Setting a clear, meaningful course for student learning

To demonstrate proficiency in the Purpose Dimension, all FSD teachers need to:

  • Know and breakdown content standards into lesson sized chunks
  • Write and communicate learning targets that are clear to students
    (Incorporate a Learning Target – Success Criteria – Performance Task)
  • Establish relevance by making connections to previous and future lessons, broader purpose, and transferable skill
  • Effectively close lessons using student self assessment and reflection in relationship to the success criteria
  • Develop appropriate teaching points using formative assessment that account for student’s background and learning needs

Designing and Communicating Learning Targets

  1. Start with the whole standard.
  2. Break the standard down into lesson sized pieces (look at the verbs).
  3. Translate one of the lesson sized pieces into  a learning target for today.

Be sure to use student friendly language and  the following stems  for consistency:

  • Learning Target – Today I am learning to . . .
  • Success Criteria  – I will know I’ve learned it when I can  . . .
  • Performance Task – I will show this by . . .  (doing, saying, making, writing)

Curriculum & Pedagogy

Ensuring that instruction challenges and supports all students

To demonstrate proficiency in the Curriculum and Pedagogy Dimension, all FSD teachers need to:

  • Be well versed in content knowledge and instructional methods
  • Support students to have habits of thinking for each discipline (think like a scientist, think like a mathematician, etc)
  • Ensure instruction, materials, and tasks are aligned and leveled to meet the needs of individual students
  • Have a solid understanding of the layering of concepts within a discipline which allows the teacher to identify and address student misconceptions
  • Model strategies, show examples, build rubrics together, and provide feedback
  • Create opportunities to develop student’s independence
  • Help students generalize new skills to other contexts

Environment & Culture

Creating classrooms that maximize opportunities for learning and engagement

To demonstrate proficiency in the Classroom Environment and Culture Dimension, all FSD teachers need to:

  • Maximize student learning time by establishing clear routines, procedures, and norms that create a collaborative and respectful environment where students become self managers
  • Create a physical environment and access to resources to enhance learning
  • Ensure that interactions between teacher and students and between students are respectful, promote student well being, and demonstrate that all student contributions are valued
  • Create a classroom where all people feel safe and valued
  • Teach effective collaborative routines

Student Engagement

Encouraging substantive, intellectual thinking

To demonstrate proficiency in the Student Engagement Dimension, all FSD teachers need to:

  • Assist students in clarifying and assessing their thinking
  • Use questions, statements, and actions to encourage students to share their thinking
  • Design and use strategies based on the learning needs of their individual students building on their backgrounds and personal needs
  • Create an environment in which the locus of control gradually shifts from the teacher to the students
  • Teacher’s expectations and strategies engage all students in work of high cognitive demand through questioning, problem solving and the application of knowledge to authentic learning situations
  • Teacher facilitates lessons and activities that enable students to engage in quality talk with their peers to deepen understanding of critical content using evidence to support their arguments
  • Intentionally teach routines and strategies that allow students to communicate effectively about critical content and ideas

Assessment for Learning

Using ongoing assessment to shape and individualize instruction

To demonstrate proficiency in the Assessment Dimension, all FSD teachers need to:

  • Design and use authentic assessment tools that area aligned to learning targets and standards
  • Post clear learning targets and success criteria, then through formative assessment use the success criteria to determine student’s achievement of the targets in a timely manner (as in today)
  • Offer students multiple types of assessments and multiple opportunities to demonstrate proficiency
  • Create frequent opportunities for all students to assess their own learning, establish personalized learning goals, and monitor progress towards their goals
  • Establish and use consistent routines to gather and record formative assessment data, and then use that data to inform instruction
  • Make in the moment adjustments to lessons in response to formative assessment data

Collaboration & Communication

Building a collaborative community in support of student learning

To demonstrate proficiency in the Collaboration and Communication Dimension, all FSD teachers need to:

  • Collaborate with all stakeholders in a transparent two way process to improve student learning.
  • Collaborate and engage in reflective inquiry with peers and administrators
  • Actively participate in collaborative work
  • Build positive relationships with colleagues, families and community while being friendly, ethical, and professional
  • Communicate with the all stakeholders about student progress towards standards
  • Work with students, families, and staff to develop and monitor student learning goals
  • Understands and supports school, district , and state initiatives and agreed on curriculum