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Pacing -  realistically reflecting on what needs to be taught in order to build student capacity to move toward mastery

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Pacing -  realistically reflecting on what needs to be taught in order to build student capacity to move toward mastery

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I would ensure that our teachers consistently aligned the skill extracted from the standard with their objectives, learning tasks and assessments.

Also, after assessing students provide meaningful feedback and opportunities for redos.

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teachers to understand which teaching strategies lead the students to the expected outcomes; not just relying on the use of direct instruction or graphic organizers but actually seeking out key strategies that will allow students to develop conceptual and procedural knowledge in order for them to then share their thinking or challenges while they move towards meeting the expectation of the standards in a timely manner. 

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teachers to understand which teaching strategies lead the students to the expected outcomes; not just relying on the use of direct instruction or graphic organizers but actually seeking out key strategies that will allow students to develop conceptual and procedural knowledge in order for them to then share their thinking or challenges while they move towards meeting the expectation of the standards in a timely manner. 

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LN

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Increase in cognitive lift for  students

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Increase in cognitive lift for  students

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Key Teaching Strategies  and Instructional Approaches Using

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I would like to see my teachers get consistently better at reviewing data. In the PLC this lives in the "how will we know they learned it"

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Improving student writing.

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Teachers would become more reflective in their practice and will get stronger in giving feedback. This would live in reflection,  teaching strategy. 

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Teachers would become more reflective in their practice and will get stronger in giving feedback. This would live in reflection,  teaching strategy. 

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Science                               giving Feedback and being reflective about their practice 

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Science                               giving Feedback and being reflective about their practice 

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_Triva Tate

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Composing objectives that meet the rigor of the entire standard. 

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Composing objectives that meet the rigor of the entire standard. 

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Teachers getting consistently better at planning lessons that target student misconceptions. That lives in what students are learning

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Teachers getting consistently better at planning lessons that target student misconceptions. That lives in what students are learning

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Understanding the difference between teaching strategies and teaching tools as well as the role each plays in a lesson.

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Believing that what they are doing is making a difference.

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Believing that what they are doing is making a difference.

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Selecting strategies that align to the objectives and that would live in the first phase of the cycle: "What do we want our students to know"  M.Martin

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Selecting strategies that align to the objectives and that would live in the first phase of the cycle: "What do we want our students to know"  M.Martin

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If I would only focus on one thing, it would be reviewing/reflecting their own practice.

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My teachers will consider alignment and rigor of their task as well as feeling a part of a supportive community.

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My teachers will consider alignment and rigor of their task as well as feeling a part of a supportive community.

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Student centered teaching and learning. Less teacher more student

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Green: deepening content knowledge to develop stronger pacing and planning student-centered structures in their lessons

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Key teaching Strategies and instructional approaches

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Using learner-centered practices to encourage peer:peer discourse. Ultimately increasing student ownership of their work.

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Improving teacher understanding about how to leverage the most effective strategiy to improve student misunderstandings/misconceptions.  This lives in the reflection and strategy sections of the PLC tracker.

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Developing space and capacity for our students to engage in discussions with one another that build on each other's thinking and use evidence from texts/class materials. We have discussed strategies for how to make this happen so now this falls into the planning area of the PLC cycle

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Science                                   Use teaching strategies to help plan and create lessons and UBD's, giving feedback and being reflective

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Science                                   Use teaching strategies to help plan and create lessons and UBD's, giving feedback and being reflective

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-Triva Tate

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I would like to see teachers improve in giving students feedback and increasing writing proficiency.

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I would like to see teachers improve in giving students feedback and increasing writing proficiency.

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Learning by doing. Instructional strategies that strengthen  student agency

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Increase technical writing ability and improve teacher response to students who have mastered content.

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Deepen/enhance content knowledge and create a pacing guide to ensure student educational growth.

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Science                                         I would like teachers to be able to give useful feedback to students and allow revisions for students to improve both  thinking and writing skills. I would like teachers to be able to align objectives to standards and to tasks.

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Science                                         I would like teachers to be able to give useful feedback to students and allow revisions for students to improve both  thinking and writing skills. I would like teachers to be able to align objectives to standards and to tasks.

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Building Teacher Capacity:-Peer observations and feedback- Teacher facilitated highlights: allowing teacher to share portions of lessons with best practices - Teacher led: Student work analysis

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Building Teacher Capacity:-Peer observations and feedback- Teacher facilitated highlights: allowing teacher to share portions of lessons with best practices - Teacher led: Student work analysis