Transcript Implementing the Instructional TAP Rubric

Implementing the Instructional TAP
Rubric
East Iberville High School
August 27, 2014
Master – Dr. Laura Nelson
Mentor – Susan Burch
Jamesina Collins
Theresa Jones
Kanavis Egland
Solomon Lee
Genesia Emery
Karen Love
Ronald Grace
Katherine Mencos
Lenell Osborne
Delores Pointer
Erin Ragsdale
Dominique Ricks
Nora Saari
Douglas Schultz
John Young
Brain Teaser (Hook)
There are three teachers. Their names are Mr. Jones, Mr. Smith,
and Mr. Johns. Each teacher has a favorite student. The
students' names are Nathan, Bob, and Jim. Each teacher is a
certain age. The ages are 30, 35, and 40. Your job is to find out
how old each teacher is, and find out who their favorite student
is.
Clue 1: The oldest teacher likes Bob the most.
Clue 2: Mr. Jones is not the oldest or the youngest teacher.
Clue 3: Mr. Jones does not like Nathan.
Clue 4: Mr. Smith is not the oldest teacher.
Cluster’s Preview
Cluster Objective: By the end of the cluster meeting, Career Teachers will be
able to text render key descriptors for the TAP Instructional Rubric, resulting in
making connections with TAP and key elements of their content, as measured by
teacher observation and TAP Instructional Rubric.
NEED: Career Teachers need to make connections with the TAP rubric and
key elements of your content. Career Teachers need to understand how critical
elements of your content can be integrated into the TAP rubric cycle. Career
Teachers need to understand how both initiatives together impact student
achievement.
NEW LEARNING: Master Teacher will model how to text render the first
six descriptors for the TAP Instructional Rubric focusing on Standards and
Objectives.
Master Teacher and Career Teachers will text render
the key descriptors for the TAP Instructional Rubric focusing on Motivating
Students.
DEVELOPMENT:
APPLICATION: Career Teachers will text render the key descriptors for
the TAP Instructional Rubric focusing on Lesson Structure and Pacing. Career
Teachers will in pairs to text render specific TAP Indicators and apply all
Indicators in your daily lessons.
EVALUATION: Career Teachers will bring back student evidence that most
students demonstrate mastery of the objective under the Standards and
Objectives Indicator.
Cluster Long Range Plan
August 26, 2014
September 3, 2014
September 10, 2014
By the end of the cluster meeting, Career Teachers
will be able to text render key descriptors for the
TAP Instructional Rubric, resulting in making
connections with TAP and key elements of their
content, as measured by teacher observation and
TAP Instructional Rubric. Outcome
By the end of the cluster meeting, Career Teachers will
be able understand the TAP Designing and Planning
Rubric and the Learning Environment Rubric, resulting
in making connections with TAP and key elements of
their content, as measured by teacher observation and
TAP Instructional Rubric.
By the end of the cluster meeting, Career Teachers will
be able to identify the Depth of Knowledge (Thinking)
required to answer a question, so that teachers will
know what level they are currently teaching, as
measured by short answer items.
Cluster Meeting
• By the endOutcome
of the cluster meeting, Career
Teachers will be able to text render key
descriptors for the TAP Instructional
Rubric, resulting in making connections
with TAP and key elements of their
content, as measured by teacher
observation and TAP Instructional Rubric.
What is text rendering?
What is text rendering?
• To construct meaning collaboratively, clarify,
and expand our thinking about a shared text
•
During the process, participants will choose
one or two sentences, one phrase, and one
word that they found most important.
I Do:
I will model how to text render the first six descriptors for
the TAP Instructional Rubric focusing on
Standards and Objectives.
Standards and
• Most learning
objectives and state content
Objectives:
standards are
communicated.
•
•
•
•
•
Sub-Objectives are mostly aligned to the
lesson’s major objective.
Learning Objectives are connected to what
students have previously learned.
Expectations for student performance are clear.
State standards are displayed.
There is evidence that most students
demonstrate mastery of the objective.
We Do:
We will text render the key descriptors for the
TAP Instructional Rubric focusing on
Motivating Students.
Motivating Students
•
The teacher sometimes organizes the content so that
it is personally meaningful and relevant to students.
•
The teacher sometimes develops learning
experiences where inquiry, curiosity and exploration
are valued.
• The teacher sometimes reinforces and rewards effort.
You do:
You (with our assistance) will text render
the key descriptors for the TAP
Instructional Rubric focusing on
Lesson Structure and Pacing.
Lesson Structure and
Most lessonsPacing:
start promptly
The lesson’s structure is coherent, with a
beginning, middle, and end.
Pacing is appropriate, and sometimes
provides opportunities for students who
progress at different learning rates.
Routines for distributing materials are
efficient.
Little instructional time is lost during
Partner up:
Partner up with the person that has the
same number as you.
Your Job: Text render the given Indictor
together
Post responses on a Post-It
Report Out/Share out
Evaluate
You will apply what you have learned pertaining to the “Big
12” into your daily lessons.
You will bring back evidence that most students
demonstrate mastery of the objective under the Standards
and Objectives Indicator.
Exit Ticket
Follow-up/Support
Schedule
Burch, Susan
Collins, Jamesina
Egland, Kanavis
Emery, Genesia
Grace, Ronald
Jones, Theresa
Follow-up/Support
Schedule
Lee, Solomon
Love, Karen
Mencos, Katherine
Osborne, Lenell
Pointer, Delores
Ragsdale, Erin
Follow-up/Support
Schedule
Ricks, Dominique
Picard, Richard
Saari, Nora
Schultz, Douglas
Warren, Tracy
Young, John