# data[].attributes.body
example: revisiting the pacing calendar often and adjusting as necessary to meet the end goal with success

nonexample: simply adhering to the pacing guide because it is expected and choosing not to review as needed

# data[].attributes.body
example: reviewing exit tickets or culminating activities to assist in planning future or follow up lessons about a skill or concept

nonexample: simply adhering to the pacing guide without considering what needs to be reviewed or approached differently

# data[].attributes.body
example: students exhibit behaviors and expressions that depict they are encouraged and want to share with others about the topic and ask questions

nonexamples: students are distracted by others or objects around them and are not willing to participate with prompting

# data[].attributes.body
example: students are engaged throughout the content block [of time] up to the last minute before transition

nonexample: students are packed, sitting, and waiting to transition minutes prior to the signal

# data[].attributes.body
Example: Meeting the rigor of the standard; strategic tier 2 groups to close academic gaps

Nonexample: Doing holiday activities that don't align to grade level standards and falling behind in pacing

# data[].attributes.body
Example: Monitoring student understanding during the lesson and adjusting your instruction to meet student need

Nonexample:
Blaming students or their parents for lack of academic progress

# data[].attributes.body
Example: Using Kagan structures appropriately to ensure all students participate in the lesson.

Nonexample: leading students to answers; teachers doing the majority of the work

# data[].attributes.body
Example: Knowing your standard and aligning practice to rigor- using test specs and ald's.

Nonexample: Not being a critical consumer of the curriculum and teaching a skill that isn't your grade level standard

# data[].attributes.body
Examples:
-adjusting and differentiating lessons to fit the needs of students in tier 1,2,and 3
Non-examples:
-not following pacing guidelines
- making decisions that have the don’t have the learning goal in mind

# data[].attributes.body
Example:
asking myself,
-  “if I were to teach this lesson again, what would I keep the same and what would I do differently?”
- “who is  struggling  this concept and what am i going to do about it? “
- “who is shown an understanding of a concept and how can they continue to master that skill?”
-asking
Non-examples: following a lesson for the sake of following a lesson, making the students do all the problems just because

# data[].attributes.body
Example:
-lessons that allow students to work collaboratively (Kagan)
-meaningful connections to real life problems/examples

Non-examples: teaching without giving a chance for practice or student collaboration (Ie. lecture)

# data[].attributes.body
Examples: utilizing time spent with student to teaching meaningful and impactful lessons
Non-examples: having students do busy work not related to the lesson

# data[].attributes.body
Example: Unit planning and understanding the overall end goal.

Nonexample: Only thinking about day to day teaching versus where you want them to get to.

Example: Talking through learning targets to make sure you understand what is expected for students to learn and then planning day to day lessons to get there.

Nonexample: Focusing on the content of a text too long instead of the learning targets and skills needed with multiple opportunities to practice.

Example: Conversation about/planning around the level of rigor for students.

Nonexample: Keeping conversations at the surface level when teaching skills and not really addressing the misconceptions in the room.

# data[].attributes.body
Example: Considering how to make each lesson segment better so the learning sticks for students

Nonexample: Going through the motions of teaching with complacency and teaching something the same way regardless of the outcome.

Example: Adapting lessons to include opportunities for growth for each individual student

Nonexample: Moving through lessons without regard to student application of skills taught

Example: Using student misconceptions to drive learning

Nonexample: Not listening to student conversations/explanations and using them to help with the teach piece. Quickly telling students the correct answer without the "why."

Example: Having conversations with others on what to do when students did not meet the goal of mastering something that you wanted as the teacher

Nonexample: Not reaching out to others to help if you are not getting the results you want with specific skills. Not trying anything new to help students master the learning needed.

# data[].attributes.body
Examples:
*Knowing your standards and the different achievement levels
*Preparing students for the next grade level
*Knowing your students current level and how much growth is needed
*Knowing when you are assessing students and adequately preparing them
*Use a pacing guide
*work through materials before you teach it in order to differentiate

Non-example:
*Spending excess time on a lesson due to lack of time management
*not using a timer or following a schedule
*Not giving students multiple opportunities to practice
*not teaching with a sense of urgency
*not operating with a sense of urgency

# data[].attributes.body
Examples:
*Asking yourself "how did the lesson go today? Did they get it? Should I move on or do I need to reteach WG or SG?"
*Being self-aware - "Did I have that fire today? Did I give the same positive energy to both rotations?"

Non-examples:
*not touching bases with your teammate to  discuss how lessons/groups/activities went and deciding if adjustments are needed
*not taking accountability
*blaming the students

# data[].attributes.body
Examples:
*Students receive processing time
*meaningful movement
*Co-operative learning environment
*students are aware of learning goal

Non-examples:
*popcorn reading
*unenthusiastic teacher
*teacher doing most/all the work

# data[].attributes.body
Examples:
*Being prepared -having all materials and supplies ready before instruction begins - understanding the standard and the text and knowing how to deliver the lesson
*Being flexible - If students aren't understanding/getting it - adjusting the lesson so we are not wasting time talking to students with no learning taking place
*Tight Routines - everything timed, modeled, practiced, revisited as necessary
*Seek help/professional development as needed
Non-examples:
*teaching a lesson just to get through it
*movement, activities, centers that are not meaningful
*students waiting on the teacher

# data[].attributes.body
Ex: Consulting district pacing and our LES pacing guides in order to help allow time to teach grade level standards prior to the end of the year, monitoring what students have learned in order to adjust content/pacing, as needed, to ensure students are learning what is needed, being intentional in planning lessons so as to better instruct to the levels and needs of your students so they can get to the needed level/knowledge required of the standard

Non: Teaching lessons for as long as they take without regard for what students have learned/are struggling with, losing a day here or there by not being prepared to teach, teaching lesson by lesson without visiting the Elementary Learning Network and district pacing

# data[].attributes.body
Ex: On the spot monitoring during instruction, "exit ticket" or some sort of evaluation toward the end of the lesson to evaluate student understanding of content, adjusting lesson(s) based on monitoring/exit ticket data to better meet the needs of students; teacher reflection

Non: Teaching lesson by lesson without checks to see that students are learning; not reflecting on lessons taught

# data[].attributes.body
Ex: Building in purposeful engagement strategies when planning out lessons, incorporating Kagan structures to support student conversations about content in order to process

Non: Continuing to teach regardless of student interaction/engagement, teacher doing all the talking/most of the work, not considering student attention spans, etc.

# data[].attributes.body
Ex: Tight routines and procedures, beginning and ending on time (setting timers to help), being planned out (and over-planned), knowing your students and how to plan a lesson that will allow access, participation, and understanding of the content

Non: Time wasted through poor routines, ignoring pacing, not being prepared to teach, moving so quickly that students are lost

# data[].attributes.body
Example: Creating a warm atmosphere that is focused on learning and gets every student involved in the process.

Example: Planning for and facilitating students that are engaged in conversations about academic content.

Nonexample: Lecturing students for 20 minutes

Nonexample: Not getting students involved in the learning process.

# data[].attributes.body
Example: Being prepared with content and planning for multiple opportunities for students to engage in the work of the lesson-without wasted time

Nonexample: Moving through a lesson without checking on if the students actually learned it

Example: Having effective and timely  transitions between rigorous activities

Nonexample: Wasting time between activities because routines are not tight-cutting into instruction time.

Example: Purposefully planning targeted interventions for small groups

Nonexample: Not starting interventions on time and not being prepared to teach them

# data[].attributes.body
Examples:

1. Providing standards-based instruction

2. Adhering to the pacing guide (as much as possible)

Non-examples

1.   Adhering to the pacing guide with monitoring for student understanding

# data[].attributes.body
Examples:

1. Exit tickets used to inform instruction

2. Monitoring for understanding during lessons while providing feedback on the spot

3. Adjusting lessons based on how students respond

4. Using evidence to determine if students learned "it"

Non-examples

1.  Blaming students for poor performance

2. Focusing on  "I taught it"

3. Monitoring for on-task behavior and completion

# data[].attributes.body
Examples:

1. Planning lessons that incorporate cooperative learning strategies

2. Gradual release of responsibility

3. Providing students with multiple opportunities to practice

Non-examples:

1. Calling on one student at a time

2. Lecturing

3. Brain breaks (without monitoring for the desired effect)

4. Games that are not standards-based

5. Games that are fun in nature, but not monitored for student learning

# data[].attributes.body
Examples:

1. Tight transitions and expectations

2. Modeling transitions and expectations

3. System for distributing materials (papers)

4. Materials prepared in advance

5. Having a system for addressing and monitoring behavior management

6. Knowing and understanding standards

7. Having extra materials and resources readily available

8. Monitoring student responses at all times

Non-examples:

1. Preparing materials for the next part of the lesson while students are working independently.

2. Talking with other adults in the classroom while students are working

# data[].attributes.body
Example: Making sure that I am prepared and holding myself to a high expectation of professionalism. Making sure that every activity, task or lesson is driving students toward the desired learning outcome.

Non-example: Making sure that my classroom is pretty and comfortable so that students want to be there everyday and they don't miss school.

# data[].attributes.body
Example: Implementing engagement strategies during instruction that forces all students to interact with the content. Using instructional practices that students find fun and rewarding.

Non-example: Having centers that are fun

# data[].attributes.body
Example: Being honest with yourself about what is causing the students performance whether good or bad. Using student data to drive decision making. Making necessary adjustments immediately.

Non-example: Reflecting each week in order to make changes for the next unit.

# data[].attributes.body
Example: Being aware of learning goals for each lesson, each day and planning an engaging lesson that will ultimately get the students to reach mastery of each learning goal. Also, keeping in mind differentiation for student subgroups.

Non-example: Posting learning goals for students to see.

# data[].attributes.body
Example: When planning to teach be sure to prepare for misconceptions and how/when you will address them so that you adhere to the pacing as best as possible. Kind of connects to every moment matters. Know the end goal and how you plan to get them there.

Non-Example: Waiting until a test to realize you never taught something.

# data[].attributes.body
Example: Using appropriate data to self-reflect on each lesson and better prepare for future lessons.

Non-Example: Assuming your students understand/did not understand an academic skill/standard/strategy without evidence.

# data[].attributes.body
Example: Planning/preparing with intentionality and understanding so that what you're teaching has the biggest impact in each moment.

Non-Example: Blindly teaching just because that's the lesson.

# data[].attributes.body
Example: Positive body language, tone, showing students that you want to be there, and showing them you want them there. Creating an atmosphere for genuine buy in as often as possible. Talking with students-reach your audience.

Non-Example: Immediately shutting students down, poor body language, and harsh tones. Creating an atmosphere for compliant buy in. Talking at students.

# data[].attributes.body
Example: Planning and delivering thoughtful instruction that connects content with real life skills.

Non-example: Continuously practicing for high-stakes tests.

# data[].attributes.body
Example: Modeling and expecting tight routines and transitions so that no time is wasted.

Non-example: Moving through every lesson or activity with no brain breaks to process information.

# data[].attributes.body
Example: Referring to grade level standards when planning lessons and units to insure you are scaffolding instruction to eventually reach the rigor of the year long standard.

Non-example: Following the pacing guide with fidelity.

# data[].attributes.body
Example: Asking yourself after each lesson, what went well, what did not go well, what do I need to fix or do for tomorrow's lesson?

Non-example: Moving through instruction so quickly that only the high students can keep up.