Welcome ! Collab Meeting May 6, 2015

Things to remember  Aug 12 – First day for teachers  Aug – FAI In-service  Aug 25 – First day for students Agenda/Goals  C&I General Info  How to increase your component ratings with evidence and artifact

PH Lit Middle School Please ship the middle school ELA textbooks and teacher materials you used this year to me during the last week of school. They may be RED or BLUE.

High School PH Lit Teacher materials already sent to sites Student textbooks will be shipped this week! Put them in a safe place. Save the PH Lit books from the last two years! Orange & Purple

Math K-5 and 6-8 My Math/Glencoe Math New Consumable books each year Student textbooks are being shipped this week!

Houghton Mifflin K- 5 and 6-8 Science Fusion Pending approval New Consumable books each year On Line resources

McGraw Hill High School Science Pending approval Teacher Supplemental Materials Hardcover Not Consumable

All teachers will pilot ONE SLO next year. We will be using MAP and PMAP scores “Interval of Instruction” will be Fall MAP to Spring MAP DO will pre-fill several of the boxes. SLO’s for It will NOT be part of your evaluation

All secondary teachers will have a syllabus for their classes. The creation and use of a syllabus will help solidify your rating in several Danielson components. Teachers will receive a few templates to choose from. Chane will send these examples out by the end of this week. Syllabus for

How to improve your component ratings through evidence and artifacts

Evidence/Artifacts for a better rating Domain 1 – Planning and Preparation 1c – Setting Instructional Outcomes Lesson Plans (show relationship to standards) Curriculum map, calendar Evidence of modified curriculum (intervention plans, IEPs, RTI Plans) 1e – Designing Coherent Instruction Lesson Plans show progression of continuity Curriculum Mapping Teacher and student reflection of lessons, learning, or feedback (written or oral) Student developed rubric tied to specific goals Concept Maps, Graphic Organizers Documentation of how student learning of standards are assessed Performance assessments tasks (student samples) Rubrics Student Portfolios with reflections 1f – Designing Student Assessments Artifacts are in bold

Evidence/Artifacts for a better rating Domain 2 – The Classroom Environment 2a – Environment of Respect and Rapport Teacher provides opportunities for students to get to know and accept each other Teacher establishes (with students) and communicates classroom procedures and rules Teacher encourages students to take intellectual risks and be creative Classroom Rules Posted Classroom Jobs are established with students having the opportunity to choose a job 2c – Managing Classroom Procedures Evidence in the classroom – teacher explains, re-teaches and implements procedures Procedures are posted in the classroom, communicated in writing to students and families early in the year Students assist with procedures such as attendance, Friday Folders, clean up, and dismissal Monitoring / Response of student behavior Rules are made clear to all, are consistently applies and are posted in the classroom Families are notified about rules/expectations in writing Preventive and intervening strategies are appropriately applied Teacher has system to track behavior Teacher often points out positive behaviors 2d – Managing Student Behavior Artifacts are in bold

Evidence/Artifacts for a better rating Domain 3 – Instruction 3c – Engaging Students in Learning Activities and assignments adapted to students’ learning styles and levels Teacher promotes problem- solving; permits choice, encourages depth-find patterns, tests hypotheses, requires thought; is relevant and authentic Structure of lesson is maintained; pacing is appropriate with a beginning, a middle, and end (closure) Groups are based on formative assessments and instructional goals Groupings are differentiated based on student knowledge, interests, ability 3d - Using Assessments in Instruction Monitoring of student learning/assessment Effective feedback that is specific, descriptive, understandable All feedback is provided in a timely fashion, “on the spot”, or on work products, as needed to support learning Comments give students information needed to improve performance Opportunities for self- assessment and self- monitoring of progress Response to individual students’ academic needs Adjustments to learning that improve student experience or clarify confusion Teacher adjusts lessons or reteaches a lesson as needed Lessons are adapted for needs of specific learners 3e –Flexibility and Responsiveness Artifacts are in bold

Evidence/Artifacts for a better rating Domain 4 – Professional Responsibilities 4b – Maintaining Accurate Records Grade book Lesson Plan Book Student Documentation Math/Literac y Assessments 4c – Communicating with Families Classroom Webpage/Blog Notes to parents Copies of s to parents Letters to parents Open House/Parent Night Parent/Teacher/ Student Conferences Displays integrity and ethical conduct in decision making Daily interactions with students Advocates for needy and underserved students Is open-minded and willing to adopt new approaches Uses data to support actions Sets long-term goals and takes responsibility for own professional growth Demonstrates high ethical standards through compliance with school/district regulations/codes and community expectations 4f – Showing Professionalism Artifacts are in bold