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During cluster, I am learning strategies that if I use them in my classroom, hopefully, students will achieve success. I am working on modeling student work and making sure I inform students what my mastery criteria is.

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I am focusing on setting high and demanding expectations for my students. The two or three weeks focused around expectations connect closely, but almost all of them relate in one way or another to my IGP focus. (Mastery Criteria and Exemplars)

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Some connections that I see are planning for differentiation. Not every single student needs the QAR strategy. But knowing my students, there are several students who need that step by step process of helping them completely follow the directions. Some things that went into having knowledge is to plan and model my expecations for what I want. That would also include having student examples and non- examples ready for the students.

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Through gaining a better understanding of what my students need as a ramp in order to have the students take initiative and follow through with their own work. They all need different things to be successful, resulting in me needing to differentiate the supports that are needing.

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My IGP was working on paying attention to their reading in order to complete work more effectively and completely. The cluster around modeling and showing expectations/criteria helped bring this to the kids and is something I keep doing with them when there is new learning and expectations in their assignments.

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I am focusing on getting students to use CUES as an automatic tool in their tool box as a way to help them focus and problem solve.  Presenting Instructional Content reminds me that I need to be using it myself all the time.  My math models shouldn't be about CUES itsel but CUES is the strategy I use while I model problem solving.

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My IGP focus is teaching students to apply the CUES strategy to word problem solving. This relates to presenting instructional content because I do a lot of modeling and talking through my thinking process. CUES also has clear criteria/steps to follow when applying the strategy.

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Our focus has been on the CUES strategy in problem solving. This correlates with instructional plans and giving clear expectations through master criteria.

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I see the impact of all the strategies but specifically the mastery criteria and modeling both through metacognition and student work.  Students  understanding what is expected helps to not only see where they are as a learner but where they need to go.  I think my modeling has really helped the students to understand the mastery criteria as well.

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I am focusing on specific reading strategies to increase student comprehension which relates to the standard of teacher knowledge of students.

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By teaching phonics and decoding strategies my students will have a better understanding of their learning targets and objectives. My IGP is specific and measurable to help my students meet their goals.

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By teaching phonics and decoding strategies my students will have a better understanding of their learning targets and objectives. My IGP is specific and measurable to help my students meet their goals.

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By the end of this cluster, teachers will plan models that clearly articulate the expected outcome for the lesson through the use of student work examples or exemplars. The grouping of students to do a project is a good way to demonstrate their understanding of the expected outcomes.

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I have been able to use the standards for a unit and identify prior knowledge needed to create questions for a pre-assessment used to see if students are ready for the unit. I then can sort that work and allow students to start on the grid or if they need some reteach prior to starting the unit. 

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I have been able to use the standards for a unit and identify prior knowledge needed to create questions for a pre-assessment used to see if students are ready for the unit. I then can sort that work and allow students to start on the grid or if they need some reteach prior to starting the unit. 

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My IGP is focusing on differentiating instruction/blended learning. Working with differentiating instruction, activities and materials, and teacher knowledge of students has helped me plan my implementation of the Grid Method in my classroom. Students work through the grid at their pace, which allows me to work with individual students or small groups to ensure all students are getting their needs met.

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My IGP focuses on making clear expectations for students in terms of what their learning targets are and how they can progress through the learning process to build concepts into a cohesive whole. The portion in cluster devoted to Expectations fits this perfectly by helping me devise a clear communication to students that meets my vision.

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I wanted to focus more on individual or small group growth, and the progress monitoring that I've implemented, which focused on teacher knowledge of students, is helping me understand areas that the students are struggling with and where I need to focus my attention.

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I decided to include more technology to the one that I being using for students to increase acquire the Spanish language.

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I am focusing on Zones of regulation activities and materials that are challenging, elicit a variety of thinking from students that will enable them to apply those skills outside of my classroom.

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I am focusing on the metacognition strategies with my students. They are getting a better understanding of what is expected of them when they are writing a paragraph.

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Academic Feedback - Peer-Editing Workshops & Student Self-Reflection

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I feel like several categories hit on things that go along with my IGP. However, since I am focusing on QAR questions and key words, it doesn't fit exactly. Some days I model what they need to do depending on the assignment. I definitely include respectful culture on a daily basis. I always use mastery criteria when doing writing assignments.

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I am focusing on QAR strategies so students better understand the questions that are asked and how to answer them. To do this, I have been doing a lot of modeling on how to read the questions and find their answers. I try to include as much think aloud (metacognition) modeling as I can so the students understand how I am working through the problems.

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By creating greater transparency in my standards and objectives, students will have a greater understanding of how to be successful in class. This will relate to the research project that is part of my IGP.  This will also allow students to be able to self-evaluate and give each other feedback as well.