APS Teacher Evaluation

1. Module 8: Standard 2- Instructional Planning APS Teacher Evaluation Please sit in groups from the same school.

2. Brainstorm What are 8 things that you would expect to see in an effective lesson?

3. Anticipation Guide

4. APS Teacher Evaluation Process Overview Writes Teacher Lesson Plans Participates Writes Compiles Participates Participates Approves Reviews Conducts Facilitates Facilitates Lesson Plans Evaluator Monitors

5. Agenda • Teacher Performance Standard 2 Instructional Planning • APS Lesson Plan Key Elements • Application

7. Sample Performance Indicators

8. How is Standard 2 Measured?

9. Plans Teacher Evaluation Handbook p. 21 “Written plans (e.g. lesson plans or workshop agendas/outlines) provide evidence of knowledge and planning and need to be available for an evaluator at any time. For an announced observation, the teacher needs to provide the plan to the evaluator before the visit to the classroom. The APS Guide to Key Elements of a Lesson Plan and Observation form can be found in Section III of the Handbook. Other forms of communication are at the discretion of the evaluator.”

10. Additional Reading Brief 4 Instructional Planning

11. Windshield Check for Understanding • CLEAR = I get it! • BUGS = I get it for the most part, but some things are still unclear. • MUD = I still don’t get it!

12. 2) APS Lesson Plan Key Elements

13. Presentation Lesson Video- World War I: Writing From the Trenches APS Gunston Middle School Barbara Formosa and Greg Cabana

14. What key elements did you see? • Discuss in pairs • Share out key elements from the video

15. Practice In this particular grade level- what does _____(insert key element)___ look like? Our focus for today

16. Stations- Examples of Grade Level Specific Key Elements • Circle 4 key elements that you would like to spend more time learning about/practicing • Around the room are posters with information about each key element. • Stand by one poster (no more than 4-6 per poster) • Brainstormexamples of that element in your instructional planning • Repeat 3 more times • Grab a partner and gallery walk • Debrief as a group

17. 3) Application: Plan A Lesson • Collaboratively plan a lesson including the key elements • If you need suggestions on a typical third quarter objective for Math, Reading, Science or Reading send a representative up to the front to take copies back to your table. • Record the lesson on chart paper as evidence of understanding the key elements

18. Debrief- Collaborative Lesson Planning • What was a successful part of this activity? • What was a challenge in this activity?

19. Closure

20. Check for Understanding: • Return to Anticipation Guide • Action Plan • Exit ticket

21. True False True False True True True True True True

22. APS Teacher Evaluation Vision Since 1999 “Arlington Public Schools will provide every student with highly effective educators that have the necessary tools to positively impact student learning and growth.”

23. Language Objectives • State how students will use language to master the content • Include all four language domains – reading, writing, speaking and listening • Build academic language proficiency • Students need time to practice using all four language domains to develop understanding of the content

24. Key Questions When Writing language Objectives • Is the objective observable? • How will you assess student mastery? • Are the language objectives focused on the academic languageand/orlanguage processes you expect students to use? • Are the objectives written in student-friendly language? Consider: What are the language demands of the content objective? • Language functions – e.g. define, describe, explain, classify, compare, summarize, sequence • Academic vocabulary– (e.g. discipline-specific, test vocabulary, transition words) • Language structures – (questions, past tense, writing a complete sentence, writing a paragraph) Language Objectives

25. Example: The Water Cycle - Language Objectives Student will be able to: • Read • Read the text to ask and answer questions to demonstrate comprehension. • Write • Use key vocabulary and transition words to describe the water cycle process. • Speak • Describe the water cycle while viewing a diagram. • Use the key vocabulary in an oral description of the water cycle. • Listen • Listento a partner’s description and assess accuracy. Language Objectives

26. Content Objectives Content objectives: • are derived from the state content standards • should emphasize the key components of the topic • should be clear, direct, observable and student-friendly • Should build connections to prior background knowledge of key vocabulary and concepts • Students need time to practice using all four language domains to develop understanding of the content

27. A Process for Student and Teacher Growth APS Teacher Evaluation