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					                      Module C
                 Performance Area 1
           Content Knowledge and Planning




Module C
                                                             Module C
                                                             Directions

In this module, mentors and beginning teachers will complete the four-step coaching process:
    1.     Mentors and beginning teachers will engage in a pre-data conversation in which they will determine a focus area for the
           next event(s)
    2.     The mentor will collect data on the focus area. Data include test scores, background information on students, lesson plans,
           assignments, and student work.
    3.     Then the mentor analyzes the data, determining the competencies that the beginning teacher demonstrated and the
           beginning teacher’s current abilities.
    4.     Then the beginning teacher and mentor have a post-data conversation.

Additionally, Module C contains resources that mentors and beginning teachers can use to improve their practice in Performance Area
1.

In Module C, the beginning teacher and mentor will focus on Performance Area 1: Content Knowledge and Planning. Begin by
introducing the rubric to the beginning teacher, focusing on Performance Area 1. Discuss the various competencies and indicators that
comprise Performance Area 1. Also, discuss possible evidence of the indicators.


Date completed: _____________________________________________________________




Module C
                                                       Competencies at a Glance

                                 Performance Area 1: Content Knowledge and Planning
                                 OTC 1: Central concepts and methods of inquiry of the subject matter
                                        and meaningful learning experiences
                                        Subject Matter Content Knowledge
                                        Curriculum Integration
                                        Content-specific Pedagogy
                                        Designing Coherent Instruction

                                 OTC 7: Instructional planning
                                        Selecting Instructional Goals
                                        Student Input

                                 OTC 14: Priority Academic Student Skills (PASS)
                                        Instruction Based on PASS



Suggested Activities: Mentors and beginning teachers are encouraged to engage in the following activities:

          Identify the PASS skills that the teacher is responsible for might be particularly difficult for the beginning teacher’s
           students? What cross-curricular links could facilitate students’ understanding.
          Discuss how the teacher’s goals are aligned with student needs, curriculum, pedagogy, and assessment in the beginning
           teacher’s lesson or unit plans.
          List some of the questions a professional working in the discipline asks (i.e., How are the skills of geography used by an
           urban planner?). How can those kinds of questions be communicated to students?


STEP 1: Pre-data conversation. Select from the questions below to help you plan. Remember to listen productively,
paraphrase, and ask clarifying questions.

          Tell me about the students in this class.

          Who are some students you are particularly concerned about?


Module C
          What are your content/curricular goals for this lesson?

          Why are they important to these students at this time?

          How will you know you have accomplished your content/curricular goals?
           o   What are your success indicators?
           o   What evidence are you going to collect?

          What steps will you take?
           o   What resources and strategies will you use to accomplish those goals?
           o   How will you differentiate instruction?

          What are some other goals for this lesson?

          How are goals, standards, curriculum, pedagogy, and assessment aligned?

          What do you want to learn from the data we collect about the class as a whole?

          How has this conversation helped you to be more prepared for your learning experience?

Based on this discussion, where would the beginning teacher like to focus the work of Module C?

___________________________________________________________________________________________________________
How would the beginning teacher like the mentor to collect evidence?

____________________________________________________________________________________________________________

                                                                                       Date completed:__________________________________




Module C
STEP 2: Collect data from a variety of sources.

Sources of evidence used:        _____Lesson plans                                  _____Classroom environment
                                 _____Observation                                   _____Grade Book
                                 _____Student work                                  _____Other: _____________________________________

OTC1: The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he/she teaches
and can create learning experiences that make these aspects of subject matter meaningful for students.
                                 Emerging                      Competent                    Proficient                       Accomplished

 Subject Matter Content          Teacher demonstrates basic    Teacher demonstrates         Teacher demonstrates a           Teacher displays extensive
 Knowledge                       grade level knowledge of      general knowledge of         thorough knowledge of            subject matter knowledge
                                 subject matter and can        subject matter and can       subject matter and can           and builds new learning
                                 explain some major concepts   explain major concepts and   articulate and demonstrate       through multiple
                                 and principles.               principles.                  major concepts and               connections.
                                                                                            principles in multiple ways.

             Resulting Student   Students develop shallow      Students understand facts    Students often use higher        Students use inquiry, critical
           Behaviors/Learning    understandings of the         and a few major concepts     order thinking skills in order   analysis, and synthesis to
                                 subject matter.               about the content.           to analyze and synthesize        demonstrate and apply a
                                                                                            new content learning.            deep understanding of the
                                                                                                                             content.

      Indicator                                   Teacher…                                                        Students…
Subject Matter
Content Knowledge




Module C
Module C
OTC1: The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he/she teaches
and can create learning experiences that make these aspects of subject matter meaningful for students.
                                 Emerging                      Competent                     Proficient                    Accomplished

 Curriculum Integration          Teacher presents content      Teacher occasionally uses     Teacher links multiple        Teacher relates and applies
                                 primarily from a single       multiple perspectives,        perspectives to students’     subject matter across the
                                 subject matter perspective.   sometimes creating            prior understandings, often   curriculum in ways that lead
                                                               interdisciplinary, inquiry-   creating interdisciplinary,   to high levels of student
                                                               based lessons.                inquiry-based lessons that    learning. Differing
                                                                                             use differing theories and    viewpoints, theories, and
                                                                                             ways of knowing.              ways of knowing allow
                                                                                                                           students to interpret ideas
                                                                                                                           from diverse perspectives.

             Resulting Student   Students experience limited   Students occasionally use     Students regularly use        Students interpret complex
           Behaviors/Learning    understanding of how          critical thinking and         critical thinking and         ideas from diverse
                                 concepts relate across        problem solving to make       problem solving to make       perspectives across
                                 integrated subject matter.    connections across            connections across subject    integrated subject matter.
                                                               integrated subject matter.    matter.

      Indicator                                    Teacher…                                                       Students…
Curriculum
Integration




Module C
OTC1: The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he/she teaches
and can create learning experiences that make these aspects of subject matter meaningful for students.
                                 Emerging                        Competent                       Proficient                      Accomplished

 Content-specific Pedagogy       Teacher displays basic          Teacher displays some           Teacher displays content-       Teacher continually searches
                                 content-specific pedagogical    content-specific pedagogical    specific pedagogical            for new practices to meet the
                                 knowledge but does not          practices reflective of         practices reflective of         needs of individual students
                                 anticipate student              research-based best practices   research-based best practices   and makes learning
                                 misconceptions.                 but does not routinely          but does not always             meaningful. Teacher
                                                                 anticipate student              anticipate student              anticipates and addresses
                                                                 misconceptions.                 misconceptions.                 students’ misconceptions.

             Resulting Student   Some students may not be        Most students can access the    Students have access to         Students have access to
           Behaviors/Learning    able to access the content or   content, but some may have      meaningful content and          meaningful content and have
                                 may have misconceptions.        misconceptions.                 generally have their            a thorough understanding of
                                                                                                 misconceptions addressed        the major concepts related to
                                                                                                                                 the instruction.

      Indicator                                    Teacher…                                                           Students…
Content-specific
Pedagogy




Module C
OTC1: The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he/she teaches
and can create learning experiences that make these aspects of subject matter meaningful for students.
                                 Emerging                          Competent                         Proficient                   Accomplished

 Designing Coherent              Instructional design has a        Instructional design has a        Instructional design has a   Instructional design has a
 Instruction                     recognizable structure. The       definite structure. The goals,    clearly defined structure.   highly coherent and clearly
                                 goals, planned lesson,            planned lesson, activities,       The goals, planned lesson,   defined structure. Teacher
                                 activities, and assessment        and assessment are aligned.       activities, resources, and   modifies the instructional
                                 may not be coherent.                                                assessments are clearly      design based on individual
                                                                                                     aligned.                     students’ interests and
                                                                                                                                  questions and provides
                                                                                                                                  opportunities to ensure
                                                                                                                                  achievement for all students.

             Resulting Student   Students display knowledge        Students display general          Students display knowledge   Students are successful in
           Behaviors/Learning    that is based on facts or may     knowledge of the lesson’s         of content, make             developing and applying
                                 not initiate use of new skills.   objectives; some students         connections with prior       deep understanding of the
                                                                   are able to utilize new skills.   learning, and apply new      content across subject matter
                                                                                                     knowledge and skills.        and curriculum.

           Indicator                                        Teacher…                                                        Students…
Designing Coherent
Instruction




OTC 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum


Module C
goals.
                                 Emerging                        Competent                         Proficient                         Accomplished

 Selecting Instructional Goals   Teacher identifies short- and   Teacher identifies short- and     Teacher identifies short- and      Teacher identifies goals that
                                 long-term goals which may       long-term goals that are          long-term goals that are           integrate meaningful
                                 result in low-level knowledge   generally aligned with            aligned with students’ needs       content and higher order
                                 or may not be consistently      students’ needs, though there     and that often result in           thinking skills to meet the
                                 aligned with students’ needs.   is little integration of higher   analysis and synthesis.            needs of individual students,
                                                                 order thinking skills.                                               the class as a whole, and the
                                                                                                                                      context of the greater
                                                                                                                                      community.

             Resulting Student   Some students can articulate    Most students can articulate      Most students articulate           Goals reflect student input
           Behaviors/Learning    personal learning goals.        personal learning goals.          personal learning goals and        to establish learning and
                                                                                                   relate what they are learning in   higher order thinking skills
                                                                                                   class to those goals.              that are important to
                                                                                                                                      individuals, the class as a
                                                                                                                                      whole, and the context of
                                                                                                                                      the greater community.



           Indicator                                       Teacher…                                                      Students…
Selecting Instructional Goals




Module C
OTC 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

                                 Emerging                         Competent                      Proficient                         Accomplished

 Student Input                   Teacher provides minimal         Teacher provides regular       Teacher consistently provides      Teacher and students
                                 opportunity for student input.   opportunities for student      opportunities for student input,   interact, plan, and reflect
                                 Teacher sometimes uses such      input, regularly using it in   consistently using it in           together on learning.
                                 input in planning.               planning.                      planning.

             Resulting Student   Few students are invested in     Some students are active       Most students are active           Students are self-directed
           Behaviors/Learning    the learning process.            participants in the learning   participants in the learning       participants in the learning
                                                                  process.                       process.                           process.



        Indicator                                         Teacher…                                                       Students…
Student Input




Module C
OTC 14: The teacher understands the Oklahoma core curriculum and is able to develop instructional strategies/plans based on
Priority Academic Student Skills (PASS).
                                 Emerging                       Competent                       Proficient                       Accomplished

 Instruction Based on PASS       Teacher’s goals are            Teacher’s goals are aligned     Teacher’s goals are aligned      Teacher’s goals encompass a
                                 generally aligned with PASS    with PASS and/or district       with PASS and/or district        curriculum framework based on
                                 and/or district curriculum,    curriculum and are generally    curriculum, aligned with         PASS and/or district curriculum
                                 but may not be fully           integrated into instruction.    instruction, and reflective of   and integrate the needs of
                                 integrated into instruction.                                   the needs of the class. Some     individual students. Appropriate
                                 .                                                              learning interventions are       learning interventions are
                                                                                                provided.                        provided.

             Resulting Student   Some students make             Most students make              Students routinely make          Students consistently make
           Behaviors/Learning    connections between            connections between             connections between              connections between instruction
                                 instruction and PASS           instruction and PASS            instruction and PASS             and PASS objectives. Students
                                 objectives.                    objectives.                     objectives.                      are performing at high levels
                                                                                                                                 while provided individualized
                                                                                                                                 instruction and support.
           Indicator                                       Teacher…                                                         Students…
Instruction Based on PASS




                                                                                               Date completed: ____________________________



Module C
STEP 3: Use the questions below to help you plan the data analysis. Select from the questions below to help you plan.
Remember to listen productively, paraphrase, and ask clarifying questions.

          As you reflect back on the lesson, how do you feel it went?

          What were the strengths of your lesson?

          What evidence supports your assessment?

          To what extent did the lesson align with your expectations?

          When you think about your plans for differentiation, to what extent did you meet the needs of students?

          Let’s review the data. What do you notice?
           o How do the data influence your feelings about the lesson?




                                                                          Date completed: __________________________________




Module C
STEP 4: Post-data conversation. Based on the data analysis, review the data with the beginning teacher, and the beginning
teacher highlights the descriptors that best fit the data.


   1. As you consider teaching this lesson again, what might you change to have a greater impact on student learning?

   2. As you plan for future lessons, what ideas are you developing that you might implement in the future?

   3. As you consider ways to continue to improve in the future, how might I be of help to you?


                                                                        Date completed: _________________________________

Next steps:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________


Resources:

Northwest Regional Education Laboratory. Developing Self-Directed Learners. http://www.nwrel.org/planning/reports/self-direct/.
      Retrieved May 28, 2007.

Oklahoma State Department of Education. Priority Academic Student Skills. http://sde.state.ok.us/Curriculum/PASS/default.html.
      Retrieved April 16, 2010.




Module C

				
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