Professional Activities #12
November 18, 2013
TAPCo.'s Coherent Set of Beliefs
We work together as a teaching/learning community so that our effort is:
Directly impactful in classroom practice. (high student engagement & evidence of learning for ALL students)
Evidenced across all classrooms, in teacher feedback, and in our school’s year-long professional development plan. (instruction and ongoing assessment in the CCLS Instructional Shifts, higher-order questioning, evaluating rigor through the Hess Cognitive Rigor Matrix (because it's sanctioned and familiar to us we will use it) post-informal/formal sessions with Demetri or me, and PD, classroom learning environment that displays and encourages student success.
Collaboratively developed based on multiple types of data and rooted in the particular needs of our school's students. It is worthy of study and can be assessed repeatedly over time (inquiry groups, individual teacher and subject area DDC baselines/midterms/finals- disaggregation and item analysis, protocols for examination of student work, co-planning sessions with Gen Ed/Special Ed/ESL.
Multiple teaching strategies-based, facilitated and encouraged through offsite professional development, whole faculty meetings, peer-led workshops, inter-visitations, subject and grade level meetings, and co-planning. (RTI, ESL, SPED, Universal Design).
Directly impactful in classroom practice. (high student engagement & evidence of learning for ALL students)
Evidenced across all classrooms, in teacher feedback, and in our school’s year-long professional development plan. (instruction and ongoing assessment in the CCLS Instructional Shifts, higher-order questioning, evaluating rigor through the Hess Cognitive Rigor Matrix (because it's sanctioned and familiar to us we will use it) post-informal/formal sessions with Demetri or me, and PD, classroom learning environment that displays and encourages student success.
Collaboratively developed based on multiple types of data and rooted in the particular needs of our school's students. It is worthy of study and can be assessed repeatedly over time (inquiry groups, individual teacher and subject area DDC baselines/midterms/finals- disaggregation and item analysis, protocols for examination of student work, co-planning sessions with Gen Ed/Special Ed/ESL.
Multiple teaching strategies-based, facilitated and encouraged through offsite professional development, whole faculty meetings, peer-led workshops, inter-visitations, subject and grade level meetings, and co-planning. (RTI, ESL, SPED, Universal Design).
