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Evidence with 5D+ for Fitness/Health, Performing Arts, CTE and Special education. Stacey Krumsick, ICFFS Debbie Lindgren & marty Neyman-Health & Fitness Sara Weyrick & wendy mcphetres -Performing arts Tony Sharpe & Janine Colburn-CTE Michelle Schmick-special education. Purpose.

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evidence with 5d for fitness health performing arts cte and special education

Evidence with 5D+ for Fitness/Health, Performing Arts, CTE and Special education

Stacey Krumsick, ICFFS

Debbie Lindgren & marty Neyman-Health & Fitness

Sara Weyrick & wendymcphetres-Performing arts

Tony Sharpe & Janine Colburn-CTE

Michelle Schmick-special education

purpose
Purpose
  • Stage 1 training- “What does this look like and sound like for my classroom?”
  • CEL stance
  • Like minds.
learning targets
Learning Targets
  • Teachers will have a deep understanding of the indicators in each dimension.
  • Teachers will be able to identify evidence for performance levels by indicator, sub-dimension and dimension.
success criteria
Success Criteria
  • I can describe to a content similar colleague how the rubric fits for our content area.
  • I can explain to that same colleague what evidence would be needed to be observed for proficient and distinguished.
instructional core
Instructional Core

Text/Task

“Content”

Increasing the level and complexity of the curriculum/content.

Context

Teacher

Student

Increasing the knowledge, skills and expertise of the teacher.

Changing the role of the student as learner.

CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007

the 5 dimensions of teaching and learning instructional framework
The 5 Dimensions of Teaching and Learning Instructional Framework
  • Purpose
  • Student Engagement
  • Curriculum & Pedagogy
  • Assessment for Student Learning
  • Classroom Environment & Culture
core ideas in each dimension
Core Ideas in Each Dimension
  • Equity: each and every student.
  • Student role in their own learning:

agency and ownership.

  • Student independence with the learning.
  • Rigorous intellectual work.
the 5d teacher evaluation rubric
The 5D+ Teacher Evaluation Rubric
  • Shared and common vision of high quality teaching.
  • Inquiry-based growth model, not a checklist.
  • Joins instructional leaders and teachers in co-learning.
  • Accessible and actionable.
  • Equity is embedded in each dimension.
  • Anchors classroom observations and continuous conversation about teaching and learning.
a clear purpose is essential to teaching and learning
A Clear Purpose is Essential to Teaching and Learning

“Without clear targets, we can’t do any of the following things:

  • Know if the assessment adequately covers and samples what we taught.
  • Correctly identify what students know and don’t know and their level of achievement.
  • Plan next steps in instruction.
  • Give detailed, descriptive feedback to students.
  • Have students self-assess or set goals likely to help them learn more.
  • Select instructional activities that actually help students achieve the target.”

– Karen Kidwell

Kentucky Department of Education. (n.d.) Deconstructing Standards into Achievable Learning Targets(PowerPoint presentation). Retrieved from http://www.slideshare.net/suehellman/learning-targets-by-karen-kidwell.

moving to purpose
Moving to Purpose!
  • Identify key ideas in the Purpose section of the rubric.
  • Start at Basic.
  • Identify what’s different as you move up and down the performance levels.
  • Pay attention to teacher, student, and, or, frequency words, commas.
evidence
Evidence
  • With your content area specialists, brainstorm what evidence would look like and sound like for Proficient in Purpose 1 Standards: Connection to standards, broader purpose and transferable skill. (5 minutes)
  • Share out
  • Continue this process with Purpose. Capture ideas on poster and your handouts. (20 minutes)
  • Gallery Walk the other content areas (5 minutes)
assessment for student learning
Assessment for Student Learning
  • Continue same process with this dimension. (30 minutes)
curriculum and pedagogy
Curriculum and Pedagogy
  • Continue same process with this dimension. (30 minutes)
student engagement
Student Engagement
  • Continue same process with this dimension. (20 minutes)
classroom environment and culture
Classroom Environment and culture
  • This dimension will be your homework. Use the same process as the other dimensions.
learning targets1
Learning Targets
  • Teachers will have a deep understanding of the indicators in each dimension.
  • Teachers will be able to identify evidence for performance levels by indicator, sub-dimension and dimension.
success criteria1
Success Criteria
  • I can describe to a content similar colleague how the rubric fits for our content area.
  • I can explain to that same colleague what evidence would be needed to be observed for proficient and distinguished.
evaluations
Evaluations
  • Please fill out evaluation form and leave on your table.
  • THANK YOU for all your hard work today!