ELEMENTS OF EFFECTIVE IMPLEMENTATION REFLECTION TOOL - Center for the ...
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ELEMENTS OF EFFECTIVE
Appendix
IMPLEMENTATION
A REFLECTION TOOL
About This Tool
This tool can be used by teachers for self-reflection and by school leaders and instructional
coaches to identify areas of implementation and professional learning support. The
“Elements of Effective Implementation Reflection Tool” is organized into four parts.
“Part 1: Lesson Implementation” outlines what you might expect to see the teacher doing
during a lesson. “Part 2: Student Engagement” outlines what you might expect to see the
students doing during a lesson. “Part 3: Classroom Environment” outlines the ways in which
a teacher can build the reading community his classroom; and “Part 4: Effective Use of
Program Components” outlines ways in which a teacher might integrate instruction and/or
assessment information from additional components of the Making Meaning program into
his daily lessons.
Protocols for Use
The protocols below offer ways to consider using this tool at your school site. Additional
protocols for the use of this tool in Professional Learning Communities or grade-level
meetings can be found in the Making Meaning Planning Tool (located in the General
Resources section of the CCC Learning Hub).
I N D IV ID UA L TEAC H E R SE LF -REF LEC TIO N P ROTO CO L
The teacher self-reflection protocol outlined below is intended to be used at grade-level team
meetings.
/ Prior to meeting, ask the teachers to bring their Teacher’s Manual for their most recent unit
of instruction in Making Meaning. You might also consider asking them to bring additional
program components (e.g., Vocabulary Teaching Guide, Reading Assessment Preparation
Guide, Assessment Resource Book, etc.).
/ Let the teachers know that this is a self-reflection tool that can be used to provide common
language around what instruction we might see during Making Meaning lessons.
/ Invite the teachers to spend a few minutes reviewing the past week of instruction in their
Teacher’s Manuals. If they have been teaching lessons from the other Making Meaning
components (e.g., Vocabulary Teaching Guide, Reading Assessment Preparation Guide, etc.),
they can review the instruction in those components as well. Encourage the teachers to
136 | Making Meaning® Facilitator’s Guide © Center for the Collaborative Classroomthink about what they noticed during these lessons. Ask rhetorical questions to support
the teachers as they reflect, such as:
Q How did your students respond to this instruction?
Q What evidence did you have that the lesson goals were met?
Q Which supports from the Teacher’s Manual and Learning Hub, such as Teacher Notes,
Facilitation Tips, professional development media, were helpful for you as you were planning
for these lessons?
/ Allow time for the teachers to share their thinking with a partner.
/ Distribute copies of the “Elements of Effective Implementation Reflection Tool”
(see pages 138–142) to each teacher and allow time for the teachers to review it.
/ Invite the teachers to identify areas where they feel confident/strong. They might mark
these with a plus (+) sign. Also ask them to identify areas where they would like to
develop/grow, and encourage them to mark these with a delta (∆) sign. Let them know
that it is not necessary to put a symbol on every line, and in fact research suggests that
it is most helpful for them to only pick a few areas that they would like to focus on at
this time.
/ Ask the teachers, “What are the implications of your reflections today for your
planning and teaching?” Allow time for them to discuss and ask questions that they
may have about the program.
/ Let the teachers know that they can continue to use this tool both individually and
as a team as they reflect upon their instruction.
WA L KTH ROUGH S/I NSTRUC T IO N A L RO U N DS P ROTO CO L FO R L EA D ERS
AN D COAC H ES
/ Prior to observing in classrooms, use calendars to see what units of instruction will be
observed during the walkthroughs. If pacing guides or teacher lesson plans do not indicate
what instruction will be observed, the sample calendars in Appendix F of this guide may
provide some support as to which unit of instruction the teachers and students might be
working on. It will be helpful to know if you are observing a typical day of instruction
from the program or one of the optional activities/additional program components
(e.g., Extension or Writing About Reading activities or Vocabulary Teaching Guide lesson),
as this will change the lens that you use to observe the lesson using this tool.
/ Access the Digital Teacher’s Sets on the CCC Learning Hub (ccclearninghub.org) for the
grade levels you will be observing. Then locate the lessons or activities you will observe
for each grade level.
/ You might indicate the amount of time a teacher spends on an aspect of the lesson or
whether you observed a certain descriptor in the “Observed” column. In addition, make
note of any observations or wonderings that you may have in the “Notes” section.
© Center for the Collaborative Classroom Appendix A | 137ELEMENTS OF EFFECTIVE
IMPLEMENTATION REFLECTION TOOL
Name of Teacher: Date:
Lesson (Unit, Week, Day or Program Component Lesson):
Indicate the type of lesson observed:
☐ Read-aloud Lesson ☐ Extension
☐ Strategy Lesson ☐ Writing About Reading
☐ Guided Strategy Practice Lesson ☐ IDR Mini-lesson
☐ Listening Practice Lesson ☐ Vocabulary Teaching Guide lesson
☐ Independent Strategy Practice Lesson
Part 1: Lesson Implementation
The teacher introduces and establishes the purpose of the lesson, demonstrates teaching techniques described in
the lesson, uses facilitation techniques to help students listen and talk to one another, and monitors and supports
students’ independent reading.
During the lesson, the teacher: Observed Notes
Gathers the students closely for explicit
instruction
Reviews the previous lesson and connects
it to today
Introduces the purpose of the lesson
Explains why the students will do something and
how it will help them as readers
Reads aloud slowly, defining vocabulary along
the way
Uses cooperative structures as suggested in the
lessons and in facilitation tips
Observes partner work carefully and intervenes
when students have difficulty
Asks the students to reflect on what they learned
and how they interacted
Encourages discussion about how to avoid any
problems the students had working together
(continues)
138 | Making Meaning® Facilitator’s Guide © Center for the Collaborative Classroom(continued)
When facilitating the class discussions,
Observed Notes
the teacher:
Uses facilitation techniques highlighted in the
current and previous units of instruction to
facilitate class discussions (e.g., using wait-time,
asking open-ended questions, asking facilitative
questions, avoids repeating or paraphrasing,
pacing the lesson)
Asks the students to use discussion prompts to
connect their ideas
Asks the students to respond to one another
Asks follow-up questions (e.g., “How do you
know?” “Why does that make sense?” “Why do
you think that?”)
During IDR, the teacher: Observed Notes
Guides students to choose appropriately
leveled texts
Monitors students’ fluency and comprehension
Asks students questions about their
independent texts
Records notes during conferences with individual
students
Supports students in using word-attack and
comprehension skills
Supports students to seek clarification in the text
(if necessary)
Supports students in goal-setting
(continues)
© Center for the Collaborative Classroom Appendix A | 139(continued)
During IDR, the teacher: Observed Notes
Celebrates successful experiences
Asks students to share their strategy practice
with one another
Conducts ongoing assessment and evaluation
of student progress
Part 2: Student Engagement
The students engage in the lesson, show evidence of comprehension, and apply social skills and values they have
learned in the program.
During the lesson, the students: Observed Notes
Follow procedures they have learned and practiced
Listen attentively during the read-aloud
Engage with their partner during cooperative
structures
Contribute diverse ideas, opinions, and comments to
whole-group discussions
Give evidence from the text to support their thinking
Agree and disagree with one another and explain
their thinking
Contribute ideas that are different from other
people’s ideas
Look at the person who is speaking during whole-
class discussions
Respond to one another in a respectful way
Take responsibility for their learning and behavior
(continues)
140 | Making Meaning® Facilitator’s Guide © Center for the Collaborative Classroom(continued)
Part 3: Classroom Environment
The teacher effectively creates an environment in the classroom that builds community, fosters students’
intrinsic motivation to read, and supports Making Meaning instruction.
The teacher: Observed Notes
Creates an atmosphere that supports reading
instruction (e.g., displays charts from lessons
as directed, provides access to many texts of
different genres at varying levels for independent
reading, etc.)
Maintains student partnerships for the duration of
a unit to support students in building community
Establishes procedures that allow the students to
work together successfully
Helps the students take responsibility for their
own learning and behavior
Encourages diverse opinions
Supports students in solving their own problems
(continues)
© Center for the Collaborative Classroom Appendix A | 141(continued)
Part 4: Effective Use of Program Components
The teacher integrates instruction and/or assessment information from additional components of the
Making Meaning program effectively.
The teacher: Observed Notes
Teaches the units in order
Uses program features (e.g., Teacher Notes,
Teacher Conference and Class Assessment Notes,
ELL Notes, Special Considerations) to differentiate
instruction to meet the needs of individual
students and the class
Recognizes the importance of intrinsically
motivating students to read
Uses the assessments provided to inform
instruction and monitor student progress
Uses resources from the CCC Learning Hub to
support instruction
Uses the Vocabulary Teaching Guide as a resource
for vocabulary instruction
Uses the Reading Assessment Preparation Guide
(grades 3–6) as a resource for preparing students
for standards-based end-of-year reading
assessments
Considers both the academic and social purposes
of each lesson to plan and guide instruction
Enhances learning for English Language Learners
and students who struggle or have special needs
using supports found in the materials (e.g., ELL
Notes, Teacher Notes, “Special Considerations”
section in the Introduction of the Teacher’s
Manual)
142 | Making Meaning® Facilitator’s Guide © Center for the Collaborative ClassroomYou can also read
