learning walkthrough implementation guide 2

Learning Walkthrough Implementation

Guide 2.0

LEARNING WALKTHROUGH IMPLEMENTATION GUIDE

Table of Contents

Introduction ..................................................................................................................................... 3 How to Use This Guide? ................................................................................................................................ 3 DoDEA Theory of Action ............................................................................................................................... 3 What is a Learning Walkthrough? ................................................................................................................ 3 Why use a Learning Walkthrough? .............................................................................................................. 3 Benefits and Expectations ................................................................................................................. 4 What are the Benefits of School-Wide Implementation? ............................................................................. 4 What are the Benefits of DoDEA-Wide Implementation? ............................................................................ 4 Who are the Observers and What are Their Roles? ..................................................................................... 5 Initial Implementation .................................................................................................................................. 5 Roles and Responsibilities ............................................................................................................................. 5 Understanding the Tools ................................................................................................................... 6 Learning Walkthrough Tool .......................................................................................................................... 6 How Can the Learning Walkthrough Tool Job Aid Be Used .......................................................................... 7 Scheduling a Learning Walkthrough ............................................................................................................ 7 Steps Administrators Should Consider When Planning a Learning Walkthrough ........................................ 7 Implementing the Learning Walkthrough .......................................................................................... 8 Getting Started ............................................................................................................................................. 8 Communication ............................................................................................................................................ 8 Shared Understanding .................................................................................................................................. 8 Setting a Focus ............................................................................................................................................. 8 Gathering Data ............................................................................................................................................. 9 Using Data .................................................................................................................................................... 9 Talking About Data ....................................................................................................................................... 9 Delivering Feedback ................................................................................................................................... 10 Appendix ........................................................................................................................................ 11 Appendix A: DoDEA’s Definition of Excellent Instruction .......................................................................... 13 Appendix B: DoDEA’s Definition of Instructional Leadership ..................................................................... 14 Appendix C: DoDEA Learning Walkthrough Tool Template ....................................................................... 15 Appendix D: DoDEA Learning Walkthrough Tool Job Aid ........................................................................... 17 Appendix E: DoDEA Learning Walkthrough Glossary of Terms .................................................................. 31 Appendix F: Sample Agenda for Introducing Learning Walkthroughs to Teachers ................................... 39 Appendix G: Tips for Successfully Implementing the Learning Walkthrough ............................................ 40 Appendix H: DoDEA Learning Walkthrough Tool – Sample Descriptive Notes .......................................... 41 Appendix I: Ladder of Feedback Template for Classroom Observations ................................................... 43 Appendix J: Ladder of Feedback for Classroom Observations – Sample ................................................... 45 Appendix K: Ladder of Feedback Template for School-Level Walkthrough Data ...................................... 47 Appendix L: Ladder of Feedback Template for School-level Walkthrough Data – Sample ........................ 49 Appendix M: Access to the DoDEA Electronic Learning Walkthrough Form ............................................. 51


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Introduction How to Use This Guide?

This guide supports instructional leaders in implementing the Learning Walkthrough process within a Department of Defense Education Activity (DoDEA). It is designed to offer thoughtful guidance to DoDEA schools with an established culture of collaboration and inquiry, as well as those that are just beginning to observe instructional practices in classrooms and discuss teaching and learning in a focused manner.

DoDEA Theory of Action

If Principals and Assistant Principals, District and Community Superintendents, and District Instructional Systems Specialists (ISSs) observe instructional practices in the classroom to:

provide individual feedback to teachers; and look for trends across the school, district, and region.

Then, we will build a common understanding of excellent instruction leading to improved teaching and learning.

What is a Learning Walkthrough?

The Learning Walkthrough is a systematic and coordinated method of gathering data on instructional practices and to gauge the level of student engagement within classrooms in order to make data-informed decisions.

It is NOT an evaluation protocol for teachers or administrators.

Why use a Learning Walkthrough?

Learning Walkthroughs are a powerful means of helping educators, at all levels, learn more about the ways in which instructional practices support student learning, engagement, and achievement. This process can clarify and focus the work that is needed to assist all students with achieving college and career readiness skills.

Learning Walkthroughs provide opportunities to engage in frequent observations and discussions regarding teaching and learning that result in thoughtful, data-driven actions.

Learning Walkthroughs promote a true professional learning community at all levels of the organization through collaborative conversations among participants promoting continuous improvement of leading, teaching, and learning.


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Benefits and Expectations What are the Benefits of School-Wide Implementation?

The Learning Walkthrough provides relevant and timely data for informing Focused Collaboration about teaching and learning. The power of the Learning Walkthrough is the collection of data that educators can draw upon to critically analyze, learn about, reflect on, and improve their instructional practice. When aligned with and connected to a school’s improvement efforts and the work of Focused Collaboration, the impact can be significant. Some of the benefits of school-wide implementation of Learning Walkthroughs are:

enhanced focus on student learning experiences; enhanced professional dialogue about teaching and learning; development of a common language about teaching and learning; creation of a culture of inquiry and research, characterized by collaborative learning and reflective practice; improved district and school infrastructures to support teachers; identification of opportunities for additional coaching and professional development; and Opportunities for more consistent and higher-quality teaching and learning experiences throughout DoDEA.

What are the Benefits of DoDEA-Wide Implementation?

The benefits of a system-wide DoDEA implementation of the Learning Walkthrough are many and varied. A system-wide Learning Walkthrough creates a learning organization that collects data to continually answer the question, are we seeing what we expect to see in our classrooms, given how we are focusing our energy and resources?

An agency-wide implementation provides DoDEA the ability to:

Focus the entire system on instruction and classroom practice

Unify practice and language

Inform analysis of other data

Monitor progress toward goals

Identify and Implement research-based instructional practices

Inform agency-wide decisions, school improvement initiatives, and resource allocations


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Who are the Observers and What are Their Roles? Initial Implementation

During the initial year(s) of implementation of the Learning Walkthrough, the school based instructional leaders,

Principal and Assistant Principal, will be the primary users of the tool. Support will be provided by the Center for Instructional Leadership (CIL), as well as District and Community Superintendents and ISSs.

Roles and Responsibilities

HQ

CIL

DISTRICT

SCHOOL

Communicate in ways that build transparency and trust for all stakeholders. Develop and disseminate policy, guidance, and expectations.

Coordinate final documents and products.

Provide technical support for the implementation to include professional learning and materials for CIL staff.

Convene a committee for professional learning design, data analyses and monitoring, and adjusting the implementation.

Communicate in ways that build transparency and trust for all stakeholders. Participate in a cross- regional group to design and develop the professional learning for the DoDEA Learning Walkthrough implementation, using systemic tools/materials.

Collaboratively plan with district leadership to conduct professional learning on the DoDEA Learning Walkthrough process and tools for instructional leaders.

Model the Learning Walkthrough process.

Provide ongoing coaching support.

Engage in data analysis with district leadership.

Communicate in ways that build transparency and trust for all stakeholders.

Establish district-wide expectations for use of the DoDEA Learning Walkthrough Process and Tools.

Co-plan with CILs for the professional learning, implementation and support of the Learning Walkthrough.

Provide subject- matter/instructional expertise in instructional shifts.

Provide professional learning on instructional shifts and DoDEA’s College and Career Ready Standards implementation.

Engage in data analysis to inform decisions and resource allocation.

Provide support for school- level leaders and their leadership for Focused Collaboration/PLCs in schools.

Participate in district leader networks.

Communicate in ways that build transparency and trust for all stakeholders

Orient teachers to the purpose, concept, process, and common language of the Learning Walkthrough.

Implement the DoDEA Learning Walkthrough with consistency and fidelity.

Provide actionable feedback to teachers.

Identify classroom strengths and support classroom needs.

Incorporate data gathered into Focused Collaboration/PLC conversations.

Use trend data to plan for professional learning needs in School Improvement Plans.


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Understanding the Tools Learning Walkthrough Tool

The DoDEA Learning Walkthrough Tool was developed with input from many stakeholders within DoDEA, including Headquarters leadership and specialists, the CILs, District and Community Superintendents, and the Directors of Student Excellence. The Learning Walkthrough Tool represents 13 indicators that foster a standards-focused classroom, aligned to the instructional shifts addressed in DoDEA’s College and Career Ready Standards (CCRS).

The 13 Standards-Focused Classroom Indicators are grouped into three clusters: Learning Environment (Indicators 1-3), Facilitating Learning (Indicators 4-7), and Instructional Shifts (Indicators 8-13).

Learning Environment Facilitating Learning Instructional Shifts 1. Learning environment is

conducive to student-centered learning.

2. DoDEA-adopted materials are used to support student learning.

3. Students use digital tools or multimedia resources to collaborate, create, produce, publish, integrate, or evaluate content.

4. Teacher communicates high expectations for student success.

5. Lessons are paced and structured to keep all students engaged throughout the learning.

6. Students are engaged in flexible groups.

7. Learning tasks incorporate formative assessment to guide the ongoing learning process.

8. Goals/objectives are communicated beyond being posted and referred to by teachers or students as they voice their understanding of learning goals.

9. Lesson tasks require productive struggle, problem-solving, or reasoning.

10. Teachers’ or students’ written and/or spoken discourse uses domain specific vocabulary.

11. Students read and articulate their understanding of complex text and/or concepts.

12. Students respond to and/or use higher-order questions in classroom discourse.

13. Students support written and/or spoken opinions with evidence from text and/or other content-specific resources.

The hard copy of the Learning Walkthrough Tool is useful for sharing expectations with teachers. The electronic Learning Walkthrough System was created to help users identify patterns and trends that will inform decisions about support resources and professional learning needs. The electronic version is the standard expectation for all users. The user can access the link from the DoDEA Network.

Steps for accessing and using the tool are included in this guide. The electronic version offers several useful features, including drop-down boxes for ease of completion and data collection; an unlimited character box, spell check function, space for making descriptive notes while observing; and an immediate self-generating email notification to the teacher observed.

The Learning Walkthrough Tool includes three descriptors for addressing the classroom observation visits:

Observed. The user saw, read, or heard evidence of the indicator during this walkthrough. Not Observed. The user did not see, read, or hear evidence of the indicator during this walkthrough. Not Applicable. The user determined BEFORE entering the classroom NOT to look for the indicator during this

particular walkthrough.


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How Can the Learning Walkthrough Tool Job Aid Be Used

The DoDEA Learning Walkthrough Job Aid helps answer the question: Are we seeing what we expect to see in our classrooms? The Job Aid ensures a common language of instruction and assists the instructional leader by helping him/her to:

understand and communicate the learning goals and objectives, specific instructional shifts for standards-based

teaching and learning, and promising research-based instructional practices; identify factors in the learning environment that contribute to student success; listen and observe more acutely

to what teachers say to and ask of students; listen and observe more carefully to what students are saying to each other and to the teacher; ask thoughtful and targeted questions to prompt standards-based thinking of the teacher; ask reflective and open questions of the students to gauge their learning; and craft feedback for the teacher that is specific, reflective, and standards-focused.

Scheduling a Learning Walkthrough

Administrators should create a schedule that allows for frequent, regular, and uninterrupted visits. Setting aside a couple of days during the week, or alternating halves of several days, ensures the Learning Walkthrough is accomplished. Simply blocking the calendar for the Learning Walkthrough is not enough—actually placing teacher names into a calendar keeps the administrator on track.

Classroom visits will require 5-10 minutes to sufficiently gather useful evidence from which to offer feedback. The length of time is determined by the focus identified prior to beginning the Learning Walkthrough.

Steps Administrators Should Consider When Planning a Learning Walkthrough

There are many steps an administrator should consider when planning a Learning Walkthrough. The graphic below suggests ideas to support planning and implementation.


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Implementing the Learning Walkthrough

Getting Started

Communication

How the message of the Learning Walkthrough is communicated is critical to its success. A successful implementation is dependent on effective communication. Communication should be:

early on in the process, using the guide and tool as supports; consistent with the purpose of the Learning Walkthrough; frequent, to ensure understanding; timely, helpful, and growth producing; and transparent to build trust.

Shared Understanding

Developing a shared understanding and a common language among teachers and administrators is essential for effective and efficient communication. To facilitate this shared understanding, this guide includes a Learning Walkthrough Tool Job Aid (Appendix D) and a Glossary of Terms (Appendix E). See items in the Appendix.

In order for schools to engage in conversations designed to bring about sustained changes in instruction, it is important to develop a culture of learning and sharing that allows teachers and administrators to discuss important instructional issues. Included in developing that culture is the need to find time to establish and develop a common language. Participation in collegial study and discourse about instructional practices empowers the participants to reshape their thinking and their models of learning.

Setting a Focus

Deciding on a focus gives purpose to the Learning Walkthrough, informs a specific need or improvement goal within the context of each district and school, guides the selection of participants, and ensures that data collection is targeted. Decide which option is most appropriate for the purpose you have set.

Option 1: Cluster

Focused

Prior to starting the Learning Walkthrough, determine which of the Clusters will be used. Plan to visit each classroom in the school during that week, or observation period, to look for the same indicators.

Option 2: Improvement

Focused

Use Focused Collaboration/PLC foci, an improvement goal, or a recent professional learning objective that connects to the Learning Walkthrough Tool, to identify which of the 13 Standards- Focused Classroom Indicators will be used.


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Gathering Data

Descriptive notes within and across classrooms provide a snapshot of instructional practices within a school that can be used to identify school-wide professional learning needs. Taking descriptive notes is essential to providing effective feedback afterwards. Here are some tips for gathering data as you begin your Learning Walkthrough implementation.

Script notes that are specific and objective to generate richer and more focused discussions

of classroom practice. Ensure evidence connects to the identified focus. Use guiding questions to refocus yourself as needed:

o What tasks are students engaged in? o What do I hear the students and teacher saying? o What instructional practices do I observe? o What artifacts are evident that relate to the identified focus?

Avoid evaluative language. Learning Walkthroughs are growth oriented and non-evaluative.

Refer to the Learning Walkthrough Job Aid located in the Appendix to gain clarification on the 13 Standards-Focused Classroom Indicators.

Using Data

Regional and district leadership have a perspective and responsibility regarding data analysis that is different from that of school leadership. Regional and district-level analysis of Learning Walkthrough evidence in conjunction with other data could yield powerful insights into the nature of teaching and learning throughout the district and the region. The Director of Student Excellence should compare Learning Walkthrough evidence across the region. A district should analyze aggregated data gathered through Learning Walkthroughs across the district, and the Administrator should analyze Learning Walkthrough evidence for building trends. The insights generated from this investigation can be powerful drivers of professional development decisions made at the district and/or regional levels.

Some trend data analysis questions:

What does this body of evidence mean, and what action steps need to take place in response to the findings? What are we learning from the process itself? What are the trends in Learning Walkthrough evidence? What are the findings over time? Is there a relationship between Learning Walkthrough evidence and improved student outcomes? Is there a relationship between Learning Walkthrough evidence and data on regional systems? What important observations seem to “pop out” from the data? Surprising observations? Unexpected

observations? What confirms what we already know? What challenges what we thought? What patterns or trends appear? What similarities and differences exist across various data sources? What are some things we have not yet explored? What other data do we want to examine?

Talking About Data

One of the best ways administrators provide clear expectations for what they want staff to do with data is to model the inquiry process. Leading a data dialogue effectively requires focus, data, guiding questions, and an understanding of the collaborative inquiry process. Data-driven dialogue assists teams in making shared meaning of data, surfacing multiple perspectives, separating data from inference, and making data-driven decisions.


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Delivering Feedback

Effective feedback is immediate, specific, useful, meaningful, and directed at a goal or objective. Initiating and engaging in successful conversations with educators, at all levels, is vital to support a standards-focused teaching and learning environment. Having a conversation that leads to improved instructional practice supports the goals of DoDEA. After the Learning Walkthrough has been completed, an email notification is immediately sent to the educator once the user submits the electronic Learning Walkthrough form.

The Ladder of Feedback is a protocol that establishes a culture of communication and constructive feedback. It can be used at the classroom and school level. A user may not fill in every rung on the Ladder of Feedback. The user should always fill in the "Thank" rung on the Ladder of Feedback and at least one other rung. The sequence is described below and a copy is provided in the Appendix of this guide.

Rung Questions Description

Clarify

Are there aspects of the Learning Walkthrough that you do not believe you understood?

To gain clarity: Ensure that you are clear about what your feedback colleague

was trying to accomplish in the lesson by asking some questions or stating any assumptions you have made.

State if you approached your observations from a particular frame or perspective.

Value

What did you see in the school or classroom that you find to be particularly strong, impressive, innovative, or noteworthy?

To demonstrate value, your statements should: Build a supportive culture of understanding that will help your

feedback colleague identify strengths in their work that he/she might not have recognized.

Remind your feedback colleague of the parts of his/her lesson that should be preserved when making improvements.

Express your appreciation for learners and their ideas. This is fundamental to the process of constructive feedback.

Stress the positive points and offer honest compliments to set a supportive tone.

Raise

Questions

What questions or challenges were raised for you during the Learning Walkthrough?

To raise questions or present challenges: Share your concerns, not as criticisms, but as honest thoughts

and questions, not as absolute judgments of right and wrong.

Suggest

Do you have suggestions for professional learning, moving forward, or on how to address the questions or challenges raised?

Suggestions should: Help your feedback colleague make improvements by sharing

your ideas on how he/she might refine or advance the lesson. Put forward ideas on where the lesson might go next or how a

teacher might build on students' ideas and work.

Thank

How has observing and giving feedback enhanced your own understanding of instructional practices?

To demonstrate thanks, your statements should: Tell your feedback colleague what you have learned from this

experience. Share the questions and issues you will take away to think

more about.

NOTE: Those providing feedback on a Learning Walkthrough may use all or some of the sequenced steps from the Ladder of Feedback. However, what is most important is that the feedback is specific, relevant, and encourages reflection on practice. It is expected that feedback is given after every Learning Walkthrough.


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Appendix

APPENDIX A: DoDEA’s Definition of Excellent Instruction

APPENDIX B: DoDEA’s Definition of Instructional Leadership

APPENDIX C: DoDEA Learning Walkthrough Tool Template

APPENDIX D: DoDEA Learning Walkthrough Tool Job Aid

APPENDIX E: DoDEA Learning Walkthrough Glossary of Terms

APPENDIX F: Sample Agenda for Introducing Learning Walkthroughs to Teachers

APPENDIX G: Tips for Successfully Implementing the Learning Walkthrough

APPENDIX H: DoDEA Learning Walkthrough Tool – Sample Descriptive Notes

APPENDIX I: Ladder of Feedback Template for Classroom Observation

APPENDIX J: Ladder of Feedback for Classroom Observations – Sample

APPENDIX K: Ladder of Feedback Template for School-level Walkthrough Data

APPENDIX L: Ladder of Feedback for School-level Walkthrough Data – Sample

APPENDIX M: Access to the DoDEA Electronic Learning Walkthrough Form


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Appendix A: DoDEA’s Definition of Excellent Instruction

“Excellent Instruction” in DoDEA is defined as:

A. alignment of the intended goals and objectives, instructional components (opening, work session, and closing), materials and resources, and assessments to maximize learning for all students

B. evidence of student learning through mastery of the adopted standards

C. rigorous and relevant instructional tasks that are engaging and culturally appropriate for all students to include problem-solving, reasoning, and reflection

D. evidence of a continuous balanced assessment system that informs instructional decisions to meet the distinct learning needs of all students

E. evidence of responsiveness to student learning through differentiation, remediation and enrichment

F. a learning environment that is student-centered and supportive in order for students of all abilities to develop, learn and grow


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Appendix B: DoDEA’s Definition of Instructional Leadership

DoDEA’s Definition of Instructional Leadership

In DoDEA, Instructional Leadership is defined as building a shared vision of excellent instruction; establishing and sustaining a culture of continuous improvement; prioritizing collaborative and ongoing professional learning; maximizing time for instructional improvement; and being intentional about building and leveraging teacher expertise.

Descriptors of definition’s key ideas to ensure a common understanding:

• Communicating a shared vision of excellent instruction grounded in a deep understanding of what the standards (CCRS) are and what they are asking of students and teachers

• Establishing and sustaining a culture of trust, continuous improvement, and reflective practice using teaching and learning data to model and implement school-wide instructional practices for the academic success of every student

• Prioritizing collaborative and ongoing professional learning that is focused on quality instruction and student learning

• Maximizing time for instructional improvement to include focused collaboration, observing instruction, providing actionable feedback, and developing systems for student interventions and enrichment

• Being intentional about building and leveraging teacher expertise and developing structures for shared leadership and accountability to support and extend school-wide performance


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Appendix C: DoDEA Learning Walkthrough Tool Template Person Observed: Date: Time: Subject Area: Grade: Lesson Segment: Beginning 20%--Middle 60%--End 20% Observer: The purpose of this form is to collect trend data over time and is not evaluative. In advance of entering the classroom, the observer may decide to look for only a subset of indicators. When not looking for an indicator, please leave the default option of “Not Applicable.” Once the observer has decided to look for an indicator, we expect to see descriptive notes for that indicator, along with a selection of “Observed” or “Not Observed.”

Obs

erve

d N

ot O

bser

ved

Not A

pplic

able

Standards-Focused Classroom Descriptive Notes

Lear

ning

Envir

onm

ent 1. Learning environment is conducive to student-

centered learning.



Faci

litat

ing

Lear

ning



6. Students are engaged in flexible groups.


Inst

ruct

iona

l Shi

fts







Recognitions and Considerations [to be included in teacher email]:


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Appendix D: DoDEA Learning Walkthrough Tool Job Aid Learning Environment Indicator 1: Student-Centered Learning

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers 1. Learning environment is

conducive to student-centered learning.

Rich Description: A student-centered environment is one in which students are empowered to take responsibility for their mastery of content or performance standards while the teacher serves as a facilitator of learning. In this environment, students take risks as they engage in respectful collaboration and discourse with others and exercise their voice and choice in the completion of rich, authentic learning tasks designed to challenge each student at his or her level. A student-centered learning environment is not characterized by students solely sitting/working in groups or by simply engaging in cooperative learning structures. In the environment you may observe: ● Visual displays that support student learning and positive social interactions (exemplars, anchor charts, tasks with directions, norms, etc.) ● Group and individualized resources that support student learning (adaptive technology, ESOL resources, SPED resources, manipulatives, reference materials, etc.) ● Learning goals/objectives, and/or essential questions aligned with content standards that are written for student understanding ● Flexible configuration of furniture to support transitions between individual and collaborative learning ● Displays of performance data and progress monitoring tools used to support learning You may observe or hear the teacher: ● Providing structures for voice and choice in tasks/assignments and empowering students to take ownership of their learning ● Connecting learning tasks to the posted goals/objectives and providing feedback that connects students’ efforts to their progress toward mastery of the posted goals/objectives ● Celebrating students’ successes and efforts toward learning goals ● Referencing data about student performance, interest, or learning to make instructional decisions about student groupings ● Collaborating with students to make instructional decisions You may observe or hear students: ● Taking ownership of their learning by writing, referring to, or reflecting on their progress toward learning goals aligned to content standards ● Asking questions to engage in peer-to-peer and student-to-teacher discourse to better understand the content ● Using a variety of tools such as posted visual displays, peer support, or teacher support to guide their work or their interactions ● Engaging in respectful dialogue and behavior to celebrate each other’s efforts in support of progress toward personal learning goals ● Providing peer feedback that deepens learning and refines learning products

What are your class norms? What happens when someone doesn’t follow them? How do you show others you respect them? Can you describe expectations for transitions and classes? How do you use learning centers/stations? Do you have a choice in the kind of work you do?

How do you set and maintain an environment of respect? Can you describe your collaborative structures in your class? How are norms developed, taught, and reinforced? What strategies do you use to give students voice and choice?


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Learning Environment Indicator 2: DoDEA Adopted or Approved Materials

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers 2. DoDEA-adopted

materials are used to support student learning.

Rich Description: DoDEA adopted or approved materials are used as a primary resource in learning experiences as evidenced by responding, critiquing, and referencing curricular materials to support teaching and learning of the DoDEA standards. All resources must be approved or procured by HQ to meet this description. This would not include any locally procured materials not listed on the DoDEA Approved Software List and the adopted materials. In the environment you may observe: ● DoDEA adopted texts being used to facilitate learning ● Anchor charts, posters, and learning aids displayed from adopted resources used to support learning ● DoDEA adopted materials (manipulatives, kits, equipment, etc.) being used to facilitate learning ● DoDEA adopted learning aids available for self-selected student use ● DoDEA approved software being integrated into the learning You may observe or hear the teacher: ● Providing opportunities for academic discourse around DoDEA adopted curriculum materials ● Referencing materials and page numbers of DoDEA adopted texts ● Referencing DoDEA adopted resources to enhance the learning experience ● Selecting appropriate DoDEA adopted resources for student learning ● Delivering standards-based lessons that require the use of DoDEA adopted materials You may observe or hear students: ● Actively engaged in peer-to-peer or student-to-teacher discourse referencing DoDEA adopted materials ● Integrating evidence drawn from DoDEA adopted materials into written work ● Conducting research using DoDEA adopted materials ● Utilizing DoDEA approved software ● Creating products using DoDEA adopted materials

What resources did you use in today’s lesson to help you understand the lesson? If you are struggling with a concept/idea what tools are available to help you?

If a student is struggling or exceeding expectations of the lesson, what resources are you using to meet their needs? When you supplement adopted materials or texts how do you determine the appropriateness?


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Learning Environment Indicator 3: Digital Tools or Multimedia Resources

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers 3. Students use digital tools

or multimedia resources to collaborate, create, produce, publish, integrate, or evaluate content.

Rich Description: In support of CCR Standards, students use digital tools and multimedia resources to collaborate, create, publish, and communicate. Teachers design tasks that require students to engage with digital tools and multimedia resources at the augmentation, modification, and/or redefinition levels of the SAMR model. Students use digital tools to engage in learning experiences where technology no longer acts as a direct substitute for traditional learning tasks. In the environment you may observe: ● Digital tools, such as Google Hangouts and Wixie, being used to collaborate with different classrooms (locally and globally) ● Digital tools or multimedia resources, such as Blogger and Skype, being used to innovatively share ideas and support research ● Digital tools, such as Adobe Premier or Google Slides, being used to collaboratively create products ● Multimedia resources, such as online databases and Discovery Education, as assessment tools of students’ appropriate use of video, text, audio, or images ● Digital tools or a Learning Management System as a method to personalize and customize learning experiences You may observe or hear the teacher: ● Facilitating learning at the augmentation, modification, or redefinition levels ● Providing opportunities for all students to access digital tools and multimedia resources for learning experiences beyond the substitution level ● Using methodologies such as project-or problem-based learning, blended learning, or virtual learning for students to collaborate, create, or evaluate using digital tools ● Promoting digital citizenship by teaching students how to evaluate the accuracy and credibility of digital tools and multimedia resources ● Creating an atmosphere of collaboration by employing digital tools or multimedia resources, such as Google Docs, for students to engage with peers locally and globally in order to broaden their perspectives and enrich their learning You may observe or hear students: ● Solving authentic, real-world problems using digital tools or multimedia ● Broadening their perspectives and enriching their learning by working with others in teams locally and globally ● Producing original works or repurposing and/or remixing digital resources into new products ● Sharing or presenting, publicly, content that customizes the message and medium for their intended audiences ● Determining the accuracy, perspective, credibility, and relevance of information, media, data or other resources

What are the goals/objectives for today and how is your use of technology helping you meet that goal? How do you use technology to collaborate or communicate with peers in class or outside of your classroom? How do you determine if a resource is credible and accurate? What have you been taught about being safe online and protecting your personal information?

How do digital tools or multimedia transform the learning task beyond use of technology as a direct substitution? What digital tools do you use to design opportunities for students to collaborate, create, publish, or evaluate content? How do you purposefully plan to embed digital tools and multimedia resources into the learning experience? How do you select digital tools and multimedia that are aligned with CCRS?


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Facilitating Learning Indicator 4: High Expectations for Student Success

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers FACILITATING LEARNING

4. Teacher communicates

high expectations for student success.

Rich Description: When teachers have high expectations for the success of all students, they provide rigorous and differentiated learning tasks that stretch all students beyond their comfort zone, resulting in high academic achievement. Teacher and students demonstrate a collective responsibility for learning by making mistakes, overcoming challenges, relying upon a clearly defined structure that provides scaffolded learning supports, and allowing students to seek help from the teacher and their peers. Teachers must demonstrate their belief that all students can learn at high levels by providing rigorous learning tasks with scaffolded supports. High expectations should not be confused with positive affirmation.

In the environment you may observe: ● Classroom organization that allows for equitable access to learning materials and structures/routines ● Safe learning spaces that foster creativity and innovative-thinking ● Examples of current student work displayed with descriptive feedback for growth/improvement and rubrics/criteria for success ● Success criteria is clearly communicated through rubrics, posters, anchor charts, exemplars, grading scales and/or class/course/lesson overviews ● Processes in place for creating shared understandings of success criteria for all students You may observe or hear the teacher: ● Articulating high standards of accuracy in actions, words, and disposition by providing scaffolding questions and cognitive supports to lead students to 100% correct vs partially correct thinking ● Cueing students with additional information/questions that push the student to the correct response, extend their knowledge, and/or test for reliability of their response ● Responding to all students in an equitable, intentional way ● Using models, exemplars, or authentic student work to demonstrate concept/skill/process attainment for all learners ● Facilitating rigorous and challenging learning experiences with scaffolded supports to provide all learners access to the standards/course content You may observe or hear students: ● Demonstrating perseverance through a willingness to continue despite setbacks and/or initial failure ● Demonstrating self-efficacy by taking ownership of their academic success by independently seeking help/support/next steps from peers and/or teacher(s) ● Setting goals for learning that are challenging and/or reflect academic risks ● Referring to success criteria tools to guide/refine their work with attention to quality, details, personal relevance, and creativity ● Communicating, through actions and/or words, a belief that all learners can succeed

How do you know that your teacher has high expectations for you? How do the exemplars, anchor charts, teacher modeling, etc. help you understand the lesson expectations? How do the questions asked by your teacher and/or peers support you in discovering/developing the correct response? How do you set goals for your learning based on the lesson expectations?

How do you intentionally plan for and model the use of questions that support students in discovering/developing correct responses and/or extend students’ thinking? How do you intentionally plan rigorous and challenging learning experiences for all students to access/master the standards? What strategies and/or processes do you plan for each lesson that communicate the lesson expectations and ensures student understanding? How do you ensure that you respond to all students in an equitable, intentional way?


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Facilitating Learning Indicator 5: Student Engagement

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers 5. Lessons are paced and

structured to keep all students engaged throughout the learning.

Rich Description: Students are actively engaged when they are interested, committed to their learning, and have frequent opportunities to interact with teachers, other students, and content. Active engagement includes students creating, producing, and sharing learning tasks that are differentiated by content, process, and/or product. Engagement is not students merely paying attention, being compliant, and/or passively participating in a task. In the environment you may observe: ● Students participating, collaborating, and contributing during the lessons ● Students taking risks and focusing on partnerships and group work ● Lesson timing and flow allow for discourse, dialogue, and gradual release of responsibility ● Materials that are accessible to all students ● Classroom organization allows for collaborative groupings You may observe or hear the teacher: ● Guiding instruction with a hook, checks for understanding, use of proper wait time, and content-appropriate mini-lessons followed by time for independent and small group work ● Facilitating a lesson using the DoDEA Instructional Framework (20-60-20 lesson design) that allows students to select their choice for demonstrating mastery of their learning ● Using questioning techniques that require students to actively participate and share their thinking ● Differentiating instruction by providing product/process/ content options that respond to varied interests or learner profiles ● Using scaffolds to engage all levels of learners ensuring each students meets high standards You may observe or hear students: ● Using written discourse to create, plan, problem-solve, discuss and debate topics aligned to CCRS ● Collaborating in small groups based on differing student interest to solve a real world problem ● Working in small groups with roles such as investigator, problem-solver, and experimenter to solve a common problem ● Engaging virtually, across classrooms or schools, to collaborate and solve a cross content, standards-based problem ● Asking and responding to higher-order questions that extend thinking beyond the materials presented in a variety of groupings (e.g., whole group, small group, four corners, Socratic Seminars)

What opportunities have you had to discuss answers or problem-solve with your peers during the lesson? How is your product/task different from others in the class/group? During activities what opportunities do you receive to engage/work with other students to explain or justify your thinking? What are the different roles you are assigned when working collaboratively in a group? How were you assigned to work in this collaborative group (interest, student choice, data)?

What techniques do you consistently embed into lessons to ensure all students are actively engaged? How do you determine the method of differentiation; process, product, and/or content as you design workstation tasks for students who struggle and for advanced learners? How often do students receive opportunities to interact with peers? How do you ensure that all students are engaged in the interactive mini-lessons? How do you ensure that all students have a clear understanding of the lesson task when all students do not get the opportunity to respond to a question or prompt? How do you ensure that all students participate?


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Facilitating Learning Indicator 6: Flexible Groups

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers 6. Students are engaged in

flexible groups.

Rich Description: Flexible grouping is a data-driven instructional decision that allows students to work in a variety of fluid grouping structures to achieve mastery of the standards. The strategy promotes equitable access by grouping students based on learning strengths, needs, and preferences. Flexible groups are not randomly created, a seating arrangement, or stagnant.

In the environment you may observe: ● Visible displays of group assignments and tasks ● Grouping norms and routines evident in practice ● Furniture that is easily moved to create fluid independent and small group work ● Resources and materials accessible and organized for group work ● Anchor charts, posters, or resources in the room that support group work You may observe or hear the teacher: ● Facilitating group work and processes to ensure all students are engaged ● Providing direct instruction to a small group of students ● Adjusting learning tasks based on formative assessment to meet the needs of all learners ● Forming groups based on available data and learning objectives (homogeneous and heterogeneous groups) ● Providing small group instruction to support mastery of standards for diverse student learners You may observe or hear students: ● Working collaboratively on a shared activity or group learning task designed to meet the needs of diverse learners ● Working collaboratively in a variety of fluid grouping structures to achieve mastery of the learning goals/objectives ● Utilizing active listening skills in a variety of grouping roles and structures ● Analyzing and synthesizing thoughts of self and others to complete group tasks or assignments ● Transitioning to different groups based on learning strengths, needs, and preferences

When you get to choose who you work with, how do you decide your team/partners? Why are you working in groups? When was the last time your group changed? How do you know what to do in your group? How does your teacher make groups?

What formative assessment data was used to determine student groupings? How often do groupings change? How do you use flexible groupings to support students in the mastery of content standards? What additional data or information is considered when you are forming student groups? How do you ensure all students are participating in group assignments?


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Facilitating Learning Indicator 7: Formative Assessment

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers 7. Learning tasks

incorporate formative assessment to guide the ongoing learning process.

Rich Description: Formative assessment provides information to teachers and/or students about what students have learned for the purpose of informing and shaping teaching during the lesson. A learning task incorporates formative assessment and may include formal entrance slips, quizzes, student self-assessments, and single problem assignments, as well as informal questioning and measurement techniques (e.g., dipsticking, thumbs-up, individual whiteboards) to provide quick checks for understanding. Formative assessment is not for grading, is not a test, is not for evaluation, and it is not an interim or summative assessment. In the environment you may observe: ● Anchor charts that guide peer-feedback discussions ● Anchor charts that guide self-assessment ● Resources (e.g., whiteboards, red/green cards, or clickers) easily available for students to provide feedback to teacher ● Posted learning goals/objectives being referred to by students and/or teacher during instruction ● Data charts that provide students with progress monitoring information You may observe or hear the teacher: ● Conducting frequent checks for understanding to adjust instruction ● Providing formal formative assessments (e.g., entrance slips, quizzes, student self-assessments, single problem assignments) during instruction ● Providing informal formative assessments (e.g., dip sticking, thumbs-up, individual whiteboards) that guide the ongoing learning process ● Using formative assessment results to provide effective feedback that guides and improves student learning ● Using effective questioning strategies to reveal learners’ depth of understanding of the goals/objectives You may observe or hear students: ● Assessing and monitoring their progress toward individual goals and choosing to seek help from peers and/or teachers ● Providing peers feedback that is specific, clear, and directed toward the intended learning goals/objectives ● Using feedback from teacher, peer(s), and/or self to guide work and/or improve learning ● Explaining where they are in their learning and the next steps for progress in relation to the learning goals/objectives ● Using rubrics, checklists, and/or guides to monitor and adjust the quality of their own learning

How does your teacher know you understand something you have learned? How do you know that you have learned something? Can you tell me about some feedback that a teacher or student gave you that helped you move forward? How does student or teacher feedback help you grow?

How often do you check for understanding? How do you use formative assessment to guide the ongoing learning process? How do you create a culture in your classroom that supports student self-assessment and peer-assessment and/or receiving feedback?


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Instructional Shifts Indicator 8: Goals/Objectives

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers 8. Goals/objectives are

communicated beyond being posted and referred to by teachers or students as they voice their understanding of learning goals.

Rich Description: Learning goals or objectives are effectively communicated in a combination of ways to include posting in the learning space, verbally referencing throughout the lesson, and demonstrating the alignment of tasks and assessments. Students should be able to describe how what they are working on connects to the learning goal. This should not be mistaken for describing the activity, directions, or steps in a task. In the environment you may observe: ● Standards-based feedback on student work displayed ● Rubrics, anchor charts, or criteria that are standards-based and aligned to the learning goals/objectives ● Entrance tasks and/or exit tickets that reflect learning goals/objectives ● Learning goals/objectives verbally referenced during instruction ● KWL charts, advance organizers, essential questions, “focus” walls, and/or “I can” statements to guide students understanding of the lesson’s goals/objectives You may observe or hear the teacher: ● Implementing a lesson that aligns tasks and/or assessments to the stated learning goals/objectives ● Communicating and connecting learning goals/objectives to tasks during the beginning, middle and/or end of the lesson ● Prompting students with “Yesterday we. . .” or “Today we. . .” or “Remember we are working toward. . .” ● Bringing attention to learning goals/objectives as groupings and tasks change within a lesson ● Giving student(s) feedback aligned to the learning goals/objectives of the lesson You may observe or hear students: ● Monitoring their own learning through standards-based rubrics, criteria, and peer-to-peer/teacher-to-student discourse ● Writing or sharing “I can” statements based on the day’s learning ● Aligning the thinking or learning in which they are engaged to the overall learning goals/objectives ● Stating what they are working on and toward what goals/objectives when asked ● Developing goals/objectives and sharing their progress

What are you learning today? How does this task/activity help you meet the learning goals/objectives? How do you know when you have met the learning goals/objectives for today’s lesson? How is what you are working on today connected to the goals/objectives you learned previously? (i.e. yesterday)

How did you determine the learning goals/objectives for today’s lesson? How do you know when the learning goals/objectives are met by all students? How are you communicating and referring to the learning goals/objectives in today’s lesson? How do you address students who are not mastering the learning goals/objectives?


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Instructional Shifts Indicator 9: Productive Struggle, Problem-solving, or Reasoning

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers 9. Lesson tasks require

productive struggle, problem-solving, or reasoning.

Rich Description: Lesson tasks are the “how” students will engage in the “what” (the content) of the day’s learning goals/objectives. These tasks promote, deepen, and foster students’ knowledge and understanding requiring them to employ cognitive demand through authentic and meaningful work/learning. Lesson tasks require students to persevere in their thinking, reasoning, and analysis of real-world situations or problems. Lesson tasks are not easily completed, not one-step problems, nor easily answered. In the environment you may observe: ● Anchor charts or visual aids with explanations of how and when to utilize thinking strategies and resources being used ● Classroom arrangements conducive to collaborative or cooperative grouping ● Student-centered tasks in collaborative/cooperative groups, projects, problem solving, and learning stations ● Peer-to-peer and/or student-to-teacher collaboration and discourse ● Routines and procedures that are in place to support risk-taking and perseverance through trial and error You may observe or hear the teacher: ● Deploying adequate wait-time for students to think, reason, or analyze before hints, suggestions, strategies, or assistance is offered ●Using words such as explain, why, or how to encourage communication about student thought processes ●Modeling metacognitive strategies such as think alouds, reflective questioning, and mind maps to connect new learning to prior learning ●Encouraging students to utilize strategies or resources for higher-order thinking ●Providing opportunities for students to apply their learning to tasks beyond their abilities You may observe or hear students: ● Working together to solve problems, using influence, and defending positions ● Demonstrating active inquiry with the teacher and/or peers when building their understanding ● Participating in written or spoken discourse when explaining, asking clarifying questions, making claims, giving feedback, and/or understanding and accepting a variety of solution approaches ● Using thinking strategies and resources ● Persevering in reasoning, by self-monitoring and/or using a variety of strategies and resources to problem solve

How often do you work together to solve problems or work on a project? How do you share your thinking? What strategies or resources do you use to help you when you are stuck on a problem? Can you give an example of a way you have solved a problem on your own?

Why did you select this task for this lesson? What strategies do you use to help students see multiple solutions? How do you respond when a student struggles or exceeds expectations with a concept/idea/problem?


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Instructional Shifts Indicator 10: Domain Specific Vocabulary

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers 10. Teachers’ or students’

written and/or spoken discourse uses domain specific vocabulary.

Rich Description: Teachers and students use domain specific vocabulary to demonstrate mastery of content and ideas through discourse. Students and/or teachers engage in conversations about the subject content using appropriate and specific vocabulary of the discipline. Domain specific vocabulary is not everyday speech nor general academic vocabulary.

In the environment you may observe: ● Posting and implementation of print-rich resources such as word walls, concepts walls, and anchor chart as learning tools to stimulate and reinforce vocabulary rich discourse ● Posted student work exemplars used as learning tools to stimulate and reinforce vocabulary rich discourse ● A classroom conducive to learning that includes resources such as complex text, sentence starters, and reference materials ● A classroom culture that supports learning through a safe environment for students to engage in usage of new vocabulary without judgement ● A classroom with technological devices that supports instruction and digital literacy, and is a vehicle for students to expand or apply their understanding You may observe or hear the teacher: ● Modeling the use of content-specific vocabulary words related to concepts being taught ● Using domain specific vocabulary and vocabulary strategies to make meaning and demonstrate understanding of complex text and concepts that aligns to the posted learning goals/objectives ● Crafting higher-order questions that support discourse grounded in domain specific vocabulary ● Communicating high expectations for domain-specific vocabulary in student-to-teacher and peer-to-peer discourse and encourage students use of precise language ● Supporting the use of vocabulary-rich discourse through the use of strategies such as sentence stems, conversation starters, or conversation cards You may observe or hear students: ● Using domain-specific vocabulary in student-to-teacher and peer-to-peer discourse ● Using domain-specific vocabulary to explain their thinking and conceptual understanding of the content ● Using domain specific vocabulary and vocabulary strategies to make meaning and demonstrate understanding of complex text and concepts that align to the posted learning goals/objectives ● Using spoken discourse that includes but is not limited to: Socratic seminars, think-pair-share, text-based presentations, peer feedback, debates ● Using written discourse that includes but is not limited to: math journals, Google Docs/digital collaboration

If you are going to teach me what you learned today, what words should I know?

How do you determine vocabulary to be taught and used?


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Instructional Shifts Indicator 11: Complex Text and/or Concepts

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers 11. Students read and

articulate their understanding of complex text and/or concepts.

Rich Description: Students demonstrate a comprehensive understanding of complex text(s) or content-specific concept(s) through disciplinary literacy. During instruction students are engaged in learning tasks such as: analyzing/synthesizing, comparing/contrasting, discovering trends and patterns, or formulating predictions and inferences with multiple and varied complex text(s) or content-specific concepts. Complex texts are generally materials that are not within a student's comfort zone or determined solely by a reading/Lexile level. Engagement with complex texts and content-specific concepts demands more than just participation or literal comprehension. In the environment you may observe: ● Content word walls being referenced ● Charts, graphs, tables, posters, anchor charts, rubrics, and graphic organizers as part of instruction ● Small group or partner collaboration and discourse around text or concepts ● Print rich environment including a range of genres, resources, and text types ● Student work displays that evidence student use of instructional strategies You may observe or hear the teacher: ● Using intentional questioning or literacy strategies and content read alouds ● Modeling or providing mini-lessons in content topics or comprehension strategies ● Leading guided reading groups/small group instruction with complex text or content-specific concepts ● Providing scaffolding strategies and task(s) to include analyzing/synthesizing, comparing/contrasting, discovering trends and patterns, or formulating predictions and inferences ● Modeling the use of appropriate tools, attending to precision, looking for and making use of structure, and looking for and expressing regularity in repeated reasoning with multiple and varied complex text(s) or content-specific concepts You may observe or hear students: ● Engaging in project-based learning, peer-to-peer teaching, or discourse about complex text/content-specific concepts ● Examining, critiquing, or analyzing content-specific concepts and tasks ● Participating in small group (guided reading groups/literature circles/Socratic seminar, etc.) or partner-tasks to integrate and evaluate ideas ● Annotating text or actively searching for relevant information in content-specific text ● Summarizing authors’ arguments, and routinely analyzing and explaining the details used to build and support these arguments

How do you know that you understand what you are reading? What are some reading strategies you use to better understand the text or concepts? How do you reference the text/resources as you are having conversations about the text/concept or in your writing or thinking?

What are ways you support readers to understand complex material? How do you support conversations using text or complex content? How do you teach reading strategies and skills using complex text?


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Instructional Shifts Indicator 12: Higher-Order Questions and Discourse

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers 12. Students respond to

and/or use higher-order questions in classroom discourse.

Rich Description: Students ask and answer higher levels of questions (Bloom’s Taxonomy, Webb’s Depth of Knowledge (DOK), or Costa’s Level of Questioning) with teachers or peers to deepen their understanding of complex texts or content-specific concepts. In classroom discourse (written or spoken), students respond to scaffolded questions that require application, analysis, synthesis, and evaluation. Questions that require the recall of facts or details, literal comprehension, or single-word responses do not rise to the level of higher-order questions.

In the environment you may observe: ● Anchor charts, bookmarks, or other prompts with higher-order questions stems as part of instruction ● Essential questions and/or guiding questions that require students to process learning in the higher levels of Bloom’s, DOK, or Costa questions ● Authentic student work displays that provide evidence of higher-order tasks ● Lessons designed to support inquiry or discourse ● A safe place to engage in questions without risk of judgement or ridicule You may observe or hear the teacher: ● Implementing lessons designed to facilitate classroom discourse (written or spoken) with higher-order questions that promote participation, focus, and rigor ● Crafting prompts that move up and down in cognitive complexity using one or more matrix or taxonomy (Bloom’s, DOK, Costa) so that all students are engaged in rigorous learning ● Teaching and modeling the asking and answering of higher-order questions ● Providing students appropriate tools/aids (anchor charts, bookmarks, protocols) to build the capacity to ask and answer higher-order questions ● Engaging all students in a variety of higher-order discourse opportunities You may observe or hear students: ● Engaging in a range of discussions (debates, panel discussions, Socratic Seminars, small group and partner discussions) ● Participating in complex writing prompts requiring higher levels of Bloom’s, DOK, or Costa ● Answering questions that require them to conceptualize, apply, analyze, synthesize, and/or evaluate information ● Discussing or collaborating with peers in higher-order questioning tasks ● Developing higher-order questions to guide their discussion with peers and to further their own learning

Are all students asked challenging questions in your class? In what ways do the questions asked help you to extend your thinking? Are you expected to respond to questions teachers or peers ask you? What if you don’t or can’t? How do you prove your answers?

How do you plan for the use of higher-order questions in your verbal and written questioning? How do you model “asking and answering” higher-order questions to your students? What participation strategies do you use to assure all students have the opportunity to respond to higher-order questions?


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Instructional Shifts Indicator 13: Evidence from Text and/or Content-specific Resources

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers 13. Students support

written and/or spoken opinions with evidence from text and/or other content-specific resources.

Rich Description: Students synthesize information from multiple texts or content-specific resources to formulate their ideas, arguments, and opinions. Discourse is grounded in information from varied and multiple sources requiring students to make inferences based on careful attention to texts and justify thinking. Classroom discourse is not explicitly led by excessive teacher prompting, rather by students engaging in higher levels of questioning, making thoughtful connections and referencing information from texts or content-specific resources.

In the environment you may observe: ● Texts and content-specific resources being used ● Behavior and tone that are respectful being modeled in classroom discourse ● Structured opportunities for collaboration ● Learning experiences that are rigorous and challenging with scaffolds present to support all learners’ access to texts and content-specific resources ● Multiple entry points to engage in classroom discourse You may observe or hear the teacher: ● Implementing lesson tasks with planned and scaffolded questions that promote engagement in discourse ● Providing access to texts and content-specific resources ● Modeling and coaching students through the analysis of resources ● Modeling and coaching students through the synthesis of their ideas, arguments, and opinions ● Prompting students for evidence that justifies their responses You may observe or hear students: ● Accessing and using texts and content-specific resources when writing or speaking ● Analyzing texts and content-specific resources to develop and articulate their understanding ● Synthesizing their ideas, arguments, and opinions, referencing text and content-specific resources ● Citing textual evidence for a range of tasks, purposes, and audiences ● Supporting their discourse with evidence from source material

Do your classmates help/remind you to use evidence from texts to defend your thinking? How do you support your opinions, ideas, and arguments during classroom discourse? Where do you find support for your ideas, arguments, and opinions? How did you arrive at your idea, argument, or opinion?

What strategies do you use to encourage student thinking on the use of evidence from multiple texts in classroom discourse? How do you ensure your students are using textual evidence in their responses? What processes do you use to model and coach students to analyze documents and synthesize ideas, arguments, and opinions?


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Appendix E: DoDEA Learning Walkthrough Glossary of Terms

Term Definition Use in Context

Authentic Learning Task

The term authentic learning task refers to a task that mirrors real-life contexts, equips students with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school.

A science example for authentic learning of the scientific method could be the following. Students develop a hypothesis about how ecosystems work that is based on first-hand observations of a natural habitat. Students could design and conduct an experiment to prove or disprove the hypothesis. After the experiment is complete, students could write, present, and defend their findings. In an inauthentic approach, students could be tasked to read about the concept in a textbook, memorize the prescribed process, and then take a multiple-choice test to determine mastery.

Complex Text

Complex Text (Text complexity) – The inherent difficulty of reading and comprehending a text combined with consideration of reader and task variables; in the standards, a three-part assessment of text difficulty that pairs qualitative and quantitative measures with reader and task considerations.

Text Complexity Three-Part Model

1. Quantitative complexity refers to word frequency, sentence length, and text cohesion.

2. Qualitative measures include structure, language conventions, and clarity, including levels of meaning and purpose.

3. Reader and task complexity refers to the professional judgment and expertise of educators to match texts to classes, tasks, or particular students.

Teachers provide scaffolds and support readers by designing lessons to match texts to classes, tasks, or particular students so that all learners can demonstrate their understanding of the text and of content-specific concepts.

Students use a variety of reading engagement strategies (see use in context Disciplinary Literacy) to demonstrate their understanding of challenging text(s) either individually or collaboratively. For more information on text complexity, refer to the DoDEA CCRSL Appendix A.


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Content-Specific Resources

Current DoDEA-adopted Materials, including tools or digital resources, are typically content-specific and considered critical supports for accessing the knowledge and skills related to the demands of the content.

See DoDEA-adopted Materials; Complex Text; Disciplinary Literacy; Standards; Text

A variety of text, tools, and instruments that students use to analyze, use, or produce content. Every academic discipline/content uses a wide range of text, tools, and instruments to produce and communicate. These include but are not limited to:

• Manipulatives • Laboratory devices • Models • Measurement devices • Digital databases • Prototypes • Software • Apps • Works of art • Musical scores • Sheet music • Primary and secondary sources • Videos • Pedometers • Heart rate monitors • Musical instruments • Art tools

The content knowledge demands for each discipline are outlined in the standards. The cross-cutting skills demanded by these standards include, but are not limited to:

• Problem-based instruction • Frequent opportunities to work with wide variety of

text/resources • Evaluation, gathering, and use of evidence from

multiple text/resources • Identifying and critiquing claims • Identifying and applying critical reading and thinking

practices relevant to the content • Discerning data patterns, including cause and effect

relationships • Designing real-world investigations • Creating, producing, interpreting ideas and claims

For more information please see: https://literacyessentials.org/downloads/literacy_essentials/essential_instructionalliteracygr6-12.pdf

https://literacyessentials.org/downloads/literacy_essentials/essential_instructionalliteracygr6-12.pdf

https://literacyessentials.org/downloads/literacy_essentials/essential_instructionalliteracygr6-12.pdf


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Differentiation

Differentiated instruction is an approach to teaching in which teachers actively plan for student differences so that ALL students can best learn. Lessons designed around patterns of academic and affective student needs are necessary for student success with standards.

Differentiated lessons are planned to include variety in process, product, or content. Lessons have purposeful and intentional adjustments in the task/assignment focused on student needs.

Process Differentiation: Tiered tasks in which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity. Also, varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth can serve as examples.

Product Differentiation: When teachers differentiate product, they offer students a variety of ways to demonstrate their knowledge (video, written report, PowerPoint, Performance-Based Assessments), while assessing the same skill or concept.

Content Differentiation: Using reading materials at varying readability levels, using vocabulary at the readiness level, presenting ideas in auditory and/or visual styles or meeting with small groups to re-teach skills/concepts for struggling learners or to extend the thinking or skills of advanced learners.

Differentiation is not individualized instruction, individual education plan for all, or ability grouping within a classroom.

Digital Tools

Digital tools include hardware, software, websites, and mobile applications that can be used for teaching and learning.

See the list of DoDEA-approved software and cloud-based applications on the Information Assurance Branch page of DoDEA’s intranet.

Contemporary digital tools are used by students and teachers to support and create learning, as well as to facilitate collaboration. The tools must be appropriate for the task, support the learning objective, and be student-centered.

Digital tools should invite students toward higher levels of rigor. Digital tools should engage students in collaboration, communication, problem solving, and creative thinking.

Discourse

Spoken or written language, both print and digital, on a particular subject or topic. It is learning focused and leads to the expansion of ideas. Teachers support discourse by guiding students to justify their thinking and construct viable arguments using evidence to justify their work.

Discourse invites students to share, clarify, and represent their thinking and conceptual understanding with one another and their teacher about the lesson or topic of study. Discourse may appear in both written and verbal form. Students can defend their work/ideas and ask questions that expand their own understanding and/or demonstrate mastery of the concepts.

Teachers support discourse when they craft higher-order questions or a series of scaffolded questions and provide learning tasks that promote meaningful discussion.

Socratic seminars

Think-pair-share

Reciprocal teaching

Debates

Math journal prompts

Discussion cards


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Disciplinary Literacy

Disciplinary literacy promotes an emphasis on the knowledge and abilities possessed by those who create, communicate, and use knowledge within specific disciplines. By highlighting the unique tools experts in a discipline use to engage in the work of that discipline, disciplinary literacy emphasizes the description of unique uses and implications of literacy strategies within the various disciplines.

Teachers provide various resources or tasks that provide students with opportunities to use reasoning, investigating, speaking, and writing strategies to learn and form complex content knowledge appropriate to a particular discipline.

Students use a variety of reading engagement strategies to demonstrate their understanding of content-specific complex text(s) either individually or collaboratively. These strategies can include: analyzing/synthesizing, comparing/contrasting, discovering trends and patterns, or formulating predictions and inferences, making sense of problems and persevering in solving them, reasoning abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others, modeling, using appropriate tools strategically, attending to precision, looking for and making use of structure, and looking for and expressing regularity in repeated reasoning with multiple and varied complex text(s) or content-specific concepts.

DoDEA-adopted Materials

DoDEA-adopted materials include curriculum packages, resources, and software. All resources must be approved or procured by HQ to meet this definition. Other DoDEA resources and materials include, but are not limited to scope and sequences, model units/models lessons, and common assessments found in the DoDEA Learning Management System.

The most recent Adopted Materials List and Approved Software List can be found on the DoDEA College and Career Ready Web site and DoDEA Standards and Curriculum Website and DoDEA procurement databases.

Domain Specific Vocabulary

The language that is specific to a field of study and key to understating a new concept within a text, often referred to as Tier III words.

Domain-specific vocabulary is primarily used in informational text. It is used deliberately by teachers to expand students’ understanding of concepts and mastery of content and ideas.

Teachers and students use domain specific vocabulary for different purposes. Teachers use the vocabulary for instruction and deepening student understanding, and students use vocabulary to demonstrate mastery of the concepts.

Engagement

Active involvement in authentic, meaningful work, which stems from real-world problems, and includes opportunities for appropriate challenge; transfer of knowledge; collaboration; and both oral and written communication. Engagement includes teaching techniques that allow teachers opportunities to collect evidence of active participation and cognitive engagement from all students at the same time through a differentiated approach to instruction (Himmele, P & Himmele, W., 2017).

Students show ownership of their learning and make meaningful connections to the curriculum content. Students engage in differentiated lessons that provide cognitively demanding tasks. Lessons are varied to meet the needs of all students. Students show curiosity, interest, optimism, and a passion for learning.

Feedback

Feedback is information provided to a learner to improve learning and performance. Effective feedback is intentional, descriptive, actionable, and timely. For students, feedback is focused on learning and provides information on their progress related to the learning goals/objectives.

Oral or written feedback is most effective when it is descriptive, timely, and connects the learner’s current state to the task at hand. Effective feedback questions ask the learner where are they going, how are they doing, and where are they going next (Hattie, 2011).

https://www.dodea.edu/Curriculum/upload/DoDEA-Adopted-Instructional-Resources-for-School-Year-2019-2020.pdf

https://intranet.ds.dodea.edu/Intranet/app_banner/banner.cfm?return_url=/intranet/infotech/IA/ASL/apprv_sw_listing.cfm

https://intranet.ds.dodea.edu/Intranet/app_banner/banner.cfm?return_url=/intranet/infotech/IA/ASL/apprv_sw_listing.cfm


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Flexible Groups

A data-driven instructional strategy where students are grouped together to receive appropriately challenging instruction.

Students should be purposefully grouped and re-grouped for an intended instructional purpose that supports mastery of the learning goal/objective in a variety of ways including interest, skill, choice, and task. Grouping should be a fluid process driven by new performance data (formative or summative) and learning goals/objectives. Flexible groupings are short-term and adjusted based on continuous assessment. Group size and composition are adjusted to accommodate and reflect student progress and instructional needs. The intended purpose for groupings are re-teach, enrichment, and mastery of goals/objectives. Flexible grouping is NOT just a seating arrangement.

Formative Assessment

A type of assessment that provides information to teachers and/or students about what students have learned, learning needs, and academic progress during a lesson, unit, or course. Formative assessments are used for the purpose of informing instructional decisions.

Formative assessment is an ongoing process that provides information about student learning so teachers continuously adapt instruction to meet students’ learning needs.

Examples of formative assessments may include formal entrance slips, quizzes, student self-assessments, and single problem assignments, as well as informal questioning and measurement techniques (e.g., dipsticking, thumbs-up, individual whiteboards), or other quick checks for understanding.

Goals/Objectives

A statement aligned to a standard which is written and expressed in terms of what learners should know and/or be able to do at the end of a lesson or class period.

They should contain a verb that is observable that describes the behavior at the appropriate level of learning; contain criteria to indicate how or when the outcome will be observable; and add context for the student.

Well-planned instruction, activities, and assessments are aligned to learning goals/objectives to ensure mastery of standards.

Examples:

Students will be able to create models demonstrating the addition and subtraction of integers.

I can describe characters using details from a story.

High Expectations

Teachers intentionally set the same high educational standards for all students. Teachers that communicate high expectations for students utilize support structures/processes, and differentiation strategies to provide equitable instruction for all learners.

When teachers have high expectations for each student and provide tasks that are appropriately rigorous, students build self- esteem, increase confidence, and improve academic performance.

Student confidence is critical to a student’s willingness to tackle and persevere through rigorous and challenging learning activities.

Essential to a culture of high expectations is teachers providing students with high levels of support. Support includes scaffolding within lessons by using explicitly communicated success criteria, identifying strategic knowledge in the lesson, and having an intentional plan to address varied levels of student readiness.

Teachers incorporate graphic organizers, rubrics that communicate expectations of quality, and support strategies that are both teacher-to-student and student-to-student to ensure that all students persevere/persist in mastering the standards.


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Higher-order Questions

Higher-order questions require students to think beyond the levels of knowledge (recall) and comprehension (understanding). Higher-order questions put advanced cognitive demand on students to analyze, synthesize, and evaluate. The questions encourage students to think beyond the literal and promote critical thinking skills. These types of questions expect students to apply, analyze, synthesize, and evaluate information instead of simply recalling facts.

Questions that are higher-order extend beyond identification, recall of information, organization, and selection of facts and ideas. They challenge students to think at the next level and draw a correlation to the stated learning goals/objectives. Higher-order questions require students to judge, decide, appraise, evaluate, rate, compare, value, revise, conclude, select, criticize, assess, measure, estimate, infer, create, deduce, score, predict, choose, recommend, and determine.

For additional information, explore Bloom’s Taxonomy, Webb’s Depth of Knowledge, or Costa’s Levels of Thinking (used in DoDEA’s AVID Program).

Lessons are Paced and Structured

Lesson structure and pacing is the vehicle through which student engagement takes place. An effective lesson starts with a standards-aligned, carefully- formulated, clearly-stated learning goal/objective and—of particular importance—how it will be assessed. A well-paced lesson attends to the timing and flow of teaching and learning, causes discourse between the teacher and learners, and allows for gradual release of control/responsibility. “If pacing is too slow, energy in the classroom drops and attention wanes; however if the pacing is too fast, students can be confused and frustrated” (Marzano, 2010).

Learning follows the DoDEA Instructional Framework (20-60-20 model), emphasizing work sessions that are framed by opening and closing activities. Learning is differentiated for students in a way that makes it relevant/meaningful. Considerations include:

• Content

• Process

• Products

The teacher serves as facilitator and intervenes with suggestions, recommendations, or questions to check for understanding or stimulate thinking. Pacing can be reflected in routines, variations for teachable moments, and matching to individual or group needs.

Multimedia Resource

A technique of combining multiple types of media such as graphics, images, text, video, music, and/or sound for expressing ideas.

(Sources: Merriam-Webster Dictionary and CCRSL)

The College and Career Ready Standards specifically call for students to integrate technology. For example, the standards state that students should:

• Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words

• Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

• Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations

• Identify relevant external resources, such as digital content located on a website, and use them to pose or solve problems

Problem Solving

The process of finding solutions to real-world complex situations or problems.

After defining the problem to be solved, multiple paths may be explored to come to a solution. Students take risks and collaborate to try ideas, evaluate, refine, and redesign solutions.


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Productive Struggle

Developing strong habits of mind, such as perseverance, and thinking flexibly, instead of simply seeking the correct solution. Not knowing how to solve the problem at the outset is expected. The key is working through the problem, encouraging students to think outside the box, and not letting them get discouraged if their initial strategies do not work.

Teachers support productive struggle by using guiding questions. Productive struggle immerses students in learning and creates authentic engagement that promotes comprehension and mastery. Wait time is evident, as is problem-based learning, and open-ended questioning.

Reasoning

Explicitly using one’s understanding to connect new learning to prior experience, make claims, or justify one’s own thinking by using evidence.

When students employ critical thinking and active inquiry to make connections and understand complex concepts they deepen their understanding and enhance their learning. Students demonstrate reasoning by explaining their thought process, expressing their opinions with justifications, activating prior knowledge, synthesizing information, giving critical feedback, and transferring learning to new situations. Teachers foster reasoning through peer-to-peer and student-to-teacher discourse in which students have to justify their thinking with supporting evidence.

SAMR

In the SAMR model, S stands for substitution where tech acts as a direct tool with no functional change; A stands for augmentation where tech acts as a substitute with functional improvement; M stands for modification where tech allows for significant task redesign; and R stands for redefinition where tech allows for the creation of new tasks. The goal is to be operating in the transformation level (modification and redefinition) of SAMR, when appropriate. Using the SAMR model helps educators identify at what level students and teachers are using technology.

In order to meet the CCR standards, teachers should use the SAMR model to purposefully plan to integrate technology at the augmentation level and beyond. The anchor standard, CCRSL Writing Standard 6, requires students to use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. If a lesson required students to use Google Docs to write a paper or report, this would be at the substitution level of the SAMR model and would not meet the requirements of the stated standard to collaborate and publish. To reach the augmentation and beyond level of the SAMR model, students need to work collaboratively using Google Docs to publish their report for other students to provide feedback and comments.

Self-efficacy

Self-efficacy is the belief in one’s ability to succeed in achieving an outcome or reaching a goal. High self-efficacy reflects confidence in the ability to exert control over one’s own motivation, behavior, and environment, and allows students to become advocates for their own needs and supports.

The belief in one’s ability to succeed is specific to a task or an area of knowledge or performance and shapes the behaviors and strategies that help students pursue their goals.

Students with high levels of self-efficacy participate more in class, work harder, and persist longer when encountering difficulties than students with lower self-efficacy.

Standards

Standards outline what a student should know and be able to do at the end of each grade and are comprised of multiple learning goals.

Standards ensure all students receive the guaranteed curriculum which ensures students are prepared to progress to college, career, and life.

Standards inform the development of learning goals/objectives and are utilized when designing lessons and resources for teaching and learning.

Student-centered Learning

Learning is characterized by intentional-standards based planning based on the needs of the students. Students take ownership of their learning by setting goals and monitoring their own progress toward them. Students play a larger role in their learning while the teacher acts as facilitator.

In a student-centered learning environment, the students learn to review their peers’ work and offer feedback for improvement. There are high levels of engagement (ex: project-based learning, Socratic seminars, and debates) and collaboration is commonplace.


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Summative Assessment

An assessment of learning conducted at the end of a unit, course and/or school year to assess the level of understanding/ mastery of course or grade-level standards.

Summative assessment provides evidence that can be used to certify, report on, or evaluate achievement at a point in time and is aligned to the Career and College Ready Standards. Summative assessment occurs at the end of a unit of study or course and is an assessment of learning while formative assessment is an assessment for learning which is ongoing and used to inform instruction. Examples of summative assessment include Advanced Placement, performance assessments, unit assessments, final or semester exams, end-of-course exams, and DoDEA Summative Assessment.

Text

A book, document, or other resource regarded in terms of its content rather than its physical form.

Teachers and students engage with a variety of text that include but are not limited to appendices, documents, illustrations, pictures, and artifacts.

Voice and Choice

Voice provides opportunities for students to collaborate and make decisions with adults around what and how they learn and how their learning is assessed. Student voice allows students to influence their learning

Choice refers to the level of autonomy and influence that a student experiences in their learning environment.

Voice and choice are intrinsically linked. Choice provides students the influence to direct and take responsibility for their learning, creating independent, self-regulating learners.

Students who have voice and choice collaborate with the teacher to make decisions about the means and methods by which they address standards. Students pursue interests and learning opportunities that are relevant to their perspective and culture.

Voice and choice is not simply giving students the opportunity to communicate ideas and opinions; it is about student influence.


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Learning Activity [Consider collecting perceptions with a Consensogram.]

Closing

Extending the Conversation Timeline for Next Steps

Appendix F: Sample Agenda for Introducing Learning Walkthroughs to Teachers

Note: This sample agenda is intended to be a guide to help ensure key considerations. It is important to incorporate learning activities to ensure this does not become a “sit and get” meeting.

Introduction

What is a Learning Walkthrough Why Use a Learning Walkthrough

o DoDEA Theory of Action Learning Activity [Consider jigsaw of related readings.]

Benefits and Expectations

School-Wide Benefits DoDEA-Wide Benefits Alignment with Priorities (Priority One, PLCs, CIL, District, School Plans) What to Expect from Learning Walkthroughs Who are the Observers and What are Their Roles

Understanding the Tools

Learning Walkthrough Tool Learning Walkthrough Job Aid Learning Activity [Be sure to invite input on importance of each of the 3 clusters and 13 indicators.]

Implementing the Learning Walkthrough

Getting Started o Communication o Shared Understanding

Scheduling a Learning Walkthrough Setting a Focus Gathering Data Delivering Feedback

o Individual o Group


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Appendix G: Tips for Successfully Implementing the Learning Walkthrough

Leaders Should Leaders Should Not Communicate openly with district and school staff

about the Learning Walkthrough process and how the evidence will be used.

Determine the purpose of the Learning Walkthrough with a clearly identified focus.

Provide training to understand how to effectively gather evidence.

Provide training and support in analyzing evidence and generating discussions targeted at improving instructional practices and student learning.

Use data and research on promising practices to define action steps for improvement.

Develop a process for determining progress. Build the capacity for learning at school and

district levels. Share evidence and communicate action steps and

supports designed to build on strengths and address needs.

Use the Learning Walkthrough process as part of the teacher evaluation process.

Share information about individual teachers or use the information to criticize instructional staff.

Conduct Learning Walkthroughs without a specific focus or an organized plan for collecting and analyzing evidence.

Collect evidence without a plan for engaging individual teachers or groups of teachers in discussions about current practices and actions for improvement.

Conduct Learning Walkthroughs without using the evidence to plan for further support that will benefit students, teachers, and systems/structures.

Use information from a single Learning Walkthrough to make decisions about trends or programs.

Use the Learning Walkthrough in isolation rather than as part of a more comprehensive data gathering and reflection process.

(Source: Learning Walkthrough Implementation Guide, by the Massachusetts Department of Elementary and Secondary Education, 2013.)


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Appendix H: DoDEA Learning Walkthrough Tool – Sample Descriptive Notes Person Observed: Date: Time: Subject Area: Grade: Lesson Segment: Beginning 20%--Middle 60%--End 20% Observer: The purpose of this form is to collect trend data over time and is not evaluative. In advance of entering the classroom, the observer may decide to look for only a subset of indicators. When not looking for an indicator, please leave the default option of “Not Applicable.” Once the observer has decided to look for an indicator, we expect to see descriptive notes for that indicator, along with a selection of “Observed” or “Not Observed.”

Obs

erve

d N

ot O

bser

ved

Not A

pplic

able

Standards-Focused Classroom Descriptive Notes

Lear

ning

Env

ironm

ent

1. Learning environment is conducive to student- centered learning.

Students were working in pairs and sharing their explanations of solutions to their subtraction story problems. The students selected their problems from three choice options that varied by the number range. The teacher moved around the room and asked guiding questions as needed.

X


Materials used by teacher and students were aligned to CCRS and approved by HQ. Students had manipulatives to solve math problems.

X


No apparent use of digital tools. X

Faci

litat

ing

Lear

ning


Teacher walked around the room and provided support for struggling students. Teacher said, can you use the manipulatives to help you explain your solution to your partner?

X


Student conversations were focused and on task. Student pairs were explaining different problem types. Two student groups that finished were directed by the teacher to select a new subtraction story problem to work on together. The teacher explained that the story problem sets were scaffolded in difficulty by number range and problem type.

X

6. Students are engaged in flexible groups. The teacher explained that the student pair groups were created based on formative data that showed students’ proficiency with subtraction story problems.

X


The teacher visited each student pair. The teacher asked students to explain their understanding of the story problem. The teacher provided support for struggling students by asking them to show their solution using the manipulatives.

X

Inst

ruct

iona

l Shi

fts


Goals/objectives were not posted. Teacher said: “Today, we will work with subtraction stories.” Students were not able to explain how the story problems connected to a learning goal.

X


Students worked collaboratively to explain their solutions to the subtraction story problems. Students were asked to use manipulatives when they struggled to explain. Student groups who completed the task were directed to select from the next challenge level problems.

X


The teacher and the students used accurate domain specific vocabulary to describe the subtraction problems.

X


Students were explaining their work to each other. X


Students explaining and listening to solutions did not ask or answer higher-order questions.

X


Students took turns explaining their solution to the story problem.

X


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Recognitions and Considerations [to be included in teacher email]: You used verbal and non-verbal behaviors that communicate respect and likeability to your students. I noticed that student groups who finished the first task were directed to the next task. Have you thought about how to provide more extension choices for other students? Consider developing norms for collaboration when students are working together in small groups that allow them use and respond to higher-order questions. Thank you for your efforts for improved instruction. I look forward to my next visit to your class!


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Appendix I: Ladder of Feedback Template for Classroom Observations

The "Ladder of Feedback” is a protocol or structure that sequences feedback in an appropriate order for establishing a culture of trust and constructive support.

What class is being observed?

Feedback for:

Feedback from:

CLARIFY Formulate your comments below. Are there aspects of the class or lesson that you do not believe you understood?

To gain clarity: Ensure that you are clear about what your feedback

colleague was trying to accomplish in the lesson by asking some questions or stating any assumptions you have made.

- “I wasn’t sure if you meant that students will understand X, but that’s what I assumed, so now you can understand where my feedback is coming from.”

State if you approached your observations from a particular frame or perspective. - “I was interested in looking at how students

were interacting in the lesson, so my feedback is focused mainly on that aspect.”

VALUE Formulate your comments below. What did you see in the class that you find to be particularly impressive, innovative, strong, or noteworthy?

To demonstrate value, your statements should: Build a supportive culture of understanding that will

help your feedback colleague identify strengths in their work that they might not have recognized.





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RAISE QUESTIONS & CONCERNS Formulate your comments below. What questions, issues, tensions, or concerns were raised for you within the lesson?

To raise questions or present challenges: Share your concerns, not as criticisms, but as

honest thoughts and questions, not as absolute judgments of right and wrong. - “It might be interesting to explore . . .” - “I wonder what would happen if . . .” - “Perhaps you have thought about this, but . . .” - “A question this raised for me was . . .” - “One of the things this got me thinking about

was . . .” - “Observing the class made me more aware of

the tension between . . .?” - “A concern raised for me was . . .”

SUGGEST Formulate your comments below. Do you have suggestions for refining the lesson, moving forward, or on how to address the concerns you identified?

Suggestions should: Help your feedback colleague make improvements by

sharing your ideas on how he/she might refine or advance the lesson.

Put forward ideas on where the lesson might go next or how a teacher might build on students' ideas and work.

- “It might be interesting to follow up on that issue of , by...”

THANK Formulate your comments below. How has observing and giving feedback enhanced your own understanding of teaching and learning?

To demonstrate thanks, your statements should: Tell your feedback colleague what you have learned

from this experience. Share the questions and issues you will take away to

think more about. - “This lesson has made me think more about

how I might...”

This form is adapted by Ron Ritchhart from the “Ladder of Feedback” developed by Daniel Wilson, Harvard Project Zero.


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Appendix J: Ladder of Feedback for Classroom Observations – Sample The "Ladder of Feedback” is a protocol or structure that sequences feedback in an appropriate order for establishing a culture of trust and constructive support.

What class is being observed?

First Grade Mathematics

Feedback for:

Leann

Feedback from:

MAB

CLARIFY Formulate your comments below. Are there aspects of the class or lesson that you do not believe you understood? Are there aspects of the class or lesson that you do not believe you understood?






Could you describe the components of your math block?

I want to ask what CCRS you were teaching and what made you decide to teach it today?

VALUE Formulate your comments below. What did you see in the class that you find to be particularly impressive, innovative, strong, or noteworthy?






Use of verbal and non-verbal behaviors that communicate respect and likeability of students.

Strong attention getting and keeping strategies with high expectations for behavior.

Emphasis on precision. Modeled method for completion of story problem.

Visual aid of – and + on board with key vocabulary.


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RAISE QUESTIONS & CONCERNS Formulate your comments below. What questions, issues, tensions, or concerns were raised for you within the lesson?


honest thoughts and questions, not as absolute judgments of right and wrong. - “It might be interesting to explore . . .” - “I wonder what would happen if . . .” - “Perhaps you have thought about this, but . . .” - “A question this raised for me was . . .” - “One of the things this got me thinking about

was . . .” - “Observing the class made me more aware of

the tension between . . .?” - “A concern raised for me was . . .”

1. As we think about a more student-centered learning environment, I wonder what would happen if you provided more choice for the students or gave them opportunities to work together. I understand the tension that can exist with wanting more instructional interaction among students and worry over behavior management.

2. Perhaps you have thought about this, but you give students a very short amount of time (approximately 2 seconds) to consider an answer and raise a hand to respond. Then you call on one student to respond. This does not check for understanding of all students.

3. As I watched your lesson, I wondered about general use of CCRS and the Mathematical Practices for planning lessons. I am wondering if this wouldn’t be something we explore together in our PLC.

SUGGEST Formulate your comments below. Do you have suggestions for refining the lesson, moving forward, or on how to address the concerns you identified? Suggestions should:

Help your feedback colleague make improvements by




1. I would like you to examine five active processing activities and chose two to learn and incorporate into next week’s lessons (show fist to five, turn & talk, whiteboard hold up, 3-2-1, I have the answer, who has the question). I can come in to model their use, if you would like.

2. Checking for understanding needs to occur for all learners, not just a few. By increasing your wait time to five seconds, before either calling on a random student or engaging the one of the active processing activities, you could improve the quality and quantity of responses.

3. In preparation for our next PLC, be ready to share ideas for planning for CCRS instruction. Consider using a three-step process: 1) What do I want students to know and do? 2) How will they and I know that they know and can do? 3) What learning experiences can I design that will facilitate them getting there?

THANK Formulate your comments below. How has observing and giving feedback enhanced your own understanding of teaching and learning? To demonstrate thanks, your statements should: Tell your feedback colleague what you have learned


think more about. - “This lesson has made me think more about

how I might...”

I enjoyed coming in today. I so appreciate this time for me to enhance my understanding of our standards-based practices.

For our next PLC, I will bring a template to help us unpack and plan for a standards-based lesson. I am looking forward to working with you!



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Appendix K: Ladder of Feedback Template for School-Level Walkthrough Data The "Ladder of Feedback” is a protocol or structure that sequences feedback in an appropriate order for establishing a culture of trust and constructive support.

What school was observed?

Feedback for:

Feedback from:

CLARIFY Formulate your comments below. Are there aspects of the learning walkthrough that you don’t believe you understood? Are there aspects of the class or lesson that you don’t believe you understood?






VALUE Formulate your comments below. What did you see in the school that you find to be particularly impressive, innovative, strong, or noteworthy?







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RAISE QUESTIONS & CONCERNS Formulate your comments below. What questions, issues, tensions, or concerns were raised for you during the learning walkthrough?


honest thoughts and questions, not as absolute judgments of right and wrong.

- “It might be interesting to explore . . .” - “I wonder what would happen if . . .” - “Perhaps you have thought about this, but . . .” - “A question this raised for me was . . .” - “One of the things this got me thinking about was . .

.” - “The walkthrough made me more aware of the

tension between . . .?” - “A concern raised for me was . . .”

SUGGEST Formulate your comments below. Do you have suggestions for professional learning, moving forward, or on how to address the concerns you identified?





THANK Formulate your comments below. How has observing and giving feedback enhanced your own understanding of instructional practices?

To demonstrate thanks, your statements should: Tell your feedback colleague what you have learned


think more about. - “This experience has made me think more about how I might...”



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Appendix L: Ladder of Feedback Template for School-level Walkthrough Data – Sample The "Ladder of Feedback” is a protocol or structure that sequences feedback in an appropriate order for establishing a culture of trust and constructive support.

What school was observed?

Sunshine Middle School

Feedback for:

Entire faculty

Feedback from:

MAB

CLARIFY Formulate your comments below. Are there aspects of the learning walkthrough that you don’t believe you understood? Are there aspects of the class or lesson that you don’t believe you understood?




State if you approached your observations from a particular frame or perspective. - “I was interested in looking at how students were

interacting in the lesson, so my feedback is focused mainly on that aspect.”

From our previous PLCs, we determined that as a school we would work toward improving our written and spoken discourse with our students in all subjects by incorporating more academic vocabulary.

I want to clarify that my feedback here is based solely on the academic vocabulary I heard spoken from teacher to student, student to teacher, and student to student and saw written on the walls, in notebooks, and in margins of text.

VALUE Formulate your comments below. What did you see in the school that you find to be particularly impressive, innovative, strong, or noteworthy?

To demonstrate value, your statements should: Build a supportive culture of understanding that will help

your feedback colleague identify strengths in their work that they might not have recognized.




I noted that teachers in all subjects were identifying and defining academic vocabulary with students. Terms were spoken and written with synonyms to assist students in understanding. However, the more advanced term was expected to be used.

Examples heard or spoken included: Science: apparatus, procedure, errors, compensate Math: data, factor, function, method English: authority, context, issue, compensate,

foreshadow Social Studies: survey, population, sample, economy Art: line, shape, value, texture, color, space,

composition

The Personal Vocabulary Notebooks used in social studies were particularly noteworthy and will be shared at our next faculty meeting. It was evident the entire team agreed upon the approach, taught it to the students, and encouraged its use.


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RAISE QUESTIONS & CONCERNS Formulate your comments below. What questions, issues, tensions, or concerns were raised for you during the learning walkthrough?

To raise questions or present challenges: Share your concerns, not as criticisms, but as honest

thoughts and questions, not as absolute judgments of right and wrong.

- “It might be interesting to explore . . .” - “I wonder what would happen if . . .” - “Perhaps you have thought about this, but . . .” - “A question this raised for me was . . .” - “One of the things this got me thinking about was . . .” - “The walkthrough made me more aware of the tension

between . . .?” - “A concern raised for me was . . .”

It might be useful for our students if we were to share our planned vocabulary across grade levels, so that when possible, teachers could use and help students apply their new vocabulary knowledge in different subjects where it is related. This might help students connect their learning better.

Examples could be: In science, the term “texture” can be reinforced and

used from art. In English, the term “compensate” could be used from

science. In math, the term “sample” can be used from social

studies.

SUGGEST Formulate your comments below. Do you have suggestions for professional learning, moving forward, or on how to address the concerns you identified?





I would like to form a committee to work this summer to develop standards-aligned vocabulary lists that cross content areas that we can use in PLCs and support our students in using more of their academic language.

If we are going to continue our school-wide press for improving our students’ vocabulary, should we consider incorporating a recording protocol (like the personal notebooks in social studies)?

THANK Formulate your comments below. How has observing and giving feedback enhanced your own understanding of instructional practices?

To demonstrate thanks, your statements should: Tell your feedback colleague what you have learned from

this experience. Share the questions and issues you will take away to think

more about - “This experience has made me think more about

how I might...”

Thank you for the opportunity to improve my own understanding of the how we’re doing with this important goal. Helping students better understand and use academic vocabulary will benefit them in multiple ways with lasting impact!



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Appendix M: Access to the DoDEA Electronic Learning Walkthrough Form To access the DoDEA Electronic Learning Walkthrough Form, please click the link below.

https://ed.biz.dodea.edu/pacific/walkthrough/_layouts/15/start.aspx#/



DEPARTMENT OF DEFENSE EDUCATION ACTIVITY

learning walkthrough implementation guide 2

Documents