TPA_tenure_Manual_.doc

Use of advanced organizers graphic organizers

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Use of advanced organizers Graphic organizers Individual work Dealing with student error Use of manipulatives Differentiating instruction Jig Saw June 2006 57
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KWL -Know, Want to Know, Learn June 2006 58
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(C-5) Student Engagement and the Classroom Walk-Through Model "The business of schools is providing students with work they find engaging and from which they learn those things considered by parents and other adults to be important. That is, schools provide students with knowledge work." (Schlechty, 2000) The Classroom Walk-Through model includes various elements of Phil Schlechty’s work that relate the characteristics of the work that teachers ask of students and the level of student engagement in the work. Schlechty’s work is built on the premise that student learning is linked to student engagement and includes the following elements: Level of Engagement – Engagement, Strategic Compliance, Ritual Compliance, Retreatism, Rebellion Design Qualities of Context - Content and Substance, Organization of Knowledge, Protection from Adverse Consequences for Initial Failures, Clear and Compelling Product Standards Design Qualities of Choice - Product Focus, Affiliation, Novelty and Variety, Choice, Authenticity Schlechty sees the primary work of teachers as developing tasks and experiences that engage students in learning significant content, processes, and skills. Teachers can do this by attending to the Design Qualities of Context and the Design Qualities of Choice. These elements are consistent with the Teacher Performance Appraisal rubrics and the Framework for Quality Learning and directly connect to components of the Professional Learning Community model and the Division’s Strategic Plan. For more information on the work of Phil Schlechty, visit . June 2006 59
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(C-6) Classroom Walk-Through Trend Data Summary Teacher Number of Visits Department Date of Conference School Semester Principal or Designee Position INDICATORS SUMMARY Teaching Objective Target Taxonomy Text/Materials Instructional Strategies Learner Engagement Learning Environment June 2006 60
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Additional Comments: __________________________ ______________________________ Teacher Signature* Principal or Designee Signature ________________________________ _____________________________________ Date Date * Teacher's signature does not imply agreement with the observations, but only that the observations have been discussed and a copy received by the teacher. Teacher may attach a statement. COPIES: TEACHER PRINCIPAL OBSERVER June 2006 61
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(C-7) Performance Data Collection Form - Checklist Teacher Date of Visit Subject Period/Block School Time - Principal or Designee Position EVIDENCE OF PERFORMANCE STANDARDS Domain: Knowledge of Students a. Standard: Provides learning opportunities that support students’ learning styles and intellectual, social, and personal development.
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