to the Instructional Rubric
•Participate actively.
•Honor time limits.
•Be open to new ideas.
•Trust the process.
•Put your cell on silent, and keep your technodistractions to a minimum.
Introduction to the Instructional Rubric
•
Objectives
Identify the Instructional
Framework’s rationale, process for
development, and variety
of today
uses.
for
•
Analyze the Instructional Rubric in order to make connections
between key actions.
•
•
Analyze a teacher’s practice via a video lesson.
•
Complete a self-assessment of my practice aligned to the
rubric
•
Create an action plan to set the trajectory of my immediate
growth.
•
Implement my action plan, and share with my peers my
successes, challenges and opportunities for growth.
Create an action plan based on the analysis of a teacher's
practice using the Instructional Rubric.
Introduction to the Instructional Rubric
When it comes to
cooking, I am on a . . .
1. Dirt Trail (little knowledge)
2. Gravel Road (some knowledge)
3. Paved Road (a lot of knowledge)
4. Highway (I have it!)
Introduction to the Instructional Rubric
In your groups, answer
the following questions
on your poster:
• Why did you put
yourself in this
corner?
• What would you
need to move to a
higher road?
Share out
Why did you put
yourself in this
corner?
What would you
need to move to a
higher road?
Why did you put
yourself in this
corner?
What would you
need to move to a
higher road?
Introduction to the Instructional Rubric
TIMER: 10 minutes
When it comes to using the framework to analyze and
improve my practice, I am on a . . .
1.
Dirt Trail (little knowledge)
2.
Gravel Road (some knowledge)
3.
Paved Road (a lot of knowledge)
4.
Highway (I have it!)
Introduction to the Instructional Rubric
When it comes to using the framework to
analyze and improve my practice, I am on a . . .
In your groups, answer
the following question on
your poster:
• Why did you put
yourself in this corner?
• What would you need
to move to a higher
road?
Why did you put
yourself in this
corner?
What would you
need to move to a
higher road?
Why did you put
yourself in this
corner?
What would you
need to move to a
higher road?
Share out
Introduction to the Instructional Rubric
TIMER: 10 minutes
Handout – p 13,
Quickwrite
Quick write:
Now take it one step further:
When it comes to implementing
the framework and rubric, what
do you need in order to get
yourself to the highway? What
are your current obstacles? Who
can support you in working
through the challenges?
Introduction to the Instructional Rubric
TIMER: 10 minutes
Handout – p 10
Yesterday, we rated Damond on T9, in which
he earned a “three” or “effective.”
Now, individually and silently rate Damond on
each of the other Key Actions.
You have 15 minutes.
Key Action
Rating
T1
T2
Introduction to the Instructional Rubric
T3
T4
T5
T6
T7
T8
T9
3
TIMER: 15 minutes
Now, discuss your ratings for each Key Action
with the rest of your group.
You can spend about four minutes per Key
Action.
“What’s the evidence for that?”
Key Action
Rating
T1
T2
Introduction to the Instructional Rubric
T3
T4
T5
T6
T7
T8
T9
3
TIMER: 35 minutes
Introduction to the Instructional Rubric
•
•
•
•
On which key actions are we well-normed?
Where are the differences in groups’ ratings?
How did the rubric guide your conversations?
How will these conversations improve student
achievement?
Introduction to the Instructional Rubric
Review Rubric
In small groups:
•
First, discuss: Which four Key Actions should
Damond focus on for growth? Which four will
have the most dramatic impact on students?
•
Next, determine end-of-year performance rating
goals on those Key Actions chosen above.
Observe Lesson (video) and Take Notes
Classify Data by Key Action
Key Action
Rate
Handout – p 14
Current Rating
Desired Rating
T1
T2
Develop Goals
T3
T4
T5
Create Action Plan
T6
T7
Introduction to the Instructional Rubric
T8
T9
TIMER: 10 minutes
Review Rubric
Handout – p 15,
Action Plan Template
Observe Lesson (video) and Take Notes
Classify Data by Key Action
Rate
Develop Goals
Create Action Plan
Introduction to the Instructional Rubric
TIMER: 20 minutes
Share-Out and Listening Protocol:
•
Each group has just five minutes total for sharing out,
questions, and discussion of their Action Plan
•
Each group has:
•
•
3 minutes to present one Key Action
2 minutes of Q & A
Introduction to the Instructional Rubric
TIMER: 20 minutes
•
How is this measurable? How do you know you’ve met the
goal?
•
What is the evidence in Damond’s classroom that shows
effectiveness?
•
What changes would you make to Damond’s lesson?
Introduction to the Instructional Rubric
•
Objectives
Identify the Instructional
Framework’s rationale, process for
development, and variety
of today
uses.
for
•
Analyze the Instructional Rubric in order to make connections
between key actions.
•
•
Analyze a teacher’s practice via a video lesson.
•
Complete a self-assessment of my practice aligned to the
rubric
•
Create an action plan to set the trajectory of my immediate
growth.
•
Implement my action plan, and share with my peers my
successes, challenges and opportunities for growth.
Create an action plan based on the analysis of a teacher's
practice using the Instructional Rubric.
Introduction to the Instructional Rubric
What activities did we engage in today?
•
•
What strategies did we employ?
How did these strategies aid your learning?
Introduction to the Instructional Rubric
Handout – page 17,
Evaluation
Please complete the daily feedback
Please
leave
form
on page
17.
your feedback
Your comments are greatly appreciated.
form facedown
in the
Thank you!
middle of your
table
Introduction to the Instructional Rubric
•
•
•
•
•
•
•
•
Handouts
Rubrics
Frameworks
Markers
Chart Paper
Post-Its
Pens
Tape
•
Parking Lot
Module 4
Introduction to the Instructional Rubric
•Participate actively.
•Honor time limits.
•Be open to new ideas.
•Trust the process.
•Put your cell on silent, and keep your technodistractions to a minimum.
Introduction to the Instructional Rubric
•
Identify the Instructional Framework’s rationale, process for
development, and variety of uses.
•
Analyze the Instructional
Rubric in order to make connections
Objectives
between key actions. for today
•
•
Analyze a teacher’s practice via a video lesson.
•
Complete a self-assessment of my practice aligned to the
rubric
•
Create an action plan to set the trajectory of my immediate
growth.
•
Implement my action plan, and share with my peers my
successes, challenges and opportunities for growth.
Create an action plan based on the analysis of a teacher's
practice using the Instructional Rubric.
Introduction to the Instructional Rubric
76
Academic Priorities
Rigor, Engagement, and
Intervention
Teacher
Effectiveness
Common Core
State Standards
Instructional
Framework and
Rubric
English Language
Arts/Content Literacy
& Mathematics
BALTIMORE CITY
PUBLIC SCHOOLS
Academic
Priorities
Rigor,
Engagement, and
Intervention
BALTIMORE CITY
•Began the conversation
on instructional
improvement in City
Schools
•Were developed as key
levers to move
instruction
•Supported by the
adoption of the Common
Core State Standards
PUBLIC SCHOOLS
Common
Core State
Standards
English Language
Arts/Content
Literacy &
Mathematics
•Focus on rigorous learning
expectations
•Articulate what students will
know and be able to do in
mathematics, English/Language
Arts, and content area literacy
•Help prepare students with the
knowledge and skills they need
to succeed in college and
careers
•Internationally benchmarked
•Will be implemented over time
BALTIMORE CITY
PUBLIC SCHOOLS
TASKS
CAO Academic
Priorities of Rigor,
Engagement and
Intervention
QUESTIONS
FEEDBACK
Teacher
Effectiveness
(Instructional
Framework/
Rubric)
BALTIMORE CITY
Common Core
State
Standards
PUBLIC SCHOOLS
Tasks
Questions
Feedback
Rigor
Is the work complex
and grounded in
substantive content?
Do questions challenge
students to pursue higher
order thinking?
Does feedback challenge
students to engage with
the complexity of the
work?
Engagement
Are students active
participants? Do
students engage with
each other in academic
work?
Do students have the
opportunity to engage
each other in academic
talk?
Does feedback provide
students with an
opportunity to revise
their responses?
Do students receive
differentiated tasks?
Do questions help support
student understanding
and extend student
learning?
Does feedback translate
into student learning?
Intervention
ACADEMIC PRIORITIES
ARTIFACTS SUPPORTING COMMON CORE
BALTIMORE CITY
PUBLIC SCHOOLS
Baltimore City Schools Instructional
Framework
Reflect
& Adjust
Teach
Plan
P1 Know your students
P2 Set growth goals based on
students’ performance levels
T1 Engage students in standards-based
lesson objectives
T2 Communicate content clearly
RA1
Analyze student progress
P3
Develop standards-based units and
long-term plans
T3 Use strategies and tasks that
engage all students in rigorous work
RA2
Modify instruction in response to
data
P4
Design daily lessons to meet
learners’ unique needs
T4 Use questioning to bring
students to higher-order thinking
RA3
Assess and refine classroom
space and culture
P5
Use and align resources
strategically
T5 Check for understanding and
respond to misunderstandings
RA4
P6
Mobilize families and stakeholders
in support of student success
T6 Facilitate student-to-student
interaction and academic talk
Partner with students and
families to reflect on student’s
progress
P7
Organize classroom space and
materials
T7 Implement routines to maximize
instructional time
T8 Build a positive, learning focused
classroom culture
T9 Reinforce positive behavior,
redirect off-task behavior, and deescalate challenging behavior
BALTIMORE CITY
PUBLIC SCHOOLS
Rigor
Engagement
Intervention
ACADEMIC PRIORITIES
ARTIFACTS SUPPORTING COMMON CORE
Tasks
Questions
Feedback
Is the work complex and
grounded in substantive
content?
Do questions challenge students
to pursue higher order thinking?
Does feedback challenge
students to engage with the
complexity of the work?
Plan 4
Plan 4
Teach 4
Teach 3
Teach 4
Teach 5
Are students active
participants? Do students
engage with each other in
academic work?
Do students have the
opportunity to engage each
other in academic talk?
Does feedback provide students
with an opportunity to revise
their responses?
Plan 4
Teach 3
Teach 6
Do students receive
differentiated tasks?
Plan 4
Plan 1
Teach 3
Reflect and Adjust 2
BALTIMORE CITY
Plan 4
Teach 3
Teach 6
Teach 5
Do questions help support
student understanding and
extend student learning?
Does feedback translate into
student learning?
Plan 1
Teach 5
Teach 5
Teach 6
Reflect and Adjust 2
PUBLIC SCHOOLS
Introduction to the Instructional Rubric
Handout – pages 19-20
Individual Activity:
•
Read through each of the Key Actions within the Teach
domain.
•
For each, rate your current practice.
•
Write your rationale. Why did you rate yourself at that level?
Share out
Introduction to the Instructional Rubric
TIMER: 30 minutes
Handout – page 21
•
We’ll revisit the action plan document - the same
one you completed for Damond.
•
Choose three Key Actions for which you seek to make
continued growth. Ask yourself: which Key Action
should I focus on for improvement in order to have
the greatest impact on my students’ achievement?
•
Take 45 minutes to individually complete this.
•
Share out.
Introduction to the Instructional Rubric
TIMER: 45 minutes
•
Identify the Instructional Framework’s rationale, process for
development, and variety of uses.
•
Analyze the Instructional
Rubric in order to make connections
Objectives
between key actions. for today
•
•
Analyze a teacher’s practice via a video lesson.
•
Complete a self-assessment of my practice aligned to the
rubric
•
Create an action plan to set the trajectory of my immediate
growth.
•
Implement my action plan, and share with my peers my
successes, challenges and opportunities for growth.
Create an action plan based on the analysis of a teacher's
practice using the Instructional Rubric.
Introduction to the Instructional Rubric
What activities did we engage in today?
•
•
What strategies did we employ?
How did these strategies aid your learning?
Introduction to the Instructional Rubric
In small groups: What is one concrete change that
you will make in your practice as a result of this
PD?
Share-out: What is a change that was identified
by another person in your group?
Introduction to the Instructional Rubric
Handout – page 23,
Evaluation
Please complete the daily feedback
Please
leave
form
on page
23.
your feedback
form facedown
the
Thank in
you!
middle of your
table
Your comments are greatly appreciated.
Introduction to the Instructional Rubric