N E P F
Nevada Educator Performance Framework
Southern Nevada
Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Standard 3 Part 1
TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS
STANDARD 1
STANDARD 2
STANDARD 3
STANDARD 4
STANDARD 5
New Learning is
Connected to Prior
Learning and
Experience
Learning Tasks have
High Cognitive
Demand for Diverse
Learners
Students Engage in
Meaning-Making
through Discourse
and Other
Strategies
Students Engage in
Metacognitive
Activity to Increase
Understanding of
and Responsibility for
Their Own Learning
Assessment is
Integrated into
Instruction
Indicator 1
The teacher activates all
students’ initial
understandings of new
concepts and skills
Indicator 1
The teacher assigns tasks
that purposefully employ all
students’ cognitive abilities
and skills
Indicator 1
The teacher provides
opportunities for extended,
productive discourse between
the teacher and student(s)
and among students
Indicator 1
The teacher and all students
understand what students are
learning, why they are
learning it, and how they will
know if they have learned it
Indicator 1
The teacher plans on-going
learning opportunities based
on evidence of all students’
current learning status
Indicator 2
The teacher makes
connections explicit between
previous learning and new
concepts and skills for all
students
Indicator 2
The teacher assigns tasks
that place appropriate
demands on each student
Indicator 2
The teacher provides
opportunities for all students
to create and interpret multiple
representations
Indicator 2
The teacher structures
opportunities for selfmonitored learning for all
students
Indicator 2
The teacher aligns
assessment opportunities with
learning goals and
performance criteria
Indicator 3
The teacher makes clear the
purpose and relevance of new
learning for all students
Indicator 3
The teacher assigns tasks
that progressively develop all
students’ cognitive abilities
and skills
Indicator 3
The teacher assists all
students to use existing
knowledge and prior
experience to make
connections and recognize
relationships
Indicator 3
The teacher supports all
students to take actions based
on the students’ own selfmonitoring processes
Indicator 3
The teacher structures
opportunities to generate
evidence of learning during
the lesson of all students
Indicator 4
The teacher provides all
students opportunities to build
on or challenge initial
understandings
Indicator 4
The teacher operates with a
deep belief that all children
can achieve regardless of
race, perceived ability and
socio-economic status.
Indicator 4
The teacher structures the
classroom environment to
enable collaboration,
participation, and a positive
affective experience for all
students
NEVADA EDUCATOR PERFORMANCE FRAMEWORK – IMPLEMENTATION PHASE 1
Indicator 4
The teacher adapts actions
based on evidence generated
in the lesson for all students
Standard 3 Module for Mathematics
Part 1 – What and Why
 Goal 1: What is Standard 3?
 Goal 2: What are the indicators for Standard 3?
Part 2 – Implications for Mathematics
 Goal 3: What student learning tasks would provide
evidence of the standard?
 Goal 4: What specific tasks can be designed and/or
adjusted to implement them?
Do All
Students
Learn
the
Same Way?
Learning
Activities
The Retention,
Application, and
Transfer of
Knowledge and
Skills
http://www.flickr.com/photos/ericrice/52434918/
The Retention, Application, and
Transfer of Knowledge and Skills
If actively involved, the retention increases to
• 50% of what they say. (Participating in a
discussion, constructing viable arguments,
peer-collaboration)
• 75% of what they practice by doing.
(Simulating the real experience, practicing
skills and concepts)
• 90% of what they teach others. (Doing a
presentation, teaching concepts to others)
NEPF – Standard 3
Students Engage in
Meaning Making
through
Discourse and Other
Strategies
Opportunities for
extended,
productive
DISCOURSE
between the
teacher and
student(s) and
among students.
NEPF
Standard 3
1
Use existing
knowledge and
prior experience to
make connections
and recognize
relationships to
further acquisition
of skills.
3
Students
Engage in
Meaning
Making
through
Discourse
and Other
Strategies
Opportunities for
ALL students to
create and
interpret multiple
representations
that engage
student thinking.
2
Classroom
environment
enables
collaboration,
participation and a
positive, affective
experience for all
4
students.
Indicator 1
How can a teacher. . .
provide opportunities
for extended,
productive discourse?
What is meant by
“extended productive
discourse”?
How can teachers use engagement activities to include….
interactive dialogue?
meaning-making?
explaining, critiquing?
logic and evidence to support or refute a claim?
Where can teachers find relevant and worthwhile activities?
Indicator 2
How can teachers . . .
provide opportunities
for students to create
and interpret multiple
representations?
What is meant by “create
and interpret multiple
representations”?
How do we create tasks that challenge students to create and use
representations such as . . .
models
diagrams
writing
digital and print media
images
graphs
maps
videos
representations
patterns
concept maps
Indicator 3
How can teachers . . .
assist all students to use
existing knowledge and
prior experience to
make connections?
What is meant by
“connections to prior
knowledge”?
Do students bring information to school from their personal experiences of . . .
family and language backgrounds?
knowledge of the world?
text variety?
multimedia skills?
How can teachers help students use prior knowledge to draw analogies to
support understanding of ideas?
Indicator 4
How can teachers . . .
structure the classroom
environment to enable
positive collaboration
and participation?
What is meant by
“classroom
environment
conducive to
collaboration and
participation”?
How does the classroom environment influence the extent to which
students can engage in making meaning?
What aspects of classroom environment need to be addressed to
create a positive experience?
A couple of sample videos
 Student engagement
 Discourse (Teacher-student, student-student)
 Making meaning
 Classroom environment/structure
 How do students learn through collaborative group
work?
 https://www.teachingchannel.org/videos/choosing-
collaborative-groups?fd=1
 The wingman
 https://www.teachingchannel.org/videos/strategies-
for-engaging-students
Did these videos address . .
 Working collaboratively?
 Discourse?
 Viable suggestions/arguments?
 Sharing ideas/thoughts?
Students Engage in
Meaning-Making
through Discourse
and other Strategies
 Productive discourse
 Multiple representations
 Prior knowledge and experience
 Conducive environment for collaboration
Summary
Students Engage in
Meaning Making
through
Discourse and
Other Strategies
Next Steps . . .Part 2
• What are some current learning activities that
can be altered to effectively implement this
standard?
• What might this look like in your classroom?
• Where will evidence of Standard 3 be found in
our individual practice?
• How might effective implementation of Standard
3 affect student outcomes?
For additional NEPF
resources
rpdp.net
Select NEPF