6 Connecting lessons into Dealing appropriately with Responding in a targeted and Participating in reflective coherent multi-lesson error or misconception. effective way to student writing and un-defensive units. and other work. conversations about teaching and learning outcomes with peers and mentors. 7 Planning alternative Employing effective time Teaching toward mastery of Working to understand and paths to ELA content and space management. standard English usage, and accommodate students as mastery. academic language. individuals with unique needs, backgrounds, and interests 8 Using assessment data to Using assertive interactions Structuring independent reading Working un-defensively inform planning and for academic press (e.g. and writing assignments for and collaboratively with revise assumptions cold call strategies and completion and understanding. parents. follow-up questions). 9 Creating rich ELA Reflecting in action Orchestrating elaborated Seeking and using – teaching and assessment assessing situations while classroom discussions professional learning materials teaching and revising plans effectively. resources beyond ones accordingly. suggested or required. 10 Planning effectively Getting the working ratio Differentiating instruction to Contributing to school over increasingly long right between teacher work accommodate a range of leadership time spans. and student work. skills and needs students’ – including those associated with English language learning and disabilities.
6 Connecting lessons into coherent multi-lesson units. Dealing appropriately with error or misconception. Responding in a targeted and effective way to student writing and other work. Participating in reflective and un-defensive conversations about teaching and learning outcomes with peers and mentors. 7 Planning alternative paths to ELA content mastery. Employing effective time and space management. Teaching toward mastery of standard English usage, and academic language. Working to understand and accommodate students as individuals with unique needs, backgrounds, and interests 8 Using assessment data to inform planning and revise assumptions Using assertive interactions for academic press (e.g. cold call strategies and follow-up questions). Structuring independent reading and writing assignments for completion and understanding. Working un-defensively and collaboratively with parents. 9 Creating rich ELA teaching and assessment materials Reflecting in action – assessing situations while teaching and revising plans accordingly. Orchestrating elaborated classroom discussions effectively. Seeking and using professional learning resources beyond ones suggested or required. 10 Planning effectively over increasingly long time spans. Getting the working ratio right between teacher work and student work. Differentiating instruction to accommodate a range of students’ skills and needs – including those associated with English language learning and disabilities. Contributing to school leadership
Syllabus%20%28Fall%202014%29.docx