Book+Study+-+One+Teacher+at+a+Time

Modeling for the teachers by showing them how to do it. Letting them see how other teachers do it. It may be the fear of the unknown. They need to see that it will be worth their time. If teachers plan, the discussions are good. Then the teachers are more willing to invite you to come in or to go out to observe. Kid Writing: When the teachers see the student success then they buy in. Hardest part is breaking through the resistance to just hearing and listening, then teachers are more willing to open the door. Coaches help teachers with any topic and then the teachers are more open to invite you in for other instructional reasons. Coaches started by helping the new teachers and then others are requesting to have you come in and work in their rooms. We now have a shared vocabulary and teachers are talking the same talk. Administrators are also inviting teachers to stop by to see the coaches. When the students ask more questions about what they are learning. You can tell how they are learning by the kinds of questions they are asking. "Would you want your son or daughter in your classroom?" Hold higher standards. Student engagement Teacher expectations: Is the bar high enough? Ask the students what they are learning. Is there a clear purpose? Was the whole lesson geared to the purpose? Grading piece is tied into the reporting piece. Changing over to the standards based report cards helped to force this change. High school has a mixed bag of relaying feedback. Intouch has helped teachers to stay up-to-date. Differentiated instruction has helped the teachers find alternate forms of assessment. Informal assessment is embedded into delivery. Pacing guides have helped. Students are asking for feedback on the assessments. Bloom's Taxonomy was updated. Link to Webb's: Louise Rosenblatt? The purpose of the student growing and learning matches what the students actually learn. How do we motivate the students without giving points to the students? How will that work? By creating a rubric, you see the degrees of performance. Emphasis is on what the students actually did, not the points they received or didn't. The students create the rubric for the assignment. As students get older they can create their own goals and "buy in." Homework is practice! Grades/points are not necessarily given for homework. Students may not get the chance to participate in math enrichment classes because of not completing homework. They may have the ability but their grades do not reflect this. How much should the homework grade really count? What is the purpose behind the homework? Are the PSSAs reflecting what the student is learning is the classroom? Are there any students that are not proficient on PSSAs but yet receiving A's or B's on their report cards? Or vice-versa?
 * __Introduction & Chapter 1 Discussion__**
 * Is Gary's story one that is familiar to you?**
 * How do you move a Gary towards change?**
 * How do you know if you are an effective teacher?**
 * The BIG FOUR:**
 * Feedback** is essential for the students to know how they are doing.
 * Plan for delivery**
 * RESEARCH**
 * Webb's Level of Depth and Knowledge** is similar to Bloom's.