1. Hosted by Julie Milder Unpacking the Classroom Environment and Culture and Professional Collaboration and Communication Dimensions of 5D+

2. Norms for Learning  Talk  Listen  Share ideas  Respect opinions and ideas shared  Care about the learning of one another  Keep electronic distractions to a minimum

3. Learning Target Today you are going to learn how to explain the dimensions of CEC and PCC on the 5D+ Rubric. What does this LT mean? What will it look like and sound like when you can do it?

4. Success Criteria By the end of the session you will be able to  articulate the difference between the performance levels of the indicators.  list teacher and student observables for the distinguished performance level for CEC.  self assess on PCC and reflect on areas for improvement.

5. CEC indicators CEC1 – Use of Physical Environment: Arrangement of classroom CEC2 – Use of Physical Environment: Accessibility and use of materials CEC3 – Classroom Routines and Rituals: Discussion, collaboration and accountability CEC4 – Classroom Routines and Rituals: Use of learning time CEC5 – Classroom Routines and Rituals: Managing student behavior CEC6 – Classroom Culture: Student status CEC7 – Classroom Culture: Norms for learning

6. 1. Start at the Basic level for CEC1. Read through and highlight the descriptors. 2. Next, read through the Proficient descriptors for CEC1. Highlight the differences between the Basic and the Proficient descriptors. 3. Finally, read through the Distinguished descriptors for CEC1. Highlight the differences between the Proficient and Distinguished descriptors. 4. Repeat for all indicators of the CEC dimension.

7. Discuss what you found with the people around you. Look up whatever phrases or terms in the descriptors you thought might be confusing to someone.

8. Discuss the terms you find in the glossary that help define the rubric language.

9. What connections do you see between the indicators? For example, CEC1 is about the physical arrangement of the classroom and CEC2 is about the accessibility of materials.

10. Give ‘n Get 1. Make sure everyone around you has a sheet of 8.5 x 11” sheet of paper. 2. Fold the paper in half 3 times. When you open it, you should have 8 spaces for writing sentences. 3. Make sure everyone around you has something to write with. 4. In the spaces on this paper, we are going to write as many ideas, strategies, tips, etc… (possible observables) that support the distinguished level for the CEC indicators. 5. For example, I might write “Have content posters on the wall for the current unit.” (part of CEC2) 6. When the music begins, start writing, in complete sentences, as many ideas, strategies, tips, etc… that support the distinguished level for the CEC indicators.

11. Give ‘n Get 7. Please stop writing. 8. Please stand up. Please pick up your paper and writing utensil. 9. When the music starts, mingle with the other participants in the room and share your ideas with one another. When someone shares and idea with you, add it to your sheet and when you share an idea with them, they will add it to their sheet. 10. When you fill up the front side of your sheet, use the back. 11. Please thank your partners. 12. Please return to your seats. 13. Put a star by 3 – 5 of your favorite ideas or the ideas that will help you achieve the goal you set for this year.

12. Classroom Olympics

16. Learning Target and Success Criteria Today you are going to learn how to explain the dimensions of CEC and PCC on the 5D+ Rubric. By the end of the session you will be able to  articulate the difference between the performance levels of the indicators.  list teacher and student observables for the distinguished performance level for CEC.  self assess on PCC and reflect on areas for improvement.

17. Lets take a 15 min break.

18. PCC indicators PCC1 – Professional Learning and Collaboration: Collaboration with peers and administrators to improve student learning PCC2 - Professional Learning and Collaboration: Professional and collegial relationships PCC3 – Communication and Collaboration: Parents and guardians PCC4 – Communication and Collaboration: Communication within the school community about student progress PCC5 – Professional Responsibilities: Supports school, district, and state curriculum, policy and initiatives PCC6 – Professional Responsibilities: Ethics and advocacy

19. 1. Start at the Basic level for PCC1. Read through and highlight the descriptors. 2. Next, read through the Proficient descriptors for PCC1. Highlight the differences between the Basic and the Proficient descriptors. 3. Finally, read through the Distinguished descriptors for PCC1. Highlight the differences between the Proficient and Distinguished descriptors. 4. Repeat for all indicators of the PCC dimension.

20. Discuss what you found with the people around you. Look up whatever phrases or terms in the descriptors you thought might be confusing to someone.

21. Discuss the terms you find in the glossary that help define the rubric language.

22. What connections do you see between the indicators? For example, CEC3 is about students being help accountable for their work and PCC4 is about the teacher and student communicating accurately and positively about the student’s work.

23. Self Assessment on PCC Now that we have familiarized ourselves with the indicators and performance levels of PCC, we are going to self assess on PCC. Starting at the Basic level for each indicator, read through each indicator and rate yourself. If everything about your practice at the Basic level is true, go to the Proficient descriptor. If everything at the Proficient level is true, go to the Distinguished descriptor. If everything about your practice at the Distinguished level is true, rate yourself distinguished. If it is not, rate yourself accordingly. Do this for each indicator of PCC. This is personal. Please do this as the music plays.

24. What did this self assessment reveal to you or what areas will you focus on for improvement?

25. Learning Target and Success Criteria Today you are going to learn how to explain the dimensions of CEC and PCC on the 5D+ Rubric. By the end of the session you will be able to  articulate the difference between the performance levels of the indicators.  list teacher and student observables for the distinguished performance level for CEC.  self assess on PCC and reflect on areas for improvement.

26. For more information and examples, visit http://reeths-pufferevaluationsite.weebly.com/

27. What strategies have I used today that might be evidence for the indicators on the rubric? MusicNorms Supply stationsVisuals Ones step at a time directionsHigh cognitive demand Deflected questionsManage by time Processing loops (Student talk)Just in time materials Students having the locus of controlGive ‘n get Next step processingSelf reflection ChoiceMovement Visual and verbal LT and SCGroup work Revisiting the LT and SC Having students process the LT Success criteria align with the performance tasks Ask learners what they need

28. Learning Target and Success Criteria Today you are going to learn how to explain the dimensions of Purpose and Student Engagement on the 5D+ Rubric. By the end of the session you will be able to  articulate the difference between the performance levels of the indicators.  list teacher and student observables for the distinguished performance level for each indicator.  give examples of classroom strategies that positively impact student learning and may help you achieve a higher evaluation rating.

29. I would like your feedback on this session. I would like to know what information or professional development you might want from me throughout the year. Please leave your feedback form on your table.