Teacher Launch Pad
August 30th, 2016 by Sutfin

  • Kagen Strategies
  • Collaborative Conversations
    • https://www2.uwstout.edu/content/profdev/rubrics/secondaryteamworkrubric.html
    • http://fisherandfrey.com/uploads/posts/Collab_Conversation.pdf
  • Activity Strategies
  • Department Goals
    • Goal 1: 100% of CTE teachers will lead students in effective collaborative conversations based on CTE Industry themed, cognitively demanding tasks and/or text at least 2 times per semester.
    • Goal 2: CTE Department will support a strong college and career going culture by exposing students to a variety of industry professionals, college representatives and college and career resources on a quarterly basis in every CTE class.
  • School Wide Goals
    • College and Career Readiness through the Linked Learning Approach
      • All SLCs will work to close the achievement gap and increase A-G completion rates within each academy to create a strong college and career going culture.
    • Increase Academic Rigor Using Collaborative Conversations
      • All students will participate in cognitively demanding tasks within a structured and supportive environment that allows them to gain a deeper understanding of content through collaborative conversations.
    • Linked Learning experience enhances school pride in our Small Learning Communities
      • All staff will create and promote opportunities for all students to participate in clubs, sports, and SLC events in order to strengthen school climate and students’ overall sense of belonging within their SLC.
  • District Goals
  • State Teaching Standards
    • Engaging and Supporting All Students in Learning
      • 1.1 Using knowledge of students to engage them in learning
      • 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
      • 1.3 Connecting subject matter to meaningful, real-life contexts
      • 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs
    • Creating and Maintaining Effective Environments for Student Learning
      • 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully
      • 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students
      • 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
      • 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students
      • 2.5 Developing, communicating, and maintaining high standards for individual and group behavior
      • 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn
      • 2.7 Using instructional time to optimize learning
    • Understanding and Organizing Subject Matter for Student Learning
      • 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks
      • 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
      • 3.3 Organizing curriculum to facilitate student understanding of the subject matter
      • 3.4 Utilizing instructional strategies that are appropriate to the subject matter
      • 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students
      • 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content
    • Planning Instruction and Designing Learning Experiences for All Students
      • 4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
      • 4.2 Establishing and articulating goals for student learning
      • 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
      • 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
      • 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students
    • Assessing Students for Learning
      • 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments
      • 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
      • 5.3 Reviewing data, both individually and with colleagues, to monitor student learning
      • 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
      • 5.5 Involving all students in self-assessment, goal setting, and monitoring progress
      • 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning
      • 5.7 Using assessment information to share timely and comprehensible feedback with students and their families
    • Developing as a Professional Educator
      • 6.1 Reflecting on teaching practice in support of student learning
      • 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development
      • 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning
      • 6.4 Working with families to support student learning
      • 6.5 Engaging local communities in support of the instructional program
      • 6.6 Managing professional responsibilities to maintain motivation and commitment to all students
      • 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

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Principles

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1. Engages and Supports All Students in Learning

______ Distinguished ______ Effective ______ *Developing ______ *Unsatisfactory

• Using knowledge of students to engage them in learning through differentiating instruction based on their strengths, interests and needs. (1.1) • Connecting learning to students’ prior knowledge, background and life experiences. (1.2) • Connecting subject matter to meaningful, real-life contexts and purpose for learning. (1.3) • Using a variety of instructional strategies, including EEEI, and a variety of resources and technologies to meet students’ diverse learning needs. (1.4) • Promoting critical thinking through inquiry, problem solving, technology and reflection. (1.5) • Monitoring student learning and adjusting instruction by incorporating a variety of strategies while teaching to insure progress of pupils towards the standards (1.6). Comments:

2. Creates and Maintains Effective Learning Environments

______ Distinguished ______ Effective ______ *Developing ______ *Unsatisfactory

• Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully. (2.1) • Creating and maintaining safe physical environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. (2.2, 2.3) • Creating a rigorous learning environment with high expectations for all students (2.4) • Developing, communicating, and maintaining high standards for individual and group behavior. (2.5) • Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. (2.6) • Using instructional time to organize learning. (2.7) Comments:

3. Understands and Organizes Subject Matter for Student Learning

______ Distinguished ______ Effective ______ *Developing ______ *Unsatisfactory

• Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks. (3.1) • Applying knowledge of student development and proficiencies to ensure student understanding of subject matter. (3.2) • Organizing curriculum to facilitate student understanding of the subject matter. (3.3) • Utilizing instructional strategies that are appropriate to the subject matter. (3.4) • Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. (3.5) • Addressing the needs of English learners and students with special needs to provide equitable access to the content. (3.6) Comments:

4. Plans Instruction and Designs Learning Experiences for All Students

______ Distinguished ______ Effective ______ *Developing ______ *Unsatisfactory

• Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction. (4.1) • Establishing and articulating goals for student learning. (4.2) • Developing and sequencing long-term and short-term instructional plans based on District guidelines (as applicable) to support student learning. (4.3) • Planning instruction that incorporates appropriate strategies and curricular objectives to meet the learning needs of all students. (4.4) • Adapting instructional plans and curricular materials to meet the assessed learning needs of all students. (4.5) Comments:

5. Assesses Student Learning

______ Distinguished ______ Effective ______ *Developing ______ *Unsatisfactory

• Applying knowledge of the purposes, characteristics, and uses of different assessments, both informal and formal. (5.1) • Collecting and analyzing assessment data from a variety of sources to inform instruction. (5.2) • Reviewing data, both individually and with colleagues, to monitor student learning.(5.3) • Using assessment data to establish learning goals and to plan, differentiate, and modify instruction as permitted by District guidelines (as applicable). (5.4) • Involving all students in self-assessment, goal setting, and monitoring progress. (5.5) • Using technology to assist in assessment, analysis, and communication of student learning. (5.6) • Using assessment information to share timely and comprehensible feedback with students and their families. (5.7) Comments:

6. Developing as a Professional Educator

______ Distinguished ______ Effective ______ *Developing ______ *Unsatisfactory

• Reflecting on teaching practice in support of student learning. (6.1) • Establishing professional goals and engaging in continuous and purposeful professional growth and development. (6.2) • Collaborating with colleagues and the broader professional community, as available, to support teacher and student learning. (6.3) • Working with families to support student learning. (6.4) • Promoting collaboration between school and community in support of the instructional program. (6.5) • Managing professional responsibilities to maintain motivation and commitment to all students. (6.6) • Demonstrating professional responsibility, integrity, and ethical conduct. (6.7)

 

REFERENCES

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