October 11, 2022
October 15, 2024
High Impact "Standards Based" Planning
Establishing a Culture for Learning
A “culture for learning” refers to the atmosphere in the classroom that reflects the educational importance of the work undertaken by both students and teacher. It describes the norms that govern the interactions among individuals about the activities and assignments, the value of hard work and perseverance, and the general tone of the class. The classroom is characterized by high cognitive energy and by a sense that what is happening there is important and that it is essential to get it right. There are high expectations for all students. The classroom is a place where the teacher and students value learning and hard work.
Elements of Component 2B:
Importance of the content and of learning: In a classroom with a strong culture for learning, teachers convey the educational value of what the students are learning. Expectations for learning and achievement: In classrooms with robust cultures for learning, all students receive the message that while the work is challenging, they are capable of success if they are prepared to work hard. Student pride in work: When students are convinced of their capabilities, they are willing to devote energy to the task at hand, and they take pride in their accomplishments. This pride is reflected in their interactions with classmates and with the teacher.
- Belief in the value of the work
- High expectations, supported through both verbal and nonverbal behaviors
- Expectation and recognition of quality
- Expectation and recognition of effort and persistence
- Confidence in students’ ability evident in teacher’s and students’ language and behaviors
- Expectation for all students to participate
Danielson, Charlotte. Implementing the Framework for Teaching in Enhancing Professional Practice. Alexandria, VA :ASCD, 2009.
Math Talk Prompts (Reposted from 10/01/2024 Minute)
Use the following prompts to assist with building a Math Talk community in your classroom.
Elicit student thinking:
- So, what is this problem about?
- Tell us what you see.
Support student thinking:
- What did you mean when you said ______?
- Show us on your drawing what you mean.
Extend student thinking:
- Restate: So, you're saying that...
- How is your way of solving like _______'s way?
Increase participation of other students in the conversation:
- Prompt further participation: Would someone like to add on?
- Did anyone think of this problem in a different way?
Probe specific math topics:
- What would happen if ________?
- What pattern do you see here?
Staff Appreciation from Morrie's Okemos Ford
Districtwide Saturday School for 3rd – 5th Grade!
We are thrilled to announce staff openings for our districtwide Saturday School program - "Super Saturday"! We are looking for enthusiastic and dedicated educators to join us in supporting our 3rd - 5th grade students who are not yet at grade level to provide instruction over 9 exciting weeks, starting October 17th from 8:30 AM to 12:30 PM. Students will be there from 9:00 AM – 12:00 PM.
The locations for Super Saturday will be at Dwight Rich, Gardner, and Pattengill.
We are hiring for:
- 3 ELA Teachers
- 3 Math Teachers
- 3 PE Teachers
- 3 Leads
If you’re passionate about making a difference and have energy to help our students succeed, we’d love to have you on board! Please apply on the Lansing School District's website by clicking on the employment tab and looking for Saturday School Teacher or Lead.
This folder includes the "24-25 Evaluation Grid" that lists which roles are evaluated with which tool. It also includes a companion document and rubrics for non-classroom staff.
Reminder: The due date for your fully approved Professional Growth Plan (PGP) is Friday October 11th.
The PGP is 40% of your overall evaluation. The components you choose for your PGP will be rated by your administrator and calculated into your PGP score.
Remember to click "Submit for Approval".
FYI-Per MDE Guidelines, All 1st year teachers to the profession and any teacher rated minimally effective or ineffective the previous school year must have an "Individualized Development Plan" (IDP). This is in addition to the Professional Growth Plan (PGP) used for the evaluation. Administrators will reach out to those impacted.
Having Trouble Accessing your Online Curriculum?
If you are having trouble accessing your online curriculum it might be one of these two things:
- It may be that that subject area section has not been assigned to you in Synergy. Reach out to your building administrator/school secretary for assistance with assigning those sections to you in Synergy.
- Your Google account may be defaulting to a personal Google email account. Please also check that when you are logging in that you are on your district assigned Google account and not your personal account. We are finding that sometimes when attempting to log in, it defaults to personal Google accounts.
If you are still having trouble with accessing the online curriculum after verifying the problem was not these two things, please submit a Technology work request.
K-8th Grade Instructional Minutes by Content Area and Sample Schedules
Pacing Implementation Guidelines
Teachers are encouraged to monitor student progress regularly using formative assessments and adjust pacing as needed based on classroom data. However, teachers should aim to stay within two weeks of the pacing outlined in the guides to maintain alignment with district-wide goals.
K-8 Pacing at a Glance for this Week's Instruction
The documents attached outline K-8 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website.
9-12 Pacing Documents
The document attached outlines 9-12 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website.
Workshop Model Lesson Plan Form to Assist in Planning Lessons
A resource to use as you see fit.