and varied Maximize student Level (mix of Bloom’s) Building a shared understanding of Make a plan for how checks for independent practice time Respond to student the content to address it understanding within one 50 minute class misunderstandings and HOMEROOM-RELATED or across two 50 minutes misconceptions in a way that redirects Independently plan and lead Proactively classes (minimum of 10 meaningfully homeroom address the minutes of practice time for Circulate the room strategically with needs of 50 minutes; 25 minutes in a an eye on all students (emphasizing multiple 100 minute block) real time data collection and feedback learners plan how to access the to students) during the needs of diverse learners Strategic stopping to clarify planning include scripted questions to directions or process guide student misunderstandings discussion/push student Strategic observation to collect mastery of the objective data to inform whole class Reflect on weekly and/or interjection/lesson direction daily planning Reflect on instructional delivery with With at least 1 colleagues colleague on your at least 1x/week, debrief class GLC and 1 colleague time with a colleague (not at your school, at necessarily one who observed least 3 times within you), sharing 1 thing that went weeks 5-10– be able well and 1 thing that you want to name 1 positive to improve and 1 key area for improvement Engage in at least two peer observations within weeks 5-10 Week 11 OVERALL ASSESSMENT OF WEEKS 1-10; NOVEMBER EVALUATION
Maximize student independent practice time within one 50 minute class or across two 50 minutes classes (minimum of 10 minutes of practice time for 50 minutes; 25 minutes in a 100 minute block) plan how to access the needs of diverse learners include scripted questions to guide student discussion/push student mastery of the objective Reflect on weekly and/or daily planning With at least 1 colleague on your GLC and 1 colleague at your school, at least 3 times within weeks 5-10– be able to name 1 positive and 1 key area for improvement Engage in at least two peer observations within weeks 5-10 Building a shared understanding of the content HOMEROOM-RELATED Independently plan and lead homeroom Make a plan for how to address it and varied checks for understanding Proactively address the needs of multiple learners during the planning process Level (mix of Bloom’s) Respond to student misunderstandings and misconceptions in a way that redirects meaningfully Circulate the room strategically with an eye on all students (emphasizing real time data collection and feedback to students) Strategic stopping to clarify directions or misunderstandings Strategic observation to collect data to inform whole class interjection/lesson direction Reflect on instructional delivery with colleagues at least 1x/week, debrief class time with a colleague (not necessarily one who observed you), sharing 1 thing that went well and 1 thing that you want to improve Week 11 OVERALL ASSESSMENT OF WEEKS 1-10; NOVEMBER EVALUATION
New_Teacher_Scope_Sequence_Excel_Academy_03Nov2014.docx