LEADERSHIP TEAM March 19, 2014

LEADERSHIP TEAM

March 19, 2014

Meet Miss Annalise Kate Story

Born February 7, 20147 lbs 14 oz and 20 inches long

Bell Ringer:

Think of when you observed an excellent teacher’s classroom environment. What would you see or hear that made you think the teacher was accomplished or exemplary?

• Write one trait on each post-it note. • Write 5-7 major traits. • Place on your table.• Categorize the traits in major categories.• Share .

Clear Learning Goals:

Use The Framework of Teaching in Domain 2, The Classroom

Environment to determine the performance level.

Directions(1 min.) • Divide up packets by components. One person will have

component 2A & 2E.(10 min.)• Become the expert of your component as you will be

teaching your group. You must make sure you teach your group as they will need this to score all of Domain 2.

• As you read fill out the Domain 2 outline of your component.

(5 min. per person – total 20 min.)• Teach your group your component as other team member

complete the Component Share Time Outline using your information.

(5 min. per person – total 20 min.)• Each group member will give 2 quizzes to group on their

component and go over answers.

http://www.youtube.com/watch?v=87Q8Hd3ffkk

10 Minute Countdown



http://www.youtube.com/watch?v=8J1fYrvH1H4

20 Minute Countdown


http://www.youtube.com/watch?v=8J1fYrvH1H4

Creating an Environment of

Respect and Rapport

Domain 2a:

Component 2A is a 3 because teacher/student interactions are friendly and demonstrate general caring and respect. Students are seen helping one another put on equipment and are heard saying "bless you" when a partner sneezes. While there isn't a lot of interaction, this is not a 2 because the interactions witnessed are generally caring.

Domain 2b:

Establishing a Culture for Learning

Component 2B is a 2 because the teacher speaks mostly about procedure of the experiment rather than about the content. The teacher reads directions to students. Expectations and belief in the value of the work are not indicated in the teacher's remarks. The teacher's energy is neutral.

Domain 2c:

Managing Classroom Procedures

Component 2C is a 2 because procedures for transitions and distribution of materials seem to have been established, but their operation is rough. It takes 3 minutes for students to retrieve aprons/goggles, which indicates some instructional time is lost.

Domain 2d:

Managing Student Behavior

Component 2D is a 2. While the teacher handles the cell phone incident respectfully, there are some uneven displays with extra talking or inattentive behavior. The teacher remains at the front of the room for most of the segment, which indicates that there isn't consistent monitoring of behavior.

Domain 3a:

Communicating with Students

Component 3A is a 2 because the teacher's directions are unclear, and the teacher makes changes to the written instructions students are given. The teacher's explanation consists of a monologue with minimal participation by students. Very little elaboration about what students will be learning occurs.

Domain 3B:

Using Questioning and Discussion Techniques

Component 3B is a 2 because the teacher attempts to frame some questions designed to promote student thinking, but only a few students are involved. A few students raise their hands. When no one raises a hand, the teacher answers questions. There is little or no evidence of the teacher probing the students' thinking.

Domain 3c:

Engaging Students in Learning

Component 3C is a 2 because only some students appear to be intellectually engaged by the lesson. Some are passive, while others in the group participate. The pacing of the directions is slow and allows for some students to disengage while waiting for "their part" of doing the experiment.

Domain 3d:

Using Assessment in Instruction

Component 3D is a 1 as there is no evidence of assessment to check for understanding of directions/procedures/safety.

A Memorable Experience

Consider your long life as a Graves County Student. Recall an occasion that you still remember. The memory can be positive or negative. What makes it so memorable?

Exit Slip:

LEADERSHIP TEAM March 19, 2014

Documents

Transcript of LEADERSHIP TEAM March 19, 2014