1. Copyright © Los Angeles Unified School District 2011 Introduction to the LAUSD Teaching and Learning Framework Module 1: The LAUSD Teaching & Learning Framework

2. Copyright © Los Angeles Unified School District 2011 Teaching and Learning Framework Modules Overview Module 1: The LAUSD Teaching & Learning Framework Module 2: The LAUSD Teaching & Learning Framework Rubric Module 3: The Self-Assessment and Individual Growth Plan

3. Copyright © Los Angeles Unified School District 2011 Objectives To become familiar with the content and structure of the Teaching and Learning Framework To reflect on Highly Effective Teaching Practices To identify the benefits of using the LAUSD Teaching and Learning Framework

4. Copyright © Los Angeles Unified School District 2011 A Message from Dr. Deasy

5. Copyright © Los Angeles Unified School District 2011 Context for the LAUSD Framework Based on Enhancing Professional Practice: A Framework for Teaching – Created in 1996 Validated in recent national studies

6. Copyright © Los Angeles Unified School District 2011 College Prepared and Career Ready Students Common Core (The What) Master Plan (The Who) Teaching & Learning Framework (The How)

7. Copyright © Los Angeles Unified School District 2011 Think-Pair-Share: Journey from Novice to Expert Think of a time when you improved your skills in any area. What strategies did you use?

8. Copyright © Los Angeles Unified School District 2011 Reading Activity: Say Something Handout #1 – Excerpt from Enhancing Professional Practice: A Framework for Teaching – A Road Map for Novices A Road Map for Novices

9. Copyright © Los Angeles Unified School District 2011 Reading Activity: Say Something Create groups of four and number yourselves accordingly. Read Handout #1 – A Road Map for Novices Person #1 - Reads the 1 st paragraph aloud and #2 responds with one idea heard from the text. Person #2 - Reads the 2 nd paragraph aloud and #3 responds with one idea heard from the text. Person #3 - Reads the 3 rd paragraph aloud and #4 responds with one idea heard from the text. Person #4 - Reads the 4 th paragraph aloud and #1 responds with one idea heard from the text.

10. Copyright © Los Angeles Unified School District 2011 Highly Effective Practices 1.Think about various practices that signal expert or highly effective teaching. 2.With a partner, come up with the 3-5 practices you identified as essential. (5 min)

11. Copyright © Los Angeles Unified School District 2011 Elements 2b3: Student Ownership of Their Work LAUSD Teaching and Learning Framework Vocabulary 11 Standards #2: Classroom Environment Components 2b: Establishing a Culture for Learning LAUSD Teaching & Learning Framework

12. Copyright © Los Angeles Unified School District 2011 Handout #2 - Teaching and Learning Framework Placemat 1: Planning & Preparation 2: Classroom Environment 3: Delivery of Instruction 4: Additional Professional Responsibilities 5: Professional Growth

13. ElementIneffectiveDevelopingEffectiveHighly Effective 3b1. Quality and Purpose of Questions Questions are designed to challenge students and elicit high-level thinking Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/concept or text under discussion, or are not comprehensible to most students. Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students. Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for student subgroups. Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the class. HANDOUT # 3 Rubric Sample Standard 3 Component 3b: Using Questioning and Discussion Techniques Effective teachers design questions that provide cognitive challenge and engineer discussions among students to ensure all students participation. The highly effective teacher designs instruction that provides opportunities for students to develop their own cognitively challenging questions and to engage in various types of student-to-student discussions. Standard 3: Delivery of Instruction Note: This content is taken directly from the working draft of the Teaching and Learning Framework, which was developed with our stakeholders, but does not substitute for current language in the LAUSD-UTLA Collective Bargaining Agreement.

14. Copyright © Los Angeles Unified School District 2011 Why A Framework? Silently, read Handout # 4 - Excerpt from Enhancing Professional Practice: A Framework for Teaching Response to Text Activity – As you read: Put a next to something you agree with Put an next to something that surprised you Put a next to something you are wondering about !

15. Copyright © Los Angeles Unified School District 2011 Small Group Discussion: Why A Framework? Share your findings with the whole group. (2 minutes)

16. Copyright © Los Angeles Unified School District 2011 Video Clip: Experience From the Field From LAUSD teachers and administrators

17. Copyright © Los Angeles Unified School District 2011 Objectives ✔ ✔ ✔ To become familiar with the content and structure of the Teaching and Learning Framework To reflect on Highly Effective Teaching Practices To identify benefits of using the LAUSD Teaching and Learning Framework

18. Copyright © Los Angeles Unified School District 2011 Table Talk Activity: Rubric Matching Quiz Directions: Handout # 1 – Rubric Matching Quiz Working in table groups, complete the quiz. Read each descriptor to determine the corresponding performance level. Come to a consensus for a group response. Everyone should be prepared to respond.

19. Copyright © Los Angeles Unified School District 2011 ElementIneffectiveDevelopingEffectiveHighly Effective 3b1.Quality and Purpose of Questions Questions are designed to challenge students and elicit high-level thinking CO HANDOUT # 1 Standard 3: Delivery of Instruction Component 3b: Using Questioning and Discussion Techniques D. Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/concept or text under discussion, or are not comprehensible to most students. A. Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students. C. Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for student subgroups. B. Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the class.

20. Copyright © Los Angeles Unified School District 2011 HANDOUT # 1 Standard 3: Delivery of Instruction Component 3b: Using Questioning and Discussion Techniques ElementIneffectiveDevelopingEffectiveHighly Effective 3b1. Quality and Purpose of Questions Questions are designed to challenge students and elicit high-level thinking Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/concept or text under discussion, or are not comprehensible to most students. Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students. Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for student subgroups. Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the class. What are key distinctions between each level of the rubric?

21. Copyright © Los Angeles Unified School District 2011 Video Activity – Part 1 Common Core State Standard – ELA /Grade 8 Key Ideas and Details RL. 8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Range of Reading and Level of Text Complexity RL. 8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

22. Copyright © Los Angeles Unified School District 2011 Video Activity – Part 1 Let us view the entire video segment of Mr. Foster’s Lesson

23. Copyright © Los Angeles Unified School District 2011 Video Activity – Part 2 Directions: Using Handout # 2 – Video Activity, you will assume the role of an observer and record what you see and hear from the students and teacher. Pay close attention to the questions and answers from the teacher and students. Record what you see and hear from the students and teacher in this section.

24. Copyright © Los Angeles Unified School District 2011 Video Activity – Part 2 We will watch the first minute of the same video segment

25. Copyright © Los Angeles Unified School District 2011 Video Activity: Turn and Talk Now turn to a partner and compare notes.

26. Copyright © Los Angeles Unified School District 2011 Sample Observation Notes Standard 3: Delivery of Instruction Component 3b: Using Questioning and Discussion Techniques T: Like I said we are going to have this summary. R. and C. are going to be keeping track of your responses. …used this last minute to confer with your group.. and to figure out what the attached emotion was. … Ronald who is keeping track of the emotion and C. who is keeping track of the happened. … as a class we all try to label them as it as an explicit emotion. That is in the text. It says what the characters were thinking or feeling. …Or implicit meaning. you … figure it out like you guys did in the poem. You had to look at mountains and at street and come up with sad. ….So if the last line of this (pointed to chart)… she was so sad. That would it have been explicit or implicit? S: Explicit T: Thank you Bobby. I wish……with a chorus. Let’s try that again. Would it have been implicit or explicit? S: (total class in unison) Explicit! T: T.Y again. Turn and Talk Activity Now turn to your partner and compare your notes to this observer’s notes.

27. Copyright © Los Angeles Unified School District 2011 Video Activity – Part 3 We will watch the rest of the same video segment.

28. Copyright © Los Angeles Unified School District 2011 Small Group Discussion: Rubric as a Tool How would Mr. Foster use this rubric to reflect on his practice for this element? ElementIneffectiveDevelopingEffectiveHighly Effective 3b1. Quality and Purpose of Questions Questions are designed to challenge students and elicit high-level thinking CO Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/concept or text under discussion, or are not comprehensible to most students. Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students. Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for sub-groups of students. Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the class.

29. Copyright © Los Angeles Unified School District 2011 Unpacking the Rubric: “Find the GIST” Directions: Preview the rubric for the elements under Standard 3 Restate the most important idea for any of the Elements – Consider key nouns and verbs Discuss and share your findings in triads

30. Copyright © Los Angeles Unified School District 2011 “Find the GIST” Reading Strategy: Here’s an example Standard 3: Delivery of Instruction Component 3b: Using Questioning and Discussion Techniques ElementIneffectiveDevelopingEffectiveHighly Effective 3b1.Quality and Purpose of Questions Questions are designed to challenge students and elicit high-level thinking Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/concept or text under discussion, or are not comprehensible to most students. Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students. Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for sub-groups of students. Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the class.

31. Copyright © Los Angeles Unified School District 2011 Unpacking the Rubric: “Find the GIST” Directions: Preview the rubric for the elements under Standard 3 Restate the most important idea for any of the Elements – Consider key nouns and verbs Discuss and share your findings in triads

32. Copyright © Los Angeles Unified School District 2011 Next Steps: Reflection of Practice Review the rubric for Element 3b1 – “Quality and Purpose of Questions” and reflect on your own practice: What questions do I design to challenge and elicit higher level thinking from my students?

33. Copyright © Los Angeles Unified School District 2011 Objectives To develop an understanding of the LAUSD Teaching and Learning Framework Rubric To reflect on teaching practice To connect instructional practices to the Teaching and Learning Framework