APS Teacher Evaluation Module 8: Standard 2- Instructional Planning Please sit in groups with teachers NOT from your school.

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

Anticipation Guide Your Logo

APS Teacher Evaluation Process Overview Lesson Plans Writes SMART Goal Document Log ObservationsMid-YearEvaluation Monitors Lesson Plans WritesCompilesParticipates ApprovesReviewsConductsFacilitates 4

1.Teacher Performance Standard 2 Instructional Planning 2.APS Lesson Plan Key Elements 3.Application Agenda 5

Enduring Understanding Effective instruction must be planned. Essential Question What is required for effective instructional planning? StandardsThe teacher plans using the Virginia Standards of Learning, APS curriculum, effective strategies, resources, and data to meet the needs of all students. Content Objectives Participants will be able to: Write lesson plans including the key elements. Language Objectives Participants will be able to:Read Read the text to ask and answer questions to demonstrate comprehension.Write Given a topic, use key vocabulary to collaboratively write a lesson plan using the key elementsSpeak Use the key vocabulary in an oral description of examples for the various elements of the lesson plan.Listen Listen to a colleague's example and assess accuracy. 6

Performance Standard 2: Instructional Planning/Program Planning and Management The teacher plans using the Virginia Standards of Learning, APS curriculum, effective strategies, resources, and data to meet the needs of all students. The educational specialist effectively plans, coordinates, and implements programs and services consistent with established guidelines, policies, and procedures. Examples of teacher work conducted in the performance of the standard may include, but are not limited to: Examples of educational specialist work conducted in the performance of the standard may include, but are not limited to:  Uses student learning data to guide planning.  Plans time realistically for pacing, content mastery, and transitions.  Plans for differentiated instruction.  Aligns lesson objectives to the school’s curriculum and student learning needs.  Develops appropriate long- and short-range plans, and adapts plans when needed.  Uses assessment information in making recommendations or decisions that are in the best interest of the learner/school/district.  Uses state and local assessment data to modify strategies, interventions, services, and program effectiveness.  Provides services that will support mastery of state and national standards and guidelines.  Develops appropriate long- and short-range plans, and adapts plans when needed. Sample Performance Indicators Performance Standard 2: Instructional Planning/Program Planning and Management The teacher plans using the Virginia Standards of Learning, APS curriculum, effective strategies, resources, and data to meet the needs of all students. The educational specialist effectively plans, coordinates, and implements programs and services consistent with established guidelines, policies, and procedures.

Highly Effective* Effective Effective is the expected level of performance. Developing/Needs Improvement Ineffective Teacher In addition to meeting the standard, the teacher actively seeks and uses alternative data and resources and consistently differentiates plans to meet the needs of all students. The teacher plans using the Virginia Standards of Learning, APS curriculum, effective strategies, resources, and data to meet the needs of all students. The teacher inconsistently uses APS curriculum, effective strategies, resources, and data in planning to meet the needs of all students. The teacher does not plan, or plans without adequately using APS curriculum, effective strategies, resources, and data. Educational Specialist The educational specialist plans, coordinates, and implements programs and services consistent with established guidelines, policies, and procedures in a highly effective manner. The educational specialist effectively plans, coordinates, and implements programs and services consistent with established guidelines, policies, and procedures. The educational specialist inconsistently plans, coordinates, and implements programs and services consistent with established guidelines, policies, and procedures. The educational specialist rarely plans, coordinates, and implements programs and services consistent with established guidelines, policies, and procedures. How is Standard 2 Measured?

Additional Reading Brief 4 Instructional Planning 9

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! 10

2) APS Lesson Plan Key Elements 11

Presentation Lesson Video- World War I: Writing From the Trenches APS Gunston Middle School Barbara Formosa and Greg Cabana 12

What key elements did you see? Discuss in pairs 13

Practice In this particular grade level- what does _____(insert key element)___ look like? 14

Stations- Examples of Grade Level Specific Key Elements 1.Circle 4 key elements that you would like to spend more time learning about/practicing 2.Around the room are posters with information about each key element. – Stand by one poster (no more than 4-6 per poster) examples of that element in your instructional planning – Brainstorm examples of that element in your instructional planning – Repeat 3 more times 3.Grab a partner and gallery walk 4.Debrief as a group 15

3) Application Select a content area (4 corners of the room) – Math, Science, Social Studies, or Reading Re-organize in tables of teachers not from your school, by the content you selected Math Science Social Studies Reading 16

Plan A Lesson Collaboratively plan a lesson with the given content area and objectives Record on chart paper Include the key elements 17

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

Closure 19 Enduring Understanding Effective instruction must be planned. Essential Question What is required for effective instructional planning? Standards The teacher plans using the Virginia Standards of Learning, APS curriculum, effective strategies, resources, and data to meet the needs of all students. Content Objectives Participants will be able to: Write lesson plans including the key elements. Language Objectives Participants will be able to:Read Read the text to ask and answer questions to demonstrate comprehension.Write Given a topic, use key vocabulary to collaboratively write a lesson plan using the key elementsSpeak Use the key vocabulary in an oral description of examples for the various elements of the lesson plan.Listen Listen to a colleague's example and assess accuracy.

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

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

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

Key Questions When Writing language Objectives Is the objective observable? How will you assess student mastery? Are the language objectives focused on the academic language and/or language 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

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

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

APS Teacher Evaluation A Process for Student and Teacher Growth