Differentiation in Instruction Component 2 5 Core Propositions

Differentiation in Instruction Component 2

5 Core Propositions #1 Teachers are committed to students and their learning. ✴ ✴ #2 Teachers know the subjects they teach and how to teach those subjects to students. ✴ #3 Teachers are responsible for managing and monitoring student learning. #4 Teachers think systematically about their practice and learn from experience. ✴ ✴ #5 Teachers are members of learning communities.

What is Component 2? Differentiation of Instruction � This classroom-based portfolio entry is primarily comprised of samples of student work and an accompanying written commentary. � You will submit selected work samples that demonstrate the students’ growth over time and a written commentary that analyzes your instructional choices.

Standards and Scoring Rubrics � How to use your standards to your advantage: � Example: Chunk the strong verbs to use in your writing � Example: Knowledge of Students (KOS) Standard Highlighting Activity ◦ What do you already do in this standard? (1 st color) ◦ What do you sometimes do? (2 nd color) ◦ What do you never do? (3 rd color) This activity will help you to decide at a glance, areas of strength and areas for improvement. ** Don’t forget to make yourself a key for which color is which category.

Standards Helpful Hint � When writing, use the language of the standards—ex: An accomplished teacher -verb. � Each standard describes what an accomplished teacher does in their classroom. � Make certain in your writing, you exemplify your accomplished teaching as it pertains to your students and the standards.

Scoring Rubrics ◦ Scoring Rubrics may help you to self-assess or help a peer reviewer to give constructive feedback. ◦ Indicator analysis of rubric levels (1, 2, 3, 4) ◦ Possible activity: Create T-Chart to compare level 3 to level 4 (summarize)—this will help you to maintain focus ◦ Your writing must be Clear, Consistent, and Convincing!

What is Student Growth? � According to the US Department of Ed, Student Growth is: � the change in student achievement data for an individual student between two or more points in time. � Growth may be measured by a variety of approaches

What does this mean for my entry? � Component 2 requires the candidate to provide evidence that student growth (learning) occurred as a direct result of the candidate’s accomplished teaching.

Making Good Choices � In your Component 2 directions: � Read the section on “Choosing Student Work Samples” (ENS – Selecting Question and Assessment Tool(s) Documents) (Art Assembling Student Storyboards) � This information will get you started making selections as to what student work samples to use.

Analyzing Student Work � NEA has provided a tool to use to analyze student work—located in the Graphic Organizer section of Resources of the Kentucky NBCT group. � Some work: Questions to consider when looking at student ◦ What feedback would you give this student? ◦ Next steps? ◦ Reflect and connect to AAT ◦ “How does this plan reflect equity? ”

Analyzing Student Work Tool The exercise asks questions to guide your analysis of a student work sample allowing you to make informed decisions about the quality of a work sample.

QUESTIONS?

Kentucky NBCT Group � The Kentucky NBCT Group is found on NEA’s GPS network. � It is free to all teachers. � To join, go to: http: //nbct. groups. gpsnetwork. org

KY Contacts � Western KY Coordinator crystal. culp@mccracken. kyschools. us � GPS KY NBCT facilitators: ◦ Pennye. rogers@todd. kyschools. us ◦ Natalie. mccutchen@simpson. kyschools. us