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Sharing of scope and sequence

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Self assessing of where you are on the continuum

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Self  assessment and Peer assessment based on criteria 

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Self  assessment and Peer assessment based on criteria 

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A master teacher will create learning targets with students and analyze exemplars so that students can identify which targets are met by each exemplar

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including note of competencies used

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SeeSaw video - use as a learning opportunity for student and parent - to help parent know how they can support their child's learning 

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SeeSaw video - use as a learning opportunity for student and parent - to help parent know how they can support their child's learning 

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A master teacher will have exemplars at each level of learning.

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Portfolios - to show progression in your learning

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Portfolios - to show progression in your learning

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Conferencing with students regarding where they are in their learning

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Conferencing with students regarding where they are in their learning

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A master teacher will engage students in the process rather than focusing only on the product.
- peer review of work
- looking for evidence within their own work that matches criteria

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A master teacher will have high expectations of their students.

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A master teacher will have a deep understanding of the outcomes, and scaffold them so that students acquire skills in the appropriate order to be successful.

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A master teacher will ensure that skills are mastered and students are confident before progressing to the next step

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Students:
• Co-constructed criteria or worked with criteria and can explain it;
• Apply criteria to their work to self-assess what they have done and need to do next;
• Use the criteria to work on next steps with a peer, staff member, and/or parent;
• Refer to exemplars that show progression of learning;
• Shares a portfolio of work-in-progress to share success and next steps;
-Meets with the teacher who scaffolds next steps to push towards deeper learning.

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- don't really have their own language to explain the criteria
- can go through the process, but don't understand the concept and where they are going
- beginning to identify the steps necessary for basic self-assessment,  but it is challenging to extend the learning to the next steps
- can copy the exemplar but cannot extend it to create their own examples
- are unable to compare their work or identify where they are in the progression of learning
- with support can explain what they have done

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- can explain the criteria, but the knowledge is not transferable to self-assessment or peer assessment
- can perform the steps and self-assess, but can't articulate the procedure or teach it to someone else
- begin to inject creativity to their examples and make them their own
- can identify where they are in the progression of learning
- can explain their learning and where they hope to be next day