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Meet Shay and Daniel
Meet Shay and Daniel
Team Teaching Addresses Staffing Shortfalls
Team Teaching Addresses Staffing Shortfalls
Shay is a veteran SS teacher of eight years. Daniel is a Teaching Fellow who is currently on his path to certification who provides ELA instruction. Together they teach 9th Grade SS and ELA.
Shay is a veteran SS teacher of eight years. Daniel is a Teaching Fellow who is currently on his path to certification who provides ELA instruction. Together they teach 9th Grade SS and ELA.
This is the epitome of how the Next Education Workforce Model can help train new teachers in a way that maximizes the student experience in the process.
This is the epitome of how the Next Education Workforce Model can help train new teachers in a way that maximizes the student experience in the process.
An observer would have trouble discerning which one is which because the team planning and execution fills many individual gaps. Mentorship is embedded at every step of the process.
An observer would have trouble discerning which one is which because the team planning and execution fills many individual gaps. Mentorship is embedded at every step of the process.
"We are able to lean on each others' strengths."
"We are able to lean on each others' strengths."
-Shay Kroll
ELA/SS Integrated
ELA/SS Integrated
Taking Content Out Of The Silos
Taking Content Out Of The Silos
By planning together on Sunday nights (over zoom), Shay and Daniel were able to align key ELA skills to the SS content in a way that was easier for students. It gave these skills a more real-world context and prevented a great deal of redundancy.
By planning together on Sunday nights (over zoom), Shay and Daniel were able to align key ELA skills to the SS content in a way that was easier for students. It gave these skills a more real-world context and prevented a great deal of redundancy.
Organization and Accountability
Organization and Accountability
Their Weekly Process Is The Glue
Their Weekly Process Is The Glue
Students know exactly what they need to do, when they need to have it done by and how to go about doing it. Everything is set into a structure that helps students to be responsible for themselves.
Students know exactly what they need to do, when they need to have it done by and how to go about doing it. Everything is set into a structure that helps students to be responsible for themselves.
The weekly agenda and other samples below show the delicate choreography between the two contents complete with:
The weekly agenda and other samples below show the delicate choreography between the two contents complete with:
-Clear instructions for when and where small group opportunities exist based on different levels of readiness (Pace).
-Clear instructions for when and where small group opportunities exist based on different levels of readiness (Pace).
-Differentiated activities based on need and ability (both net the same learning goal but at different ability levels).
-Differentiated activities based on need and ability (both net the same learning goal but at different ability levels).
-Combined Assessments (both contents assessing the same performance task, simultaneously but with separate rubrics and feedback.
-Combined Assessments (both contents assessing the same performance task, simultaneously but with separate rubrics and feedback.
Weekly Student Menu/Agenda
Weekly Student Menu/Agenda
Sample Differentiation of Tasks
Sample Differentiation of Tasks
*Both of these readings were Entrance tickets into a discussion facilitated by Mr. DeShazer (ELA). This discussion was a primer for the upcoming shared written final
*Both of these readings were Entrance tickets into a discussion facilitated by Mr. DeShazer (ELA). This discussion was a primer for the upcoming shared written final
exam. The students were able to use notes taken from previous week's lessons as well.
exam. The students were able to use notes taken from previous week's lessons as well.
Other Samples Of Differentiated Work
Other Samples Of Differentiated Work
*All students complete a video-based opener (w/ me in small groups), during which, they take notes on the characteristics of a revolution. Both of these assignments require students to research/summarize a revolution of their choice (options provided) and find the characteristic in their chosen revolution and explain.
*All students complete a video-based opener (w/ me in small groups), during which, they take notes on the characteristics of a revolution. Both of these assignments require students to research/summarize a revolution of their choice (options provided) and find the characteristic in their chosen revolution and explain.
*This was a debate where some students were on an alternate pathway and did other things while groups prepared for the debate. They all met back at the same place on the debate day, as the alternate pathway students were give the Alternate exam, based off the debate itself; they acted as the audience for the debate
*This was a debate where some students were on an alternate pathway and did other things while groups prepared for the debate. They all met back at the same place on the debate day, as the alternate pathway students were give the Alternate exam, based off the debate itself; they acted as the audience for the debate
Combined Assessments
Combined Assessments
20220922_092616.mp4Athenian Debate Is Assessed By Both Teachers
Athenian Debate Is Assessed By Both Teachers
This video Shows students taking part in a small group assessment about the merits of Athenian Democracy. Both teachers are simultaneously assessing students with their own rubrics (Above). There is an alternate version of the activity above. It is what students that choose not to take part in the debate can complete. They watch the debate and pull points to make a C.E.R. (Claims Evidence and Reasoning) activity.
This video Shows students taking part in a small group assessment about the merits of Athenian Democracy. Both teachers are simultaneously assessing students with their own rubrics (Above). There is an alternate version of the activity above. It is what students that choose not to take part in the debate can complete. They watch the debate and pull points to make a C.E.R. (Claims Evidence and Reasoning) activity.
You can see a Special Education teacher pushing in with a couple of the students that are working on the outer circle C.E.R. activity.
You can see a Special Education teacher pushing in with a couple of the students that are working on the outer circle C.E.R. activity.
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