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GDSP For School Leadership Module

This document contains a rubric for evaluating teachers on their ability to engage and support student learning. It includes criteria for developing learning objectives, instructional plans, using appropriate pedagogy, differentiating instruction, monitoring and assessing student learning, providing feedback, adjusting instruction based on results, classroom management, instructional planning, differentiating instruction, assessing student learning, balancing teacher and student talk, and facilitating academic discourse. The rubric will be used to provide feedback to teachers on meeting students' learning needs.

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Tammy Feinberg
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534 views5 pages

GDSP For School Leadership Module

This document contains a rubric for evaluating teachers on their ability to engage and support student learning. It includes criteria for developing learning objectives, instructional plans, using appropriate pedagogy, differentiating instruction, monitoring and assessing student learning, providing feedback, adjusting instruction based on results, classroom management, instructional planning, differentiating instruction, assessing student learning, balancing teacher and student talk, and facilitating academic discourse. The rubric will be used to provide feedback to teachers on meeting students' learning needs.

Uploaded by

Tammy Feinberg
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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GDSPforSchoolLeadershipModule

GoalData/ResourcesStakeholdersPlan




PPSCforSchoolLeadershipModule

ProcessIndicatorsProcesstoMonitorStudentLearningStakeholders
CommunicatetoCommunity




Objectiveengagingandsupportingstudentsinlearning

LearningobjectiveisclearObjectiveisalignedtostandardbeing
taughtObjectivemeasuresindependentmasteryTeacherReviewsthe
objectivewithStudents




InstructionalPlanengagingandsupportingstudentsinlearning

PlanpromotesstudentlearningPlanpromotesstudentengagement
Planisevidentinthevideo(nodiscrepancies)Examples:questioning,
classroommanagement,lessonpacing/timing,academicdiscourse,
partnertalk,assessment




AppropriatePedagogyengagingandsupportingstudentsin
learning

Pedagogyisappropriateforthecontentandthedevelopmentlevelof
thestudentsExamples:questioning,checkingforunderstanding,
usingvisualaids,balancebetweenteacherandstudenttalk,on/off
taskstudentbehavior




DifferentLearningNeedsengagingandsupportingstudentsin
learning

Teacherplansandimplementsaccommodationsforstudentswith
differentlearningneedsExamples:strategic,heterogenousgrouping,
differentiatedlearningactivities,extensionactivities,additional
supportsprovidedtostudents




MonitoringLearningassessingstudentlearning

Teachermonitorsstudentlearningthroughoutthelessonusinga
varietyofmethodsExamples:questioning,circulationtoviewwork
andtolistentostudentdiscussion,whiteboards,thumbsup/down




Providingfeedbackassessingstudentlearning

Teacherprovidesfeedbacktostudentsthatislinkedtothelearning
objectiveExample:comments/questionsrelatedtotheobjective,
complimentsonwork,suggestionsforimprovement,clarificationto
students




Assessmasteryassessingstudentlearning

PlanpromotesstudentengagementandstudentlearningExample:
studentsanswerquestions,completeclasswork,completeanexitslip
orindependentworkbytheendoftheclass




UseResultsofStudentMonitoring/Assessmentassessingstudent
learning

Teacheradjustsinstructionasneeded,basedonstudentdatacollected
Example:clarifymisconceptions,provideadditionalmodeling,adda
learningactivity,skipanunnecessarylearningactivity,usedatato
accuratelyreflectontheeffectivenessofthelesson




ClassroomManagementdevelopingasaprofessionaleducator

studentsareontaskandfocusedonlearning




Instructionalplanningdevelopingasaprofessionaleducator

rigorandpacingmatchesstudentsdevelopmentalneeds,reflectsstate
standards,appropriatelyreleasesresponsibilityoflearning




Differentiatinginstructiondevelopingasaprofessionaleducator
meetingtheneedsofalllearners(SPED,ELL)




AssessingStudentLearningdevelopingasaprofessional
educator

teachercanadjustinstructionbasedondata,caninformfuture
instructionalplans




Balancebetweenteachervsstudenttalkdevelopingasa
professionaleducator

increasedcognitiveengagement




Academicdiscoursedevelopingasaprofessionaleducator

studentsdeepentheirunderstandingofcontentthroughsmallandwhole
groupdiscussions,explainingtheirthinking,andjustifyingtheir
reasoning

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