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EVIDENCE WITH 5D+ FOR FITNESS/HEALTH,
PERFORMING ARTS, CTE AND SPECIAL EDUCATION
STACEY KRUMSICK, ICFFS
DEBBIE LINDGREN & MARTY NEYMAN-HEALTH & FITNESS
SARA WEYRICK & WENDY MCPHETRES-PERFORMING ARTS
TONY SHARPE & JANINE COLBURN-CTE
MICHELLE SCHMICK-SPECIAL EDUCATION
PURPOSE
• Stage 1 training- “What does this look like and sound like for my classroom?”• CEL stance• Like minds.
LEARNING TARGETS
• Teachers will have a deep understanding of the indicators in each dimension.• Teachers will be able to identify evidence for performance
levels by indicator, sub-dimension and dimension.
SUCCESS CRITERIA
• I can describe to a content similar colleague how the rubric fits for our content area.• I can explain to that same colleague what evidence would
be needed to be observed for proficient and distinguished.
INSTRUCTIONAL CORE
Increasing the knowledge, skills and expertise of the
teacher.
Changing the role of the student as learner.
Increasing the level and complexity of the
curriculum/content.
Text/Task“Content”
StudentTeacher
Context
CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007
THE 5 DIMENSIONS OF TEACHING AND LEARNING INSTRUCTIONAL FRAMEWORK
Purpose
Student Engagement
Curriculum & Pedagogy
Assessment for Student Learning
Classroom Environment & Culture
CORE IDEAS IN EACH DIMENSION
Equity: each and every student.
Student role in their own learning:
agency and ownership.
Student independence with the learning.
Rigorous intellectual work.
THE 5D+ TEACHER EVALUATION RUBRIC
Shared and common vision of high quality teaching.
Inquiry-based growth model, not a checklist.
Joins instructional leaders and teachers in co-learning.
Accessible and actionable.
Equity is embedded in each dimension.
Anchors classroom observations and continuous conversation about teaching and learning.
A CLEAR PURPOSE IS ESSENTIAL TO TEACHING AND LEARNING
“Without clear targets, we can’t do any of the following things:
Know if the assessment adequately covers and samples what we taught.
Correctly identify what students know and don’t know and their level of achievement.
Plan next steps in instruction.
Give detailed, descriptive feedback to students.
Have students self-assess or set goals likely to help them learn more.
Select instructional activities that actually help students achieve the target.”– Karen Kidwell
Kentucky Department of Education. (n.d.) Deconstructing Standards into Achievable Learning Targets (PowerPoint presentation). Retrieved from http://www.slideshare.net/suehellman/learning-targets-by-karen-kidwell.
MOVING TO PURPOSE!
Identify key ideas in the Purpose section of the rubric.
Start at Basic.
Identify what’s different as you move up and down the performance levels.
Pay attention to teacher, student, and, or, frequency words, commas.
EVIDENCE
• With your content area specialists, brainstorm what evidence would look like and sound like for Proficient in Purpose 1 Standards: Connection to standards, broader purpose and transferable skill. (5 minutes)
• Share out
• Continue this process with Purpose. Capture ideas on poster and your handouts. (20 minutes)
• Gallery Walk the other content areas (5 minutes)
CLASSROOM ENVIRONMENT AND CULTURE
• This dimension will be your homework. Use the same process as the other dimensions.
LEARNING TARGETS
• Teachers will have a deep understanding of the indicators in each dimension.• Teachers will be able to identify evidence for performance
levels by indicator, sub-dimension and dimension.
SUCCESS CRITERIA
• I can describe to a content similar colleague how the rubric fits for our content area.• I can explain to that same colleague what evidence would
be needed to be observed for proficient and distinguished.