Catrina Parker
Darlene Schaefer
Top Teach Directions
Your team will receive a bag with three items
You will select a slip of paper with a subject area
and grade level
Using these three items, you will create a lesson
appropriate for the subject and grade selected
Write down a description of the lesson
Be prepared to share
Discussion
On a scale from 1-5 (5 is the highest),
what score would you have given your
team?
Why?
What score would you have given another team?
Why?
Rubric for Top Teach
Creativity
Use of items
Standards mastery
Presentation
5
The finished assignment
shows a high level of teacher
creativity.
The finished assignment well integrates
all provided resources.
The finished assignment shows
high understanding and mastery
of lesson standards.
The finished presentation is
clear and well relays the
contents of the assignment.
4
The finished assignment
shows an acceptable level of
teacher creativity.
The finished assignment acceptably
integrates provided resources.
The finished assignment shows
acceptable understanding and
some mastery of most lesson
standards.
The finished presentation is
mostly clear and mostly
relays the contents of the
assignment.
3
The finished assignment
shows an average level of
teacher creativity.
The finished assignment somewhat
integrates provided resources.
The finished assignment shows
some understanding and some
mastery of some lesson
standards.
The finished presentation is
somewhat clear and
somewhat relays the
contents of the assignment.
2
The finished assignment
shows marginal level of
teacher creativity.
The finished assignment marginally
integrates provided resources.
The finish assignment show
marginal understanding and
mastery of lesson standards.
The finished presentation is
marginally clear and
marginally relays the
contents of the assignment.
1
The finished assignment does
not show creativity.
The finished assignment does not
integrate provided resources.
The finished assignment does
not show understanding or
mastery of lesson standards.
The finished presentation is
not clear and does not relay
the contents of the
assignment.
Discussion
• What challenges did you and your team
members have?
• What could have better guided you through
this task?
• What changed when you were given an
example?
• What would you do different now that you
have a grading guide?
INSERT REALLY AWESOME GRAPHIC
SUPER “STUDENT” MODELS
AND PERFECT 10 “RUBRICS”
Providing direction for all students, of all
ability levels, preparing for all types of tests
Meet Your Presenters
• Catrina Parker
• Instructional Director
with NCVPS
• Former Math Teacher
• Lives in Holly Springs,
NC with husband, son
(9), and daughter (5)
• Darlene Schaefer
• Curriculum Coordinator
with NCVPS
• Former English Teacher
• Lives in Huntersville, NC
with Dave and three
tween girls (12, 10, 9)
Rationale Behind Super Models
and Perfect 10s
Collaboration in course development
Collaboration with coaching teachers
Experience teaching a wide range of academic levels
Experience teaching and working with teachers on preparing
students with state and national assessments
Organizational Emphasis on DuFour’s, Bloom’s Taxonomy,
Universal Design for Learning
CORE PHILOSOPHIES
What guides NCVPS Course Development
DuFour’s Questions
Revised Bloom’s Taxonomy
Universal Design for Learning
Du Four’s Questions
What do students need to know?
How will we know if they learned it?
What if they do not learn it?
What if they already know it?
Revised Bloom’s Taxonomy
Learnnc.org
Universal Design for Learning
Representation
Expression
Engagement
Bringing it All Together
DuFour’s
Student
Creativity
and Critical
Thinking
UDL
Bloom’s
Taxonomy
Bloom’s at its
highest levels –
analyzing,
evaluating,
creating
Student creativity drives
assessment preparation
Student
creativity and
critical thinking
Clear guidance
and direction
Modeling and rubrics help provide
Multi-faceted
preparation for
assessments
CREATING
Assignments, Models, Rubrics
Creative, Analytical, Evaluative
Assignments
• Creative, analytical, and evaluative assignments
customize the learning for students.
• Assignments often encourage student choice.
• Assignments prepare students for the rigor,
multi-skill integration, and critical thinking
needed for standardized assessments.
• Assignments involve real-world application and
21st century learning skills.
Modeling Student Tasks
• Modeling triggers ideas.
• Modeling allows students to ask questions as they
begin.
• Modeling makes teacher expectations clear for
students.
• Modeling allows the teachers to test, in advance,
the clarity and quality of the assignment.
• Modeling can be teacher designed or from past
or current peers.
A clear rubric or grading guide
A rubric can model the expectations of a standardized
assessment
A rubric is an important communication tool for students
to use before, during, and after a lesson and assignment
A good rubric encourages rigor
A good rubric uses student-friendly language
A good rubric streamlines the grading process
EXAMPLES
Sample Assignments, Models, and Rubrics from NCVPS Courses
Example: OCS American History
• Course is co-taught in a blended learning format
with a virtual subject teacher and a classroom EC
teacher.
• Students complete North Carolina Final Exam
• Students are to conduct a mock interview from
the perspective of a recently free slaved during
Reconstruction.
– https://ncvps.blackboard.com/webapps/blackboard/con
tent/listContentEditable.jsp?content_id=_12589174_1
&course_id=_34571_1
Provided
•
•
•
•
Directions
Resources
Example
Rubric
Example: SAT Prep Course
• Course is taught completely online by NC
Certified Math and English teachers.
• Students are preparing for the College Board
SAT.
• Students are to analyze two passages and
share in a discussion board which passage uses
better evidence to support claims.
– https://ncvps.instructure.com/courses/663/discussi
on_topics/19940?module_item_id=369579
Provided
•
•
•
Directions
Sample Post
Rubric
Example: Middle School Creative
Writing
• Course is taught completely online by Middle
School
• Students are growing more comfortable with the
online environment.
• Students begin by completing a Discussion Board
for a short story writing assignment
• They have story starters and the opportunity to
share.
• A rubric is provided for the final draft
– https://ncvps.instructure.com/courses/663/discussion_
topics/19940?module_item_id=369579
Provided
•
•
•
•
Directions
Scaffolding in
practice
Feedback from
peers and
teachers
Rubric
Example: Advanced Functions & Modeling
• Course is taught completely online by
certified Math teachers.
• Students are often asked to apply
mathematical concepts to real life scenarios.
• Example: Students are asked to model
Olympic swimming using a piecewise function.
Provided
•
•
•
•
Document to use while completing the assignment.
Math Bits resource in case students need a reminder.
Rubric
Example: OCS Locally Developed Math Elective
• Course is co-taught in a blended learning
format with a virtual certified Math teacher
and a classroom EC teacher.
• LDME covers the first half of CC Math 1. Our
students take LDME in the fall and Math 1,
which covers the second half of CC Math 1, in
the spring. Students complete the Math 1 EOC
at the end of spring semester.
Example: OCS Locally Developed Math Elective
• Mastery Assignments are provided in each lesson.
• Example: Unit 5 Lesson 2 – Students are asked
to create a PowerPoint presentation to
demonstrate their knowledge of applying slope
and slope-intercept form to real life scenarios.
• This rubric is provided to help guide students:
https://drive.google.com/file/d/0B4mpcqBwz4NHa
lpLSGxsS015cTA/view?usp=sharing
Provided
•
•
•
•
Templates for
students to
choose from.
Directions
within each
template.
Scaffolding
throughout
each template.
Rubric
Your Turn
• With a partner, discuss an assignment you have
assigned or facilitated that requires students to create,
analyze, and evaluate.
• How did it prepare students for a major assessment?
• What supports were provided to guide students and to
grade the assignment?
• Were a model and rubric provided when you initially
assigned the task?
• How can the modeling and guided rubric for the
assignment be better improved?
• What sort of modeling and rubrics could be created
based on the assignment you are sharing?
Great Rubric Resources
• http://rubistar.4teachers.org/index.php
• Cornell University Center for Teaching
Excellence: http://www.cte.cornell.edu/teachingideas/assessing-student-learning/usingrubrics.html
• www.Readwritethink.org (Keyword search
rubric)
• Canvas Instructure built in rubric feature
(available in the Canvas LMS)
“Homework”
• Create (or share) a model and rubric for a
favorite assignment.
• Share your assignment, model, and rubric to
this Google Drive:
https://drive.google.com/open?id=0BwNc2_u_
9nPXa2pDd3J4d1lnS2M
Contact Us
• Catrina Parker –
catrina.parker@ncpublicschools.gov
• Darlene Schaefer –
Darlene.Schaefer@ncpubilcschools.gov
www.ncvps.org
Super Models and Perfect 10s
CCSA Conference
Monday, March 21
Google Drive link: https://drive.google.com/open?id=0BwNc2_u_9nPXa2pDd3J4d1lnS2M
Presenters: Darlene.schaefer@ncpublicschools.gov , Catrina.parker@ncpublicschools.gov
School website: www.ncvps.org
Ice Breaker Discussion
Core Philosophies of NCVPS

DuFour’s Questions

Revised Bloom’s Taxomony

Universal Design for Learning
Creating Assignments, Models, Rubrics

Assignments

Modeling

Rubrics
Partner Discussion
Rubric Resources:
• http://rubistar.4teachers.org/index.php
•
Cornell University Center for Teaching Excellence: http://www.cte.cornell.edu/teachingideas/assessing-student-learning/using-rubrics.html
•
www.Readwritethink.org (Keyword search rubric)
•
Canvas Instructure built in rubric feature (available in the Canvas LMS)