Best Practices & Teaching Assessments Evidence to show - - PowerPoint PPT Presentation

Best Practices & Teaching Assessments

Evidence to show Proficiency Section F

Introduction: Jen Grazier

• Credentials: Bachelor of Science: Psychology

Master of Education: Learning Disabilities Post Graduate Degree: Educational Leadership 19 years in Education as Special Education Teacher/Administrator

• Wife of SFC (ret.) Bruce Grazier, Buckingham County High School,

Buckingham, VA

Goals for this In-Service

• Dissecting Section F including defining Best Practices
• Introducing each section as well as linking your CM lesson plan with ancillary

forms needed to gather evidence for your students’ portfolio (showing examples that apply to each section)

• Show how your Curriculum Manager is the best tool to assist in gathering

evidence for your portfolio

• Dissecting a lesson plan for better understanding
• Evidence with Guiding Questions
• Available to review your portfolio and/or answer any questions this evening

Let’s Get Started

Best practices is the ability to:

• Demonstrate instructional balance in learning.
• Involve students in high-density reading and writing instruction.
• Provide effective scaffolding for student learning.
• Produce self-directed learners.
• Maintain effective classroom management.

Your curriculum manager has prepared detailed lesson plans to ensure best practices as well as evidence gathering for each student. Let’s look at each individual section of Section F and how it applies to your lesson plans…….

F.1. Customized presentations and/or other customized instructional materials PowerPoint presentations (PPT) supporting a lesson learning objective. Videos or other media created or used to teach lesson concepts, principles, and processes (Break down of first page of each lesson: Administrator Lesson Guide) Thinking Processes (Critical Thinking Processes): Defining In Context - Circle Map (alt. Mind or Concept Map, Sunshine Wheel) Evidence Collection: CM provides which graphic organizer should be used during this lesson. In this case, it is the Circle Map. There are alternative (alt) organizers suggested as a differentiation to the recommended

• rganizer. These should be considred for

lower level and higher level learners.

F.1. Customized presentations and/or other customized instructional materials PowerPoint presentations (PPT) supporting a lesson learning objective. Videos or other media created or used to teach lesson concepts, principles, and processes (Break down of first page of each lesson: Administrator Lesson Guide) Multiple Intelligences: Learning Styles Visual/Spatial Verbal/Linguistic Interpersonal (between two or more) Intrapersonal (within self) http://www.tecweb.org/styles/gardner.ht ml

F.1. Customized presentations and/or other customized instructional materials PowerPoint presentations (PPT) supporting a lesson learning objective. Videos or other media created or used to teach lesson concepts, principles, and processes (Break down of first page of each lesson: Administrator Lesson Guide) Bloom’s Taxonomy: Analyze: Breaking down critical thinking

• Comparison and Contrast of the

content to personal experiences Structured Reflection: What? So What? Now What?

What? So What? Now What? Great evidence collection “exit ticket”

What? So What? Now What?

• What happened?
• What did I do?
• What did others do?
• What did I feel?
• What was I trying to

achieve?

• So what is the

importance of this?

• So what is the

significance for me?

• So what more do I

need to know about this?

• So what have I learnt

about this?

• Now what should I

do?

• Now what would be

the best thing to do?

• Now what will I do?
• Now what might be

the consequence of this action?

Authentic Assessment: Grading of Lesson and Evidence Collection

• Portfolio
• Rubric
• Exit Ticket
• Project

Lesson Preview: Overview of the activities that encompass the learning objectives

• Energizer
• Inquire
• Gather
• Process
• Apply

Instructor Lesson Plan: Page 2

• Lesson Question (Essential Question) Post on

board or on overhead, SmartBoard, or handout

• Performance Standards: Assessment for

mastery via activities, completed organizers, and exit tickets

Instructor Lesson Plan: Energizer, Pg. 3 Differentiated Approach

• Ask cadets to read the scenario to themselves as you or

another cadet reads it aloud. This helps auditory learners and lower level readers.

• Brainstorming/discussion activities can be differentiated

through individual (higher learners), pairing, or teams. Evidence Collection: Sticky Note where individuals, pairs or teams write out 1 pro and 1 con based on their discussion

Instructor Lesson Plan: Inquire- Phase 1, Pg. 4 Step by Step Preparation 1-8

Student Learning Activity: Participate in the THINK ABOUT and PREPARE Winning Colors and PARTNER activity using circle map to brainstorm ways to handle conflict https://buildingrti.utexas.org/sites/default/files/do cuments/Circle_Map.pdf Teaching Notes: Evidence

• Goal Setting with cadets through the

answering questions on their plans

• Have cadets refine and add information in

their circle maps based on their conversations with other cadets with the same winning colors, This can be kept in their portfolios

• Collective evidence would be poster paper

labeled by color where information is

• shared. (photo of collection)

Instructor Lesson Plan: Gather- Phase 2, Pg. 5 Step by Step Preparation 1-4

Student Learning Activity: Participate in a discussion about what has been learned in the text. Discuss how winning colors can help hinder conflict Complete Exercise #2: Hot Button Reflection Teaching Notes: Evidence

• Cadet Pairs and discussions (observation)
• Complete and Correct Exercise #2: Hot

Buttons

• Short reflection at the end of or the back of

the Hot Button Exercise

• Collect and place in Cadet Portfolio

Instructor Lesson Plan: Process- Phase 3, Pg. 6 Step by Step Preparation 1-5

Student Learning Activity: Participate in a discussion about what has been learned in the text. Complete T Chart with cadet pairs http://mughals.info/blank-t-chart-example/7-best- images-of-blank-t-chart-worksheet-accounting-a ccount-graphic-organizer/ Reflection Teaching Notes: Evidence

• Cadet Pairs and discussions (observation)
• Complete T Chart
• Collect and place in Cadet Portfolio

Instructor Lesson Plan: Apply - Phase 4, Pg. 5 Step by Step Preparation 1-7

Student Learning Activity: Work through remaining scenarios Complete Exercise #3 Decision Making Teaching Notes: Evidence

• Cadet Pairs and discussions (observation)
• Complete Exercise #3 and collect for

portfolios

• Complete Performance Assessment Task

for grading students and their performance

• n this lesson

Now What? Understanding Evidence F1-F12

F1: Customized presentations and/or other customized instructional materials

• Copies of powerpoint presentations that include any changes made to

the given lesson plan Ex: including pictures of your staff in lesson one

Now What? Understanding Evidence F2-F12

F2: Differentiated Instruction

• Identifying Students with Individualized Education Plans (IEP), 504 ,and

students that are classified as Gifted Learners 1. It is the job of the Special Education Case Manager to inform instructors

• f students attending their class as well as provide a copy of the

students’ IEP classroom and testing accommodations. It is the role of the designee to provide a student’s 504 classroom accommodations. 2. It is the role of the JROTC instructor to meet with the case manager or designee and review individual student’s accommodations and needs.

Now What? Understanding Evidence F2-F12

F2: Differentiated Instruction

• Identifying Students with Individualized Education Plans (IEP), 504 ,and

students that are classified as Gifted Learners, ELL (English Language Learners) WIDA Accommodations designed from testing.

• 3. Having a ‘go to’ organizer with each cadet’s name and accomodations is

important in differentiating their instruction and assessment.

• 4. This applies to students with specific needs (hearing impaired or strong

glasses) that require standard accommodations but have nothing written in a formal document.

Now What? Understanding Evidence F2-F12

F2: Differentiated Instruction

Cadet Block Disability Testing Copies of Notes Pref Seating Technology Other Accom

Grazier 1 Learning Disabled Audio or read aloud Pencil and paper

• nly

Yes Yes- closest to teacher Audio/ Read Aloud of Text

Calculator

Extra Time Simplify Direction Large Print

Now What? Understanding Evidence F2-F12

F2: Differentiated Instruction

• Revised lesson plan to include more independent learning activities.

Each phase provides whole group instructions and a self paced option.

• Revised lesson plan to include accommodations for lower-level readers

(paired reading or read aloud), writers (graphic organizers, computer, or scribe, paper tests vs CPS, copies of notes, etc

• Revised lesson plan to include enhancement to curriculum content in

support of higher level learning (self paced)

Now What? Understanding Evidence F2-F12

F3: Rubrics

• Performance Assessment Task Scoring Guideline: Simple rubric 3, 2,1,0

This is broad based. There are thousands of rubrics from simple to elaborate that can be used in assessing performance. This is based on instructor preference. Some school districts require certain rubrics to be used for oral presentations and writing. Your CM provides recommended rubrics (Service Learning Rubric), (Emotional Intelligence Rubric), collaborate with English Teachers to gather rubrics

Rubric Components 3 2 1

Now What? Understanding Evidence F2-F12

F4: Critical Thinking Techniques

• Defined in the lesson plan which level of Bloom’s is the focus and

reflection activity.

• Evidence: changes made in the lesson plan, copies of (leveled)

questions and students’ answers, copies of students’ answers in their portfolios. http://www.open.edu/openlearncreate/pluginfile.php/5915/mod_resource/con tent/1/Bloom_s_Critical_Thinking_Across_the_Curriculum2.pdf

Now What? Understanding Evidence F2-F12

F5: Plans for students with special needs and/or academically advanced students

• Confidential folder with copies of student IEPs, 504 Accommodation

Sheet, and any medical documentation that would require classroom/instructional change

• Copy of ‘Go To’ sheet listing enrolled cadets and their specific

accommodations.

• Private Schools should consult with Headmaster to receive this

confidential information

Now What? Understanding Evidence F2-F12

F6: Minutes from Continuous Improvement meetings/activities

• Copy of Professional Learning Goals (Top Priorities), SMART Goals
• Minutes from Faculty, Department (CTE), School Board (Board Docs)
• Emails from staff that summarize meetings
• Copy of School Improvement Plan (5-6 year)

Now What? Understanding Evidence F2-F12

F7: Examples of Peer Collaboration and shared leadership within the high school activities

• Email correspondence with other staff regarding visiting their classroom or

school for a presentation. Pictures of cadets giving the presentation.

• Pictures and articles showing collaboration with JROTC (ex. Homecoming,

back to school, school board meetings, 9/11 ceremony at the school

Now What? Understanding Evidence F2-F12

F8: Examples of Stakeholder collaboration activities

• Pictures and correspondence with your state transportation (VDOT)

about Adopt A Highway

• Parent, staff, student, and community surveys
• Pictures and correspondence of activities with VFW, American Legion,

Lions Club, Service Learning Project (to name a few)

• Copies of emails or text messages between instructors
• Thank you notes, emails, certificates from stakeholders

Now What? Understanding Evidence F2-F12

F9: Grading policy is based on mastery of competencies

• Rubrics used for each activity listed within the lesson’s phases
• Performance Standards guide instructors on when cadets will

successfully meet lesson’s purpose

• Copies of students’ work or presentation of their work in their portfolios
• Screenshot or hard copy of grading policy for your department and

school

Now What? Understanding Evidence F2-F12

F10: Identified support services available to students

• Copy of Student and School handbooks
• Flyers from guidance, nurse, school psychologist
• Bullying prevention program
• Student support services
• Title IX services
• Crisis Intervention Plan & Team handbook
• Business cards for MIlitary Recruiting Offices

Now What? Understanding Evidence F2-F12

F11: Collaboration evidence between SROTC and JROTC

• Email correspondence with SROTC (Buckingham SROTC: UVA)
• Copy of Supply Inspection (annual required inspection)
• Evidence of Lateral Transfer of equipment and uniforms

Now What? Understanding Evidence F2-F12

F12: Examples of how data was used to design, implement, and evaluate continuous improvement plans

• Student goals (beginning, middle, end)
• Cadet Challenge Score Sheets

Now What? Understanding Evidence F2-F12

F13: Examples of how data was used to design, implement, and evaluate learning

• Pre and post assessments
• Observation of students’ discussion on specific topic
• Exit tickets
• CPS scores per question (low scores per question across the class =

reteaching subject matter)

• “Do now” activities allow instructors to spiral learning standards

throughout the semester or year.

Questions? Email:

jgrazier@k12albemarle.org