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The teacher promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.

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I.A.3. Well-Structured Units and Lessons 

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I.A.3. Well-Structured Units and Lessons 

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Lesson plans are written in collaboration with the grade-level team and individualized to meet classroom students' diverse needs as well as interests. The learning and growth of all students is prompted by implementing standard-based units as well as structured lessons that provide students with challenging tasks and measurable outcomes. Student's individual identities are taken in to consideration to ensure content is inclusive and culturally responsive.

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The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

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The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.

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The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.

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In alignment with the Lawrence Public School PreK to 2nd-grade educators, we will attend 100% of synchronous facilitated modules as well as complete 100% of asynchronous module assignments/reflections by June 2023. Resulting in skills that will translate research into meaningful practice.

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During each unit of the curriculum, each student will have at least five portfolio posts showcasing individual evidence of learning. These posts will be centered on students participating in standard based centers or showing progress toward their individual IEP goals. Each post will have a description of the photo uploaded as well as a standard attached to show connection to the curriculum. Each student's portfolio should be an accumulative display of their growth and progression throughout the course of the curriculum and the end of each term.

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II.B.2 Collaborative Learning Environment 

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II.B.2 Collaborative Learning Environment 

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Collaborative work aligned with district professional development to reflect on the effectiveness of a unit lesson and discuss insights on how to implement instruction that distributes the cognitive load to ensure student driven instruction.

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Hill For Literacy Coaching- Features of Effective Instruction

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Morning meeting was identified as an instructional challenge during a coaching cycle. Classroom time and behavior management were areas of growth as well as maintaining a meeting aligned to the components of Responsive Classroom. Observed a colleague's morning meeting and after debriefing reflected on the effectiveness of a visual schedule.

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Grade-level team collaboration to reflect on planning for unit activities that assist educators in guiding student's growing knowledge of the target standards.

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Unit 9 Dramatic Play IP Protocol Template

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II.D.1 Creates and Maintains a Respectful Learning Environment 

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II.D.1 Creates and Maintains a Respectful Learning Environment 

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Students have frequent opportunities to work collaboratively in pairs or small groups. Students are given the independence to learn through exploration and play with faded teacher facilitation. Teacher creates purposeful opportunities for academic discourse amongst students.

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Unit newsletters are sent to families during the beginning of each new unit of study. The format is meant to provide families with a reader-friendly resource. Newsletters include a description of the unit focus, the cumulative skills addressed, and the key vocabulary that will be introduced in the classroom. Newsletters are offered in families' primary languages and include images community centered images.

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New Teacher PD Series:
Participated in a cohort with other first year LPS educators. During each session, educators focused on a set of skills centered on classroom practices and strategies for implementation. Open dialogue was present to discuss challenges and share different approaches. Each session included practice time with colleagues to work on how to implement learnt skills in the classroom while recognizing students diverse and age-appropriate needs. The opportunity to model implementation and receive immediate feedback resulted in improved classroom practice.

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All grade-level teams and school instructional leadership meet to discuss and reflect on the instructional work done by individual grade-level teams. Collaboration includes sharing approaches, resources, and participating in open-dialogue to improve classroom practices.

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Regularly communicating with families via ClassDojo, phone calls, and Zoom about student's well-being, learning, and progress. Demonstrating an understanding and appreciation for families' home language, culture, and values by communicating and sharing documents in their preferred language.

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Classroom environment is rooted in kindness for the classroom  community as well as the classroom space. Students are aided in developing self-awareness of their own diverse background, identity, language, strengths, and challenges as well as the growing social awareness to recognize those in others. Students are encouraged to seek and provide help for themselves as well as their peers.

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A variety of informal and formal assessment methods are used to measure student's learning, growth, and progress toward achieving state/local standards. Formal assessments include 1:1 or small group curriculum aligned assessments. Informal assessments include observation of students at play, anecdotal notes, and student's individual portfolios.

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Narly Soto - M1_5_K-2_What, So What, Now What

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PreK team attended 100% of synchronous facilitated modules and completed the asynchronous reflections and application activities. PreK team leads received direct coaching during instruction time and debriefed their experiences and learnings during team meetings. PreK team also attended coaching sessions with the Hill for Literacy coach and the school instructional coach to translate research into practice as it aligned to the PreK standards and curriculum as well as accounting for the diverse needs of students.