2-Page Template, Page 1
Title: Franklin High School PD Plan Subject/Course:N/A
Topic: School Reform Grades:9-12 Designers: Mario A. Caldevilla
Stage 1 - Desired Results
Established goals: (1)Continue to train and support all teachers in using Understanding
by Design(2)Differentiate the training of UbD by deepening the expertise of key teachers
to become leaders in departments, SLC’s, and in Professional Development(3)Continue
to train and support administrators in UbD and in using observable indicators of UbD in
supervision of instruction(4)Transition from subject specific UbD unit planning to UbD
Understandings: Essential Questions:
Teachers will understand that How do we identify what is worthy of deep
In order for students to reach a deep understanding in the curriculum?
understanding of content requires that teachers
identify learning outcomes, evidence of How do we identify the key skills and
learning, and plan to scaffold learning concepts students need to master?
experiences that lead towards mastery of How do we purposely provide students
learning outcomes. with opportunities to demonstrate their
Using UbD as a common language to address learning using the six facets of
curriculum, assessment, instruction, and understanding?
learning will enhance adult collaboration and
student achievement. How do we measure evidence of learning?
Teachers will know Teachers will be able to …
The 3 stages of UbD Identify Big Ideas(concepts, principles,
The role Big Ideas and Essential theories, etc.).
Questions play in setting curriculum Develop essential questions
priorities. Provide students with opportunities to use
The role that the Six Facets of the six facets of understanding
Understanding play in students thinking Develop multiple assessments
Stage 2 — Assessment Evidence
Performance Tasks: Summary in GRASPS form:
Teachers demonstrate the connection between big ideas, essential questions, and State
Standards in their unit designs and by informing their students.
Big ideas and/or essential questions are posted in classrooms and referenced.
Multiple forms of assessments are used to gather evidence of students understanding.
Students are informed about learning/evaluative criteria to be used in assessments.
Assessments are anchored in authentic tasks.
Teachers and students discuss, reflect, and evaluate their learning on an ongoing basis.
Teachers and students are able to explain, revisit, and rethink all of the above.
Key Criteria: See Attachment(Observable Indicators Rubric)
Student work samples with prompts and rubrics/other achievement data
Teacher led professional development
Stage 3 — Learning Experiences
Learning Activities Consider the WHERETO elements.
(W) Teachers are expected to design UbD units that they will roll out in their
classrooms and collect samples of student work to determine the
effectiveness of the design.
(H)Teachers will attend 3 day Institutes for Excellence in Teaching
(H)Teachers will be paid to attend Institutes during their vacation time
(H)Training will occur in a professional setting, continental breakfast
and lunch will be provided
(E) Laptops, CD’s (with templates, standards, rubrics, samples, etc.) will be
provided. Teachers who complete their designs will share out and receive a
USB device to save their work
(R) Teachers will meet during two monthly professional development days
to discuss the progress and effectiveness of their designs collaboratively
(R) Teachers will use protocols for looking at student work and
rethink/revise designs as needed
(R) Teachers will reflect on their learning and their student’s learning
(E) Teachers will observe each other and discuss evidence of student
understanding during debriefings
(E) Administrators will use the observable indicators rubric to measure
implementation of UbD
(T) Training in UbD will be differentiated with key groups of teachers being
placed on accelerated pathways so they can assume leadership roles in
departments, SLC’s, and in professional development
(O) UbD is the glue that connects adult and student learning in all areas of
curriculum and pedagogy at our school. UbD serves to connect the
dots(Standards, assessments, instruction, learning, WASC, Single Plan,
brain based learning strategies, Writing to Learn) so everyone can see the
big picture(improved student achievement)