The student learning outcomes for this course are based on INTASC professional teaching standards and Danielson's standards of effective teaching practice. This may be a ways down the road from here, but you will eventually be responsible for these outcomes, knowledge, skills, dispositions, and performances (among others) before you are provided with a Hawaii State Teaching License.
So, itʻs reasonable that you become familiar with what teachers do, how I think about organizing the content and assessments in this class. Right now, some of these frames might be beyond your initial understanding, but you will continue to develop your knowledge and frameworks for thinking about and practicing teaching.
This course is generally organized into the following themes. The exploration of each of these themes is guided by essential questions, learning outcomes, and professional standards of practice. Each of the themes is broken down into essential characteristics related to classroom management.
THEME #1: Valuing Improvement - Mastery is something that comes as a result of time and effort.
THEME #2: Culture of Learning - Learning is something that is valuable and therefore should be valued.
THEME #3: Classroom Resources - Maintaining consistent achievement and attaining transformational goals without adequate resources is not impossible, yet unlikely.
THEME #4: Behavioral Expectations - Positive and productive communities are founded on a clear understanding of individual actions that lead to success as well as those that complicate it.
THEME #5: Planning, Assessment, and Instruction - Organize your ideas about how to teach something, decide how you will assess whether students have learned, instruct the students and be sure to evaluate whether or not your instruction was effective. Over time, you will get better and students will learn.
THEME #6: Accommodations for All Learners - We need all students in our communities to learn to their potential. Sometimes this means understanding challenges that individuals face to learning and thinking about how you can make supportive adjustments.
CLOs are course learning outcomes. Questions are things that you should consider as an emerging teacher or professional. INTASC are the normalized expectations for what a teacher needs to do. Characteristics are things that you could do to demonstrate learning, or knowledge of, the outcomes.
CLO #1 - Observe, demonstrate, and value professional practice, growth, dispositions, behaviors, reflection, and evaluation.
CLO #2 - Analyze, develop, and value classroom management strategies that create a culture for learning.
CLO #3 - Organize, value, and analyze the management of physical and social resources in a collaborative, positive, and effective learning environment.
CLO #4 - Construct, communicate, and value ways to encourage, prevent, and manage student behavior for positive and collaborative learning environments.
CLO #5 - Analyze, design, evaluate, and value engaging and effective standards-based curriculum and instruction to make learning meaningful for all learners.
CLO #6 - Identify, analyze, and value ethical issues related to managing and teaching diverse learners that create a positive learning environment focused on the respect and achievement of all learners.
CLO #1: Observe, demonstrate, and value professional practice, growth, dispositions, behaviors, reflection, and evaluation.
Essential Questions
How do you feel about professional improvement?
What can you do to make your practice more positive, respectful, and student-centered?
What experiences do you have that have supported or contributed to your intellectual and professional growth?
Given research on “best practices” what are both short term and long term goals for improving practice?
9.1 Emerging teacher takes responsibility for all students’ learning by developing professional practice
9.5 Emerging teacher demonstrates professional behavior
Professional Expectations
Completion of college coursework
Attendance of professional development and skills training
Experiential learning through observation, participation, and internship
Communication with peer groups about being more effective
Communication with students about being more effective
Communication with administration or leadership about being more effective
Communication with teachers about being more effective
Reading stories and texts that are related to effective strategies in teaching
Additional research or human development, education, learning, and teaching
CLO #2: Analyze, develop, and value classroom management strategies that create a culture for learning.
Essential Questions
In what ways does the culture of your classroom demonstrate respect, support, care, and fairness for students and learning?
What actions do you take to ensure that students feel respected?
What actions do you take that ensures students respect one another?
How do you teach social and emotional learning and to your students?
3.3 Emerging teacher communicates respectfully
3.4 Emerging teacher is a responsive and supportive listener
9.1 Emerging teacher takes responsibility for all students’ learning by developing professional practice
9.2 Emerging teacher helps students achieve their full potential
9.4 Emerging teacher nurtures students’ respect and compassion
9.6 Emerging teacher is respectful to everyone
9.7 Emerging teacher is fair and equitable to everyone
Danielson's Framework for Teaching
2B- culture for learning
Professional Expectations
Sharing and communicating about student potential
Expecting high effort from students
Encouraging student participation
The expectation of continuous learning through improvement and mastery
The expectation of lifelong learning
The expectation for quality questions and dialogue
Sharing of meaningful and challenging content
Using explicit academic language
Driving for effectiveness and high-quality work
Respectful communication among all learners
Open to providing and receiving support and feedback
Fairness and equity
Sharing enthusiasm about content
CLO #3: Organize, value, and analyze the management of physical and social resources in a collaborative, positive, and effective learning environment.
Essential Questions
How is your classroom designed to be an efficient learning environment?
What resources do you have available to students?
How do you manage the scoail and human capital in the room?
INTASC
3.5 Emerging teacher manages the learning environment efficiently
CHARACTERISTICS
Seating arrangement
Traffic patterns
Learning resources and materials
Physical resources
Teacher resources
Technology resources
Presentation and communication resources
Ambiance and themes
Number of students
Demographics of students
Learning centers
CLO #4: Construct, communicate, and value ways to encourage, prevent, and manage student behavior for positive and collaborative learning environments.
ESSENTIAL QUESTION(S)
How do you manage student’s behaviors through expectations of conduct, procedures, routines, and behavior management plan?
INTASC
3.1 Emerging teacher communicates expectations to families
3.2 Emerging teacher establishes rules, routines, and procedures
3.3 Emerging teacher communicates respectfully
DANIELSON’S
2D managing behavior
CHARACTERISTICS
Standards and norms of behavior and conduct
Classroom procedures and routines
Expectations of productivity
Respectful Communication
Expectations of positive behavior
Positive reinforcement
Consequences for unwanted behaviors
Proactive and preventative strategies
Effective and subtle reactive strategies
Student self-monitoring
Conversations on behavioral expectations
Absence of misbehavior
CLO #5: Analyze, design, evaluate, and value engaging and effective standards-based curriculum and instruction to make learning meaningful for all learners.
ESSENTIAL QUESTION(S)
How does your planning include knowledge of your learners to make meaningful learning outcomes?
How do you demonstrate learning outcomes are actionable, measurable, and scaffolded?
How do you ensure that your instruction is effective and that your learners are learning?
How do you know that your instruction is diverse and clear?
How do you engage your students in critical thinking?
How do you ensure that your students are grouped in a variety of ways?
INTASC
(Knowledge of students)
1.3, 8.4 Emerging teacher uses developmentally appropriate instruction
(Quality learning outcomes)
7.1 Emerging teacher identifies measurable and meaningful learner outcomes
7.2 Emerging teacher develops meaningful unit plans
(Assessment-based instruction)
· 6.1 Emerging teacher uses a variety of valid formative assessments
· 6.6 Emerging teacher uses valid assessments
· 7.8a Emerging teacher uses formative assessment to support learners
(Contextualized learning)
2.2 Emerging teacher incorporates multiple intelligences/learning styles
2.3 Emerging teacher incorporates learner's language
2.4 Emerging teacher incorporates learners’ culture
5.2 Emerging teacher incorporates real-world application
7.5 Emerging teacher uses prior knowledge to plan instruction
(Organized learning)
4.1 Emerging teacher clearly communicates content
4.6 Emerging teacher and learner model content
6.4 Emerging teacher provides models and criteria of assignments
(Quality questioning)
4.4 Emerging teacher develops learners' inquiry of content
5.3 Emerging teacher develops learners' critical thinking
(Student grouping)
8.1 Emerging teacher facilitates group instruction
8.3 Emerging teacher incorporates group work to learn content
8.10 Emerging teacher facilitates group instruction
DANIELSON’S
3B-questioning
3C-engaging
3D-assessing
CHARACTERISTICS
Common Core standards
Scaffolded objectives
Measurable and meaningful objectives
Assessments linked to objectives
Assessments are formative
Assessments with rubrics
Assessment includes feedback
Assessment with the opportunity to improve
Instruction includes multiple learning styles
Instruction is linked to student’s lives
Instruction is clear and organized
Instruction includes challenging questions
Instruction included student discussion
Instruction with flexible student grouping
Instruction with examples
Instruction includes appropriate materials
SLO #6: Identify, analyze, and value ethical issues related to managing and teaching diverse learners that create a positive learning environment focused on the respect and achievement of all learners.
ESSENTIAL QUESTION(S)
How do you incorporate knowledge of students in your planning and instruction?
INTASC
2.5 Emerging teacher incorporates learners' special needs
8.6 Emerging teacher seeks resources for ell strategies
4.7 Emerging teacher seeks resources to make content accessible to learners’ language
2.6 Emerging teacher follows school intervention protocol
6.9 Emerging teacher makes assessment accommodations for learners’ special needs
6.10 Emerging teacher makes accommodations for advanced learners
6.9b Emerging teacher makes assessment accommodations for learners’
7.8b Emerging teacher collaborates with colleagues to meet learners’ needs
CHARACTERISTICS
The teacher plans and accommodates for the following student diversity:
Students from poverty
ELL students
Students from diverse cultures
Students with special needs
Includes collaboration with colleagues and experts
Aligned with school-based special education services and protocols