1st period – 9:30 – 10:21 –
  • Half of you (Drew, Matt Sheber Howard, Rani, Nathan, Haley) will be observing in Mersi Steggall’s 8th grade English class. While you are observing, you will be writing questions and observations in your learning journal.
  • The other half (Adriana, Quinn, Laura, Matt Ryan, Nick, Katie) will have professional workshop where we will discuss classroom management and continue our work on writing learning targets.

2nd period – 10:25 – 11:17 – Same as first period, but reversed. The second group will be observing in Molly Via’s class.

3rd period – 11:21 – 12:00 – Debrief and questions with Julie and Anali (the literacy coaches/teacher leaders at Garry)

Professional Workshop
SWBAT identify the key components and purpose of a lesson plan
SWBAT define diagnostic, formative, and summative assessment and explain how they might be used in a lesson

1. Lesson Plan as a Genre
2. Assessment Basics

3. Mapping the alignment of a lesson you've observed
4. Collect Journals


Housekeeping:

Quality of Response (Depth)--

Levels of Achievement:
Below Standard
  • Response is superficial and/or unoriginal.
Approaching Standard
  • Response contains some elements of the criteria for meeting standard, but lacks depth/critical engagement. Response summarizes what was learned without analyzing it.
Meets Standard
  • Demonstrates critical and curious engagement with the resources. Evidence: identifies cross-cutting and unique themes/stances; thoughtfully questions the assumptions and evidence presented and your own assumptions/experience; includes unique ideas for potential applications; written from a professional development perspective
Exceeds Standard
  • Response demonstrates critical engagement and depth beyond what would be expected from a novice teacher.


Scope of Response (Breadth)--

Levels of Achievement:
Below Standard

  • Response suggests that the writer only superficially engaged with just a few of the resources.
Approaching Standard
  • Response indicates engagement with just a few of the resources; doesn't present multiple perspectives or considerations about the topic.
Meets Standard
  • Demonstrates serious and thoughtful engagement with multiple resources. Evidence: multiple perspectives, references to specific resources, fully answers the questions, addresses multiple issues.
Exceeds Standard
  • Responses suggest an especially thorough reading of the resources and/or exploration of resources beyond what was suggested.

Writing--

Levels of Achievement:
Below Standard

  • Writing is unacceptable for a professional educator.
Approaching Standard
  • Errors don't get in the way of understanding intended meaning, but writing lacks professional polish.
Meets Standard
  • Writing is polished, professional, and free from significant or multiple errors.
Exceeds Standard
  • Writing is exceptionally effective, elegant, and/or persuasive.