# data[].attributes.body
This teacher started with data first which I would expand upon by having them plan out tiered supports for low, medium and high students based on the rubric language for the task. I would also ensure that students have the opportunity to provide feedback to one another using the rubric.

# data[].attributes.body
Tool kit of scaffolds for h/m/l students; revisit pre-assessment to check for alignment; how was the pre-assessment designed; speak about interdisciplinary levels of instruction

# data[].attributes.body
Begin each lesson with the learning intention and criteria for success in mind. Script questions and opportunities for students to move through Blooms to analyzing, applying and creating. Additionally, after developing a clear understanding of where you want students to be at the end of the lesson teacher should bring to mind each student, identify any barriers to students reaching that end and build in scaffolds, interventions, strategies and tools for student to get over and around barriers to reach learning intention.

# data[].attributes.body
I wanted the teacher to develop more on the pre test and how was the lesson unpacked to ensure all students understood the criteria. Were the students given the opportunity to give each other specific feedback?

# data[].attributes.body
Teachers should continue using rubrics but ensure the rubrics are created by the teachers and students have the opportunities to self assess using the rubrics. Teachers did a good job of providing feedback to their peers. They should continue to share ideas of how to scaffold the tasks.

# data[].attributes.body
"What can I do differently to change how my students perform?"

# data[].attributes.body
Understanding of the teachers' definition of mastery (skill and knowledge) as well as how the creativity was measured. There was an exemplar and what value was placed on growth in categorizing students as high, medium, or low?

# data[].attributes.body
Teachers discussed pre-assessments. Deeper insight: why did they choose the particular pre-assessment? Did the lessons in between align with the pre-test results? Deeper learning should occur around the rubric. How was the rubric designed? Were the students familiar with the success criteria and did they have the skills necessary to be successful on the project? Moving forward: small groups should be designed based on student performance

# data[].attributes.body
I heard "reliance on prior knowledge" a couple of times. We need to reinforce the importance of really understanding what students really know and can do.

# data[].attributes.body
Rotate Roles, Ask clarifying questions, Constructive listening, School Reform SRI.

# data[].attributes.body
Ensuring that there is a complete understanding of the rubrics from the teachers and students. Students must understand their goals clearly to develop deeper understanding. The protocols in place that allow teachers to provide one another with feedback that is not evaluative and allows the teachers to be self reflective on their own practices.

# data[].attributes.body
I would want to build on the idea of having students rate their own work using the rubric. Incorporating additional ways for students to provide feedback to one another amongst the different groups. The collegial respect was obvious and very powerful.

# data[].attributes.body
Differentiation
scaffolding to meet the needs of the students in the classroom-we want to support them so that they improve-Do we have teachers actually script questions- Some teachers think they are scaffolding and they do not. So they have teachers script the questions in the PLC-Protocol- Framework is important you can go above the framework-giving an assessment- assessment not what kids are doing but what are they learning- are we developing assessments to capture actual learning. Do you look at assessment and are the questions valid-are we checking the quality of questions-is there a rubric that we are all aligned-and it is over time- it does not have -do less and go deeper.

# data[].attributes.body
Backwards planning. Scaffolding our questions that caters to our students needs and current levels. Moving from identifying to analyzing according to Blooms but not forgetting Maslow.

# data[].attributes.body
Depth of Knowledge - We cannot make the assumption that teachers arrive equipped to be experts in all content areas.
Emotionally Safe Environment - Teacher require a safe space to engage in taking risks and at times expose their vulnerability.
Teachers identify a problem of practice:- in the case of the video clip - they focused on norming their understanding of the rubric.

# data[].attributes.body
-Did she go through the process and herself?
-Have students self assess?
-Was the rubric shared beforehand?
-Have an exemplar of each level
-Check the understanding of what feedback that can be given and this would allow the teacher to discover loopholes or gaps

# data[].attributes.body
How many students met the goal? How many did not meet? How was the concept or skill modeled? What was the success criterion? Was there was a rubric that the teachers could refer to when sharing expectations for success and guiding students from one level to another? Did the students use the rubric or the checklist as a self-assessment tool along the way to reflect on their own learning and progress? (Critical that feedback is given self, peer to peer, and by the teacher)

# data[].attributes.body
How are you modifying instructional strategies to address learning styles and content competencies?

# data[].attributes.body
Most impactful would be the use of rubrics not only to provide clear guidelines defining expectations, but also to build capacity via provision of detailed feedback aligned to specific expectations.

# data[].attributes.body
Using rubrics to determine student learning because of the clear parameters and pinpointing what is missing for each individual student.

# data[].attributes.body
I believe using a rubric to gauge instructional practices and student's progress was very helpful. Also, using different learning strategies with different levels of student ability . Providing visuals and posted instructions facilitates and causes learning to occur.

# data[].attributes.body
I would definitely want to build a community with my teachers, where they are leading the PLCs in the manner that we saw today and assisting each other to rise to new levels of excellence. I loved the questioning they had during the session and the ideas/feedback provided. Example: "Did you model step by step what needed to be done or did you just include an anchor chart?" This collaborative approach is one of the best ways to enhance teaching and learning--sharing best practices.

# data[].attributes.body
The teachers' understanding of the rubric and to build on that to look at student work.
Students using the rubric to assess/review the work of their peers.
Using the instructional procedures to ensure students had the same baseline for learning.

# data[].attributes.body
To support deeper learning among teachers, I believe a great place to lean in would be collectively to create a rubric that could even incorporate visuals and ways to support students. The rubric could be adopted across the school departments and even across schools.

# data[].attributes.body
Digging deeper into the rubric and norming process. Looking at actual student work samples and proving students with exemplary work.

# data[].attributes.body
Please provide additional information on how this process was normed and how teachers are held accountable for following the rubric and not be subjective.

# data[].attributes.body
The teachers' understanding of the rubric and to build on that to look at student work.
Students using the rubric to assess/review the work of their peers.
Using the instructional procedures to ensure students had the same baseline for learning.

# data[].attributes.body
Digging deeper into the rubric and norming process. Looking at actual student work samples and proving students with exemplary work.

# data[].attributes.body
To support deeper learning among teachers, I believe a great place to lean in would be collectively to create a rubric that could even incorporate visuals and ways to support students. The rubric could be adopted across the school departments and even across schools.

# data[].attributes.body
Please provide additional information on how this process was normed and how teachers are held accountable for following the rubric and not be subjective.

# data[].attributes.body
I believe the best thing in response to what I just heard, would be for me to just get out of the way, and let them keep going! The conversation is organic. The only thing I might add is clarifying the different "levels" the teacher wanted to tailor for. Are the "levels" based on skills, motivation, or confidence? That would clarify how we all could respond to her query.

# data[].attributes.body
I appreciate not what was said by the processes and the respect to giving each teacher support. As opposed to a perfunctory PLCs, this process allowed other teachers to look deeply at other teacher practices.