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
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