PD on the Teaching Framework: Self-Reflection

Can you believe we're back? It's been almost a year. Babies have been born and grown, students have graduated and a whole new group of students made their way into our rooms. And yes, we have sat in many a PD but we haven't been blogging.

At the end of last year there was quite a bit of work on the common core standards.

So far this year we have worked through district PDs on the master plan and teacher evaluation systems.

We have explored active reading strategies such as SQ3R and 3Rs. This led to note-taking strategies like Cornell Notes and then writing strategies like Step-Up to Writing.

Today we are looking at the LAUSD Teaching and Learning Framework, but first we had a slew of announcements: Hastings on ESA activities, on GATE training, the CST writing test, classroom moves, and an upcoming science assembly on quantum physics. Also, CST testing will start April 22.

Then we reflected on our levels of questioning in our teaching practice.

My group discussed the various levels of questioning from an SDC class, to English, to PE. Some pertinent questions to emerge, were why the rubric doesn't reflect the various ways students show their learning other than a discussion.

During the ensuing discussion teacher brought up how we reflect on our practice and how a particular lesson might show up differently on the rubric for Standard 3: Delivery of Instruction, Component 3b: Using Questioning and Discussion Techniques. We also looked at how time consuming and often painful engaging conversation.

We then looked at the Individual Growth Plan and specifically the SMART goals which means they need to be: Specific, Measureable, Attainable, Relevent, and Time-based.