PART A: ACTION STEPS

o Review Learning Target Documents o Individual Standards o Units

o Review Playlist Options for Your Student’s Next or First Standards

o Select the options you think are the best and most aligned

o Review the Conferencing & Guiding Questions for Your Students Standards

o Review the Assessments for Your Student’s Next or First Standards

o Attend PD on Creating, Planning, Scheduling, and Delivering Small Group Instruction

o Watch Videos of Small Group Instruction

LEARN & PRACTICE

In the Learn and Practice sections, you’ll have the opportunity to read, review, participate in, and view various content strands hyperlinked below as well as complete two practice exercises to demonstrate readiness to move on to the conference section of this micro-credential.

*Note for both practice uploads we will have Teachers keep a Google portfolio site until SPARK ecosystem is ready for Micro-credentials

PLANNING, CONTENT CURATING, DESIGNING FOR CLASSROOMS

The Strategy category asks how your organization develops strategic objectives and action plans, implements them, changes them if circumstances require, and measures progress.

STRATEGY BADGETEACHER

PART B: ACTION STEPS

o Attend a PD on Developing Small Groups from Data

o Attend a PD on Developing Student Pathways Based on Data

o Attend PD on Planning, Content Curating, & Designing

o Watch Screen Casts on Planning, Content Curating, and Designing

o Review Exemplars for: Learning Targets, Guiding Questions, Apply Options & Rubrics, Aligned Assessments

o Fill out planning template for a single standard. o Fill out planning template for a unit. o Plan small group lessons for each of the small

groups in your class.

PLANNING, CONTENT CURATING, DESIGNING FOR CLASSROOMS

In the conference section, a scheduled phone or in-person conference will occur and be documented in the Google portfolio/Spark ecosystem upon completion of the badge.

CONFERENCE WITH CHIEF DESIGN OFFICER OR EXPERT ON:

o Conference with a Director of Personalized Learning over your ideas and samples for/of planning, content curating, and designing:

o Learning Targets – Both Single Standards & Units o Guiding Questions o Apply Options o Assessments

o How do you know where to begin with planning? o What are the objectives and expected outcomes for your plans? o What will you do if your plans don’t work? o How will you adjust your plans if they are not working for your students? o Conference with a Director of Personalized Learning over your schedules for small

groups: o How did you formed your small groups and your small group lessons? o Why did you plan the small group lessons that you did? o What do you do if the students are not reaching the objectives and outcomes

you expected from the small group time?

CONFERENCE

PLANNING, CONTENT CURATING, DESIGNING FOR CLASSROOMS

DEMONSTRATE & COLLECT EVIDENCE OF THE FOLLOWING:

o All students utilizing the content provided in Spark to progress through the learning cycle by 90 day cycle review.

o All students receive weekly small group instruction. o Absence of content errors and clear explanations of concepts in small group instruction

and learning target guides by 90 day cycle review. o Reviewed content and plans for all students that are aligned with the each individual

student’s needs, pacing, and pathways by 90 day cycle review. o Small group and conferencing schedules posted by 90 day cycle review. o Clear directions and procedures on teacher created content both online and offline by 90

day cycle review. o Clear standards alignment for all content created and utilized in learning targets, small

group, and 1:1 instruction by 90 day cycle review. o Correct and imaginative use of language and vocabulary extension in all small groups,

standards learning targets, project outlines, and procedures by 90 day cycle review. o Verbally or through examples, connects purpose of small groups and learning targets to

student interest and pathways by 90 day cycle review. o Explains content in conferences and small groups in relation to prior knowledge by 90 day

cycle review. o Clear expectations on teacher created content both online and offline including rubrics

where appropriate (i.e. apply projects and PBL) by 90 day cycle review.

APPLY

The apply section allows for multiple observations, demonstrations, and ongoing evidence of scale and sustainability of practice towards understanding and application of the core badge components.

*The 90 day cycle review process will determine whether or not the above six areas are ready for a summative badge assessment. The Principal reserves the right to extend the 90 day review process for multiple cycles until the badge is ready for assessment.

PLANNING, CONTENT CURATING, DESIGNING FOR CLASSROOMS

ASSESS

The assess section contains a rubric to ascertain evidence collected and/or observation of all inputs, outputs, and outcomes of at least one or several 90 day cycles that roll-up into a minimum of an adapting level of understanding and application of the micro-credential components.

EMPLOYEE SIGNATURE ___________________________ TITLE_____________________

COACH SIGNATURE ______________________________ TITLE_____________________

BADGE EARNED

DATE EARNED__________

DATE EXPIRED__________

ENTERING EMERGING ADAPTING TRANSFORMING

Limited understanding and implementation of the core micro-creden-tial components

A developing under-standing and im-plementation of the core micro-credential components

Application is chang-ing and beginning to transform in terms of understanding and implementation of the core micro-credential components

Application is trans-forming across mul-tiple layers of the organization in terms of understanding and implementation of the core micro-credential components

STRATEGY BADGETEACHER