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38 Cards in this Set
- Front
- Back
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what should the focus of a lesson be |
focus of a lesson should include a anticipatory set which were just get the students attention or where you have review of prior knolwedge |
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what should the closure of a lesson be |
must include a review and then one more use of the concept just learned; shouldn't include something new |
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what should the preassessment be |
description of how you will know students are ready for the lesson; can be something in the focus or beginning of the instrucitonal input |
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what should the post assessment be |
how you will know you met the objectives for the lesson and what expectations have for students meeting the objectives (how correct ) |
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What is CCSS |
common core state standards, represents more rigorous expectations for student learning and part of louisiana's instructional priorities |
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what is SLTs |
student learning targets, measurable goal for student achievement over a given period of time for all teachers |
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what is VAM |
value added model, one component of compass for evaluating teachers who teach in tested grade a way for teachers to look back at the end of year and see if students made growth |
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what does NTGS stand for |
non tested grades and subjects which include kindergarten, first, and second |
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what is RTI |
response to intervention, multi tie approach to early identification and support of students with learning and behavior needs |
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what are the three tiers of RTI |
tier 1: high quality class instruction, screening, and group intervention -tries to prevent failure learning and involves all students tier 2: targeted intervention -tries to address instructional challenges that may contribute to individual student difficulty tier 3: intensive intervention and comprehensive evaluations -tries to accelerate learning for students who need more intensive help |
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what are Louisiana's top instructional priorities |
common core and compass |
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what is compass |
modified version of Danielson's Framework for teaching and reflects the shifts in instructional practice required to help students meet these more rigorous expectations |
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what are the two components of evaluation with compass? |
two components: student growth measures (SLT and VAM) and professional practice measures (observation) |
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how much does each component count for in evaluation of teacher effectiveness? |
each component count for 50% and receives a score between 1 and 4 |
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what are the 3 characteristics of a well written SLT |
priority content-focuses on learning content that aligned with state CCSS rigor-represents appropriate amount of student learning that's challenging yet attainable for specified set of students and interval of instruction high quality evidence- assessment provides data from beginning to end of students time with teacherand sometimes based on common assessment when available |
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what is the value added teacher evaluation model |
calculates student academic growth and relies on student information like SES, background, to predict how much a student should learn in one year |
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what does the acronym LCET stand for |
Louisiana Components of Effective Teaching |
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what is the purpose of LCET |
this is what your observer will look for to ensure you meeting the compass rubric requirements |
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how many domains does the LCET use to observe teachers |
D1: Planning and Preparation D2: Classroom Environment D3: Instruction |
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how many componenet/levels of effectivesness does the LCET use to observe teachers |
1c: setting instructional outcomes 2c: managing classroom procedures 3b: using questioning and discussion techniques 3c: engaging students in learning 3d: using assessment in instruction |
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what is PGP |
professional growth plan; plan the teacher makes for herself to monitor her professional development throughout the year |
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what is SPA |
specialized professional agencies; for math- NCTM for ELA- NCTE |
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what is SIT |
School Improvement Team; a committee made up of representative from every grade level- collect data (ABSENCES, TARIDES) and see where accommodations need to be made |
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who are responsible for writing SLT |
everyone |
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how are VAM teachers and NTGS teachers evaluated differently |
VAM teacher make SLTs as well as teaching grades who take the standardized test and evaluated based off of student growth on both test where as NTGS teachers only make SLTs and get evaluation of student growth from that |
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how does compass work? |
set goals, observation feedback support, evaluate performance, use data to inform decision making |
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what is the single most important factor in the classroom |
an effective teacher |
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what does the component of compass process called goal setting do |
allows teachers to measure students progress all year long |
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what does the component of compass process called observation/feedback support do |
where principal and principal desginee observe teachers, document what observe, share feedback, provide targeted support |
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what does the component of compass process called evaluate performance do |
for VAM: evaluate results from state and use data to evaluate student growth
with all teachers: assing final SLT test, evaluate student progress over the year calculate final professional practice scores |
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what does the component of compass process called use data to inform decision making do |
promotion for higher performing teacher, intensive assisting plans for struggling teachers, dismissal proceedings for educator who recieve ineffective rating two years in a row |
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what is INTASC |
Interstate New Teacher Assessment and Support Consortium; a consortium of state education agencies and national organization dedicated to reform of preparation, licensing, and on going profesional development of teachers |
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what is SBESE |
State Board of Elementary and Secondary Education; adopts regulations and enacts policies governing operations of the schools under it jurisdiction |
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what is NBPTS |
National Board for Professional Teaching Standards; independent nonprofit organization; develop professional standards for accomplished teachers |
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what are PLC |
professional learning community; a community of teachers in school who meet regularly to identify common issues to research and study how to teach or do task better that have success at other schools |
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what are the teacher graduate expectations by state of Louisiana |
know content coming and going, use effective instructional strategies, make data-based instructional decisions, engage in PLCs for continual growth, know the rule of the game |
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what are rules of the game for teacher graduate expectations |
student performance is related to teacher efficacy, teachers paid to help students learn the Louisiana curriculum, teachers will be evaluated based on students perform and grow, the LEADS data system link all information together that range from test to state, university evaluated based on efficacy of their teacher graduates |
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what is IEP |
state mandated education assistance plan for students classified LD |
