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Guided Reading groups engage with our targeted groups

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Guided Reading groups engage with our targeted groups

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Having teachers provide feedback to teachers is so effective

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Having teachers provide feedback to teachers is so effective

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Supporting school leaders in grounding feedback in evidence and using Danielson Framework tools to support feedback and reflection cycles in their school communities within the blended learning context

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Supporting school leaders in grounding feedback in evidence and using Danielson Framework tools to support feedback and reflection cycles in their school communities within the blended learning context

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Engage in looking at student work with ILT an Teacher Teams.

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This is a next step for me and my community.

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RTI is addressing student goals individually in collaboration with the class teacher

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RTI is addressing student goals individually in collaboration with the class teacher

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Continue with ongoing cycles of data meeting and immediate follow up.

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Taking a more critical lens at student work products

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Taking a more critical lens at student work products

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Ensure that data conversations are grounded in student work samples as well

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Ensure that data conversations are grounded in student work samples as well

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Our ILT will be leading our student work analysis and providing vertical and horizontal perspectives

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Our ILT will be leading our student work analysis and providing vertical and horizontal perspectives

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Meeting with teachers to discuss their instructional groupings and their rationales

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Goal setting with all of my Scholars. G. Jackson

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Goal setting with all of my Scholars. G. Jackson

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Consistently reviewing artifacts of student work

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Looking at student work with the lens of work habits for students and work habits of teachers

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We have assembled an Assessment Committee who is emerged in the work and have met with teachers already.

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We have assembled an Assessment Committee who is emerged in the work and have met with teachers already.

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K. Pitts-Girard

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Grounding Feedback to teachers in student work/evidence

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As we begin to establish remote after school tutoring, have content teachers use data to determine identified students. Move away from administration making the intervention groups. - Garber

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As we begin to establish remote after school tutoring, have content teachers use data to determine identified students. Move away from administration making the intervention groups. - Garber

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I believe asking teachers to turn in their target students  and rotating that list is a great strategy.

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I believe asking teachers to turn in their target students  and rotating that list is a great strategy.

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G. Lamarre

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Ensuring that the feedback to teachers is P.A.C.T. When giving feedback. choosing an item that is the highest leverage item; giving CLEAR next steps, and setting a date to re-visit.

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Clear communication to all scholars, particularly REMOTE scholars of what best effort looks like including annotating the text, working for the entire time etc.

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We have committed to revising TC Assessment to align to NYS ELA and Math structure and cognitive demands.

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Asking targeted questions to get teachers to think about their craft and their decisions

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Developing assessments. We need our assessments aligned to the NGLS.

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YL

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Using remote Danielson to provide actionable feedback and have post round conversations to make teachers self reflect on their practice and set next steps. 

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Using remote Danielson to provide actionable feedback and have post round conversations to make teachers self reflect on their practice and set next steps. 

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Reviewing our assessment schedule and ensuring that this time embedded for the analysis of student work prior  to be getting the next unit so that teachers have the opportunity to re-teach as needed.

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Being specific about the assessment as to get to the crux of the problem to be solved.

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Getting teachers accustom to grounding their conversations in scholars work instead of speculations and assumptions

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Giving actionable feedback that moves teacher practice and impact student outcome.

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Giving actionable feedback that moves teacher practice and impact student outcome.

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Setting goals for each scholars

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Pembroke:  making a routine out of collaborating with students to craft goals (monthly or weekly)  around a skill/standard

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Have teachers select their target students vs. admin selecting students and monitoring progress without teacher knowledge of the target group. I also like having teachers provide work samples weekly aligned with the student priorities.

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We committed to engaging in GAP Analysis to analyze and deepen our understanding of students work to improve instruction and tasks,