Planning Purposefully

Front 1

Describe what Planning Purposefully does AND does not address.

Back 1

The planning principle addresses plans for instruction and classroom management.
It does not include investment strategies.
Planning and implementing investment strategies are covered by the Investment principle.

Front 2

Which Planning rows are not scored at institute?

Back 2

P1 & P2

Front 3

Which Executing Effectively row is the "sister row" to P3?

Back 3

E-1: Clearly present academic content AND
E-2: Coordinate student practice

Hint 3

There are actually 2 and they tie directly to the execution of the lesson plan

Front 4

Describe the relationship between the Planning and Execution principles.

Back 4

Planning and executing are distinct but related principles in a successful classroom. We must maintain the distinctions between planning and execution in order to determine whether a teacher's effectiveness (or lack of effectiveness) is attributed to planning or execution issues (so that appropriate solutions can be prescribed).

Front 5

What should you do when determining if planning or execution is holding a corps member back?

Back 5

Refer to the lesson plan to see what the teacher had planned.

Front 6

What assessments does P-1 include?

Back 6

It encompasses both formative assessments administered throughout a unit and summative assessments administered at the end of a unit, semester, or year (to assess the sum of knowledge). This row also addresses the quality of diagnostic assessments used to determine students' learning needs.

Front 7

Describe P-2

Back 7

The CM backwards-plans by breaking down longer-term goals into bundles of objectives and mapping them across the school year (in a long-term plan and unit plans)

Front 8

Should you use P-3 to evaluate the quality of an objective in a lesson plan?

Back 8

No, P-2 addresses the quality of objectives by requiring them to be "clear, measurable, student-centered, and rigorous." An evaluator should not use P-3 (Create Objective-Driven Lesson Plans) to evaluate the quality of an objective in the lesson plan.

Front 9

True or False?
A Long-term Plan without Unit Plans Rates as Novice in P-2

Back 9

True
A teacher who has a long-term plan (mapping benchmarks over the course of the year) but does not have each unit plan mapped with the individual objectives necessary to meet those unit goals will score a Novice on P-2 because the teacher has not demonstrated BP proficiency.

Front 10

Describe P-3

Back 10

The corps member creates rigorous, objective-driven lesson plans so that students who complete class activities successfully will have mastered the objective and made progress toward the big goal

Front 11

To score NOVICE in P-3, a CM will...

Back 11

demonstrate an attempt to create rigorous, objective-driven lesson plans

in reflection…
the CM will accurately explain how to align lessons to objectives and strategies for fulfilling the steps of the lesson cycle

the CM will also explain in a compelling way why it is important to align the lesson to both the objective and the lesson cycle

Front 12

What if a CM doesn't have an assessment?
Does that count against the P-3 score?

Back 12

If a teacher does not have an assessment at all, you would not have enough information to evaluate the first strand of P-3 (Create Objective-Driven Lesson Plans).

The lack of an assessment would be counted against the teacher, however, in P-1 (Create or Obtain Diagnostics and Assessments). (Which we are not assessing this summer)

Front 13

Why is content knowledge important for strong execution of P-3?

Back 13

Teachers with solid content knowledge can anticipate students' potential misunderstandings and can present information in a way that supports student comprehension.

Front 14

What are the 5 steps to a lesson plan?

Back 14

OPENING: Engages students by communicating the what, how and why of the lesson and connects the lesson to previous material.

INTRODUCTION TO NEW MATERIAL: Emphasizes key points, ensures that students actively take in information, and anticipates potential misunderstandings.

GUIDED PRACTICE: Clearly states and models behavioral expectations, ensures that all students have multiple opportunities to practice, scaffolds practice exercises from less to more difficult, and allows teacher to monitor and correct student performance.

INDEPENDENT PRACTICE: Clearly states and models behavioral expectations, allows students to attempt and demonstrate independent mastery of the objective, and provides opportunities for extension.

CLOSING: Asks students to summarize what they learned and demonstrate progress toward or mastery of the objective.

Front 15

Describe strand 2 of P-3

Back 15

Evaluates lessons' design and fulfillment of the purposes of the lesson cycle.

Front 16

Describe strand 3 of P-3

Back 16

Evaluates the effectiveness and adaptability of lesson pacing.

Front 17

What does BP look like in strand 3 of P-3

Back 17

Designs lessons that can be completed in time available

Given the students' age, students' prior knowledge, and the content, the entire lesson can be completed (and all materials were planned for and available), but individual parts of the lesson may take more or less time than teacher plans.

Front 18

What does BP look like in strand 2 of P-3

Back 18

The CM designed activities that technically align with the steps of the lesson cycle.

The conventional steps of a lesson plan are apparent, but some of those steps may not be designed well enough to serve their purpose.

Front 19

Describe P-4

Back 19

CMs differentiate plans for individual students based on their unique learning profiles (including ongoing performance data) so that all students are engaged and challenged

Front 20

What is the goal for CMs in the P-4 row?

Back 20

Novice

Front 21

Why can't we hold CMs accountable to BP in the P-4 row?

Back 21

A teacher cannot be BP without implementing students' IEPs and we may or may not have access to that information this summer.
No matter how sophisticated a teacher's differentiation systems may be for all students in the classroom, if relevant IEPs are not implemented, the teacher will be rated at Novice.

ALSO, new teachers need time to establish more basic elements of their classroom structures before implementing the relatively sophisticated differentiation strategies

Front 22

What is a potential hotspot to be aware of when evaluating P-5 in a classroom observation?

Back 22

Evaluators can collect evidence about rules and consequences by reading posters or other materials associated with the rules and consequences system. However, the execution of rules and consequences is captured within E-4 (Communicate High Expectations for Behavior). Blurring the distinction between planning and execution could result in misinformation about teachers' strengths and areas for growth.

Front 23

What will a Novice score look like in P-4?

Back 23

In action…
Demonstrates attempt to design differentiated plans

In reflection…
Accurately explains the main ideas behind differentiating plans based on student diagnostic data and/or goals of the individualized education plans, if applicable

Explains in a compelling way why it is important to differentiate plans

Front 24

Describe P-5

Back 24

The CM establishes age-appropriate long- and short-term behavioral management plans (rules and consequences) so that, if students comply, the amount and value of instructional time is maximized

Front 25

How are P-5 (Establish Behavioral Management Plans) and I-4 (Reinforce Efforts Toward the Big Goal) related?

Back 25

Row P-5 (Establish Behavioral Management Plans) primarily addresses the negative consequences used to enforce rules as opposed to positive reinforcements of welcomed behavior. That distinction occurs because I-4 (Reinforce Efforts Toward the Big Goal) covers many of the positive steps teachers take to encourage students to focus and work hard toward academic achievement.

Front 26

What is the difference between "Core Set of Needs" v. "Most Foreseeable Needs"? (In First Strand of P-5)

Back 26

Rules that address "a core set of needs" (BP) are designed to give behavioral guidance for specific situations (e.g., raise your hand to be called on). Rules that address "most foreseeable needs" (AP) take into account all potential contingencies and are general enough to apply to most situations (e.g., respect everyone in your words and actions).

Front 27

Describe strand 1 in P-5

Back 27

CM evaluates the range and applicability of classroom rules.

Front 28

What does BP look like in strand 1 of P-5?

Back 28

The CM crafts rules that address a core set of needs in the classroom

Rules encompass the essential, basic functions in a classroom, such as following directions, interacting with others, being prepared to work, and working in a particular way. However, the rules may be worded in a way that is too specific to allow the rules to address more than the most predictable behavioral problems.

Front 29

When evaluating P-5, can we only use written material?

Back 29

No, if the teacher can articulate the plan clearly but has not written it down in great detail, the teacher's explanation can be used as evidence when evaluating this row. A clear articulation of the plan indicates that the teacher has internalized it and is ready to implement it.

Front 30

Describe strand 2 in P-5

Back 30

Evaluates the clarity and accessibility of classroom rules to students.

Front 31

What does BP look like in strand 2 of P-5?

Back 31

The CM crafts rules that are technically clear and positively stated
At least half of the students should know what the rules technically mean, though they may not be able to provide meaningful examples of what the rule looks like in the classroom.

Front 32

Describe strand 3 in P-5

Back 32

CM evaluates the likely effectiveness of consequences.

Front 33

What does BP look like in strand 3 of P-5?

Back 33

CM crafts consequences that are reasonable and logical

Consequences are appropriate (i.e., not too severe, maintain students' dignity), gradual and sequenced in a way that makes sense.

Front 34

Describe strand 4 in P-5.

Back 34

CM evaluates the level of commitment to actively teach the rules and consequences.

Front 35

What does BP look like in strand 4 of P-5?

Back 35

CM designs initial plan that clearly introduces rules and consequences to students.

The plan (either formally documented or revealed in a conversation with teacher) includes clear explication of each rule and consequence, so that at least half the class could explain the rules and consequences. However, the plan may stop short of asking students to demonstrate their comprehension of the rules.

Front 36

Describe P-6

Back 36

Design classroom procedures (for transitions, collecting and handing out papers, taking roll, grading, etc.) that provide structure to students and maximize the amount and value of instructional time

Front 37

How many strands are scored in P-6?

Back 37

3

Front 38

Describe strand 1 in P-6

Back 38

CM evaluates the comprehensiveness of classroom procedures.

Front 39

What does BP look like in strand 1 of P-6?

Back 39

CM plans procedures that address a core set of inefficiencies in the classroom

Conventional "trouble spots" (e.g., bathroom breaks, transitions, etc.) are planned for, but many inefficiencies have not been addressed in the plan. If the procedure plan were to be implemented correctly, the classroom would likely contain some inefficiencies, wasted instructional time, or lack of urgency and purpose.

Front 40

Describe strand 2 in P-6

Back 40

CM evaluates the impact of procedures on learning opportunities.

Front 41

What does BP look like in strand 2 of P-6?

Back 41

Designs procedures that enable the class to run more smoothly

Classroom procedures may keep classroom activities predictable and may lessen confusion at transitions, but they do little to create additional instructional time.

Front 42

Describe strand 3 in P-6

Back 42

CM evaluates teacher's plan for infusing procedures into students' routines.

Front 43

What does BP look like in strand 3 of P-6?

Back 43

Designs initial plan that clearly introduces procedures to students

The plan (either formally documented or revealed in a conversation with teacher) includes clear explication of procedures, so that at least half the class could explain the procedures. However, the plan may stop short of asking students to demonstrate their comprehension of the procedures.

Front 44

What is the difference between "Core" and "Foreseeable" Inefficiencies?

Back 44

A BP teacher plans procedures to address a "core" set of inefficiencies while an AP teacher plans procedures to address "all foreseeable" inefficiencies. Teachers and evaluators should not seek or expect a precise list of what procedures fall on each list. Rather, they should consider "core" efficiencies to be the few, obvious needs that even a non-teacher would expect to need in a classroom — procedures like taking roll, passing out papers, taking bathroom breaks, etc.

Front 45

What is the "sister" row to P-6 (Design Classroom Procedures)?

Back 45

E-5 (Implementing Time Saving Procedures)

P-6 addresses a teacher's design of classroom procedures while E-5 addresses the implementation of those procedures. Evaluators often find that E-5 is the more obvious portal to a teacher's classroom procedures, as evaluators are able to see the effects of the procedures plan in an observation more readily than they are able to see in the plan itself.

Front 46

If a CMs classroom runs like a "tight ship" does that mean that a CM should score AP on strand 2 in P-6?

Back 46

Not necessarily.
At the AP level, a teacher's classroom procedures should be increasing the learning opportunities for the students. Sometimes new teachers create many, many procedures but their purpose seems to be merely "a tight ship" and not "increased learning."

You need to investigate both the purpose of the procedures and their results. Unless you see that the procedures are creating a net gain for student learning, the procedures cannot score as AP.