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Maggie Gardner & Whitney Frazier Adapted from LCS C2 Cohort PD.

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Presentation on theme: "Maggie Gardner & Whitney Frazier Adapted from LCS C2 Cohort PD."— Presentation transcript:

1 Maggie Gardner & Whitney Frazier Adapted from LCS C2 Cohort PD

2 LCPS Website – Quick Links - Select Excel/True North or type the following into your internet browser: https://lake.truenorthlogic.com Your initial login is your last name first initial (your LCS login for your computer network account) Your initial password is your EIN (employee identification number). If you are not sure of your password or have forgotten your password, the TNL administrator at: to receive your login information. This needs to be done prior to the October 3 rd training.

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4 Deliberate Practice Plan ProcessDeliberate Practice Plan Process 1. Self-Assessment Review Last Year’s Instructional Practice Data 2. Identify Focus Strategy Evaluator/Instructional Personnel 3. Create Measurable Goals 4. Actions/Reflections: On-going Tracking Progress 5. Measure Growth to Determine Deliberate Practice Scoring

5 Instructional StrategyLevel/Score Current student behavior/learning that I want to see improve as a result of focusing on this target strategy Changes in student behavior/learning I expect to see as a result of focusing on this target strategy. 1. #22 - Engaging students in cognitively complex tasks involving generating and testing hypothesis. 2 Level of questions and questioning are moderate most of the time. Students give up on challenging tasks without much effort. I would like to have the teacher and students ask more higher order questions based on tasks involving complex texts. 2. #13 – Reflecting on Learning 3 (but 2 during observations 2 & 3) Students are not reflecting on learning Students reflecting on learning. 1. Self-Assessment/ Reflection1. Self-Assessment/ Reflection

6 2. Identify Focus Strategies2. Identify Focus Strategies Instructional Strategy Baseline Level/Score and Date Anticipated Midpoint Growth Level/Score and Date Anticipated Final Growth Level/Score and Date 1. #22 Engaging Students in Cognitively Complex Tasks involving generating and testing hypothesis. Score: 2Score: 3Score: 4 Date: 4/23/12Date: 1/15/13Date: 4/14/13

7 3. Write Measurable Goals3. Write Measurable Goals Goals Goal #1 – I will raise my score on Engaging Students in Cognitively Complex Tasks Involving Generating and Testing Hypothesis from a 2 to a 4 and expect to see the results evident in student learning through their use of higher order questions and their ability to continue to solve complex tasks and persevere.

8 4. Identify Specific Action Steps & Resources Classroom Action StepsResources & Materials Goal 1 Ask 1 – 3 Higher Order Thinking (HOT) Questions with each complex text we read. Student pose HOT questions at each level of reading (beginning, middle, end) Literacy Coach help identifying complex text for appropriate grade level PD on HOT Types of HOT questions to ask View other classrooms with HOT questions Peer Review of classroom at mid point and end point.

9 Helpful Hints –To access Deliberate Practice Power Point and Sample Paper Work https://lake.truenorthlogic.com – To complete Steps 1, 2, & 3 of your Deliberate Practice Plan TNL: How to access your evaluation Select Evaluation – My Evaluations – Category 2 Classroom TEAM Evaluation – Select the arrow pointing to the right of your name – Select Edit – Scroll to Second Formal Observation - View


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