Norms for High Quality Instruction

Teacher will

CPP & Severn School

Instructional Expectations What you will see?

Student will Evidence
Exit ticket/fist to 5 Students acknowledge where they are at with their learning Anchor charts Posted targets Students able to articulate learning objectives

1. Include A Clear and Explicit Purpose For Instruction Every Class

Post objectives/learning targets/focused questions Display anchor charts (behavior and learning)- build and display Refer back to during lesson I can statements Sharing rubrics Common language why is it important Stay on topic/objective Communicate the instructional purpose (1c, 3a) Connect outcomes to previous and future learning (1c) Set outcomes that are differentiated to encourage individual students to take educational risks (1c)

Refer back to target question/answer target question Use/build/refer to anchor charts Students will know and use the key words Student will stay on topic

2. Teachers Facilitating Active Engagement

Using cooperative learning Use Questioning techniques- teach it and model Model and use of protocols Provide Think time Talk less (10:2 principle) Challenge kids with another way to do it Use new strategies (learn zillion, manipulatives) Monitor the time limits (noise) and keep them minimized to keep students focused and the lesson moving Use materials and resources that support the learning goals and require intellectual engagement (3c) Pace the lesson and provide students the time needed to be intellectually engaged (3c) Develop learning tasks that are aligned

Articulate the objective/s of the lesson Contribute to extending the content and explaining the concepts to their classmates (3a) Take initiative and ask questions and make comments that indicate that they understand the target/purpose (2b) Reflect and make connections to the common core standards Work in peer partner groups Student conversations Ask and answering questions Talk, write, respond, share, move, draw, give feedback, jot

Multiple students work/talk/discuss at one time- simultaneous student interaction Small groupings Students work through problems using academic language Transfer of vocabulary between disciplines.

Become resources for other students (3c) Actively work rather than watch while their teacher works (3c) Be highly motivated to work on all tasks and persist even when the tasks are challenging (3c) Resolve misunderstandings in instruction

2. Teachers Facilitating Active Engagement, continued

with the instructional outcomes and students will have choice in how they complete the tasks (3c) Ensure a mix of different types of flexible grouping opportunities (3c) Develop learning tasks that have multiple correct responses or approaches and/or demand higher order thinking (3c)

Participate in high levels of discussion, all student voices are heard (3b) Read like detectives and write like investigative reporters

Provide time for independent work Frequent check ins throughout the lesson Closure- middles and end Share outs Allow time to survey students level of understanding Pay close attention to evidence of student understanding (3d) Adjust instruction to the level of understanding of the students (3d) Create questions to elicit determination of student understanding (3d) Constantly take the pulse of the class (3d) Circle the class to monitor student learning and offer feedback (3d)

Self-assess and reflect on their learning Be honest with their learning and be able to state what they need to enhance their learning Summarize, reflect, retell, teach, jot, complete an exit ticket Help to establish the evaluation criteria Monitor their own progress through peer assessment and self-assessment Monitor their understanding on their own or as a result of tasks set by the teacher Assess other students work and provide feedback to one another Have an opportunity for reflection and closure on the lesson to consolidate their understanding. (3c) Use Accelerated reader Have Equal access to technology Actually use it manage and manipulate it on the computer use for Research reports

Exit tickets, drawings, charts, post its, surveys, protocols Peer tutors Fist to 5 Formative Assessments Sharing of answers with peers

3. Demonstration of Understanding

4. Purposeful Use Technology

Have readily prepared links- ie. symbaloo Ensure students use the computers provided for the class Shared sites with families Post and follow rules for technology Uses smartboard, learn zillion, scootpad, Use Lisa Zimar as an expert resource Make extensive and imaginative use of available technology Incorporate technology for students with disabilities in their whole group lessons Model their use of technology for students

Student will use to support their research/learning/ideas AR tests Students actively engaged with Smartboards Published writing pieces Computer lab utilized at all times

With guidance and support from adults, explore a variety of digital tools to research, produce, write and publish writing Ask and answer questions about key details in a text shared through digital

4. Purposeful Use Technology, continued

Use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity and innovation in both face-to-face and virtual environments Display extensive knowledge of resources on the internet for classroom use, for the expansion of his/her own knowledge and for students. (1d) Use data to form groups (AIS,RTI,SST) To inform AIS, special education, & RTI staff Use to set student/teacher goals Use data to inform re-teaching Celebrate growth with students and converse about results Conference with students Persistently use data to know where students are in relation to the destination Use data to craft an environment that actively supports each student in their learning (1f) Use data to create flexible grouping of students in relation to their instructional needs (1e) Use data to monitor student progress Use data to celebrate student progress

tools

Keep track of their progress Understands the importance of taking these assessments continue to learn and improve in their progress toward mastering standards conference with peers

5. Data Driven Instruction

Assist in the collection and monitoring of their own data in order to set goals in collaboration with the teacher

be able to see their goals posted flexible grouping of students pre- and post-assessments Goals being continuous works in progress as students meet them writing portfolios Use of Data Binders Students can locate and discuss their data Continuum Cards