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Coaching protocol practice. Each team select a map (unit) to use for the coaching protocol. Join another person / team not from your grade or department . Guiding questions As you consider the alignment of your elements to each other, what questions arise for you?
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Coaching protocol practice • Each team select a map (unit) to use for the coaching protocol. • Join another person / team not from your grade or department. Guiding questions • As you consider the alignment of your elements to each other, what questions arise for you? • Based on what you have observed about the alignment of your elements, what questions arise about the alignment to the Standards?
Master Class on Mapping sterClass concept: • Expert observes work of student • Provides feedback • Expert will demonstrate and intervene • Dialogue between them is observed and • noted by student observers • Notation and reflection after class • All participants translate observations to their own work • Revision follows for all parties: student, observers, and the expert, too.
Use of Coaching Protocols In conjunction with Mapping Rubric for Data Entry
To improve the quality of CM entries- recommend: • Prior to the master class, all observers and participants will carefully review: • 1) The CM rubric • 2)The protocols accompanying the rubric will be examined and discussed in pairs by all. • 3)The teacher(s) to be reviewed will identify areas in their maps where they want feedback in advance. • 4)Maps to be reviewed should be in “reasonable shape” but definitely needing work.
Following the class: • 5) All participants debrief and identify insights. • 6) Each participants revises their personal map. • 7) FEEDBACK from at least three other faculty members who attended the master class. If possible: • One from same grouping (grade level team or department.) • Two from out of common grouping
Detail on Content: • Is there a clearly stated concept? • Do the subcomponents link to the concept? • Are the subcomponents helpful to the reader’s understanding of the key knowledge? • Is there sufficient information to have a working sense of the focus of the unit or strand?
Detail on Essential Questions • Is there a clear concept driving the question? • Is it written for the targeted students as the audience? • Can it organize and frame a set of classroom experiences? • Is it essential for the students given their experiences K-12? • Does is align with standards? • If there is more than one question, are all of them necessary? • Does it link and bind content, skills, and assessments on the maps
Detail on Skills • Does each skill entry begin with a specific action verb? • Do the skills make good sense as proficiencies to engage the learner with the content? • Is there sufficient time on the map to work on cultivating the skill?
Detail on Assessment • Does the assessment provide observable evidence of the targeted skills? • Does the assessment provide evidence of the student’s knowledge of the prescribed content? • Is the assessment identified in a precise manner in a noun form?
Detail on Developmental Focus • Are all of the entries: content, skills, assessment, and essential questions age appropriate? • Are they engaging and motivating for the learner?
Detail on Accuracy of Response • Are the entries honest and clear descriptions in real time of the operational curriculum? • Are the entries understandable and precise in their descriptions?
Detail on Conceptual Understanding of the Design Process • Do the designs work in coordination with other grade levels and other disciplines? • Does the curriculum reflect the larger purposes and mission of the school setting? • Are the specific needs of the target student population reflected in the design?
Detail on Internal Alignment • Do the basic elements on the map align and support one another? • Are there any elements different from the whole? • Does the map align with other maps in the building or between buildings on the K-12 journey?
