Los Angeles Urban Teacher Residency DES Fall Support Guide 2018-2019 - Cal State LA

 
Los Angeles Urban Teacher

       Residency

 DES Fall Support Guide

       2018-2019
2

                            Welcome to Mentoring!

  Our mission at LAUTR is to equip residents to close the achievement gap through
 excellence, equity, and innovation. Thank you for your collaboration and dedication in
   continuing to redefine and raise the bar in teacher preparation to ensure student
                                       success.

Our 2018-2019 DES group:

Adelina Alegria               Edison Middle School                    Science
Alexandra Gonzalez            John Muir High School                   Biology
Allen Cox                     Lincoln High School                     Physics
Blythe Henry                  Verdugo Hills High School               SpEd
Cheryl Franklin               Santee High School                      Biology
Crystal Dukes                 LACES                                   Chemistry
Elida Nunez                   STEM Academy Boyle Heights              SpEd
Eric Glenn                    Blair Middle School                     Math
Eva-Lisa Behr                 Jefferson High School                   Biology
James Beach                   Santee High School                      Biology
Karla Garcia                  Elizabeth Learning Center               SpEd
Lindsey Rangel                Wilson High School                      SpEd
Lorraine Nepomuceno           Nightingale MS                          SpEd
Mabel Wong                    Marshall High School                    Biology
Michael Vanegas               Wilson High School                      Chemistry
Sully Alcaraz                 Elizabeth Learning Center               SpEd
Viridiana Mendez              Verdugo Hills High School               Biology
3

                                               Table of Contents

Schedule ...............................................................................................................4

Support and Progress Monitoring Elements ..........................................................5

Cycle 1: Through August 24 ..................................................................................6

Cycle 2: Aug 27 - Sept 7 .....................................................................................11

Cycle 3: Sept 10 - Sept 28 ..................................................................................18

Cycle 4: Oct 1 – Nov 2 .......................................................................................24

Cycle 5: End of Semester....................................................................................33
4

  Fall Resident Progress Monitoring and DES Support Schedule

THROUGH AUG 24th
Cycle 1: Building respectful relationships with students
   • DES Cycle Prep                                           Complete by August 13
   • Cycle 1 Resident Progress Monitoring Form Due            August 29
   • DES Meeting #1                                           August 29, 5-7pm

AUG 27th-SEPT 7th
Cycle 2: Implementing norms and routines
   • DES Cycle Prep                                           Complete by August 27
   • Cycle 2: Resident Progress Monitoring Form Due           September 7
   • Classroom DES support meeting                            Individually scheduled

SEPT 10th- SEPT 28th
Cycle 3: Specifying/reinforcing productive student behavior
   • DES Cycle Prep                                           Complete by September 10
   • Cycle 3: Resident Progress Monitoring Form Due           September 28
   • DES Meeting #2                                           September 12, 5-7 p.m.

OCT 1st – OCT 12th
Cycle 4a: Designing single lessons
   • DES Cycle Prep                                           Complete by October 1
   • Cycle 4a: Resident Progress Monitoring Form              Due October 12
   • Classroom DES support meeting                            Individually scheduled

OCT 15th – NOV 2nd
Cycle 4b: Designing single lessons
   • DES Cycle Prep                                           Complete by October 15
   • DES Meeting #3                                           October 17, 5-7 p.m.
   • Mid-Semester Evaluation Due                              Due November 2
   • Classroom DES support meeting                            Individually scheduled

NOV 5- END OF SEMESTER
Cycle 5: Cumulative
   • DES Cycle Prep                                           Complete by November 7
   • DES Meeting #4                                           November 7, 5-7 p.m.
   • RT-360 Due                                               December 3
   • End of Semester Evaluation Due                           December 14
   • Learning Cycle Log Due                                   December 14
5

                    Fall Resident Progress Monitoring and DES Support Elements

   Every cycle is focused on a particular high leverage practice and aligned teacher performance
   expectations. Each high leverage practice will necessitate slight modifications in your modeling, feedback,
   and mentorship to guide residents towards success. Each cycle will include materials to prep you for
   mentoring for the specific high leverage practice and the completion of a resident progress monitoring
   form. Most cycles have a group DES meeting scheduled and will include individual classroom support
   meetings as well to provide you support in observation and feedback as a DES.

DES Cycle Prep       At least ten days prior to every cycle, you will receive resources to support you with
(6 total)            strategies and templates that will help maximize resident growth in that cycle. These
                     resources might include note taking templates, feedback preparation forms, videos of
                     teaching strategies, or videos of coaching strategies. In preparation for in person
                     meetings, there might be collaborative or individual reflection prompts. We are aware of
                     the intense time schedule under which you are operating and will aim to keep all prep
                     materials concise, time-efficient, and useful.

Resident Progress    The purpose of the resident progress monitoring form is to track resident dispositional
Monitoring Form      attributes as emerging teachers and to monitor progress on the teacher performance
(4 total)            expectations. These will be due by end the of each cycle and are to be completed by the
                     DES. All forms will be sent out using SurveyMonkey and will not take more than 7-10
                     minutes to complete.

In Classroom DES     In-classroom DES support meetings will be scheduled individually with Vanessa Solomon.
Support Meetings     We aim to provide you differentiated support in designing and delivering data-driven,
(2-3 total)          actionable feedback that will help maximize growth in resident practice. All strategies
                     shared are research-driven, innovative methods of strengthening mentoring skills and are
                     geared to support your professional growth goals.

DES Meetings         DES support meetings are a collaborative space to share, reflect, and refine our practice.
(4 total)            Joint meetings with residents will allow for data-driven goal setting. Some meetings will
                     include innovative simulation-based practice activities to strengthen mentoring and
                     feedback skills.

Mid-Semester,        These evaluations are part of the required documentation residents need to be certified
End of Semester,     as classroom teachers at the end of their residency. Evaluations will include DES ratings
RT360                of resident performance on the teacher performance expectations rubric.
Evaluations

                     The cumulative reflections shared in the DES Cycle Preps will contribute to the learning
Learning Cycle
                     cycle log. This document will be completed partially in person at the last Fall DES meeting
Log
                     and will be a reflective tool on the mentoring experience and impact on your mentoring
                     skills as well as your professional growth goals.
6

                           Cycle 1: Through August 24th
High Leverage Practice: Building respectful relationships with students

Teachers increase the likelihood that students will engage and persist in school when they
establish positive, individual relationships with them. Techniques for doing this include greeting
students positively every day, having frequent, brief, “check in” conversations with students to
demonstrate care and interest, and following up with students who are experiencing difficult or
special personal situations.

DES Cycle 1 Prep:

 Review                     ✓ What’s happening in the classroom through August 24th
 by Aug 13                  ✓ Key Mentoring Terms: circulation, proximity
  (10 min)
                         Where: Page 7-8 of this document

 Review, respond,           ✓ Collecting low-inference notes: 10 minutes.
 and print
 by Aug 13
  (10 min)               Where: Click here

 Share at earliest          ✓ Classroom schedule: include room number and highlight ideal
 convenience                  times for observation, ideal times to observe resident feedback,
                              and any time slots that will not work for meeting.

                         How: Email to laurbanteacherresidency@gmail.com or text Vanessa a
                         picture at 3473430569 with your name included. Let us know if you
                         anticipate a delay in receiving this schedule.

 Complete                   ✓ Cycle 1 resident progress monitoring form
 by Aug 29th

 (10 min)                Where: Pages 9-10 is a sample form. You will receive your
                         personalized SurveyMonkey link to complete this form by August 20th.
                         Use the elements in this form to guide taking low inference notes and
                         provide resident feedback.
7

DES Cycle 1 Prep: Review by August 13th

   ✓ What’s happening in the classroom through August 24th:
 Support Resident to:       Support Resident by:            Data Driven Feedback

 -Ensure Residents learn       Facilitate one teach-one assist   At the end of this cycle,
 student names and greet       co-teaching model                 Resident should be able to:
 students at door
                               Model productive interactions     -Readily identify at least 2-4
 -Practice and deliver an      with students.                    classroom routines
 “intro speech” to students.                                     -Know all student names,
                               Assign Residents one low          build rapport with students,
 -Deliver one low impact       impact task/portion of lesson     and understand diverse
 task/portion of lesson one    and provide them the portion of   student needs
 to two times per day          the plan 1-2 days ahead of        -Deliver at least one low
                               delivery so they have adequate    impact task/portion of a
 -Interact with students to    time to practice                  lesson one to two times a day
 build rapport: homework
 check-in; attendance;         Assign Residents specific
 morning warm-up               areas of instruction/student to   DES collects low inference
 assistance                    observe during modeling           notes on:

                               Share classroom norms,            -Intro speech
                               procedures, and routines and      -Resident ability to remember
                               articulate how they contribute    student names and comfort
                               to classroom culture, rapport,    with proximity/ circulation
                               and management                    -Student comfort with
                                                                 approaching resident
                               Introduce Residents to key        -Resident Initiative in
                               stakeholders at school campus     attending to delegated in
                                                                 class responsibilities
                               Providing Residents               -Resident delivery of
                               opportunities to role play and    instructions/directions
                               practice balance of warm-strict   -Highlighted components of
                               tone                              Cycle 1 RPM (pg 9-10)

DES Cycle 1 Prep: Review by August 13th

   ✓ Key Mentoring Terms: circulation, proximity

Having a common language is key to building a culture of learning. Two teaching strategies that
will enable the resident to build rapport with students in the first two weeks of school include
circulation and proximity. Here are some tidbits you can incorporate into your guidance and
8

feedback conversations to guide residents and provide rationale for developing in the first high
leverage practice.

Teaching Strategies for Resident:
 Circulation         What:                                         Why:
 Visuals to share with resident   The act of moving           •    -To engage students while
                                  strategically around the         teaching
                                  classroom to build          •
                                  relationships with students •    -To gather data via
                                  and to maximize engagement       observation, provide
                                  and achievement                  feedback, and make sure
                                                                   students are engaged in
                                                                   rigorous work during
                                                                   independent work time

 Proximity                        What:                            Why:
 Visuals to share with resident   Standing next to a student or•   -To manage classroom
                                  group of students while          disruptions without calling out
                                  instructing                      students, hence maintain
                                                                   student dignity
                                                               •
                                                               •   -Be more accessible to
                                                                   students to ask questions or
                                                                   check in with work

                                                                   -To gather data via
                                                                   observations, provide
                                                                   feedback, and increase
                                                                   engagement

DES Cycle 1 Prep: Review, respond, and print by Aug 13th.

Collecting low-inference notes

Where: Click here

DES Cycle 1 Prep: Review the questions/evidence required in the RPM in this form by August
13th.
9

Resident Progress Monitoring Form Components

   ✓ Instructions on completing the RPM:
         o Collect low inference data on resident as described in the Cycle 1 Prep Table
         o Schedule a weekly debrief session with your Resident to review the RPM data
         o Complete the RPM by August 29th. You will receive a personalized
             SurveyMonkey link by Aug 20th.

Part I: Please rate your resident in the following dispositional areas

You will be asked to rate your resident on a five point scale. You will be asked to include any
comments for ratings that diverge from an average of “3” on a scale of 1-5.

Attendance:
Communication
Organization, Planning, and Punctuality
Tact/Judgment:
Reliability, Dependability & Persistence:
Self-Initiative, Independence & Personal Responsibility
Interactions:
Collaboration and Collegiality
Feedback--Receiving and Soliciting
Respects/Advocates for Learning
Respects/Advocates for Diversity and Social Justice:
Respects/Advocates for Community's role in learning
Reflecting on teaching and learning
Developing as a Professional Educator
Part II: Rate your resident in the following teacher performance expectations
2-1. Respectful   Teacher establishes an              Teacher establishes an autocratic          Teacher promotes student choice and               Teacher integrates student choice and
Community         autocratic learning environment     learning environment, develops fair        responsibility by collaboratively developing      responsibility in the creation, monitoring, and
Culture           and is random and inconsistent      and equitable behavioral standards         behavioral standards and norms with               maintenance of behavioral standards and
                  with the implementation of          and norms, but is inconsistent in          students. Teacher ensures all teacher-            norms. Teacher creates structures and
                  behavioral standards and norms.     implementing them.                         student and student-student interactions are      expectations for students to maintain positive
                                                                                                 respectful and is consistent with                 classroom interactions and implements
                  Teacher assumes students are        Teacher models respectful behavior         implementing interventions. Most students         positive interventions as needed.
                  not capable of making choices.      but may be inconsistent with               are invested in maintaining a positive
                  Students are aware that             ensuring student interactions are          classroom environment.                            Teacher and students jointly reflect on
                  punishment will result if teacher   respectful. Most students are aware                                                          classroom choices and culture to ensure
                  is inconvenienced or upset and      that punishment will result if teacher     Teacher implements positive interventions         student empowerment and positive mindsets
                  many are apathetic about            is aware of inappropriate behavior         and conflict resolution supports for individual   are cultivated and supported in all
                  consequences. Students do not       and are covertly off task. Students        students as needed. Teacher reflects on           interactions.
                  trust that teacher genuinely        rely heavily on teacher for conflict       pedagogical practices that foster student
                  cares for their learning.           resolution.                                empowerment and positive mindsets.                Teacher educates students on the
                  Teacher addresses conflict only                                                                                                  importance of and implementation of conflict
                  when it impacts classroom                                                                                                        resolution and restorative justice practices.
                  instruction.

2-6. Classroom    Teacher assumes students            Teacher establishes and articulates        Teacher establishes and articulates routines      Teacher facilitates and guides students in
Climate           know acceptable behavioral          routines and procedures but does not       and procedures consistently and enforces          maintaining, monitoring, and adjusting
                  standards for the classroom and     consistently enforce them during           them during instruction, recognizing,             routines and procedures for positive
                  does not clearly establish or       instruction. Teacher is inconsistent       addressing, and efficiently redirecting           classroom behavior and for student to
                  articulate routines and             with recognizing, addressing, or           disruptions to student learning. Teacher          student and student to teacher interactions.
                  procedures. Most students           redirecting disruptions to student         recognizes and promotes positive student          Teacher provides students increasing
                  assume a quiet, passive role as     learning or redirections are inefficient   behavior from all students. Students are          opportunities communicate classroom
                  acceptable behavior. Teacher        and/or ineffective. Teacher attempts       aware of and invested in established norms,       routines, procedures, and norms to students
                  does not recognize, address,        to recognize and promote positive          routines, and procedures, self-correcting         and families and responsibly and
                  nor redirect disruptions to         student behavior and most students         their behavior or responding to minimally         appropriately address and redirect
                  student learning. When              are aware of and are invested in           invasive corrections. Teacher regularly           disruptions to student learning. Classroom
                  challenged with overt and           established norms, routines, and           reaches out to most families to communicate       climate integrates school standards and
                  repeated misbehavior from           procedures, assuming a quiet,              positive behavioral progress and jointly          culturally relevant norms. Teachers,
                  student(s), teacher removes         passive role. Teacher reaches out to       create and monitor interventions for specific     families, and students jointly create and
                  student from classroom, refers      families to share positive and/or          students.                                         monitor interventions for specific students.
                  student to school leadership,       unproductive behavior for a subset of
                  and/or reaches out to families      students to establish behavioral
                  for support without a clear         intervention plans as needed.
                  ladder of consequences.
11

                      Cycle 2: August 27th – September 7th
High Leverage Practice: Implementing norms and routines

Teaching students what they are, why they are important, and how to use them is crucial to
building understanding and capability in a given subject. Teachers may use explicit explanation,
modeling, and repeated practice to do this.

DES Cycle 2 Prep:

 Review                     ✓ What’s happening in the classroom through September 7th
 by Aug 27th                ✓ Key Mentoring Terms: call the shots, isolate the skill, think
  (10 min)                    aloud, what to do

                        Where: Pages 12-14 of this document

 Review, respond,           ✓ Mentor rubric reflection (10 min)
 and print                  ✓ Bite-sized feedback (15 min)
 by Aug 27th
  (25 min)              To be shared.

 DES/Resident               ✓ Meetings will be held at: Center for Collaborative
 Meeting Aug 29th             Education, 634 South Spring Street, Edison Room- 1st Floor.
 5:00-7:00                  ✓ Parking validation will be provided for the lot at: 530 South
                              Spring Street
                            ✓ Early dinner served at 4:30

 Schedule for Cycle         ✓ An in-classroom support meeting with Vanessa. Look for an
 2                            email or reach out if you would like to schedule on sooner

 Complete                   ✓ Cycle 2 resident progress monitoring form
 by Sept 7th
                        Where: Pages 15-17 is a sample form. You will receive your
 (10 min)               personalized SurveyMonkey link to complete this form
12

DES Cycle 2 Prep: Review by August 27th

   ✓ What’s happening in the classroom through September 7th
 Support Resident to:       Support Resident by:           Data Driven Feedback

 -Ensure Residents plans,      Facilitate one teach-one assist   At the end of this cycle,
 implements, and practices     co-teaching model                 Resident should be able to:
 one routine with students
 daily for two weeks           Share classroom norms,            -Deliver clear directions
                               procedures, and routines and      -Maintain balance between
 -Resident delivers one low    articulate how they contribute    warm/strict tone
 impact task/portion of        to classroom culture, rapport,    -Enact one portion of at least
 lesson one to two times per   and management                    1-2 lessons daily
 day                                                             -Deliver at least one low
                               Model norm-setting and            impact task/portion of a
 -Resident assists at all      practice with students and        lesson one to two times a day
 other times during the        engage in quick feedback
 lesson with small groups or   loops to ensure resident
 individual students           practice in HLP. Assign           DES collects low inference
                               Residents specific areas of       notes on:
                               instruction/student to observe
                               during modeling                   -Next steps outlined in
                                                                 previous resident progress
                               Assign Residents one low          monitoring form and
                               impact task/portion of lesson     feedback sessions
                               and provide them the portion of   -Resident initiative in
                               the plan 1-2 days ahead of        attending to delegated in
                               delivery so they have adequate    class responsibilities
                               time to practice                  -Resident delivery of
                                                                 instructions/directions
                               Provide residents opportunities   -Highlighted components of
                               to role play and practice         Cycle 2 RPM (pg. 15-17)
                               balance of warm-strict tone
13

DES Cycle 2 Prep: Review by August 27th

   ✓ Key Mentoring Terms: call the shots, isolate the skill, think-aloud, what to do

Mentoring Strategies:
Call the shots      What:                                             Why:
 “Watch for how I provide           Before you model a strategy       Novice teachers have very
 specific steps for the activity,   in a lesson, call your shots to   different understandings of
 incorporate a visual aid, then     your resident. Tell them          the events they were
 follow through to ensure           exactly what you intend to do     watching than did expert
 student understanding. Take        where and guide them to take      teachers. Calling your shots
 notes on what I say, where I       notes on specific teacher         helps residents observe you
 stand, and how I respond to        actions and student actions.      with a lens on what they need
 students so we can review it                                         to incorporate into their own
 later.”                                                              teaching.

 Isolate the skill                  What:                             Why:
 “After providing the what to       Identify and name each            Having a common language
 do, circulate to ensure            technique of a complex task       helps facilitate feedback
 understanding. You can             as an important building          conversations and practice.
 correct behaviors as needed        block for maximizing resident     Sharing a common language
 with proximity and narrate         growth.                           helps build a culture of
 positive behavior.”                                                  continuous learning for
                                                                      residents.

Teaching Strategies for resident:
 Think-aloud         What:                                            Why:
 Video and notes on think-          The teacher thinks aloud,         For the students to be able to
 alouds to share with               modeling a specific skill. The    self monitor his/her own
 residents. While this video is     goal is for students to watch     development of skills
 for comprehension,                 proficient modeling, practice     compared to a model.
 applications are across            with guidance, and eventually
 subject areas and can be           control his/her application of
 used to model strategies by        the strategy.
 mentor for resident as well.

 What to do                         What:                             Why:
 Visuals to share with resident     So Caveman—acronym for            Providing clear directions and
                                    providing specific and            ensuring understanding
                                    observable directions with        supports a positive classroom
                                    visuals, ensuring
14

understanding and              culture and saves time for
compliance, addressing         instruction and practice.
misunderstandings, and
narrating positive behavior.
15

DES Cycle 2 Prep: Review the questions/evidence required in the RPM in this form by August
27th.

Resident Progress Monitoring Form Components

   ✓ Instructions on completing the RPM:
         o Collect low inference data on resident as described in the Cycle 2 Prep Table
         o Schedule a weekly debrief session with your Resident to review the RPM data
         o Complete the RPM by September 7th

Part I: Please rate your resident in the following dispositional areas

You will be asked to rate your resident on a five point scale. You will be asked to include any
comments for ratings that diverge from an average of “3” on a scale of 1-5.

Attendance:
Communication
Organization, Planning, and Punctuality
Tact/Judgment:
Reliability, Dependability & Persistence:
Self-Initiative, Independence & Personal Responsibility
Interactions:
Collaboration and Collegiality
Feedback--Receiving and Soliciting
Respects/Advocates for Learning
Respects/Advocates for Diversity and Social Justice:
Respects/Advocates for Community's role in learning
Reflecting on teaching and learning
Developing as a Professional Educator
Part II: Rate your resident in the following teacher performance expectations

4-7. Student      Teacher plans instruction that      The learning tasks and activities are     Teacher plans instructional strategies that       Teacher plans instruction that promotes a
Engagement        requires only minimal thinking      aligned with the instructional outcomes   are aligned to learning goals and aligned to      range of communication strategies and
                  and participation of students.      and are designed to promote active        needs of most students. Most students are         activity modes between teacher and student
                  The content, delivery, and/or       student thinking. Teacher scaffolds       intellectually engaged and participate in         and among students that encourage student
                  pacing of the lesson contributes    engagement with challenging content       challenging content, with teacher scaffolding     participation in learning. Student
                  to significant time when student    sporadically. Content and delivery        to support that engagement. Tasks invite          engagement organically allows the pacing of
                  is a passive recipient, merely      engages and meets the needs of most       students to participate and make their            the lesson to be intellectually engaging,
                  compliant, or unengaged.            students limited times during the         thinking visible. The pacing of the lesson is     empowering students to recognize and
                                                      lesson.                                   appropriate in allowing most students             advocate for their own needs through
                                                                                                inclusion and consistent intellectual             inclusive and varied communication
                                                                                                stimulation.                                      strategies and activities. Instructional goals
                                                                                                                                                  and activities are designed to meet the
                                                                                                                                                  learning needs of all students.

2-1. Respectful   Teacher establishes an               Teacher establishes an autocratic        Teacher promotes student choice and               Teacher integrates student choice and
Community         autocratic learning environment      learning environment, develops fair      responsibility by collaboratively developing      responsibility in the creation, monitoring, and
Culture           and is random and inconsistent       and equitable behavioral standards       behavioral standards and norms with               maintenance of behavioral standards and
                  with the implementation of           and norms, but is inconsistent in        students. Teacher ensures all teacher-            norms. Teacher creates structures and
                  behavioral standards and norms.      implementing them.                       student and student-student interactions are      expectations for students to maintain positive
                                                                                                respectful and is consistent with                 classroom interactions and implements
                  Teacher assumes students are         Teacher models respectful behavior       implementing interventions. Most students         positive interventions as needed.
                  not capable of making choices.       but may be inconsistent with             are invested in maintaining a positive
                  Students are aware that              ensuring student interactions are        classroom environment.                            Teacher and students jointly reflect on
                  punishment will result if teacher    respectful. Most students are aware                                                        classroom choices and culture to ensure
                  is inconvenienced or upset and       that punishment will result if teacher   Teacher implements positive interventions         student empowerment and positive mindsets
                  many are apathetic about             is aware of inappropriate behavior       and conflict resolution supports for individual   are cultivated and supported in all
                  consequences. Students do not        and are covertly off task. Students      students as needed. Teacher reflects on           interactions.
                  trust that teacher genuinely         rely heavily on teacher for conflict     pedagogical practices that foster student
                  cares for their learning.            resolution.                              empowerment and positive mindsets.                Teacher educates students on the
                  Teacher addresses conflict only                                                                                                 importance of and implementation of conflict
                  when it impacts classroom                                                                                                       resolution and restorative justice practices.
                  instruction.

2-6. Classroom     Teacher assumes students            Teacher establishes and articulates      Teacher establishes and articulates routines      Teacher facilitates and guides students in
Climate            know acceptable behavioral          routines and procedures but does not     and procedures consistently and enforces          maintaining, monitoring, and adjusting
                   standards for the classroom and     consistently enforce them during         them during instruction, recognizing,             routines and procedures for positive
                   does not clearly establish or       instruction. Teacher is inconsistent     addressing, and efficiently redirecting           classroom behavior and for student to
17

articulate routines and           with recognizing, addressing, or           disruptions to student learning. Teacher        student and student to teacher interactions.
procedures. Most students         redirecting disruptions to student         recognizes and promotes positive student        Teacher provides students increasing
assume a quiet, passive role as   learning or redirections are inefficient   behavior from all students. Students are        opportunities communicate classroom
acceptable behavior. Teacher      and/or ineffective. Teacher attempts       aware of and invested in established norms,     routines, procedures, and norms to students
does not recognize, address,      to recognize and promote positive          routines, and procedures, self-correcting       and families and responsibly and
nor redirect disruptions to       student behavior and most students         their behavior or responding to minimally       appropriately address and redirect
student learning. When            are aware of and are invested in           invasive corrections. Teacher regularly         disruptions to student learning. Classroom
challenged with overt and         established norms, routines, and           reaches out to most families to communicate     climate integrates school standards and
repeated misbehavior from         procedures, assuming a quiet,              positive behavioral progress and jointly        culturally relevant norms. Teachers,
student(s), teacher removes       passive role. Teacher reaches out to       create and monitor interventions for specific   families, and students jointly create and
student from classroom, refers    families to share positive and/or          students.                                       monitor interventions for specific students.
student to school leadership,     unproductive behavior for a subset of
and/or reaches out to families    students to establish behavioral
for support without a clear       intervention plans as needed.
ladder of consequences.
18

                 Cycle 3: September 10th – September 28th
High Leverage Practice: Specifying and reinforcing productive student behavior

Clear expectations for student behavior and careful work on the teacher’s part to teach
productive behavior to students, reward it, and strategically redirect off-task behavior to help
create classrooms that are productive learning environments for all. This practice includes not
only skills for laying out classroom rules and managing truly disruptive behavior, but for
recognizing the many ways that children might act when they actually are engaged and for
teaching students how to interact with each other and the teacher while in class.

DES Cycle 3 Prep:

 Review                     ✓ What’s happening in the classroom through September 28th
 by Sept 10th               ✓ Key Mentoring Terms: role play, least invasive interventions,
  (10 min)                    huddling

                        Where: Pages 19-21 of this document

 Review, respond,           ✓ LAUTR DES feedback preparation template and bite sized
 and print                    feedback (5 min)
 by Sept 10th               ✓ Lesson planning template (5 min)
  (25 min)                  ✓ Behavior management video prompt (15 min)

                        To be shared
 DES Meeting               ✓ Meetings will be held at: Center for Collaborative
 Sept 12th                     Education, 634 South Spring Street, Edison Room- 1st Floor.
 5-7pm                     ✓ Parking validation will be provided for the lot at: 530 South
                               Spring Street
                           ✓ Early dinner served at 4:00

 Complete                   ✓ Cycle 3 resident progress monitoring form
 by September 28th
                        Where: Pages 22-24 is a sample form. You will receive your
 (10 min)               personalized SurveyMonkey link to complete this form
19

DES Cycle 3 Prep: Review by September 10th

   ✓ What’s happening in the classroom through September 28th

 Support Resident to:          Support Resident by:              Data Driven Feedback

 -Resident delivers one        Facilitate parallel teaching,     At the end of this cycle,
 portion of a lesson daily,    alternate teaching, or station    Resident should be able to:
 including planning,           co-teaching models
 preparing, instructing, and                                     -Deliver clear directions
 assessment                    Model behavior management         -Maintain balance between
                               and practice with students and    warm/strict tone
 -Residents assist small       engage in quick feedback          -Enact one portion of a
 groups or individual          loops to ensure resident          lesson daily and co-teaching
 students at all other times   practice in HLP. Assign           with mentor at all other times
                               Residents specific areas of       -Reflect on personal areas of
 -Resident assists at all      instruction/student to observe    strength, growth, and next
 other times during the        during modeling                   steps for development
 lesson with small groups or
 individual students           Provide residents lesson          DES collects low inference
                               objectives to plan at least 3     notes on:
                               days in advance ahead of
                               delivery so they have adequate    -Next steps outlined in
                               time to practice                  previous resident progress
                                                                 monitoring form and
                               Provide residents opportunities   feedback sessions
                               to role play and practice clear   -Resident initiative in
                               directions and behavior           attending to delegated in
                               management                        class responsibilities
                                                                 -Resident behavior
                                                                 management
                                                                 -Highlighted components of
                                                                 Cycle 3 RPM (pg. 21)
20

DES Cycle 3 Prep: Review by September 12th

   ✓ Key Mentoring Terms: least invasive interventions, role play, bite-sized feedback,
     huddling

Teaching Strategies for Residents:
 Least Invasive                 What:                             Why:
 Interventions
 Examples with accompanying     Least invasive behavior           Building a new teacher’s
 videos here to share with      management strategies             capacity for behavior
 resident.                      include:                          management includes
                                -nonverbal interventions          making sure they do not build
 Explanations to share with     -positive group correction        the bad habit of talking over
 resident here.                 -anonymous individual             students or ignoring
                                correction                        disruptive behaviors before
                                -private individual corrections   they get out of hand. By
                                -consequences                     providing residents these
                                                                  strategies, we are focusing
                                (see Teaching with Love and       their attention towards
                                Logic strategies for additional   student attention and
                                resources on more                 understanding, without which
                                challenging behaviors)            learning is not possible.
                                                                  These strategies push
                                                                  residents to hold high
                                                                  expectations for themselves
                                                                  as teachers as well as for
                                                                  their students as learners,
                                                                  ensuring both are completely
                                                                  in tune with each other for
                                                                  smooth instruction.
21

Mentoring Strategies:
Role Play                                          Why:
Your resident is scheduled to teach a portion  •   Much like a dancer or musician, the classroom
of your lessons daily. Provide them a copy of      is your resident’s stage as they perfect their
the lesson plan with details for their portion     skills. Providing them opportunities to hear,
highlighted and provide them space in the          feel, and reflect on their words and actions in
classroom to practice this to an empty             an empty classroom prepares them for the
classroom. Interrupt them to help with clarity     delivery of instruction when students are
of directions, circulation, when to check for      present and distractions are inevitable. This
understanding etc. Have them practice at           practice also increases trust between you and
least two rounds so they feel comfortable          your resident, leading way to better feedback
with their delivery and adjustments.               conversations and co-teaching dynamics.
                                               •

Huddling                                           Why:
The process of providing residents with    •       Many mentors have the question of “How
focused and in the moment direction,               much do I let my resident struggle before I
modeling, and feedback during instruction.         step in?” or “Is it fair for me to watch my
                                                   students not understand material at the
--During the lesson, briefly focus your            expense of accommodating for my resident’s
resident in on a specific method/technique         learning curve?” Huddling is a method of
you will be modeling.                              balancing the needs of your students while
-Have residents repeat, practice with the          developing your resident’s skills. Choose
students                                           specific skills to work on with huddling (i.e.
-Have residents reflect on and provide             getting 100% attention or checking for
feedback on method.                                understanding). Build your resident’s
                                                   understanding and capacity for accepting and
Another variation of this is to provide            incorporating in the moment feedback. Role
Residents awareness of a teacher action            playing is a perfect segue into huddling
they can incorporate to change student             practice.
actions in the moment. This might require a
brief pause in instruction. Resident “course
corrects” as a result.
22

DES Cycle 3 Prep: Review the questions/evidence required in the RPM in this form by
September 10th. Complete by September 28th.

Resident Progress Monitoring Form Components

   ✓ Instructions on completing the RPM:
         o Collect low inference data on resident as described in the Cycle 1 Prep Table
         o Schedule a weekly debrief session with your Resident to review the RPM data
         o Complete the RPM by September 28th. You will receive a personalized
             SurveyMonkey link.

Part I: Please rate your resident in the following dispositional areas

You will be asked to rate your resident on a five point scale. You will be asked to include any
comments for ratings that diverge from an average of “3”.

Attendance:
Communication
Organization, Planning, and Punctuality
Tact/Judgment:
Reliability, Dependability & Persistence:
Self-Initiative, Independence & Personal Responsibility
Interactions:
Collaboration and Collegiality
Feedback--Receiving and Soliciting
Respects/Advocates for Learning
Respects/Advocates for Diversity and Social Justice:
Respects/Advocates for Community's role in learning
Reflecting on teaching and learning
Developing as a Professional Educator
Part II: Rate your resident in the following teacher performance expectations
2-1. Respectful   Teacher establishes an              Teacher establishes an autocratic        Teacher promotes student choice and               Teacher integrates student choice and
Community         autocratic learning environment     learning environment, develops fair      responsibility by collaboratively developing      responsibility in the creation, monitoring, and
Culture           and is random and inconsistent      and equitable behavioral standards       behavioral standards and norms with               maintenance of behavioral standards and
                  with the implementation of          and norms, but is inconsistent in        students. Teacher ensures all teacher-            norms. Teacher creates structures and
                  behavioral standards and norms.     implementing them.                       student and student-student interactions are      expectations for students to maintain positive
                                                                                               respectful and is consistent with                 classroom interactions and implements
                  Teacher assumes students are        Teacher models respectful behavior       implementing interventions. Most students         positive interventions as needed.
                  not capable of making choices.      but may be inconsistent with             are invested in maintaining a positive
                  Students are aware that             ensuring student interactions are        classroom environment.                            Teacher and students jointly reflect on
                  punishment will result if teacher   respectful. Most students are aware                                                        classroom choices and culture to ensure
                  is inconvenienced or upset and      that punishment will result if teacher   Teacher implements positive interventions         student empowerment and positive mindsets
                  many are apathetic about            is aware of inappropriate behavior       and conflict resolution supports for individual   are cultivated and supported in all
                  consequences. Students do not       and are covertly off task. Students      students as needed. Teacher reflects on           interactions.
                  trust that teacher genuinely        rely heavily on teacher for conflict     pedagogical practices that foster student
                  cares for their learning.           resolution.                              empowerment and positive mindsets.                Teacher educates students on the
                  Teacher addresses conflict only                                                                                                importance of and implementation of conflict
                  when it impacts classroom                                                                                                      resolution and restorative justice practices.
                  instruction.

2-3. Inclusive    Teacher temperament and/or          Teacher is approachable, caring, and     Teacher establishes, maintains, and               Teacher facilitates and guides students in
Learning          actions convey a disinterested      appreciates differences between          monitors positive, caring, and respectful         maintaining and monitoring a positive, caring,
Environments      affect or favoritism. Teacher       students. Teacher demonstrates           teacher-student and student-student               and respectful learning environment that is
                  dismisses disrespect,               unconditional positive regard for all    interactions at all times and proactively         physically, mentally, intellectually, and
                  intolerance, and/or harassment      students and models respectful           educates students on recognizing and              emotionally healthy and safe. With teacher
                  among students as                   interactions. Teacher attempts to        addressing bullying, racism, and sexism.          facilitation, students actively and responsibly
                  developmentally appropriate         maintain respectful, positive student-   Teacher establishes student                       address instances of bullying, racism, and
                  and fails to address all            student interactions at all times and    interdependence and inter-reliance as a           sexism. In an interdependent and inter-reliant
                  incidences, including bullying,     addresses all instances of disrespect,   cultural norm and the instruction promotes        culture, students are invested in the success
                  racism, and sexism. Teacher         bullying, racism, and sexism they are    risk-taking and equally recognizes student        of all and view learning as the process of
                  establishes complete authority      aware of. Teacher establishes            learning processes and products in attaining      acquiring skills and knowledge. All students
                  over learning environment.          student cooperation and participation    learning goals.                                   demonstrate total effort in the learning
                  Instruction highly promotes         as a pedagogical routine. Instruction                                                      process and are not discouraged by failure.
                  successfully completing             assesses participation and
                  independent work as the             collaboration as a component of
                  primary method of attaining         attaining performance goals.
                  performance goals.
24

2-6. Classroom   Teacher assumes students          Teacher establishes and articulates        Teacher establishes and articulates routines    Teacher facilitates and guides students in
Climate          know acceptable behavioral        routines and procedures but does not       and procedures consistently and enforces        maintaining, monitoring, and adjusting
                 standards for the classroom and   consistently enforce them during           them during instruction, recognizing,           routines and procedures for positive
                 does not clearly establish or     instruction. Teacher is inconsistent       addressing, and efficiently redirecting         classroom behavior and for student to
                 articulate routines and           with recognizing, addressing, or           disruptions to student learning. Teacher        student and student to teacher interactions.
                 procedures. Most students         redirecting disruptions to student         recognizes and promotes positive student        Teacher provides students increasing
                 assume a quiet, passive role as   learning or redirections are inefficient   behavior from all students. Students are        opportunities communicate classroom
                 acceptable behavior. Teacher      and/or ineffective. Teacher attempts       aware of and invested in established norms,     routines, procedures, and norms to students
                 does not recognize, address,      to recognize and promote positive          routines, and procedures, self-correcting       and families and responsibly and
                 nor redirect disruptions to       student behavior and most students         their behavior or responding to minimally       appropriately address and redirect
                 student learning. When            are aware of and are invested in           invasive corrections. Teacher regularly         disruptions to student learning. Classroom
                 challenged with overt and         established norms, routines, and           reaches out to most families to communicate     climate integrates school standards and
                 repeated misbehavior from         procedures, assuming a quiet,              positive behavioral progress and jointly        culturally relevant norms. Teachers,
                 student(s), teacher removes       passive role. Teacher reaches out to       create and monitor interventions for specific   families, and students jointly create and
                 student from classroom, refers    families to share positive and/or          students.                                       monitor interventions for specific students.
                 student to school leadership,     unproductive behavior for a subset of
                 and/or reaches out to families    students to establish behavioral
                 for support without a clear       intervention plans as needed.
                 ladder of consequences.
25

                      Cycle 4a: October 1st – October 12th
High Leverage Practice: Designing single lessons

Teachers design and sequence lessons with an eye toward providing opportunities for student
inquiry and discovery and include opportunities for students to practice and master foundational
concepts and skills before moving on to more advanced ones. Effectively-sequenced lessons
maintain a coherent focus while keeping students engaged; they also help students achieve
appreciation of what they have learned.

DES Cycle 4a Prep:

 Review                     ✓ What’s happening in the classroom through October 12th
 by Oct 1st
  (5 min)               Where: Pages 25-26 of this document

 Review, respond,           ✓ Mentor rubric reflection (10 min)
 and print                  ✓ Norm on mid-semester evaluation/actionable feedback (20
 by Oct 1st                   min)
  (40 min)                  ✓ Huddling (10 min)

 Schedule for Cycle         ✓ An in-classroom support meeting with Vanessa. Look for an
 4a                           email or reach out if you would like to schedule on sooner.

 Complete                   ✓ Cycle 4a resident progress monitoring form
 by Oct 12th
                        Where: Page 27-28 is a sample form. You will receive your
 (10 min)               personalized SurveyMonkey link to complete this form
26

DES Cycle 4a Prep: Review by October 1st

   ✓ What’s happening in the classroom through October 12th
 Support Resident to:       Support Resident by:            Data Driven Feedback

 -Plan and deliver one          Facilitate parallel teaching,     At the end of this cycle,
 period two times per week      alternate teaching, or station    Resident should be able to:
 including: planning,           co-teaching models
 preparing, instructing,                                          -Regularly teach on
 grading, assessing, and        Model backwards design in         determined days/times
 using data for continued       lesson planning
 planning                                                         -Be able to articulate student
                                Establish lesson planning,        strengths and areas of
 -Assist with small groups or   submission, feedback, and         growth related to specific
 individual students using      practice timeline for residents   content objectives
 co-teaching models as
 directed by DES                Assign residents one period       -Plan using the LAUTR
                                that they will “own” and build    lesson planning template and
                                teaching capacity for in          backwards design
                                planning, delivery, and           accommodating specific
                                assessment with time              needs of PUSD/LAUSD
                                                                  lesson planning requirements
                                Assign Residents specific
                                areas of instruction/student to
                                observe during modeling           DES collects low inference
                                                                  notes on:
                                Provide Residents
                                opportunities to role play        -Resident delivery of
                                lesson before delivery            instructions/directions
                                                                  -Highlighted components of
                                                                  Cycle 4a RPM (pg. 27)
27

DES Cycle 4a Prep: Review the questions/evidence required in the RPM in this form by
September October 1st. Complete by October 12th.

Resident Progress Monitoring Form Components

   ✓ Instructions on completing the RPM:
         o Collect low inference data on resident as described in the Cycle 1 Prep Table
         o Schedule a weekly debrief session with your Resident to review the RPM data
         o Complete the RPM by October 12th. You will receive a personalized
             SurveyMonkey link.

Part I: Please rate your resident in the following dispositional areas

You will be asked to rate your resident on a five point scale. You will be asked to include any
comments for ratings that diverge from an average of “3”.

Attendance:
Communication
Organization, Planning, and Punctuality
Tact/Judgment:
Reliability, Dependability & Persistence:
Self-Initiative, Independence & Personal Responsibility
Interactions:
Collaboration and Collegiality
Feedback--Receiving and Soliciting
Respects/Advocates for Learning
Respects/Advocates for Diversity and Social Justice:
Respects/Advocates for Community's role in learning
Reflecting on teaching and learning
Developing as a Professional Educator
Part II: Rate your resident in the following teacher performance expectations
4-4a. Unit/Lesson         Learning objectives not clearly written     Learning objectives are loosely            Learning objectives are written in teacher-     Learning objectives are written in
Planning: Learning        in terms of measurable student              aligned to relevant curriculum,            centered language. Learning objectives          student-centered language. Learning
Objectives                outcomes. Learning objectives do not        standards, and/or long-term planning       are linked to content standards, relevant       objectives are linked to content
                          describe the major concepts, skills, or     benchmarks/goals. Learning                 curriculum, relevant assessment and/or          standards, relevant curriculum, and/or
                          dispositions the students will learn or     objectives are stated as an activity or    long-term planning goals. Learning              long-term planning goals. Learning
                          objectives not aligned to goals.            experience, excluding desired              objectives include specific skills or           objectives include specific skills and
                                                                      outcomes. Learning objectives are          knowledge students will acquire, how            knowledge students will acquire, how
                                                                      heavily knowledge based and do not         students will demonstrate mastery of            students will demonstrate mastery of
                                                                      highlight skills reinforced or acquired    objective, and the process and materials        objective, and the process and
                                                                      in instruction.                            through which students will acquire             materials through which students will
                                                                                                                 skills/knowledge. Language and skills           acquire skills/knowledge. Language
                                                                                                                 driven objectives are generalized for class     and skills driven objectives are
                                                                                                                 and targeted students with specific             included for all students building upon
                                                                                                                 learning needs.                                 the individual’s specific learning needs.
4-4b. Unit/Lesson         Common Core standards and/or state          Common Core standards and/or               Common Core standards and state                 Common Core standards and/or state
Planning: Standards and   frameworks are not identified               state frameworks are identified but        frameworks are identified and aligned.          frameworks are identified and
Benchmarks                Unit goals do not describe the major        may not be appropriate for unit            Unit goals have been identified by the          deliberated by both teacher and
                          concepts, skills, or dispositions the       content or grade level.                    teacher and a plan to meet the standards        students.
                          students will learn or goals not aligned    Unit goals describe the major              is described explicitly. The major              Unit goals and standards are shared
                          to standards.                               concepts, skills, or dispositions the      concepts, skills, and dispositions the          with students and students have input
                                                                      students will learn and goals loosely      students will learn and goals aligned to        into how they can best demonstrate
                                                                      aligned to standards.                      standards.                                      mastery of concepts, skills, and
                                                                                                                                                                 dispositions.
4-4c. Unit/Lesson         Essential questions for unit/lesson not     Essential questions are trivial and/or     Essential questions are significant and         Essential questions are informed by
Planning:                 identified.                                 closed ended requiring a “yes” or          open-ended enough to help students think        student’s lives and are significant and
Questioning/Rigor                                                     “no” answer or rote answer that can        deeply about the content. Questions are         open-ended enough to drive student
                                                                      be found in references or through          driven by student inquiry and force the         inquiry and/or student evaluation.
                                                                      basic research (e.g., literal questions,   application and/or evaluation of content.       Questions are purposefully organized
                                                                      not inferential or evaluative).            Questions are linked to discipline specific     and explicitly linked to discipline
                                                                      Questions are also focused on              theme or issue (e.g., inferential questions     specific theme or issue which guides
                                                                      recalling memorized knowledge.             that require students to read between           larger discussion.
                                                                                                                 lines or synthesize information from
                                                                                                                 diverse resources).
4-4d. Unit/Lesson         Lessons include minimal detail or lack      Lessons articulated with sufficient        Lessons clearly articulated and describe        Lessons articulated describe specific
Planning: Instructional   clear articulation and resemble a “to-      detail (e.g., a substitute teacher could   specific concept, skills, or dispositions the   concept, skills, or dispositions the
Articulation              do-list”. Lessons do not describe           implement based on level of written        students will learn.                            students will learn. Lesson also
                          specific concept, skills, or dispositions   detail and some guesswork) and             Lesson plans align objectives, activities,      includes teacher’s role and students’
                          the students will learn. Lessons do not     describe specific concept, skills, or      and assessments. Lesson plans follow            roles in the creation of a student-
                          align objectives, activities, and           dispositions the students will learn.      logical sequence with minor                     centered classroom.
                          assessments for majority of lessons.        Lesson(s) loosely align objectives,        inconsistencies and follow required format      Lesson plans fully align objectives,
                                                                      activities, and assessments.               and include all required elements               activities, and assessments
29

                                                                                                                                                          Lesson plans follow logical sequence
                                                                                                                                                          and follow required format and include
                                                                                                                                                          all required elements.
4-4e. Unit/Lesson       Lessons reflect a consistently teacher-   Lessons reflect a more teacher-          Lessons reflect a more student-centered        Lessons reflect a consistently student-
Planning: Delivery of   centered focus (e.g., teacher lecture,    centered focus than student-centered     focus than teacher-centered focus (e.g.,       centered focus (e.g., inquiry, open
Instruction             teacher-directed activities).             with more than half of lesson(s) using   inquiry, open ended activities) with more      ended activities) with all lessons using
                        Insufficient variety present in           teacher-centered approaches.             than half of lessons using student-            student-centered approaches.
                        instructional strategies (e.g. two or     Some variety present in instructional    centered approaches.                           Lessons include a variety of
                        fewer strategies present) with focus on   strategies (e.g. three instructional     Lessons include a variety of instructional     instructional strategies (e.g., more than
                        finding one “right” or “correct” answer   strategies present) but focus remains    strategies (e.g., 3-4) with options for more   4) with options for more than one
                        or solution.                              on finding one “right” or “correct”      than one “right” or “correct” answer or        “right” or “correct” answer or solution.
                        Little to no evidence of collaboration    answer or solution.                      solution. Methods allow learner autonomy       Methods allow learner autonomy in
                        between teacher/student and               Minimal evidence of collaboration        in examining new concepts in relationship      examining new concepts in
                        student/student throughout lesson         between teacher/student or               to their existing content knowledge or and     relationship to their existing content
                        (e.g. two or fewer collaboration          student/student throughout lesson.       engages learners in identifying diverse        knowledge and engages learners in
                        opportunities present). Collaboration     Collaboration may take form of group     perspectives in the discipline.                identifying diverse perspectives in the
                        may take form of group work and does      work may involve students having         Evidence of multiple opportunities for         discipline.
                        not involve students having roles         roles and/or responsibilities and        collaboration between teacher/student or       Evidence of frequent opportunities for
                        and/or responsibilities and individual    individual accountability, but this      student/student throughout unit (e.g.,         collaboration between teacher/student
                        accountability                            accountability is poorly defined or      collaboration opportunities present in         and student/student through unit in all
                                                                  planned.                                 more than half of the lessons).                lessons. Collaboration is more than
                                                                                                           Collaboration is more than simply “group       simply “group work” and involves
                                                                                                           work” and involves students having roles,      students having roles, responsibilities,
                                                                                                           responsibilities, and individual               and individual accountability.
                                                                                                           accountability.
4-4f. Unit/Lesson       Candidate uses, designs, or adapts (a)    Candidate uses, designs, or adapts       Candidate uses, designs, and adapts a          With input from the students, candidate
Planning: Assessments   classroom summative assessment(s)         classroom formative and summative        variety of classroom formative and             uses, designs, or adapts a variety of
                        without aligning the assessment(s) to     assessments and loosely aligns the       summative assessments and aligns the           classroom formative assessments
                        the learning objective or activities.     assessment to the learning objective     assessment to the learning objective and       ensuring alignment with the learning
                        Formative assessment is either            or activities.                           activities. Assessments include a variety      objectives and activities. Both
                        unaccounted for or inappropriately        Formative Assessments include            of approaches (e.g., 3-4) with options for     formative and summative assessments
                        employed. Insufficient variety present    some variety of appropriate              more than one “right” or “correct” answer      include culturally affirming approaches
                        (e.g., two or fewer assessment            approaches (e.g. three instructional     or solution. All pre/post/ formative and       and focus on assessing process rather
                        strategies present). Focus of             strategies present) but focus remains    summative assessments and                      than product. Assessment invites
                        assessment(s) is on finding one “right”   on finding one “right” or “correct”      accompanying rubrics provided. Students        students to focus on developing
                        or “correct” answer or solution.          answer or solution.                      given opportunity to reflect on own work.      multiple options for more than one
                                                                                                                                                          “right” or “correct” answer or solution.
                                                                                                                                                          All pre/post/ formative assessments
                                                                                                                                                          and rubrics are provided. Students
                                                                                                                                                          given opportunity to self-evaluate and
                                                                                                                                                          reflect on own work and/or give peers
                                                                                                                                                          feedback and/or create assessment
                                                                                                                                                          criteria.
4-4g. Unit/Lesson       Planning for the active engagement of     Teacher’s planned activities call for    Teacher’s planned activities call for          Teacher’s planned activities call for
Planning: Pacing        all students is not evident. Activities   passive learning and/or are              students to actively access and                students to not only actively engage
You can also read