Introduction to the LAUSD Teaching and Learning Framework

Teaching and Learning Framework Modules Overview Module 1: The LAUSD Teaching & Learning Framework

Objectives • To become familiar with the content and structure of the Teaching and

A Message from Dr. Deasy Copyright © Los Angeles Unified School District 2011

Context for the LAUSD Framework • Based on Enhancing Professional Practice: A Framework for

College Prepared and Career Ready Students Master Plan (The Who) Common Core (The What)

Think-Pair-Share: Journey from Novice to Expert • Think of a time when you improved

Reading Activity: Say Something Handout #1 – Excerpt from Enhancing Professional Practice: A Framework

Reading Activity: Say Something Create groups of four and number yourselves accordingly. Read Handout

Highly Effective Practices 1. Think about various practices that signal expert or highly effective

LAUSD Teaching and Learning Framework Vocabulary Standards #2: Classroom Environment LAUSD Teaching & Learning

Handout #2 - Teaching and Learning Framework Placemat 1: 2: 3: 4: Planning &

HANDOUT # 3 Rubric Sample Standard 3: Delivery of Instruction Component 3 b: Using

Why A Framework? • Silently, read Handout # 4 - Excerpt from Enhancing Professional

Small Group Discussion: Why A Framework? Share your findings with the whole group. (2

Video Clip: Experience From the Field From LAUSD teachers and administrators Copyright © Los

Objectives ✔ • To become familiar with the content and structure of the Teaching

Table Talk Activity: Rubric Matching Quiz Directions: Handout # 1 – Rubric Matching Quiz

Standard 3: Delivery of Instruction HANDOUT # 1 B. Teacher’s Component 3 b: Using

Standard. What 3: Delivery of Instruction are key distinctions between each level of the

Video Activity – Part 1 Common Core State Standard – ELA /Grade 8 Key

Video Activity – Part 1 Let us view the entire video segment of Mr.

Video Activity – Part 2 Directions: Using Handout # 2 – Video Activity, you

Video Activity – Part 2 We will watch the first minute of the same

Video Activity: Turn and Talk Now turn to a partner and compare notes. Copyright

Sample Observation Notes Standard 3: Delivery of Instruction Component 3 b: Using Questioning and

Video Activity – Part 3 We will watch the rest of the same video

Small Group Discussion: Rubric as a Tool How would Mr. Foster use this rubric

Directions: Unpacking the Rubric: “Find the GIST” • Preview the rubric for the elements

“Find the GIST” Reading Strategy: Here’s an example Standard 3: Delivery of Instruction Component

Next Steps: Reflection of Practice Review the rubric for Element 3 b 1 –

Objectives • To develop an understanding of the LAUSD Teaching and Learning Framework Rubric

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Teaching and Learning Framework Modules Overview Module 1: The LAUSD Teaching & Learning Framework Module 2: The LAUSD Teaching & Learning Framework Rubric Module 3: The Self-Assessment and Individual Growth Plan Copyright © Los Angeles Unified School District 2011

Objectives • To become familiar with the content and structure of the Teaching and Learning Framework • To reflect on Highly Effective Teaching Practices • To identify the benefits of using the LAUSD Teaching and Learning Framework Copyright © Los Angeles Unified School District 2011

Context for the LAUSD Framework • Based on Enhancing Professional Practice: A Framework for Teaching – Created in 1996 • Validated in recent national studies Copyright © Los Angeles Unified School District 2011

Reading Activity: Say Something Create groups of four and number yourselves accordingly. Read Handout #1 – A Road Map for Novices • Person #1 - Reads the 1 st paragraph aloud and #2 responds with one idea heard from the text. • Person #2 - Reads the 2 nd paragraph aloud and #3 responds with one idea heard from the text. • Person #3 - Reads the 3 rd paragraph aloud and #4 responds with one idea heard from the text. • Person #4 - Reads the 4 th paragraph aloud and #1 responds with one idea heard from the text. Copyright © Los Angeles Unified School District 2011

Highly Effective Practices 1. Think about various practices that signal expert or highly effective teaching. 2. With a partner, come up with the 3 -5 practices you identified as essential. (5 min) Copyright © Los Angeles Unified School District 2011

LAUSD Teaching and Learning Framework Vocabulary Standards #2: Classroom Environment LAUSD Teaching & Learning Framework Components 2 b: Establishing a Culture for Learning Elements 2 b 3: Student Ownership of Their Work Copyright © Los Angeles Unified School District 2011 11

Handout #2 - Teaching and Learning Framework Placemat 1: 2: 3: 4: Planning & Preparation Classroom Environment Delivery of Instruction Additional Professional Responsibilities 5: Professional Growth Copyright © Los Angeles Unified School District 2011

HANDOUT # 3 Rubric Sample Standard 3: Delivery of Instruction Component 3 b: Using Questioning and Discussion Techniques Effective teachers design questions that provide cognitive challenge and engineer discussions among students to ensure all students participation. The highly effective teacher designs instruction that provides opportunities for students to develop their own cognitively challenging questions and to engage in various types of student-to-student discussions. Element Ineffective Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student Questions are understanding about designed to the content/concept challenge or text under students and elicit discussion, or are not high-level thinking comprehensible to most students. 3 b 1. Quality and Purpose of Questions Developing Effective Highly Effective Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students. Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for student subgroups. Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the class. Note: This content is taken directly from the working draft of the Teaching and Learning Framework, which was developed with our stakeholders, but does not substitute for current language in the LAUSD-UTLA Collective Bargaining Agreement.

Why A Framework? • Silently, read Handout # 4 - Excerpt from Enhancing Professional Practice: A Framework for Teaching • Response to Text Activity – As you read: • Put a next to something you agree with • Put an next to something that surprised you • Put a next to something you are wondering about ! Copyright © Los Angeles Unified School District 2011

Objectives ✔ • To become familiar with the content and structure of the Teaching and Learning Framework ✔ • To reflect on Highly Effective Teaching Practices ✔ • To identify benefits of using the LAUSD Teaching and Learning Framework Copyright © Los Angeles Unified School District 2011

Table Talk Activity: Rubric Matching Quiz Directions: Handout # 1 – Rubric Matching Quiz • Working in table groups, complete the quiz. • Read each descriptor to determine the corresponding performance level. • Come to a consensus for a group response. Everyone should be prepared to respond. Copyright © Los Angeles Unified School District 2011

Standard 3: Delivery of Instruction HANDOUT # 1 B. Teacher’s Component 3 b: Using Questioning questions require A. Teacher’s and Discussion Techniques Element 3 b 1. Quality and Purpose of Questions are designed to challenge students and elicit high -level thinking CO D. Teacher’s Ineffective questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/conce pt or text under discussion, or are not comprehensibl e to most students. Copyright © Los Angeles Unified School District 2011 questions are a Developing combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some C. Teacher’s Effective questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for student subgroups. rigorous student Highly Effective thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in

Standard. What 3: Delivery of Instruction are key distinctions between each level of the rubric? Standard 3: Delivery of Instruction HANDOUT # 1 Component 3 b: Using Questioning and Discussion Techniques Element Ineffective 3 b 1. Quality and Purpose of Questions Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not Questions are reveal student designed to challenge students understanding about the content/concept and elicit highor text under level thinking discussion, or are not comprehensible to most students. Copyright © Los Angeles Unified School District 2011 Developing Effective Highly Effective Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students. Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for student subgroups. Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make

Video Activity – Part 1 Common Core State Standard – ELA /Grade 8 Key Ideas and Details RL. 8. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Range of Reading and Level of Text Complexity RL. 8. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6– 8 text complexity band independently and proficiently. Copyright © Los Angeles Unified School District 2011

Video Activity – Part 2 Directions: Using Handout # 2 – Video Activity, you will assume the role of an observer and record what you see and hear from the students and teacher. Pay close attention to the questions and answers from the teacher and students. Copyright © Los Angeles Unified School District 2011 Record what you see and hear from the students and teacher in this section.

Sample Observation Notes Standard 3: Delivery of Instruction Component 3 b: Using Questioning and Discussion Techniques Turn and Talk Activity T: Like I said we are going to have this summary. R. and C. are going to be Nowtrack turn toresponses. your partner compare your keeping of your …used this and last minute to confer with your group. . and to figure out what the attached emotion was. totrack this observer’s notes. … Ronald whonotes is keeping of the emotion and C. who is keeping track of the happened. … as a class we all try to label them as it as an explicit emotion. That is in the text. It says what the characters were thinking or feeling. …Or implicit meaning. you … figure it out like you guys did in the poem. You had to look at mountains and at street and come up with sad. …. So if the last line of this (pointed to chart)… she was so sad. That would it have been explicit or implicit? S: Explicit T: Thank you Bobby. I wish……with a chorus. Let’s try that again. Would it have been implicit or explicit? S: (total class in unison) Explicit! T: T. Y again. Copyright © Los Angeles Unified School District 2011

Small Group Discussion: Rubric as a Tool How would Mr. Foster use this rubric to reflect on his practice for this element? Element 3 b 1. Quality and Purpose of Questions are designed to challenge students and elicit high-level thinking CO Ineffective Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/concept or text under discussion, or are not comprehensible to most students. Copyright © Los Angeles Unified School District 2011 Developing Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them Effective Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for sub-groups of students. Highly Effective Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the

Directions: Unpacking the Rubric: “Find the GIST” • Preview the rubric for the elements under Standard 3 • Restate the most important idea for any of the Elements – Consider key nouns and verbs • Discuss and share your findings in triads Copyright © Los Angeles Unified School District 2011

“Find the GIST” Reading Strategy: Here’s an example Standard 3: Delivery of Instruction Component 3 b: Using Questioning and Discussion Techniques Element 3 b 1. Quality and Purpose of Questions Ineffective Developing Teacher’s questions do questions are a not invite a combination of thoughtful both high and low response or quality, or Questions are not delivered in rapid designed to relevant. succession. Only challenge Questions do some questions students and invite a thoughtful elicit high-level not reveal student response that thinking understanding reveals student about the understanding content/conce about the pt or text under content/concept or discussion, or text under are not discussion. comprehensibl Teacher Copyright © Los Angeles Unified School District 2011 differentiates e to most Effective Highly Effective Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for sub-groups of students. Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make

Next Steps: Reflection of Practice Review the rubric for Element 3 b 1 – “Quality and Purpose of Questions” and reflect on your own practice: What questions do I design to challenge and elicit higher level thinking from my students? Copyright © Los Angeles Unified School District 2011

Objectives • To develop an understanding of the LAUSD Teaching and Learning Framework Rubric • To reflect on teaching practice • To connect instructional practices to the Teaching and Learning Framework Copyright © Los Angeles Unified School District 2011