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Transcript of PLC Alignment
Feedback on the Rubric
How familiar are you all with the TDAP Self-Assessment Rubric?
Is our self-evaluation rubric an effective tool for helping team assess and improve their effectiveness as a PLC? Why or Why not?
What are the components of a good lesson?
If we were to focus on two things:
1. Direct teams of teachers to create and help each other to implement a guaranteed and viable, quality, common curriculum for every course.
2. Direct teams to ensure sound, ever improving instruction, lesson plans and assessments.
Michael Schmoker (2011)
Assessment for Learning
Learning is visible to you & to students
Origins of our Equity Promise
Anticipatory Set The hook
Assessment for learning Exit Slip
Reflection & Evaluation
Activity that elicits student understanding
Read the directions on page 1 of the rubric; Fill out the rubric independently.
Come to consensus on where you are as a team within each of the three indicators. Discuss any major discrepancies in how each member views the effectiveness of your team.
Using the "next steps" portion of the rubric, determine 1-3 action steps your team will focus on over the next month to move further to the right on the rubric.
As a group, complete the PLC Survey on the TDAP Process Site.
Students are learning by doing.
Students are working collaboratively.
Students are working harder than the teacher.
Teacher is circulating often to assess understanding
Students use your criteria to self-assess their work.
Student work is observed or collected for purposes of informing instruction and/or providing feedback.
"A simple emphatic insistence on common curriculum and sound lessons ought to be our common goal - the standard for our profession at the classroom, school and district level..."
"...Schools need to focus exclusively on implementing a common curriculum until virtually every student can be assured of reasonably good curriculum and instruction in every course, every year, regardless of which teacher they are assigned."
Michael Schmoker, (2011)
What does it mean to be aligned?
Teams share a common curriculum with:
Common Learning Targets
Common and Frequent Formative Assessments
Common Summative Assessments
Common Grading practices
Common understanding of effective lesson plan design
Complete the Self-Evaluation rubric & discuss
Whole group discussion on:
What does it mean to be aligned?
What are the components of a strong lesson plan?
How are we using data to drive instruction?
PLC time for planning or studying
What brief task will focus student attention and prepare them to think critically?
PAR – Prior knowledge/Previous learning;
Active cognitive and physical student engagement;
Relevant to the lesson.
How can I involve as many as students as possible, piquing their interests for the subject matter to come?
How should I inform my students of the lesson's context and objective, in kid-friendly language?
What do the students need to know before they can tackle the increased rigor of this lesson?
Every strong lessons ends with an assessment of student understanding
Students receive feedback indicating whether they have met the daily learning target.
Teacher uses results to inform near-future instruction
What are the components of a
solid lesson plan?