ANALYZING RUBRICS FOR EFFECTIVE TEACHING

Brevard Public Schools2015-2016

Operational Beliefs

We must have a passionate commitment to high standards and

student success.

We must have a professional teaching

culture marked by shared purpose, collaboration,

innovative spirit, and continual learning.

We must revere data that provide feedback to

students, inform programmatic and

instructional decisions, and support focused intervention efforts.

We must commit to a relentless pursuit of

teaching methodologies that foster student

engagement, critical thinking, self-efficacy, and content mastery.

LearningSpark

LearningEnviron-ment

LearningMeasure-ment

LearningStrategies

LearningPlan forAll

Student Engagement

StudentAchievement

ContinuousTeachingImprovement

Module 1

Module 2

Module 3

Module 4

Module 5

Module 6

Serving every student with excellence as the standard

Inclusion

RtI

SSNP

Differentiated Accountability Model

Differentiated Instruction

National and State Standards

Learning Cycle

Benefits to You… A comprehensive understanding

of the revised rubrics

Enhancement of personal professional growth

Preparation to share Analyzing Rubrics at school site

Desired OutcomesAn understanding of what the Elements “Look” like and “Sound” like in the classroom

Experiences determining areas of strengths and continuous improvement in teaching

A Planning Guide to help prepare your training

Follow-Up For credit complete the following and submit to

Linda Buffum, Office of Professional Learning and Development, by September 30, 2015. Attach Planning Guide and training agenda to Follow-Up form before submitting.

Copy of completed Planning Guide with your names from Summer training

Short summary of school site training

Copy of your training agenda

AgreementsTake responsibility for your own learning

Avoid side bar conversationsParticipateHonor time limitsUse technology respectfullyHave fun!

Table Introductions

Introduce your school team

Share one amazing thing that you have always wanted people to know about your school.

5 minutes

Dimensions 1. Instructional Design & Lesson Planning

2. Learning Environment

3. Instructional Delivery & Facilitation

4. Assessment

5. Professional Responsibilities & Ethical Conduct

Vocabulary of Rubrics

1. Dimensions - 5

2. Elements - 25

3. Indicators

Observable Dimensions

Review Dimensions 2, 3, 4

What would a peer observer or administrator “look for” in each of these Dimensions in my classroom?

15

Changes to Dimension 2 Element VI - Proficient Teacher uses academic language and content vocabulary accurately Developing

Limited use of academic language and content vocabulary

Element VIII Now included in D-3 E-III (Instructional Strategies)

Dimension 2:Proficient

Elements I & II: Individually

review and highlight –

Proficient

Consider - See and hear?

Dimension 2: ProficientElement I

P–Teacher implements and

reinforces school rules and

procedures (lunch, dismissal, fire

drills, class changes)

P–Teacher posts classroom rules

and clearly states them to students18

19

Dimension 2 – Element I: Unsatisfactory

Dimension 2: ProficientElement II

P–Direct Instruction-teacher controls the learning

P–Guided practice led by the teacher

Dimension 2:Distinguished

Elements I & II: As a table,

review and highlight –

Distinguished

5 mins.

Consider - See and hear?

Dimension 2: Distinguished Element I

D–Procedures have become routine/habit for students

D-Classroom organized to facilitate a focused learning environment

(materials organized, assignments are easy to locate, Standards are posted)

D-Consistently maintains a safe environment( floor space and emergency exit is clear of objects)

Dimension 2: Distinguished Element II

D-Facilitates an environment where students are on task and working from bell to bell

D-Students choose to attend extra help sessions to optimize their learning

Dimension 2: CarouselDimensions III - VII

1. When directed, move to assigned chart

2. List ‘Distinguished’ practices ‘See’ and ‘Hear’

3. Note questions 4. Repeat at other charts when

directed

VIPs Videos-How to Locate

Departments G – ZProfessional Development/Inservice Information

Professional DevelopmentVideo Instructional Performances (VIPs)

VIPs Video- Maintains a Climate of Inquiry

Dimension 2 – Element VII

Record what you ‘see’ and ‘hear’

Note Strengths

Note any areas to improve upon to make a greater impact

Christine MeisterMath

Grade 5Climate of Inquiry

Hans Christian Anderson Elementary

Changes to Dimension 3

Element III – Includes technology in all categories

Element V – New language for Differentiates Instruction in all categories

Dimension 3Review and highlight assigned Element of rubric

As a table – list 2 Proficient and 2 Distinguished ‘See/Hear’

Be prepared to share

Dimension 3: Proficient Element I

Formative Assessment (thumbs up or down, SRS, surveys, etc.)

Wait time for responses to ?s

Content is based on the grade level standard

Dimension 3: Distinguished Element I

Multiple intervention strategies used (providing clues, probing, wait time etc.)

Identifies learning gaps throughout the lesson(formative assessments)

Anticipates problems and is prepared to address misconceptions

Dimension 3: ProficientElement II

Some lower level questions are evident

Most questions encourage extended responses

Dimension 3: Distinguished Element IIHigher-order questions that involve analysis and synthesis

(Compare ___ to ____.)(Predict what will happen next.)

Students defend or justify answers

Dimension 3: Proficient Element III

Some B.E.S.T. (Marzano) instructional strategies implemented

Students use technology as a learning tool (iPad, SRS, Edmodo)

Dimension 3: Distinguished Element III

Variety of instructional strategies evident

Students use 21st century technology to create new products or skills

Dimension 3: Proficient Element IV

Learning Cycle utilized

Rigorous and engaging curriculum

Texts at or above grade level

Dimension 3: Distinguished Element IV

Lessons relevant to students’ lives

Lessons consistently challenge students

Dimension 3: ProficientElement V

Occasionally incorporates various Differentiated Instructional Strategies (Cooperative Learning Structures)

Lesson design based on student abilities and interests

Teacher regularly reviews students differences to plan appropriate learning activities

Dimension 3: Distinguished Element V

Each UNIT is deliberately planned to include varied opportunities for students to process information, develop differing products, or acquire new content

Dimension 3: Proficient Element VI

Timely and consistent formative assessments utilized:

Exit slips Student Response System White boards Fist to Five

Dimension 3: Distinguished Element VI

Specific feedback given during guided practice (Quadrant 3) to ALL students

Rubrics utilized

VIPs Video-Differentiates Instruction

Dimension 3 – Element V

Record what you ‘see’ and ‘hear’

Note Strengths

Note any areas to improve upon to make a greater impact

Christina UttlingerSocial Studies

Grade 2Differentiates Instruction

West Melbourne School for Science

Planning for Dimensions 2 & 3

Resources

Planning Guide Pre-Planning/Early Release Professional

Development days August 10 September 23

October 21

45 minutes

Changes to Dimension 4

Element II –Deleted teacher made and replaced with:

Modifies formative and summative assessments to accommodate diversity

Dimension 4-Assessment The person who has the RED card in

the famous pair will share Elements 1 & 2

The other partner will share Element 3 Individually read over your assigned

Elements in Dimension 4 and highlight differences/trends – 5 minutes

VIPs Video-Assessment

Dimension 4 Record what you ‘see’ and ‘hear’

Note Strengths

Note any areas to improve upon to make a greater impact

Assessment

Tiered Exit Cards

Marie Barchi

9th grade Algebra Class

Video – Teaching Channel

Dimension 4As a table:Reach consensus on one Element to share a strength

What can be improved upon to make a greater impact?

Planning for Dimension 4 Resources

Planning Guide

Pre-Planning/Early Release Professional Development days August 10 September 23 October 21

30 minutes

Trends of Distinguished EvidenceDimension 1

Instructional Design and Lesson Planning

Learning goals are consistently clear, while tasks and content reflect full intent of content standards. Regularly accesses and uses data to modify instruction, designs high quality classroom performance tasks, questions and /or assessments to measure student learning. Requires students to demonstrate what they know and are able to do.

Trends of Distinguished Evidence

Dimension 5

Professional Responsibilities & Ethical Conduct

Complies fully with professional responsibilities and with school and district policies. Consistently displays conduct based on the highest professional standards. Promotes a two-way partnership between school and home with regard to communication. Consistently provides all parents with multiple strategies to assist with student learning.

Follow-Up For credit complete the following and submit to

Linda Buffum, Office of Professional Learning and Development, by September 30, 2015. Attach Planning Guide and training agenda to Follow-Up form before submitting.

Copy of completed Planning Guide with your names from summer training

Short summary of school site training

Copy of your training agenda