https://padlet.com/petcarpent/g1nfh2mqcgkd Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards. https://learningforward.org/standards/outcomes en-us 2019-02-20 19:11:43 UTC 2019-02-22 01:11:15 UTC hello@padlet.com https://padlet.com/petcarpent/g1nfh2mqcgkd/wish/333428638 The critical attribute of the Outcomes standard are meeting performance standards, addressing learning outcomes, and building coherence. To meet performance standards, educators are expected to be functioning at pre-determined levels of knowledge, skills, pedagogy, interactions with students and families, communication, understanding of student learning preferences,  etc. If a teacher is lacking in any of the qualities determined by this set of standards, they are expected to engage in professional learning and development opportunities.
Addressing learner outcomes is operating under the belief that all students can be successful at a high level of learning based on the implementation of appropriate strategies and knowing the changing needs of your students.
Building coherence is about the need of the professional to build on previous knowledge when acquiring new knowledge, and then strengthening that information to align with state/national curriculum and student learning.]]> 2019-02-20 23:22:04 UTC https://padlet.com/petcarpent/g1nfh2mqcgkd/wish/333428638 https://padlet.com/petcarpent/g1nfh2mqcgkd/wish/333430269 The outcomes standard is very apparent in the school building through the use of teacher evaluations and the Charolette Danielson rubric. It is also apparent in my curriculum with student "I Can" statements that detail what the students should have learned by the end of the unit.]]> 2019-02-20 23:31:30 UTC https://padlet.com/petcarpent/g1nfh2mqcgkd/wish/333430269 https://padlet.com/petcarpent/g1nfh2mqcgkd/wish/333430777 I have started taking more control of this in my classroom by taking the curriculum standards and giving them to students using friendlier language. They have been made responsible to track their own learning by checking off I Can statements as we move throughout the units. I also invite student feedback after assignments or lessons, ask for suggestions, and allow student choice to meet their needs as different types of learners.
For myself, I keep track of the expectations I am being held to, and look for ways to improve. Based on previous observations, I know the areas I need work on and look for additional training or seek out resources to help me in those areas. In areas where I am strong, I take risks and try new things to keep life interesting.]]> 2019-02-20 23:34:29 UTC https://padlet.com/petcarpent/g1nfh2mqcgkd/wish/333430777 https://padlet.com/petcarpent/g1nfh2mqcgkd/wish/333976817 It is critical that leaders work with educators meet performance standards, address student learning outcomes, and build coherence. This standard emphasizes the importance of building professional learning around established expectations for teachers and students. ]]> 2019-02-22 01:06:44 UTC https://padlet.com/petcarpent/g1nfh2mqcgkd/wish/333976817 https://padlet.com/petcarpent/g1nfh2mqcgkd/wish/333977107 A STAT teacher helps an educator to develop an SLO based on the school progress plan. She gives the educator strategies that align with the teacher expectations and student learning objectives. ]]> 2019-02-22 01:08:09 UTC https://padlet.com/petcarpent/g1nfh2mqcgkd/wish/333977107 https://padlet.com/petcarpent/g1nfh2mqcgkd/wish/333977431 In my case, a strong understanding of the U.S. History curriculum and our school's SPP plan would help me to be a leader in our department. ]]> 2019-02-22 01:09:38 UTC https://padlet.com/petcarpent/g1nfh2mqcgkd/wish/333977431