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MSAD 15 Classroom Design Design and Delivery Instructional Model

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Amanda Hennessey

on 26 August 2015

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Transcript of MSAD 15 Classroom Design Design and Delivery Instructional Model

MSAD 15 Classroom Design and Delivery Instructional Model
Core Beliefs Guide Our Work
I understand and promote the shared belief system about learning (Vision, Beliefs and Core Values [I-CARE]).
I work with staff, students, and parents collaboratively to ensure learner growth.

I work with learners to...
...align actions and beliefs with research about learning.
...create a positive and effective learning environment.
…communicate progress with parents.
…collaborate with pertinent colleagues to ensure student success.

Learning Climate & Culture
My classroom’s Vision and Code of Conduct/Cooperation are evident and integral in the day-to-day classroom routine.
I utilize process tools to structure the learning environment and engage students in in the learning process.
We establish and monitor clear and agreed upon learner responsibilities and expectations.
I believe and promote a positive culture to support an effective learning environment at the district, school, and classroom level.

I work with learners to...
...make a connection between the vision (for achievement and responsibility) and ownership (for individual and group success).
...utilize code of cooperation as a means to develop ownership and responsibility for learning.
..identify the needs and creation of a classroom environment that is safe and productive for all learners.
...monitor and sustain a classroom environment that is safe and productive for all learners.
...use process tools (SOPs, flow charts, etc.) to ensure a productive learning environment in my classroom.

System for Engagement
I cultivate a growth mindset in my students and myself: With effective effort all can and will achieve at high levels.
I build and sustain student investment in their own learning by creating opportunities for voice and choice, goal setting, active learning, innovative use of technology, and real world application of content.
I teach and assess executive functioning skills to maximize learning opportunities and foster the development of 21st century skills and lifelong work habits.
I celebrate success to build momentum around goals.
I encourage two-way feedback and reflect on learning.

I work with learners to...
...use the learning progressions as a basis for student goal setting.
...implement and utilize a system to monitor student learning that guides, records and reports student progress.
...align instruction with student interest to increase engagement.
…encourage opportunities for specific and timely feedback (teacher-student, teacher-teacher, student-student, administrator-teacher, teacher-administrator, parent-teacher, teacher-parent).
...choose instructional strategies that engage learners and offer opportunities for student voice and choice.
...goal-set and monitor time management, behavior management, and productivity.
...promote the development of executive functioning skills.

Professional Responsibility
I take responsibility for student learning by staying current on educational research and best practices.
I engage in meaningful professional learning, collaboration, and self-reflection to contribute to the overall mission of the school and district.
I engage in continuous improvement by routinely reflecting on instruction and assessment data.
I monitor and advocate for my own professional development needs.
I am a life-long learner.

I work with learners to...
...teach students how to reflect on their progress.
...write goals, develop a plan for meeting those goals, and follow through with the implementation plan.

Continuous Improvement
Core Beliefs
All students can learn.
Students learn in different ways, in different settings, and at different rates for different futures.
Successful learning is meaningful and relevant to the student.
Clear learning targets and continuous reflection are essential to student success.
Students learn best in a safe environmenment characterized by positive relationships with caring professionals.
High standards of performance are expected of all.
Shared Vision
A shared vision is a common picture and destination that is crafted by stakeholders.
Stakeholders strive to carry this picture/destination in the forefront of their minds and hearts as they do the work of advancing the organization.
How do we promote our Core Beliefs?
Transparency of the belief system
Advocacy for the beliefs
Align all actions with the Core Beliefs
Use as a yardstick to check and adjust our progress
"Individual commitment to a group effort - that is what makes a team work, a company work, a society work, a civilization work."
~Vince Lombardi

Meaningful collaboration is the means to achieve our district, school, and personal goals.
A Code of Cooperation/Conduct outlines the steps that need to be taken in order to be successful in achieving the shared vision.
Codes are written for and by the stakeholders (students, teachers, etc.).
Code of Cooperation/Conduct

Learner Responsibilities and Expectations...
...are generated with students.
...are transparent.
...are consistent.
...are streamlined so that learning is the emphasis.
Content Knowledge, Instruction, and Assessment for Student Learning
I understand the central concepts, tools of inquiry, and structures of the disciplines I teach.
I use the identified essential learning standards to guide curriculum and student learning.
I unpack standards to scaffold instruction and utilize aligned strategies to provide transparent learning progressions toward proficiency that allow for differentiated pacing.
I design instruction with a focus on the integration of content, complex reasoning, and habits of mind.
I understand and use multiple methods of assessment (formative, summative, performance, common) to engage learners in their own growth, to monitor learning progress, and to guide teaching and learning decisions (including RTI).
I consistently use the data management system to record and report student learning progress.

I work with learners to...
...identify learning targets to drive instruction.
...unpack standards and utilize existing or develop rubrics/scoring guides.
...align summative assessment with learning targets.
...scaffold instruction and utilize aligned strategies to provide a learning progression towards proficiency.
...establish flexible grouping to teach students at appropriate learning levels.
...implement a system to allow individual pacing.
...routinely use student data to inform instructional decisions.
...develop SMART goals.

SOP (Standard Operating Procedures)
Form of flowchart that allows students to navigate recurring classroom routines without continuous teacher direction
Flow Charts:
Help students become self-directed, navigate the classroom and manage their time
Student investment in the management of time and environment
Unpack standards for transparency and clarity
Student understanding of their learning path
Students help monitor their progress toward proficiency
Grade Level and Multi-Age Teams

Content-area Departments
Essential Standards

Formative Assessment

Summative Assessment

Data Teams


Voice & Choice
Goal Setting
Anytime/Anywhere Learning Opportunities
Middle Moose
Pineland Farm
Rapid Journey
Bryant Pond
Community Service Club
Co-curricular Offerings

21st Century Skills
Clear and Effective Communicator
Self Directed Learner
Creative Problem Solver
Responsible and Involved Citizen
Collaborative and Quality Worker
Informed Thinker
Leadership Skills
"Great teachers believe in the growth of talent and intellect and are fascinated by the process of learning."

Carol Dweck
Work Habits Rubric
Full transcript