1. Introduction to the LAUSD Teaching and Learning Framework
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Time: 1 minute
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Script:
In today’s professional development, we will learn more about the Teaching and Learning Framework.
Introduction to the LAUSD Teaching and Learning Framework
Module 3: Self-Assessment and Individual Growth Plan

2. Teaching and Learning Framework Modules Overview
The LAUSD Teaching & Learning Framework
Module 2:
The LAUSD Teaching & Learning Framework Rubric
Module 3:
The Self-Assessment and Individual Growth Plan
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Script:
In Modules 1 and 2 of the series, we were introduced to the Teaching and Learning Framework. Module 3 will continue to look at the Teaching and Learning Framework and two tools – the Self-Assessment and the Individual Growth Plan.

3. To introduce the Teacher Self-Assessment
Objectives
To introduce the Teacher Self-Assessment
To introduce the Individual Growth Plan
Slide #3 – No animation
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Script:
The objectives for today’s module are:
To introduce the Self-Assessment
To introduce the Individual Growth Plan

4. Teaching and Learning Framework
3 – 2 – 1 Review Activity
Directions:
Create a divided Circle Map.
Write responses on the Circle Map.
Share your responses with a partner/small group.
3 things you remember about the Teaching and Learning Framework
1 example of how you have used the rubric or might use rubric in your practice
2 things you remember about
Standard 3 – Delivery of Instruction
Teaching and Learning Framework
Slide #4 – With animation
Time: 7 minutes
Actions: Display slide. Participants will access their prior knowledge of the LAUSD Teaching and Learning Framework using the Review Activity by creating a Thinking Map® called a Divided Circle Map. Facilitators can have participants record their responses on a separate sheet of scratch paper or on a chart. Participants may use the information in the spiral bound rubrics to generate responses. Note: Participants received the spiral-bound Teaching and Learning Framework booklets in Module 2. Facilitators may also choose to distribute Handout #3 – Teaching and Learning Framework Placemat for this activity.
Script:
Now let us review what we learned about the Teaching and Learning Framework in Modules 1 and 2. We will record our responses using a divided Circle Map as indicated on the slide.
(Click to animate) First, the frame of reference or source of information is the Teaching and Learning Framework Rubrics provided in our previous modules.
(Click to animate) Next, in the inner circle of the Circle Map, write “Teaching and Learning Framework” as the topic we are reviewing. Divide the outer circle into 3 parts as indicated on the slide.
(Click to animate prompts) Within each section list your responses to the following prompts:
3 things you remember about the about the Teaching and Learning Framework
2 things you remember about Standard 3 – Delivery of Instruction
1 example of how you have used the rubric or might have used the rubric in your practice
Facilitator Background:
The purpose of this activity is to activate the participant’s prior knowledge about the LAUSD Teaching and Learning Framework. Facilitators may consider using various grouping structures for participants when completing the Circle Map (for example: individual, partners, or small groups).
If participants did not mention any of the following, make sure to state the following information about the structure and organization of the Teaching and Learning Framework:
It is divided into 5 Standards. Each standard has sub-sections called Components. Each component has specific practices called Element.
Facilitators may have elected to distribute the Teaching and Learning Framework spiral booklet to teachers during Module 2. If additional copies of the rubric are needed, you may access the master on the Resource CD. Facilitators may consider using various grouping structures for participants when completing the Circle Map (for example: individual, partners, or small groups).

5. Tools for Professional Practice
LAUSD Teaching and Learning Framework
Self-Assessment
Guide the reflection, refinement, and improvement of Professional Practice
Individual Growth Plan
Slide #5 – With animation
Time: 1 minute
Action: Display slide. Read script.
Script:
In the previous modules, we discussed how the Teaching and Learning Framework provides a guide on the refinement of our teaching practice leading to the movement from novice to expert. The Self-Assessment and Individual Growth Plan are tools that will guide the reflection, refinement and improvement of our own professional practice. (Click to animate) We will first look at the Self-Assessment.
Facilitator Background:
The use of the Thinking Map® called a partial “Multi-Flow Map” provides a visual representation of a cause and effect relationship between the use of the Self-Assessment and Individual Growth Plan, and the action of “reflection, refinement and improvement of professional practice.”

6. Self-Reflection of Professional Practice
Self - Assessment
Observation
Individual Growth Plan
Slide #6 – No Animation
Time: 1 minute
Action: Display slide. Read script.
Script:
There are multiple opportunities to use the Teaching and Learning Framework to guide your self-reflection. You’ll find opportunities to use the Teaching and Learning Framework during the Self-Assessment, during an observation of a lesson, and through the Individual Growth Plan. The Self-Assessment tool and the Individual Growth Plan tool are not created in isolation. The Self-Assessment is developed before a lesson observation while the Individual Growth Plan is created after. Each tool is used for personal reflection and refinement of teaching practice.
Facilitator Background:
The use of the Thinking Map® called a Flow Map shows the sequence of the Self-Assessment and Individual Growth Plan in relation to the Observation of a lesson.
Professional practice

7. The Self-Assessment
Handout # 1
The purpose of the Self-Assessment is to guide the reflection of professional practice.
Slide #7 – No animation
Time: 1 minute
Action: Display slide. Read script. Distribute Handout #1 – Self-Assessment
Script: Let us look at Handout #1 – Self-Assessment. The purpose of the Self-Assessment is to guide the reflection of professional practice over time. It is a reflection of a teacher’s overall practice, not based on a single, one-time lesson. Self-assessment is a crucial step in any activity where we seek to become an expert. By determining your current level of performance, you can then set goals and participate in activities to increase or improve your performance in specific skill areas.

8. Reflection on Practice and Self-Assessment
Handout # 1
Step 1: Become familiar with the Self-Assessment
Standard
STANDARD 3: DELIVERY OF INSTRUCTION
Please rate how effective your teaching practice is in each of the following focus elements:
INEFFECTIVE:
I do not or I struggle to incorporate this into my practice
DEVELOPING:
I incorporate this into my practice, but inconsistently
EFFECTIVE:
I consistently incorporate this into my practice.
HIGHLY EFFECTIVE:
I have a command of this practice and can be a model for others
Component 3B. USING QUESTIONING AND DISCUSSION TECHNIQUES
3b1. Quality and Purpose of Questions 
3b2. Discussion Techniques and Student Participation
Reflections/Evidence:
Component
Slide #8 – With Animation
Time: 3 minutes
Actions: Display slide. Use Handout #1 – Self-Assessment. Read script.
Script: On the next few slides, we are going to become familiar with Handout #1 – Teacher Self-Assessment. You will have a chance to practice completing the Self-Assessment for two elements of the rubric.
(Click to animate—the Standard portion of the slide will be highlighted)
First, let us become familiar with the document. Notice the heading is labeled as “Standard 3: Delivery of Instruction.”
(Click to animate —the Components and Elements will be highlighted)
Under each Standard, you will see the Component listed, as well as the individual Elements that make up each Component.
(Click to animate—the Reflections/Evidence section will be highlighted)
On the Self-Assessment, you will be asked to reflect and think about your evidence for the elements based on the descriptions provided in the Teaching and Learning Framework.
(Click to animate - performance levels will be highlighted)
The rubric provides a descriptor for each performance level – Ineffective, Developing, Effective, and Highly Effective.
(Click to animate—sample check marks will appear to indicate possible choices a teacher might make when completing the Self-Assessment)
After reviewing the rubric for that element in the Teaching and Learning Framework, you will rate your own practice by selecting the appropriate level of performance that describes your current practice. Keep in mind that you are considering your collective experience, not based on a specific lesson or time.
Elements 8 8

9. Reflection on Practice and Self-Assessment
Sample
Component 3b: USING QUESTIONING AND DISCUSSION TECHNIQUES
Ineffective
Developing
Effective
High Effect.
3b1. Quality and Purpose of Questions 
3b2. Discussion Techniques and Student Participation
Reflections/Evidence:
I try to develop questions in advance, considering Bloom’s taxonomy, to challenge students to think. I craft questions that help me see what my students have learned and if they understand the content. I also use SDAIE strategies to target the needs of English learners in my class.
I try to involve all my students in class discussions, but some still do not participate in whole-class and group conversations. When I assign group work, the conversations I hear are not often at a high level and do not challenge all students.
Slide #9 – With Animation
Time: 3 minutes
Action: Display slide. This slide provides a sample of a teacher Self-Assessment for two elements and the evidence used.
Script:
In a moment, we are going to reflect on our own practice for Elements 3b1 and 3b2. First, let’s look at an example of Mr. Foster’s Self-assessment on Element 3b1 and Element 3b2. You may recall, we saw part of Mr. Foster’s 8th grade ELA lesson in Module 2.
Mr. Foster included the following evidence:
“I try to develop questions in advance, considering Bloom’s taxonomy, to challenge students to think. I craft questions that help me see what my students have learned and if they understand the content. I use SDAIE strategies to target the needs of English learners in my class.”
“I try to involve all my students in class discussions, but some still do not participate in whole-class and group conversations. When I assign group work, the conversations I hear are not often at a high level and do not challenge all students.”
Pose a question: Where did this language come from? What has this teacher used as a basis for structuring his evidence?
Sample response: Some of the language from this evidence was based on the descriptors under the “Effective” practice of the rubric. Specific details were also included based on the teacher’s own teaching skills and strategies.
(Click to animate check marks) Once the evidence has been included, then I indicate the level of performance for this specific practice.
Facilitator Background:
Facilitators will guide participants to include descriptive evidence under the “Reflections/Evidence” section. Descriptive evidence is factual and objective, something that can be seen or heard (such as specific changes in how you plan or what you do in the classroom). For example, the statement, “I plan at least 5 questions for every ELA lesson designed to elicit higher level thinking and responses for my students” is descriptive evidence. 9 9

10. Self-Assessment Practice
Handout # 1
Step 2: Try it out!
Read the rubric descriptors for Elements 3b1 and 3b2 on pg. 21
Think about evidence from your own teaching for Elements 3b1 and 3b2.
Using Handout #1 – Self-Assessment, write your reflections/evidence from your own practice.
Slide #10 – No animation
Time: 1 minute
Actions: Display slide. Read script. Participants will work independently to complete Handout #1-Self-Assessment for Elements 3b1 and 3b2. Have participants use the Teaching and Learning Framework rubric or use Handout # 4 – Rubric for Elements 3b1 and 3b2.
Script:
Now let us try this out independently. You will complete this task on your own. First, examine the framework for these two elements, Element 3b1 and Element 3b2, by reading the descriptors of practice at each level. (Ineffective, Developing, Effective, and Highly Effective).
Next, think about examples from your own practice related to these two Elements. Remember to reflect on your practice over time, not based on a specific lesson.
Then, using Handout #1, write a brief reflection from your own practice relating to the two elements in this component. Evidence provides a rationale for the rating you give yourself on the element. Remember, the language of your evidence may be based on the descriptions in the rubric, but you will want to personalize this with supporting examples from your own teaching practice.
Lastly, think about the rating that best describes your practice under this element over the past year. Remember, you don’t need to share your ratings with anyone else.
Advance to the next slide to display sample Self-Assessment while participants are working independently. 10

11. Reflection on Practice and Self-Assessment
Sample
Component 3b: USING QUESTIONING AND DISCUSSION TECHNIQUES
Ineffective
Developing
Effective
High Effect.
3b1. Quality and Purpose of Questions 
3b2. Discussion Techniques and Student Participation
Reflections/Evidence:
I try to develop questions in advance, considering Bloom’s taxonomy, to challenge students to think. I craft questions that help me see what my students have learned and if they understand the content. I use SDAIE strategies in my lessons.
Slide #11 – No animation
Time: 10 minutes
Actions: Display this slide while participants are completing Handout #1- Self-Assessment
Script:
You will now have 10 minutes to work on the Self-Assessment independently.
Display sample Self-Assessment (slide 11) while participants are working.
I try to involve all my students in class discussions, but some still do not participate in whole-class and group conversations. When I assign group work, the conversations I hear are not often at a high level and do not challenge all students. 11 11

12. Think-Pair-Share REFLECTION
Think about the questions. With a partner discuss:
How does using the Self-Assessment tool support the reflection process?
How may this differ from your current reflection practice?
Slide #12 – No animation
Time: 2 minutes
Actions: Display slide. Emphasize that participants do not to share their responses written on Handout #1 – Self-Assessment. Participants will discuss reflection questions with a partner.
Script:
Take a moment to share your thoughts regarding the process you used to create your Self-Reflection by doing a Think-Pair- Share. How does the Self-Assessment tool support a teacher’s reflection process? How may this differ from your current reflection practice?
Sample responses:
The Self-Assessment allows me to determine areas that I may need to seek additional resources for.
The Self-Assessment allows me to reflect on the language of the rubric.
The Self-Assessment allowed me to be more specific with my reflection.
The tool helped me understand the rubric descriptors and reflect on how this looks in my own classroom. 12

13. Tools for Professional Practice
LAUSD Teaching and Learning Framework
Self-Assessment
Guide the reflection, refinement, and improvement of Professional Practice
Individual Growth Plan
Slide #13 – With Animation
Time: 1 minute
Actions: Display slide
Script:
Now that we have looked at a sample Self-Assessment, we will look at another tool – the Individual Growth Plan. This tool is used to guide how we reflect, refine, and improve our professional practice.

14. Individual Growth Plan
Handout # 2
The purpose of the Individual Growth Plan is to engage in on-going reflection and learning for the refinement, improvement, and extension of professional practice.
Slide #14 – No Animation
Time: 1 minute
Actions: Display slide. Distribute Handout #2 – Individual Growth Plan
Script: The purpose of the Individual Growth Plan is to engage in on-going reflection and learning for the refinement, improvement, and extension of professional practice. For this activity, we will use Handout #2 – Individual Growth Plan.

15. Reflection on Practice and Individual Growth Plan
Step 1: Become familiar with the Individual Growth Plan
What is the element being addressed by this SMART goal?
3b1- Quality and Purpose of Questions
What evidence was used to identify this goal as your growth goal?
Please write your SMART goal:
 Remember a SMART goal is…
4Specific: Written in terms of teacher and student learning outcomes
4Measurable: Identifies student achievement results desired and how these results will be measured over a minimum of two points in time.
4Attainable: Is a goal that can be achieved within the specified time and considering the resources and materials you have at your disposal
4Relevant: Achievement of this goal will improve your practice.
4Time-based: Includes a timeline for attaining the goal.
SAMPLE: By May 2013, I will increase my text-based understanding by creating at least one literacy lesson involving close reading and text-dependent questioning in reading, speaking, and listening and writing. In doing so, all students will reveal their understanding of the text under discussion through their responses.
SMART goal idea starter:
By [identify a specific point in time such as the end of the school year] I will [identify how your practice will improve in this area, you may want to consider using language from the rubric] and in so doing, [identify the set of students who will benefit] will [identify measurable way(s) in which students will benefit].
Handout # 2
Slide #15 – With Animation
Time: 3 minutes
Actions: Display slide. Use Handout #2 – Individual Growth Plan. Animation will highlight sections of the handout.
Script:
Let us take a closer look at Handout #2 – Individual Growth Plan (IGP).
(Click to animate)
This indicates that we have identified Element 3b1-Quality and Purpose of Questions as the element addressed by this SMART Goal.
(Click to animate) Next, you will notice the definition of a SMART Goal in the next highlighted section. To further develop your reflection on setting goals, we will use the SMART Goal model. As indicated, SMART Goals are 1) Specific, 2) Measurable, 3)Attainable, 4) Relevant, and 5) Time Based.
(Click to animate) To guide the process of creating a SMART goal, notice the idea starter on the bottom of the page. This provides you with one option of writing your SMART goal.
(Click to animate) Here is an example of a SMART goal.

16. Reflection on Practice and Individual Growth Plan
Sample
Reflection on Practice and Individual Growth Plan
SAMPLE:
By May 2013, I will increase my text-based understanding by creating at least one literacy lesson involving close reading and text-dependent questioning in reading, speaking, and listening and writing. In doing so, all students will reveal their understanding of the text under discussion through their responses.
Slide #16 – No Animation
Time: 2 minutes
Actions: Display slide.
Script:
Take a moment to review one example of a SMART Goal. As part of LAUSD’s district-wide plan to transition to the Common Core State Standards (CCSS), the district has established CCSS goals for all grades by the end of the school year. Here is an example of one ELA Goal: “By May 2013, I will increase my text-based understanding by creating at least one literacy lesson involving close reading and text-dependent questioning in reading, speaking, and listening and writing. In doing so, all students will reveal their understanding of the text under discussion through their responses.

17. SMART Goal Practice Step 2: Try it out!
Handout # 2
Step 2: Try it out!
Read the rubric descriptors for Elements 3b1 and 3b2
Think about your reflection from the Self-Assessment for Elements 3b1 and 3b2.
Using Handout #2, write a SMART goal.
Slide #17 – No Animation
Time: 2 minutes
Actions: Display slide. Read script.
Script:
Now it is your turn to try it out. First, read the descriptors for Elements 3b1 and 3b2. Then, think about your reflection from the Self-Assessment. Next, using the reflection from Handout#1 Self-Assessment, choose one of the elements, either 3b1 or 3b2 to develop a SMART Goal for the Individual Growth Plan.

18. Reflection on Practice and Individual Growth Plan
Sample
Reflection on Practice and Individual Growth Plan
SAMPLE:
By May 2013, I will increase my text-based understanding by creating at least one literacy lesson involving close reading and text-dependent questioning in reading, speaking, and listening and writing. In doing so, all students will reveal their understanding of the text under discussion through their responses.
Slide #18 – No Animation
Time: 10 minutes
Actions: Display slide while participants are working on Handout #2
Script:
To develop your SMART goal, you may choose to use the sample provided in this slide, or use the SMART Goal idea starter on the bottom of the Handout. You will have about 10 minutes to work on the Handout# 2.

19. Individual Growth Plan: Read Sample Action Plan
Handout # 2
Individual Growth Plan: Action Plan
Now that you have established your SMART goal(s), please identify the actions you will take that will help you meet your goal(s).
Activity Name
Goal
Activity Description
Resources and/or Collaborative
Partners
Target Completion
Date
SAMPLE:
Grade level team collaboration
SAMPLE: By May 2013, I will increase my text-based understanding by creating at least one literacy lesson involving close reading and text-dependent questioning in reading, speaking, and listening and writing. In doing so, all students will reveal their understanding of the text under discussion through their responses
SAMPLE: I will meet with my grade level/department team to plan and develop at least one literacy task involving close reading and text-dependent questions aligned to the level of performance that the Common Core State Standards demands.
Grade level
team members
5/2013
Professional Development
By May 2013, I will increase my text-based understanding by creating at least one literacy lesson involving close reading and text-dependent questioning in reading, speaking, and listening and writing. In doing so, all students will reveal their understanding of the text under discussion through their responses
SAMPLE: I will review the current English Proficiency levels of my EL students and plan on how I may scaffold questions to build academic vocabulary and language to help EL students express complex thoughts.
MyData EL Monitoring Roster
Grade level team
Slide #19 – No Animation
Time: 3 minutes
Actions: Display slide.
Script:
Once you have developed a SMART Goal, the next step will be to create an action plan related to the SMART goal. This slide shows sample Action Plans that a teacher wrote for the Element 3b1 – Quality and Purpose of Questions. This action plan was developed after the SMART goal was written.
It states: “I will meet with my grade level/department team to plan and develop at least one literacy task involving close reading and text-dependent questions aligned to the level of performance that the Common Core State Standards demands.”
In addition, the teacher also included an action plan related to the English Learner Master Plan. It also states: “I will review the current English Proficiency levels of my EL students and plan on how I may scaffold questions to build academic vocabulary and language to help EL students express complex thoughts.”

20. Think-Pair-Share
REFLECTION
Think about the question. With a partner, discuss:
How does the Individual Growth Plan support the reflection of your professional practice?
Slide #20 – No Animation
Time: 3 minutes
Actions: Display slide
Script:
Now with a partner, share you thoughts on the Individual Growth Plan process. Discuss:
How does the Individual Growth Plan support the reflection of your professional practice?
Sample Responses:
The Individual Growth Plan guided me on how to be specific with my goal setting.
The tool allowed me to have a dialogue about the framework.

21. Explore the Self-Assessment and Individual Growth Plan through MyPGS
Log on to MyPGS website at
Use your Single Sign-On
Slide #21 – No Animation
Time: 1 minute
Actions: Display slide.
Script:
You can further explore more information about the Self-Assessment and Individual Growth Plan by visiting the MyPGS website. Feel free to login and explore information about these tools on the website.

22. To introduce the Teacher Self-Assessment
Objectives
To introduce the Teacher Self-Assessment
To introduce the Individual
Growth Plan
Slide #22 – With animation
Time: 1 minute
Actions: Display slide. Revisit objective
Script:
Let us review the objectives of today’s session. Today we: (click for animation)
Introduced the Teacher Self-Assessment
Introduced the Individual Growth Plan

23. Teaching and Learning Framework Modules Overview
The LAUSD Teaching & Learning Framework
Module 2:
The LAUSD Teaching & Learning Framework Rubric
Module 3:
The Self-Assessment and Individual Growth Plan
Slide #23 – No animation
Time: 1 minute
Actions: Display slide. Read script
Script:
This concludes the introduction to the Teaching and Learning Framework. As a reminder, we have learned about the context of the Teaching and Learning Framework, the Rubrics for the Framework, and the steps needed to complete both the Self-Assessment and the Individual Growth Plan. Together with the Common Core State Standards and the Master Plan, we will continue to reflect, refine, and improve instructional practices.