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Evidence with 5D+ for Fitness/Health, Performing Arts, CTE and Special education. Stacey Krumsick, ICFFS Debbie Lindgren & marty Neyman-Health & Fitness Sara Weyrick & wendy mcphetres -Performing arts Tony Sharpe & Janine Colburn-CTE Michelle Schmick-special education. Purpose.
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Evidence with 5D+ for Fitness/Health, Performing Arts, CTE and Special education Stacey Krumsick, ICFFS Debbie Lindgren & marty Neyman-Health & Fitness Sara Weyrick & wendymcphetres-Performing arts Tony Sharpe & Janine Colburn-CTE Michelle Schmick-special education
Purpose • Stage 1 training- “What does this look like and sound like for my classroom?” • CEL stance • Like minds.
Learning Targets • Teachers will have a deep understanding of the indicators in each dimension. • Teachers will be able to identify evidence for performance levels by indicator, sub-dimension and dimension.
Success Criteria • I can describe to a content similar colleague how the rubric fits for our content area. • I can explain to that same colleague what evidence would be needed to be observed for proficient and distinguished.
Instructional Core Text/Task “Content” Increasing the level and complexity of the curriculum/content. Context Teacher Student Increasing the knowledge, skills and expertise of the teacher. Changing the role of the student as learner. CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007
The 5 Dimensions of Teaching and Learning Instructional Framework • Purpose • Student Engagement • Curriculum & Pedagogy • Assessment for Student Learning • Classroom Environment & Culture
Core Ideas in Each Dimension • Equity: each and every student. • Student role in their own learning: agency and ownership. • Student independence with the learning. • Rigorous intellectual work.
The 5D+ Teacher Evaluation Rubric • Shared and common vision of high quality teaching. • Inquiry-based growth model, not a checklist. • Joins instructional leaders and teachers in co-learning. • Accessible and actionable. • Equity is embedded in each dimension. • Anchors classroom observations and continuous conversation about teaching and learning.
A Clear Purpose is Essential to Teaching and Learning “Without clear targets, we can’t do any of the following things: • Know if the assessment adequately covers and samples what we taught. • Correctly identify what students know and don’t know and their level of achievement. • Plan next steps in instruction. • Give detailed, descriptive feedback to students. • Have students self-assess or set goals likely to help them learn more. • Select instructional activities that actually help students achieve the target.” – Karen Kidwell Kentucky Department of Education. (n.d.) Deconstructing Standards into Achievable Learning Targets(PowerPoint presentation). Retrieved from http://www.slideshare.net/suehellman/learning-targets-by-karen-kidwell.
Moving to Purpose! • Identify key ideas in the Purpose section of the rubric. • Start at Basic. • Identify what’s different as you move up and down the performance levels. • Pay attention to teacher, student, and, or, frequency words, commas.
Evidence • With your content area specialists, brainstorm what evidence would look like and sound like for Proficient in Purpose 1 Standards: Connection to standards, broader purpose and transferable skill. (5 minutes) • Share out • Continue this process with Purpose. Capture ideas on poster and your handouts. (20 minutes) • Gallery Walk the other content areas (5 minutes)
Assessment for Student Learning • Continue same process with this dimension. (30 minutes)
Curriculum and Pedagogy • Continue same process with this dimension. (30 minutes)
Student Engagement • Continue same process with this dimension. (20 minutes)
Classroom Environment and culture • This dimension will be your homework. Use the same process as the other dimensions.
Learning Targets • Teachers will have a deep understanding of the indicators in each dimension. • Teachers will be able to identify evidence for performance levels by indicator, sub-dimension and dimension.
Success Criteria • I can describe to a content similar colleague how the rubric fits for our content area. • I can explain to that same colleague what evidence would be needed to be observed for proficient and distinguished.
Evaluations • Please fill out evaluation form and leave on your table. • THANK YOU for all your hard work today!