Vision

1. Vision Dr. L. Elovitz

2. Personal Vision • Where do you want to go and how do you intend to get there?

3. The Vision • The vision is the end state, the intensions of where you want to go with your school.

4. Think Afresh and Out of the Can • How do you envision what your school should be like? • What should be going on in such a school • How would you describe and effective school? • What values and beliefs about learning are important to address?

5. MY Vision

6. Beliefs What beliefs do you hold about education?

7. BELIEFS • ALL CHILDREN CAN LEARN • SUCCESS BREEDS SUCCESS • TEACHERS CONTROL THE CONDITIONS OF LEARNING IN THEIR CLASSROOM

8. ESSENTIAL ELEMENTS OF INSTRUCTION • SELECT THE LEARNING (OBJECTIVE) AT THE CORRECT LEVEL OF DIFFICULTY • TEACH TO THE INTENDED OBJECTIVE • MONITOR THE LEARNING AND ADJUST THE TEACHING • USE THE PRINCIPLES OF LEARNING Madeline Hunter

9. STANDARDS FOR INSTRUCTION • SELECT THE LEARNING (OBJECTIVE) AT THE CORRECT LEVEL OF DIFFICULTY • TEACH TO THE INTENDED OBJECTIVE • MONITOR THE LEARNING AND ADJUST THE TEACHING JOEL SUZUKI

10. Components of Professional Practice • Domain I: Planning and Preparation • Component c: Selecting Instructional Goals (CLD) • Component e: Designing Coherent Instruction(T2O) • Domain III: Instruction • Component e: Demonstrating Flexibility and Responsiveness (M&A) Charlotte Danielson A Framework for Teaching

11. CORRECT LEVEL OF DIFFICULTY • KNOWLEDGE OF PRIOR LEARNING • USE OF QUESTIONS • USE OF PRE-TESTS • DIAGNOSTIC TESTING

12. TEACH TO THE OBJECTIVE • TEACHER ACTIONS • GIVE INFORMATION • ASK QUESTIONS • MAKE SPECIFIC RESPONSES • DESIGN ACTIVITIES • RELATED Vs. RELEVANT

13. MONITOR & ADJUST • ELICIT OVERT BEHAVIOR • CHECK FOR UNDERSTANDING • INTERPRET THE BEHAVIOR • ACT ON INTERPRETATION SIGNAL SAMPLE CHORAL RESPONSE PROCEED PRACTICE RETEACH QUIT

14. BELIEF THEORY STANDARD ALL CHILDREN CAN LARRY LEZOTTE TEACH TO OBJECTIVE LEARN EFFECTIVE SCHOOLS JOHN CARROLL TIME ON TASK SUCCESS = SUCCESS BENJAMIN BLOOM CORRECT LEVEL OF DIFFICULTY COGNITIVE TAXONOMY TEACHERS CONTROL B.F. SKINNER MONITOR AND ADJUST LEARNING CAUSE AND EFFECT LEARNING

15. M/A THEORY STANDARDS BELIEFS T2O CLD

16. PRINCIPLES OF LEARNING * POWERFUL TOOLS THAT TEACHERS USE TO ENCOURAGE STUDENTS TO EXHIBIT BEHAVIORS THAT LEAD TO INCREASED LEARNING * RESULT FROM CONTINUOUS DETAILED RESEARCH * TEACHER DECIDES ON WHICH, WHEN AND HOW THEY ARE USED * USE MUST BE CONGRUENT WITH STANDARDS * NOT NECESSARY TO INCLUDE ALL PRINCIPLES IN ALL LESSONS

17. Set Active Participation M/A Reinforcement THEORY Motivation STANDARDS Retention BELIEFS T2O CLD Closure Transfer

18. METHODS OF INSTRUCTION * TEACHERS MAY CHOOSE FROM A VARIETY OF METHODS TO EMPLOY IN ORDER TO DELIVER INSTRUCTION * METHODOLOGY REFLECTS THE APPLICATION OF THE PRINCIPLES OF LEARNING * USE MUST BE CONGRUENT WITH THE STANDARDS

19. Set Active Participation M/A Reinforcement THEORY Generic Strategies Motivation Content Specific Strategies STANDARDS Retention BELIEFS T2O CLD Closure Transfer

20. GENERIC COOPERATIVE LEARNING LEARNING STYLES ACTIVE LEARNING CLASSROOM MANAGEMENT CONTENT SPECIFIC PROCESS WRITING WHOLE LANGUAGE SCIENCE LAB SHOP ART STUDIO Teaching Strategies

21. THE TEACHER • USES THE PRINCIPLES OF LEARNING • CHOOSES FROM THE METHODS OF INSTRUCTION

22. Professional Development: A JOINT EFFORT BETWEEN TEACHERS, SUPERVISORS AND ADMINISTRATORS TO INFUSE STANDARDS, PRINCIPLES AND METHODOLOGY THROUGHOUT THE DISTRICT FOR THE BENEFIT OF THE STUDENTS

23. Professional Development: • is sustained over time • is based on adult learning theory • includes inside and outside experiences • can be job embedded • encourages risk taking, creativity and assessment

24. Mentoring Supervision College Courses Set Peer Coaching Active Participation M/A Reinforcement THEORY Generic Strategies Motivation Content Specific Strategies STANDARDS Retention BELIEFS T2O CLD Closure Transfer Workshops In-service Action Research Study Groups

26. CURRICULUM CONGRUENCE TAUGHT WRITTEN LEARNED TESTED

27. INSTRUCTIONAL OBJECTIVES *IDENTIFY WHAT THE STUDENT SHOULD KNOW OR BE ABLE TO DO AS A RESULT OF INSTRUCTION *IDENTIFY THE PIECE OF CONTENT TO BE TAUGHT *IDENTIFY THE STUDENT BEHAVIOR WHICH WILL BE EXPECTED IN ORDER TO INDICATE ACHIEVEMENT OF THAT BEING LEARNED

28. BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN LEVEL OF COMPLEXITY 1. KNOWLEDGE RECALL, MEMORY, FACTS 2. COMPREHENSION UNDERSTANDING, TRANSLATION 3. APPLICATION USE INFORMATION IN A NEW SITUATION 4. ANALYSIS TAKE APART, COMPARE/CONTRAST 5. SYNTHESIS PUT TOGETHER A NEW CREATION 6. EVALUATION JUDGMENTS BASED ON MORE THAN OPINIONS

29. OBJECTIVE DEVELOPMENT USING BLOOM’S TAXONOMY LEVEL VERB 1. KNOWLEDGE LIST, LABEL, DEFINE, NAME, STATE 2. COMPREHENSION SUMMARIZE, EXPLAIN, DESCRIBE IN YOUR OWN WORDS, ILLUSTRATE, PARAPHRASE, IDENTIFY 3. APPLICATION COMPUTE, DEMONSTRATE, USE, SOLVE 4. ANALYSIS BREAK INTO PARTS, CLARIFY, OUTLINE, COMPARE/CONTRAST 5. SYNTHESIS DESIGN, REARRANGE, COMPOSE, WRITE AN ORIGINAL ENDING 6. EVALUATION SUPPORT, DECIDE, CRITICIZE, CHOOSE ONE AND JUSTIFY

30. SAMPLE INSTRUCTIONAL OBJECTIVES THE STUDENTS WILL DEMONSTRATE THE ABILITY TO: -IDENTIFY THE POSITION OF THE EARTH RELATIVE TO THE SUN, THE MOON, AND OTHER PLANETS. -DESCRIBE THE ROTATION AND REVOLUTION OF THE EARTH AND OTHER PLANETS AROUND THE SUN. -DEMONSTRATE HOW THE EARTH’S POSITION AND TILT OF ITS AXIS PRODUCE THE SEASONS. -COMPARE THE POSITIONS OF THE EARTH, MOON, AND SUN DURING A SOLAR ECLIPSE AND A LUNAR ECLIPSE.