Introduction to the LAUSD Teaching and Learning Framework

1. Introduction to the LAUSD Teaching and Learning Framework Module 1: The LAUSD Teaching & Learning Framework

2. Teaching and Learning Framework Modules Overview

3. Objectives To become familiar with the content and structure of the Teaching and Learning Framework To reflect on Highly Effective Teaching Practices To identify the benefits of using the LAUSD Teaching and Learning Framework

4. A Message from Dr. Deasy

5. Context for the LAUSD Framework • Based on Enhancing Professional Practice: A Framework for Teaching • Created in 1996 • Validated in recent national studies

6. College Prepared and Career Ready Students Master Plan (The Who) Teaching & Learning Framework (The How) Common Core (The What)

7. Think-Pair-Share: Journey from Novice to Expert Think of a time when you improved your skills in any area. What strategies did you use?

8. Reading Activity: Say Something A Road Map for Novices Handout #1 – Excerpt from Enhancing Professional Practice: A Framework for Teaching – A Road Map for Novices

9. Reading Activity: Say Something Create groups of four and number yourselves accordingly. Read Handout #1 – A Road Map for Novices Person #1 - Reads the 1st paragraph aloud and #2 responds with one idea heard from the text. Person #2 - Reads the 2nd paragraph aloud and #3 responds with one idea heard from the text. Person #3 - Reads the 3rd paragraph aloud and #4 responds with one idea heard from the text. Person #4 - Reads the 4th paragraph aloud and #1 responds with one idea heard from the text.

10. Highly Effective Practices • Think about various practices that signal expert or highly effective teaching. • With a partner, come up with the 3-5 practices you identified as essential. (5 min)

11. LAUSD Teaching and Learning Framework Vocabulary Standards #2: Classroom Environment LAUSD Teaching & Learning Framework Components 2b: Establishing a Culture for Learning Elements 2b3: Student Ownership of Their Work

12. Handout #2 - Teaching and Learning Framework Placemat 1: Planning & Preparation 2: Classroom Environment 3: Delivery of Instruction 4: Additional Professional Responsibilities 5: Professional Growth

13. HANDOUT # 3 Rubric Sample Standard 3 Standard 3: Delivery of Instruction Component 3b: Using Questioning and Discussion Techniques Effective teachers design questions that provide cognitive challenge and engineer discussions among students to ensure all students participation. The highly effective teacher designs instruction that provides opportunities for students to develop their own cognitively challenging questions and to engage in various types of student-to-student discussions. Note: This content is taken directly from the working draft of the Teaching and Learning Framework, which was developed with our stakeholders, but does not substitute for current language in the LAUSD-UTLA Collective Bargaining Agreement.

14. Why A Framework? ! • Silently, read Handout # 4 - Excerpt from Enhancing Professional Practice: A Framework for Teaching • Response to Text Activity • As you read: • Put a next to something you agree with • Put an next to something that surprised you • Put a next to something you are wondering about

15. Small Group Discussion:Why A Framework? Share your findings with the whole group. (2 minutes)

16. Video Clip: Experience From the Field From LAUSD teachers and administrators

17. Objectives • To become familiar with the content and structure of the Teaching and Learning Framework • To reflect on Highly Effective Teaching Practices • To identify benefits of using the LAUSD Teaching and Learning Framework ✔ ✔ ✔

18. Table Talk Activity: Rubric Matching Quiz Directions: Handout # 1 – Rubric Matching Quiz Working in table groups, complete the quiz. Read each descriptor to determine the corresponding performance level . Come to a consensus for a group response. Everyone should be prepared to respond.

19. Standard 3: Delivery of Instruction Standard 3: Delivery of Instruction Component 3b: Using Questioning and Discussion Techniques HANDOUT # 1 C. Teacher’s questions require rigorous student thinking.  Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for student subgroups. D. Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/concept or text under discussion, or are not comprehensible to most students. A. Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students. B. Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the class.

20. Standard 3: Delivery of Instruction What are key distinctions between each level of the rubric? Standard 3: Delivery of Instruction Component 3b: Using Questioning and Discussion Techniques HANDOUT # 1

21. Video Activity – Part 1 Common Core State Standard – ELA /Grade 8 Key Ideas and Details RL. 8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Range of Reading and Level of Text Complexity RL. 8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

22. Video Activity – Part 1 Let us view the entire video segment of Mr. Foster’s Lesson

23. Video Activity – Part 2 Record what you see and hear from the students and teacher in this section. Directions: Using Handout # 2 – Video Activity, you will assume the role of an observer and record what you see and hear from the students and teacher. Pay close attention to the questions and answers from the teacher and students.

24. Video Activity – Part 2 We will watch the first minute of the same video segment

25. Video Activity: Turn and Talk Now turn to a partner and compare notes.

26. Sample Observation Notes Standard 3: Delivery of Instruction Component 3b: Using Questioning and Discussion Techniques T: Like I said we are going to have this summary. R. and C. are going to be keeping track of your responses. …used this last minute to confer with your group.. and to figure out what the attached emotion was. … Ronald who is keeping track of the emotion and C. who is keeping track of the happened. … as a class we all try to label them as it as an explicit emotion. That is in the text. It says what the characters were thinking or feeling. …Or implicit meaning. you … figure it out like you guys did in the poem. You had to look at mountains and at street and come up with sad. ….So if the last line of this (pointed to chart)… she was so sad. That would it have been explicit or implicit? S: Explicit T: Thank you Bobby. I wish……with a chorus. Let’s try that again. Would it have been implicit or explicit? S: (total class in unison) Explicit! T: T.Y again. Turn and Talk Activity Now turn to your partner and compare your notes to this observer’s notes.

27. Video Activity – Part 3 We will watch the rest of the same video segment.

28. Small Group Discussion: Rubric as a Tool How would Mr. Foster use this rubric to reflect on his practice for this element?

29. Unpacking the Rubric:“Find the GIST” Directions: • Preview the rubric for the elements under Standard 3 • Restate the most important idea for any of the Elements • Consider key nouns and verbs • Discuss and share your findings in triads

30. “Find the GIST” Reading Strategy: Here’s an example Standard 3: Delivery of Instruction Component 3b: Using Questioning and Discussion Techniques

31. Unpacking the Rubric:“Find the GIST” Directions: • Preview the rubric for the elements under Standard 3 • Restate the most important idea for any of the Elements • Consider key nouns and verbs • Discuss and share your findings in triads

32. Next Steps: Reflection of Practice Review the rubric for Element 3b1 – “Quality and Purpose of Questions” and reflect on your own practice: What questions do I design to challenge and elicit higher level thinking from my students?

33. Objectives To develop an understanding of the LAUSD Teaching and Learning Framework Rubric To reflect on teaching practice To connect instructional practices to the Teaching and Learning Framework