1. Coaching protocol practice Each team select a map (unit) to use for the coaching protocol. Join another person / team not from your grade or department. Guiding questions 1. As you consider the alignment of your elements to each other, what questions arise for you? 2. Based on what you have observed about the alignment of your elements, what questions arise about the alignment to the Standards?

2. Master Class on Mapping ster Class concept: Expert observes work of student Provides feedback Expert will demonstrate and intervene Dialogue between them is observed and noted by student observers Notation and reflection after class All participants translate observations to their own work Revision follows for all parties: student, observers, and the expert, too.

3. Use of Coaching Protocols Use of Coaching Protocols In conjunction with Mapping Rubric for Data Entry

4. To improve the quality of CM entries- recommend : Prior to the master class, all observers and participants will carefully review: 1) The CM rubric 2)The protocols accompanying the rubric will be examined and discussed in pairs by all. 3)The teacher(s) to be reviewed will identify areas in their maps where they want feedback in advance. 4)Maps to be reviewed should be in “reasonable shape” but definitely needing work.

5. Following the class:  5) All participants debrief and identify insights.  6) Each participants revises their personal map.  7) FEEDBACK from at least three other faculty members who attended the master class. If possible: ◦ One from same grouping (grade level team or department.) ◦ Two from out of common grouping

6. Detail on Content: Is there a clearly stated concept? Do the subcomponents link to the concept? Are the subcomponents helpful to the reader’s understanding of the key knowledge? Is there sufficient information to have a working sense of the focus of the unit or strand?

7. Detail on Essential Questions Is there a clear concept driving the question? Is it written for the targeted students as the audience? Can it organize and frame a set of classroom experiences? Is it essential for the students given their experiences K- 12? Does is align with standards? If there is more than one question, are all of them necessary? Does it link and bind content, skills, and assessments on the maps

8. Detail on Skills Does each skill entry begin with a specific action verb? Do the skills make good sense as proficiencies to engage the learner with the content? Is there sufficient time on the map to work on cultivating the skill?

9. Detail on Assessment Does the assessment provide observable evidence of the targeted skills? Does the assessment provide evidence of the student’s knowledge of the prescribed content? Is the assessment identified in a precise manner in a noun form?

10. Detail on Developmental Focus Are all of the entries: content, skills, assessment, and essential questions age appropriate? Are they engaging and motivating for the learner?

11. Detail on Accuracy of Response Are the entries honest and clear descriptions in real time of the operational curriculum? Are the entries understandable and precise in their descriptions?

12. Conceptual Understanding of the Design Process Detail on Conceptual Understanding of the Design Process Do the designs work in coordination with other grade levels and other disciplines? Does the curriculum reflect the larger purposes and mission of the school setting? Are the specific needs of the target student population reflected in the design?

13. Detail on Internal Alignment Do the basic elements on the map align and support one another? Are there any elements different from the whole? Does the map align with other maps in the building or between buildings on the K-12 journey?

14. Thank you