Introduction to the LAUSD Teaching and Learning Framework ...€¦ · Level: K-12 Content: Self ......

Introduction to the LAUSD Teaching

and Learning Framework Module 3

Module 3: The Self-Assessment and Individual Growth Plan

Level: K-12

Content: Self-Assessment and Individual Growth Plan

Approximate Time Frame:

60 min. Copyright: 2012

Facilitator’s Guide - LAUSD Teaching and Learning Framework Module 3 1

Module 3 Summary

The “Big Ideas” The LAUSD Teaching and Learning Framework provides a

structure for an educator’s reflection of practice.

Thorough assessment is an important precursor to refine or make

changes that are intended to result in improvement. Teaching is

no different. Whether to help identify appropriate professional

development activities, or to develop priorities for improvement at

the start of the formal Observation/Evaluation Cycle, thoughtful

and comprehensive self-review (self-assessment) is a crucial step

in the cycle of planning, acting and reflecting on one’s practice and

one’s impact on students and colleagues.

The development of an Individual Professional Growth Plan is a

logical extension of the self-review process. The purpose of an

Individual Growth Plan is to engage in on-going reflection and

learning for the refinement, improvement, and extension of

professional practice. Through a careful analysis of student data

and of current practice, educators can acknowledge areas of

strength, target areas for improvement or extension, and develop

a plan to move forward.

Participants’ Learning/Performance Objectives

By the end of this module, participants will:

Be introduced to the Self-Assessment

Be introduced to the Individual Growth Plan

Presenter’s Activities to Support this Learning

During this training, the presenter will engage participants in:

3-2-1 Review Strategy

Think-Pair-Share

Group Discussion

Thinking Maps ®

Tools and Materials

Handouts (for each participant)

Handout 1 – Self-Assessment

Handout 2 – Individual Growth Plan

Handout 3 (Optional) – Teaching and Learning Placemat

Handout 4 (Optional) – Rubric for Element 3b1: Quality and Purpose of Questions and Element 3b2: Discussion Techniques and Student Participation


Module 3 Summary

LAUSD Teaching and Learning Framework Rubric booklet (Spiral bound rubrics were distributed in Module 2. Facilitators may bring extra copies of the rubrics to use during activities or use Handout # 4).

Printout of PowerPoint slides – Module 3 (optional)

Presenter Materials

Chart paper

Markers/highlighters

PowerPoint Presentation – Module 3

Equipment

LCD Projector

Computer Laptop

Remind participants to bring the following materials:

Teaching and Learning Framework Rubric (spiral-bound)


Overview of Module 3 – Flow Map

Introduction (Slides 1 – 4)

Self-Assessment

(Slides 5 -12)

Individual Growth

Plan (Slides 13 – 20)

Closing (Slides 21 – 23)

Objectives

3-2-1 Review Activity

Sample Self-Assessment

Think-Pair-Share

Reflection

Sample IGP

Think-Pair-Share

Reflection

MyPGS online system

Revisit Objectives

Overview of Modules


Topic Presentation Points Supporting Materials

Introduction

(3 minutes)

Slides 1 – 3

Display title slide (Slide 1 – no animation) and introduce yourself.

Script: In today’s professional development, we will continue to look at the LAUSD Teaching and Learning Framework.

Display Slide 2 – no animation.

Script: In Modules 1 and 2 of the series, we were introduced to the Teaching and Learning Framework. Module 3 will continue to look at the Teaching and Learning Framework and two tools – the Self-Assessment and the Individual Growth Plan.

Display the Objectives (Slide 3 – no animation)

Script: The objectives for today’s module are:

• To introduce the Self-Assessment

• To introduce the Individual Growth Plan

3-2-1 Review Activity: Teaching and Learning Framework – Divided Circle Map

(7 minutes)

Display Slide 4 – with animation

Display slide. Participants will access their prior knowledge of the LAUSD Teaching and Learning Framework using the 3-2-1 Review Activity by creating a Thinking Map® called a Divided Circle Map. You can have participants record their responses on a separate scratch sheet of paper, or on a chart. Participants may use the information in the spiral bound rubrics to generate responses.



Note: Participants received the spiral-bound Teaching and Learning Framework booklets in Module 2. Facilitators may also choose to distribute Handout #3 – Teaching and Learning Framework Placemat for this activity.

Script: Now let us review what we

learned about the Teaching and Learning Framework in Modules 1 and 2. We will record our responses using a divided Circle Map as indicated on the slide.

(Click to animate) First, the frame of reference or source of information is the Teaching and Learning Framework Rubrics provided in our previous modules.

(Click to animate) Next, in the inner circle of the Circle Map, write “Teaching and Learning Framework” as the topic we are reviewing. Divide the outer circle into 3 parts as indicated on the slide.

(Click to animate prompts) Within each section of the Circle Map, write your responses to the following prompts:

o 3 things you remember about the about the Teaching and Learning Framework

o 2 things you remember about Standard 3 – Delivery of Instruction

o 1 example of how you have used the rubric or might have used the rubric in your practice

Facilitator Background:

The purpose of this activity is to activate the participant’s prior knowledge about the LAUSD Teaching and Learning Framework. Facilitators may consider using various grouping structures for participants when completing the Circle Map (for example: individual, partners, or small groups). Depending on the grouping structure,

Slide 4 – Image 1

Slide 4 – Image 2

Slide 4 – Image 3

LAUSD Teaching and Learning Framework spiral booklet



participants may record their responses individually on a separate sheet of paper, or on a chart.

If participants did not mention any of the following, facilitators can mention the following information about the structure and organization of the Teaching and Learning Framework:

It is divided into 5 Standards. Each standard has sub-sections called Components. Each component has specific practices called Element.

Facilitators may have elected to distribute the Teaching and Learning Framework spiral booklet to teachers during Module 2. If additional copies of the rubric are needed, you may access the master on the Resource CD.

Handout # 3 (optional) – Teaching and Learning Framework Placemat

Tools for Professional Practice

(1 minute)


Script: In the previous modules, we discussed how the Teaching and Learning Framework provides a guide on the refinement of our teaching practice leading to the movement from novice to expert. The Self-Assessment and Individual Growth Plan are tools that will guide the reflection, refinement and improvement of our own professional practice. (Click to animate) We will first look at the Self-Assessment.


The use of the Thinking Map® called a partial “Multi-Flow Map” provides a visual representation of a cause and effect relationship between the use of the Self-Assessment and Individual Growth Plan, and the action of “guide the reflection, refinement and improvement of professional practice.”



Self-Reflection of Professional Practice

(1 minute)

Display Slide 6 – no animation

Script: There are multiple opportunities to use the Teaching and Learning Framework to guide your self-reflection. You’ll find opportunities to use the Teaching and Learning Framework during the Self-Assessment, during an observation of a lesson, and through the Individual Growth Plan. The Self-Assessment tool and the Individual Growth Plan tool are not created in isolation. The Self-Assessment is developed before a lesson observation while the Individual Growth Plan is created after. Each tool is used for personal reflection and refinement of teaching practice.


The use of the Thinking Map® called a Flow Map shows the sequence of the Self-Assessment and Individual Growth Plan in relation to the observation of a lesson.

The Self- Assessment

(1 minute)


Distribute Handout #1 – Self- Assessment

Script: Let us look at Handout #1 – Self-Assessment. The purpose of the Self-Assessment is to guide the reflection of professional practice over time. It is a reflection of a teacher’s overall practice, not based on a single, one-time lesson. Self-assessment is a crucial step in any activity where we seek to become an expert. By determining your current level of performance, you can then set goals and participate in activities to increase or improve your performance in specific skill areas.



Reflection on Practice and Self-Assessment

(3 minutes)

Display Slide 8 – with animation.

Use Handout #1- Self-Assessment

Script: On the next few slides, we are going to become familiar with Handout #1 – Teacher Self-Assessment. Then, you will have a chance to practice completing the Self-Assessment for two elements of the rubric.

(Click to animate—the Standard portion of the slide will be highlighted)

First, let us become familiar with the document. Notice the heading is labeled as “Standard 3: Delivery of Instruction.”

(Click to animate —the Components and Elements will be highlighted)

Under each Standard, you will see the Component listed, as well as the individual Elements that make up each Component.

(Click to animate—the Reflections/Evidence section will be highlighted)

On the Self-Assessment, you will be asked to reflect and think about your evidence for the elements based on the descriptions provided in the Teaching and Learning Framework.

(Click to animate - performance levels will be highlighted)

The rubric provides a descriptor for each performance level – Ineffective, Developing, Effective, and Highly Effective.

(Click to animate—sample check marks will appear to indicate possible choices a teacher might make when completing the Self-Assessment)

After reviewing the rubric for that element in the Teaching and Learning Framework, you will rate your own practice by selecting the appropriate

Handout #1 – Self-Assessment



level of performance that describes your current practice. Keep in mind that you are considering your collective experience, not based on a specific lesson or time.

Sample Self-Assessment

(3 minutes)

Display Slide 9 – with animation.

Script: In a moment, we are going to reflect on our own practice for Elements 3b1 and 3b2. First, let’s look at an example of Mr. Foster’s Self-Assessment for Element 3b1 and Element 3b2. You may recall, we saw a part of Mr. Foster’s 8th grade ELA lesson in Module 2.

(Click to animate) Mr. Foster included the following evidence:

“I try to develop questions in advance, considering Bloom’s taxonomy, to challenge students to think. I craft questions that help me see what my students have learned and if they understand the content. I use SDAIE strategies to target the needs of English learners in my class.

I try to involve all my students in class discussions, but some still do not participate in whole-class and group conversations. When I assign group work, the conversations I hear are not often at a high level and do not challenge all students.”

Pose a question: Where did this language come from? What has this teacher used as a basis for structuring his evidence?

Sample response: Some of the language from this evidence was based on the descriptors under the “Effective” practice of the rubric. Specific details were also included based on the teacher’s own teaching skills and strategies.

(Click to animate check marks)

Once the evidence has been included, then I indicate the level of performance



for this specific practice.


Facilitators will guide participants to include descriptive evidence under the “Reflections/Evidence” section. Descriptive evidence is factual and objective, something that can be seen or heard (such as specific changes in how you plan or what you do in the classroom). For example, the statement, “I plan at least 5 questions for every ELA lesson designed to elicit higher level thinking and responses for my students.”

Self-Assessment Practice

(11 minutes)

Display Slide 10 - no animation

Participants will work independently to complete Handout #1-Self-Assessment for Elements 3b1 and 3b2. Have participants use the Teaching and Learning Framework rubric or use Handout # 4 – Rubric for Elements 3b1 and 3b2.

Script: Now let us try this out independently. You will complete this task on your own. First, examine the framework for these two elements, Element 3b1 and Element 3b2, by reading the descriptors of practice at each level. (Ineffective, Developing, Effective, and Highly Effective).

Next, think about examples from your own practice related to these two Elements. Remember to reflect on your practice over time, not based on a specific lesson.

Then, using Handout #1, write a brief reflection from your own practice relating to the two elements in this component. Evidence provides a rationale for the rating you give yourself on the element. Remember, the language of your evidence may be based on the descriptions in the rubric, but you will want to personalize this with supporting examples from your own

Handout #4 (Optional) – Teaching and Learning Framework Rubric



teaching practice.

Lastly, think about the rating that best describes your practice under this element over the past year. Remember, you don’t need to share your ratings with anyone else.

Advance to the next slide to display sample Self-Assessment while participants are working independently.

Display Slide 11 - no animation

Script: You will now have 10 minutes to work on the Self-Assessment independently.

Display sample Self-Assessment (Slide 11) while participants are working.

Reflection: Think-Pair-Share

(2 minutes)


Script: Take a moment to share your thoughts regarding the process you used to create your Self-Reflection by doing a Think-Pair- Share. How does the Self-Assessment tool support a teacher’s reflection process? How may this differ from your current reflection practice?

Sample responses:

The Self-Assessment allows me to determine areas that I may need to seek additional resources for.

The Self-Assessment allows me to reflect on the language of the rubric.

The Self-Assessment allowed me to be more specific with my reflection.

The tool helped me understand the rubric descriptors and reflect on how this looks in my own classroom.



Tools for Professional Practice

(1 minute)


Script: Now that we have completed a sample Self-Assessment, we will look at another tool – the Individual Growth Plan. This tool is used to guide how we reflect, refine, and improve our Professional Practice.

Individual Growth Plan

(1 minute)


Distribute Handout #2- Individual Growth Plan

Script: The purpose of the Individual Growth Plan is to engage in on-going reflection and learning for the refinement, improvement, and extension of professional practice. For this activity, we will use Handout #2 – Individual Growth Plan.

Reflection on Practice and Individual Growth Plan

(3 minutes)


Script: Let us take a closer look at Handout #2 – Individual Growth Plan (IGP).

(Click to animate) This indicates that we have identified Element 3b1-Quality and Purpose of Questions as the element addressed by this SMART Goal.

(Click to animate) Next, notice the definition of a SMART Goal in the next highlighted section. To further develop your reflection on setting goals, we will use the SMART Goal model. As indicated, SMART Goals are 1) Specific, 2) Measurable, 3) Attainable, 4) Relevant, and 5) Time Based.

(Click to animate) To guide the process of creating a SMART goal, notice the idea starter on the bottom of the page. This provides you with one option of writing your SMART goal.

(Click to animate) Here is an example of a SMART goal.

Copyright © Los Angeles Unified School District 2011

Reflection on Practice and Individual Growth Plan

Step 1: Become familiar with the Individual Growth PlanWhat is the element being addressed by this SMART goal?

3b1- Quality and Purpose of QuestionsWhat evidence was used to identify this goal as your growth goal?

Please write your SMART goal:

Remember a SMART goal is…

4Specific: Written in terms of teacher and

student learning outcomes

4Measurable: Identifies student achievement

results desired and how these results will be

measured over a minimum of two points in time.

4Attainable: Is a goal that can be achieved

within the specified time and considering the

resources and materials you have at your disposal

4Relevant: Achievement of this goal will

improve your practice.

4Time-based: Includes a timeline for attaining

the goal.

SAMPLE: By May 2013, I will engage all students in at least

one literacy lesson involving close reading and text-

dependent questioning in reading, speaking, and listening

and writing. In doing so, all students will reveal their

understanding of the text under discussion through their

responses.

SMART goal idea starter:

By [identify a specific point in time such as the end of the

school year] I will [identify how your practice will improve in

this area, you may want to consider using language from the

rubric] and in so doing, [identify the set of students who

will benefit] will [identify measurable way(s) in which

students will benefit].

Handout # 2

Handout #2 – Individual Growth Plan



Sample SMART Goal

(2 minutes)


Script: Take a moment to review one example of a SMART Goal. As part of LAUSD’s district-wide plan to transition to the Common Core State Standards (CCSS), the district has established CCSS goals for all grades by the end of the school year. Here is an example of one ELA Goal: “By May 2013, I will increase my text-based understanding by creating at least one literacy lesson involving close reading and text-dependent questioning in reading, speaking, and listening and writing. In doing so, all students will reveal their understanding of the text under discussion through their responses.

Reflection on Practice

(12 minutes)


Script: Now it is your turn to try it out. First, read the descriptors for Elements 3b1 and 3b2. Then, think about your reflection from the Self-Assessment. Next, using the reflection from Handout#1 Self-Assessment, choose one of the elements, either 3b1 or 3b2 to develop a SMART Goal for the Individual Growth Plan.

Display Slide 18 – no animation Keep this slide displayed while participants are completing Handout #2. Script: To develop your SMART goal, you may choose to use the sample provided in this slide, or use the SMART Goal idea starter. You will have about 10 minutes to work on the creating a SMART Goal. Display Slide 18 while participants are working.



Action Plan

(3 minutes)


Script: Once you have developed a SMART Goal, the next step will be to create an action plan related to the SMART goal. This slide shows a sample Action Plan for the Element 3b1 – Quality and Purpose of Questions. It states: “I will meet with my grade level/department team to plan and develop at least one literacy task involving close reading and text-dependent questions aligned to the level of performance that the Common Core State Standards demands.” In addition, the teacher also included an action plan related to the English Learner Master Plan. It states: “I will review the current English Proficiency levels of my EL students and plan on how I may scaffold questions to build academic vocabulary and language to help EL students express complex thoughts.”

Think-Pair-Share

(3 minutes)


Script: Now with a partner, share your thoughts on the Individual Growth Plan process. Discuss:

How does the Individual Growth Plan support the reflection of your professional practice?

Sample Responses:

The Individual Growth Plan guided me on how to be specific with my goal setting.

The tool allowed me to have a dialogue about the framework.



Explore

(1 minute)


Script: You can further explore more information about the Self-Assessment and Individual Growth Plan by visiting the MyPGS website. Feel free to login and explore information about these tools on the website.

Closing

(2 minutes)


Script: Let us review the objectives of today’s session. Today we: (click for animation)

Introduced the Teacher Self-Assessment

Introduced the Individual Growth Plan


Script: This concludes the introduction to the Teaching and Learning Framework. As a reminder, we have learned about the context of the Teaching and Learning Framework, the Rubrics for the Framework, and the steps needed to complete both the Self-Assessment and the Individual Growth Plan. Together with the Common Core State Standards and the Master Plan, we will continue to reflect, refine, and improve instructional practices.


Objectives

• To introduce the Teacher Self-Assessment

• To introduce to the Individual Growth Plan


Teaching and Learning Framework Modules Overview

Module 1: The LAUSD Teaching & Learning Framework

Module 2: The LAUSD Teaching & Learning Framework Rubric

Module 3: The Self-Assessment and Individual Growth Plan


HANDOUTS

Introduction to the LAUSD Teaching and Learning Framework

Module 3


TEACHER SELF – ASSESSMENT

Directions: Read the rubric descriptors for each element. Think about your evidence from your own teaching practice. Write your reflection/evidence data from your own practice. Indicate the level of performance that best reflects your assessment on each element.

STANDARD 3: DELIVERY OF INSTRUCTION

Please rate how effective your teaching practice is in each of the following focus elements:

INEFFECTIVE: I do not or I struggle to

incorporate this into my practice

DEVELOPING: I incorporate this into my practice, but inconsistently

EFFECTIVE: I consistently

incorporate this into my practice

HIGHLY EFFECTIVE: I have a command of this practice and can be a model for

others

Component 3b: USING QUESTIONING AND DISCUSSION TECHNIQUES

3b1. Quality and Purpose of Questions

3b2. Discussion Techniques and Student Participation

Reflections/Evidence:

HANDOUT # 1 Module 3

Self-Assessment


INDIVIDUAL GROWTH PLAN

What is the element being addressed by this SMART goal?

3b1- Quality and Purpose of Questions

What evidence was used to identify this goal as your growth goal?

Please write your SMART goal: Remember a SMART goal is…

Specific: Written in terms of teacher and

student learning outcomes

Measurable: Identifies student

achievement results desired and how these results will be measured over a minimum of two points in time

Attainable: Is a goal that can be achieved

within the specified time and considering the resources and materials you have at your disposal

Relevant: Achievement of this goal will

improve your practice

Time-based: Includes a timeline for

attaining the goal

SAMPLE: By May 2013, I will increase my text-based understanding by creating at least one literacy lesson involving close reading and text-dependent questioning in reading, speaking, and listening and writing. In doing so, all students will reveal their understanding of the text under discussion through their responses.

SMART goal idea starter:

By [identify a specific point in time such as the end of the school year] I will [identify how your practice will improve in this area, you may want to consider

using language from the rubric] and in so doing, [identify the set of students

who will benefit] will [identify measurable way(s) in which students will

benefit].

Individual Growth Plan: Action Plan Now that you have established your SMART goal(s), please identify the actions you will take that will help you meet your goal(s).

Activity Name Goal Activity Description Resources and/or

Collaborative Partners

Target Completion

Date

SAMPLE:

Grade level team

collaboration


SAMPLE: I will meet with my grade level/department team to plan and develop at least one literacy task involving close reading and text-dependent questions aligned to the level of performance that the Common Core State Standards demands.

Grade level team

members

5/2013

SAMPLE:

Professional

Development


SAMPLE: I will review the current English Proficiency levels of my EL students and plan on how I may scaffold questions to build academic vocabulary and language to help EL students express complex thoughts.

MyData EL

Monitoring Roster

Grade level team

5/2013


Individual Growth Plan


LAUSD TEACHING AND LEARNING FRAMEWORK STANDARD 1: PLANNING AND PREPARATION STANDARD 2: CLASSROOM ENVIRONMENT Component 1a. Demonstrating Knowledge of Content and Pedagogy

Element 1a1. Knowledge of Content and the Structure of the Discipline Element 1a2. Knowledge of Content-Related Pedagogy

Component 1b. Demonstrating Knowledge of Students Element 1b1. Awareness of Students’ Skills, Knowledge, and

Language Proficiency Element 1b2. Knowledge of How Children, Adolescents, and Adults Learn Element 1b3. Knowledge of Students’ Special Needs Element 1b4. Knowledge of Students’ Interests and Cultural Heritage

Component 1c. Establishing Instructional Outcomes Element 1c1. Value, Sequence, Alignment, and Clarity Element 1c2. Suitability for Diverse Learners

Component 1d. Designing Coherent Instruction Element 1d1. Standards-Based Learning Activities Element 1d2. Instructional Materials, Technology, and Resources Element 1d3. Purposeful Instructional Groups Element 1d4. Lesson and Unit Structure

Component 1e. Designing Student Assessment Element 1e1. Aligns with Instructional Outcomes Element 1e2. Criteria and Standards Element 1e3. Design of Formative Assessments Element 1e4. Analysis and Use of Assessment Data for Planning

Component 2a. Creating an Environment of Respect and Rapport Element 2a1. Teacher Interaction with Students Element 2a2. Student Interactions with One Another Element 2a3. Classroom Climate

Component 2b. Establishing a Culture for Learning Element 2b1. Importance of the Content Element 2b2. Expectations for Learning and Achievement Element 2b3. Student Ownership of their Work Element 2b4. Physical Environment

Component 2c. Managing Classroom Procedures Element 2c1. Management of Routines, Procedures, and Transitions Element 2c2. Management of Materials and Supplies Element 2c3. Performance of Non-Instructional Duties Element 2c4. Management of Parent Leaders, other Volunteers and

Paraprofessionals Component 2d. Managing Student Behavior

Element 2d1. Expectations for Behavior Element 2d2. Monitoring and Responding to Student Behavior

STANDARD 5: PROFESSIONAL GROWTH STANDARD 3: DELIVERY OF INSTRUCTION Component 5a. Reflecting on Practice

Element 5a1. Accurate Reflection Element 5a2. Use of Reflection to Inform Future Instruction Element 5a3. Selection of Professional Development Based on

Reflection and Data Element 5a4. Implementation of New Learning from Professional

Development Component 5b. Participating in a Professional Community

Element 5b1. Collaboration with Colleagues Element 5b2. Promotes a Culture of Professional Inquiry and

Collaboration

Component 3a. Communicating with Students Element 3a1. Communicating the Purpose of the Lesson Element 3a2. Directions and Procedures Element 3a3. Delivery of Content Element 3a4. Use of Academic Language

Component 3b. Using Questioning and Discussion Techniques Element 3b1. Quality and Purpose of Questions Element 3b2. Discussion Techniques and Student Participation

Component 3c. Structures to Engage Students in Learning Element 3c1. Standards-Based Projects, Activities, and Assignments Element 3c2. Purposeful and Productive Instructional Groups Element 3c3. Use of Available Instructional Materials, Technology, and

Resources Element 3c4. Structure and Pacing

Component 3d. Using Assessment in Instruction to Advance Student Learning Element 3d1. Assessment Criteria Element 3d2. Monitoring of Student Learning Element 3d3. Feedback to Students Element 3d4. Student Self-Assessment and Monitoring of Progress

Component 3e. Demonstrating Flexibility and Responsiveness Element 3e1. Responds and Adjusts to Meet Student Needs Element 3e2. Persistence

STANDARD 4: ADDITIONAL PROFESSIONAL RESPONSIBILITIES

Component 4a. Maintaining Accurate Records Element 4a1. Tracks Progress Towards Identified Learning Outcomes Element 4a2. Tracks Completion of Student Assignments in Support

of Student Learning Element 4a3. Manages Non-instructional Records Element 4a4. Submits Records on Time

Component 4b. Communicating with Families Element 4b1. Information About the Instructional Program Element 4b2. Information About Individual Students Element 4b3. Engagement of Families in the Instructional Program

Component 4c. Demonstrating Professionalism Element 4c1. Ethical Conduct and Compliance with School, District,

State, and Federal Regulations Element 4c2. Advocacy/Intervention for Students Element 4c3. Decision-Making

Talent Management Division 333 South Beaudry Avenue, 14th Floor Los Angeles, CA 90017 Telephone: (213)241-3444 Fax: (213)241-8920


Teaching and Learning Framework Placemat


Standard 3: Delivery of Instruction

Component 3b: Using Questioning and Discussion Techniques Effective teachers design questions that provide cognitive challenge and engineer discussions among students to ensure all students participate. The highly effective

teacher designs instruction that provides opportunities for students to develop their own cognitively challenging questions and to engage in various types of student-to-

student discussions.

Element Ineffective Developing Effective Highly Effective

3b1. Quality and Purpose of Questions

Questions are designed to

challenge students and elicit

high-level thinking

Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/concept or text under discussion, or are not comprehensible to most students.

Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students.

Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for student subgroups.

Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the class.

3b2. Discussion Techniques

and Student Participation

Techniques are used to ensure that all students share their thinking around challenging questions

CO, SF

Teacher makes no attempt to differentiate discussion. Interactions between the teacher and the students are characterized by the teacher generating all questions and most answers. The teacher and a few students dominate the discussion.

Teacher makes some attempt to use differentiated strategies to engage all students in discussion with uneven results. Only some students participate in the discussion and/or the discussion is not intellectually challenging.

Teacher uses intentional, differentiated strategies to engage all students in discussion, attempting gradual release from teacher directed to student- initiated conversation. Students are expected to participate in an intellectually challenging discussion.

Teacher uses various, differentiated strategies to engage all students in intellectually challenging student-to-student interactions. Teacher creates conditions for students to assume considerable responsibility for the success of the discussion; initiating topics and making thoughtful, unprompted contributions that demonstrate innovative thinking.


Rubric Standard 3

Introduction to the LAUSD Teaching and Learning Framework ...€¦ · Level: K-12 Content: Self ......

Documents

Transcript of Introduction to the LAUSD Teaching and Learning Framework ...€¦ · Level: K-12 Content: Self ......