Welcome to…
EDPRAC 201:
The Professional Teacher
Primary 2
Next session: Return to the Faculty on the
final day of practicum Friday 21 June 2013 at
1.00 – 3.00pm
Welcome to…
EDPRAC 201:
The Professional Teacher
Primary 2
Note: Return to MIT on Thursday 20 June at
1.00 – 3.00pm for your final on-campus
session and then return to your practicum
schools on Friday 21 June for your final in-
school day.
Overview of Lecture 4:
“Operationalising your learning:
Preparing for EDPRAC 201”
Intentions: • Unpacking key aspects of the Practicum Brief
including:
- General/Specific requirements
- Reflecting on personal practice
- Assessment of practicum including the
professional conversation/e-portfolios
- Practicum Tasks
plus…
• Professional relationships
• General considerations and reminders
• Evaluation
Practicum Brief:
• Overview of on-campus sessions
• Purpose/Overview of requirements
• Learning Outcomes/Assessment Criteria and
Professional Expectations
• Student teacher requirements:
- General requirements
- Specific requirements
• Assessment of practicum
• Practicum Tasks
• Student Teacher Self-Assessment Report Form
• Reminders for student teachers
Practicum Brief:
Overview of on-campus sessions - useful for ATs/VLs/STs
Purpose
LOs are based on four recurring themes: • understanding the complexity of the teacher’s role
• forming professional relationships
• focusing on purposeful teaching and learning*
• being a professional teacher in Aotearoa NZ
The focus for this practicum is…
“effective pedagogical practice that
optimises learning for children”
(Practicum Brief, p.3)
Practicum Brief cont...
Overview of requirements:
“...student teachers will be required to
work towards teaching the whole class
and to take full responsibility of the
class programme for a minimum of
seven consecutive days.” (Practicum Brief, p.3)
The framework: “Teaching as inquiry”
Aitken & Sinnema (2008); Ministry of Education (2007);
Timperley, Wilson, Barrar & Fung (2007)
*88888 FOCUSING INQUIRY What is most important,
given where my learners
are at?
LEARNING INQUIRY What happened?
Why did it happen?
Implications?
TEACHING INQUIRY What strategies might
work best?
What could I try? Evaluation of
learning/teaching
Reflection
Planning
Teaching
Observation*
Assessment*
* ongoing
General requirements: (p.6-7)
Preparing for practicum • attendance
• making contact – School/AT/VL
• familiarity with the practicum brief
• organising your practicum file(s)
• creating a ‘My Portfolio’ account/storing
artefacts
Maintaining documentation • clearly labelled
• accessible
• manageable
• evidence of your professionalism
General requirements cont...
ICT
- knowledge
- use of
Your e-portfolio
*more on this when we talk about the
Assessment of practicum
Discussions with principal/colleagues
- both formal and informal opportunities
- will require preparation and thought
- documentation of responses
Specific requirements: (p. 8-11)
FOCUSING INQUIRY
Observing *refer Guidelines for Focused Observations Practicum Handbook p.7
During EDPRAC 201, you will complete and
document specific observations that focus on:
the classroom learning environment
your associate teacher’s teaching process
collecting and using assessment information
for planning, teaching and learning
NB: AT’s have been asked to observe
your practice throughout EDPRAC 201
Specific requirements cont…
Observation focus: (p.8)
the classroom learning environment
During the first week..observe carefully and ask your AT and children questions to identify important information about:
• the members of your class
(eg class composition; diversity)
• what children are learning/have learnt
• the classroom culture
(eg routines, expectations)
• your AT’s teaching philosophy
Specific requirements cont…
Observation focus: (p.9)
The teaching process (ie assessing, planning, teaching, evaluating, reflecting)
• complete at least 4 observations of your AT
in at least 2 curriculum areas
Before each observation:
- discussion with your AT...identify a ‘focus’
During each observation:
- record deliberate teacher actions
Following each observation:
- post-observation analysis with AT to surface
conclusions, considerations and your ‘next
steps’
Observation focus: (p.9) The teaching process
Possible categories of questions for
post observation analysis : • prior knowledge
• learning purpose
• learning experiences
• teaching strategies
• organising learners
• managing learners
• identifying/evidencing/reinforcing learning
• ‘next steps’
*see CECIL Resources for our item bank
of examples of questions
Specific requirements cont…
Observation focus: (p.9)
Collecting and using assessment
information for planning, teaching &
learning (ie noticing, recognising and responding to children)
Before the observation:
- discussion with your AT re assessment
- note how and when information is recorded
- select a curriculum area and one group of chn.
- design a template to document
diagnostic/formative assessment information
about this group of children eg a Maths group
Specific requirements cont…
Observation focus: (p.9) During the observation: - record information about children’s learning
Names:
What I noticed… I recognise
that …
I will respond
by…
Stacey
Miko
TIm
Specific requirements cont…
Observation focus: (p.9)
Following the observation
• discuss your findings with your AT
• repeat this process for another
group of children in the same
curriculum area eg 2x Maths groups
• repeat this process for two groups of
children in a different curriculum
area eg 2x Reading groups
TEACHING INQUIRY/LEARNING INQUIRY
Planning considerations
What [planning] strategies might work best?
What could I try?
What are the most appropriate AO(s)? LOs? SC?
How will I communicate the LOs/SCs to my learners?
Motivation activity?
What teaching strategies(evidence-based) are most likely
to help my learners learn this?
How will I ‘tailor’ the learning experiences to make the
intended learning accessible for my learners?
How best would I sequence these? Timing of these?
Possible resources?
Organization of learners?
Important teacher focus questions to target key concepts?
Assessment strategies?
Concluding activity and plenary?
What did my evaluations of learning and teaching reveal?
What do I need to reflect on further? …….
TEACHING INQUIRY/LEARNING INQUIRY
The language of planning
• Learning purpose:
ie AO(s)/Strand(s); LOs/LIs; KCs
• Indicators of success: ie Success Criteria
• Learning opportunities: ie Learning experiences
Strategies for monitoring children’s learning:
ie Assessment strategies
• Procedures that will enable learning and
teaching to be assessed:
ie Evaln. of learning/ Evaln. of teaching
• Process for deepening understanding of own
teaching practice: ie Reflection
plus…Date; Duration; Resources
TEACHING INQUIRY/LEARNING INQUIRY
Teaching considerations What [teaching] strategies might work best?
What could I [deliberately] try?
modelling ie ‘showing how’
prompting ie encouraging learner to
use what they already know and can do questioning – used for multiple reasons
giving feedback – affirm; inform; guide
telling ie supplying what the learner needs
explaining ie verbally explicit extension of
telling
directing ie giving a specific instruction
Useful Link:
http://literacyonline.tki.org.nz/Literacy-Online/Teacher-
needs/Pedagogy/Deliberate-acts-of-teaching
Specific requirements cont…
Assessing, planning, teaching,
evaluating (p.10)
You will need to provide documented
evidence of:
• sequences of lessons for multiple groups of
children in two curriculum areas
eg Maths, Reading
• sequences of lessons for the whole class in
two other curriculum areas
• short-term/weekly planning
Specific requirements cont…
Assessing, planning, teaching,
evaluating
Sequences of lessons for multiple
groups (p.10)
• use assessment information to plan,
teach and evaluate 3-4 consecutive
lessons for the same groups of children
eg 2x Maths groups and 2x Reading groups
• share planning with your AT
• continue to assess/evaluate in an on-going
manner to inform your planning and teaching
• follow-up discussion with your AT
LI: We are using the context to clarify words we don’t understand SC: I could look for other words in the paragraph that would give me clues
LI: I can solve addition problems by looking for compatible numbers
Specific requirements cont…
Assessing, planning, teaching,
evaluating
Sequences of lessons for the whole
class (p.10)
• in collaboration with your AT, prepare a sequence of
lessons in 2 other curriculum areas that you will
teach to the whole class
• discuss ways for collecting and recording some
diagnostic/formative assessment information
for individuals or a group within the class in
relation to the LIs/SC
• teach the lessons, continue to assess/evaluate in
an on-going manner using this information to inform
subsequent planning and teaching
Specific requirements cont…
Assessing, planning, teaching,
evaluating
Short term planning (p.11)
• in consultation with your AT, identify a
planning format that is suitable for
documenting short-term/weekly planning
• note both your AT’s and your own teaching
responsibilities throughout the practicum
• show appropriate links between your
short-term planning and long-term planning
Short-term (weekly) planning linked to…
MATHS Number: Add & Sub
Blue LI: solving + problems by compensating with tidy nos Red LI: solving + problems by…etc Orange LI: solving…etc
* see separate plan
Blue: Stage 6 LI: I am learning to solve addition problems by compensating with tidy numbers
Maths weekly group planning…
Achievement Objectives
Number: Level 2 Number: Level 3 Algebra: Level 3
Number Strategies AO1:
Use simple add itive strategies with
whole numbers and fractions.
Number Knowledge AO1:
Know forward and backward counting
sequences with whole numbers to at
least 1000.
Number Strategies AO1:
Use a range of add itive and simple
multiplicative strategies with whole
numbers, fractions, decimals, and
percentages.
Number Knowledge AO1:
Know basic multiplication and d ivision
facts.
Equations and Expressions AO1:
Record and interpret add itive and simple
multiplicative strategies, using words,
d iagrams, and symbols, with an
understand ing of equality.
Strategies being developed
Problem progression References Knowledge being developed
Resources
Solve multiplication problems using repeated addition
2 × 6 = so 3 × 6 =
4 × 5 = so 5 × 5 = , 6 × 5 =
5 × 8 = so 6 × 8 = , 7 × 8 =
10 × 4 = so 11 × 4 = , 12 × 4 =
Teaching Mult iplicat ion and Div ision (Book6)
Introduction (11-12)
Threes Company (12-14)
Animal Arrays (15-16)
Figure It Out
N 2.1 Multiplying Madness (12) N 2.1 Pig Pen (13) N 2.2 To market (16-17) BF2-3 An apple a day (9) BF 2-3 On Track (10) BF 3 Field of 100 Sheep (16-17)
Say the forwards and
backwards skip-
counting sequences in
the range 0-100 for
twos, threes, fives, and
tens at least.
Teaching Number Knowledge (Book 4) Counting (11)
Skip counting on the number line (11)
Using calculators (14)
Figure It Out
N 2-3 (16) Stepping Out
BSM
1-3-12, 11-3-13, 11-3-54,
11-3-55, 11-3-85, 12-3-13
Solve five times tables by doubling and halving (and learn them)
2 × 10 = so 4 × 5 = 4 × 10 = so 8 × 5 = , 6 × 5 =
3 × 10 = so 6 × 5 = , 7 × 5 =
4 × 5 = so 5 × 5 = 8 × 5 = so 9 × 5 =
Teaching Mult iplicat ion and Div ision (Book6)
Twos, Fives, and Tens (21-23)
Figure It Out
N2.2 Double Trouble (18)
NS7/ 8.1 Flying Feet (9)
Recall groupings of two
in numbers to 20,
groupings of five in
numbers to 50, and
groupings of 10 in
numbers to 100.
Teaching Number Knowledge (Book 4) Skip counting on a Number Line (11) Beep (12) Fabulous fives (22) Tens in hundreds and more (27) BSM 9-1-7, 9-1-8, 9-1-45, 9-1-46, 9-1-83, 9-1-84, 12-1-5, 12-1-44, 12-1-45, 12-1-84
Use the commutative property,
e.g. 4 × 6 = 6 × 4
沨5 × 6 = as 6 × 5 =
9 × 2 = as 2 × 9 =
10 × 7 = as 7 × 10 =
100 × 6 = as 6 × 100 =
50 × 2 = as 2 × 50 =
Teaching Mult iplicat ion and Div ision (Book6)
Introduction (11-12)
Animal Arrays (15-16)
Turnabouts (34-36)
Figure It Out
BF 3 Choco-Blocks (10)
Automatically recall the
multiplication and
d ivision facts for the
multiples of 2, 5, and 10.
Teaching Number Knowledge (Book 4) Number mats and number fans (34)
Bowl a fact (35)
In and out (36)
Multiplication flash cards (38)
÷ ÷
…linked to Maths Long Term plan Maths Unit Plan: NUMBER Term 1 Weeks 5-7
Monday Tuesday Wednesday Thursday Friday Notes
Monday Tuesday Wednesday
1
2
3
4
MATHS WEEKLY
GROUP PLANNING
WEEKLY PLAN
Number: Level 3 Algebra: Level 3
Use simple additive strategies with whole numbers and
Know forward and backward counting sequences with
whole numbers to at least 1000.
Number Strategies AO1:
Use a range of additive and simple multiplicative strategies with whole numbers, fractions, decimals, and
percentages.
Number Knowledge AO1:
Know basic multiplication and division facts.
Equations and Expressions AO1:
Record and interpret additive and simple multiplicative strategies,
using words, diagrams, and symbols, with an
understanding of equality.
References Knowledge being developed Resources
Teaching Multiplication and Division (Book6)
Introduction (11-12)
Threes Company (12-14)
Animal Arrays (15-16)
Figure It Out
N 2.1 Multiplying Madness (12)
N 2.1 Pig Pen (13)
N 2.2 To market (16-17)
BF2-3 An apple a day (9)
BF 2-3 On Track (10)
BF 3 Field of 100 Sheep (16-17)
Say the forwards and backwards skip-counting
sequences in the range 0-100 for
twos, threes, fives, and tens at
least.
Teaching Number Knowledge (Book 4)
Counting (11)
Skip counting on the number line (11)
Using calculators (14)
Figure It Out
N 2-3 (16) Stepping Out
BSM
1-3-12, 11-3-13, 11-3-54,
11-3-55, 11-3-85, 12-3-13
Teaching Multiplication and Division (Book6)
Twos, Fives, and Tens (21-23)
Figure It Out
N2.2 Double Trouble (18)
NS7/8.1 Flying Feet (9)
Recall groupings of two in numbers to 20, groupings of
five in numbers to 50, and
groupings of 10 in numbers to
100.
Teaching Number Knowledge (Book 4)
Skip counting on a Number Line (11)
Beep (12)
Fabulous fives (22)
Tens in hundreds and more (27)
BSM 9-1-7, 9-1-8, 9-1-45, 9-1-46, 9-1-83, 9-1-84, 12-1-5, 12-1-44,
12-1-45, 12-1-84
as 6 × 5 = Teaching Multiplication and Division (Book6)
Introduction (11-12)
Animal Arrays (15-16)
Turnabouts (34-36)
Figure It Out
BF 3 Choco-Blocks (10)
Automatically recall the multiplication and division
facts for the multiples of 2, 5,
and 10.
Teaching Number Knowledge (Book 4)
Number mats and number fans (34)
Bowl a fact (35)
In and out (36)
Multiplication flash cards (38)
÷ 8 =
Teaching Multiplication and Division (Book6)
Introduction (11-12)
Pirate Crews (17-18) (
Figure It Out
N 2.2 Dinosaur Dig (19)
Record the results of mental multiplication
calculations using equations and
diagrams
Figure It Out
BF 2-3 Times up (8)
BF 2-3 An apple a day (9)
Twos in 20 so fours in
Tens in 30 so fives in 30
Twos in 16 so fours in
Fives in 30 so fives in 60
Fours in 16 so eights in
Fours in 12 so fours in
Teaching Multiplication and Division (Book6)
Biscuit Boxes (19-20)
Figure It Out
N 2.2 Dinosaur Dig (19)
䦋㌌㏒㧀 琰茞ᓀ㵂Ü 䦋㌌㏒㧀 琰茞ᓀ㵂Ü
MATHS LONG TERM PLAN
(Unit)
NUMBER:
Addition and Subtraction
Automatically recall the multiplication and division facts for the multiples of 2, 5, and 10.
Record the results of mental multiplication calculations using equations and
OBSERVATION
ASSESSMENT
Sally Jensen
Carl Andersen
Pene Faumuina
Geranium Periot
Jennie Rowling
Abraham Matangi
The different levels of planning…
LEARNING INQUIRY Reflecting
What happened?
Why did it happen? Implications?
Remember…
ogres, like onions, are many layered…so too is a
reflection
by peeling away the layers relating to a particular
aspect of our practice we reveal the reasons
behind it and for it
undertaking a dialogue/ discussion with yourself
or others brings clarification and understanding to
an aspect of our teaching practice
LEARNING INQUIRY Reflecting
Reflecting on personal practice (p.11)
• reflect regularly on your own teaching,
learning and/or interactions causing
uncertainty
• both oral and written analysis with AT,VL, and
others
• record a minimum of three reflections using
DATA model
*refer Lecture 3 for further details
Assessment of practicum
*refer Practicum Handbook p.11
Assessment for learning (formative assessment)
Regular written and verbal feedback:
• is vital for student teachers’ learning and professional
growth;
• assists student teachers to provide evidence that the
learning outcomes have been met.
Discussion of learning and progress :
• will enable student teachers to identify and plan
implementation of ‘next steps’;
• encourages student teachers to self-evaluate and
reflect upon their learning and teaching.
Questions to guide discussion/self-evaluation
(*refer p.11)
Assessment of practicum cont...
*refer Practicum Handbook p.12
Assessment of learning (summative assessment)
Summative assessment of the student teacher’s learning in the
practicum will be based upon professional judgement in relation to
their achievement of the learning outcomes…
To gain a pass for the course, student teachers must achieve all
of the learning outcomes…
Towards the end of the practicum, student teacher performance
is jointly assessed…
A three-way professional conversation is an effective forum for
this purpose…facilitated by the VL and evidence-based
consensus is sought…
Student teachers should be encouraged to take a role in leading
aspect/s of the professional conversation, referencing evidence
from their professional portfolio.
Assessment of practicum cont...
*refer Practicum Brief p.12
The professional conversation Before the professional conversation:
• both you and your AT should each complete a pre-assessment
of your professional learning, as demonstrated at that time,
using the assessment reports provided
During the professional conversation:
• you, your AT and your VL will each contribute his/her informed
professional judgement of your work in relation to the LOs, as
demonstrated through the assessment criteria
• while the professional conversation is facilitated by your visiting
lecturer, it is expected that you will lead the discussion relating
to Learning Outcome 3 by referencing at least (3) artefacts
from your e-portfolio as evidence of your achievement and
providing a brief justification for their selection
Following the professional conversation:
• The VL records the provisional assessment agreed upon.
Assessment of practicum cont...
*refer Practicum Handbook p.12
Assessment of learning (summative assessment)
Assessment evidence may include:
From the Student Teacher Documentation of observations,
assessment, planning, teaching
evaluations and reflections; records of
self-determined professional activity;
self-assessment report (p.14)
From the Associate
Teacher Documentation of regular written and
oral feedback/forward; associate
teacher assessment report
From the Visiting Lecturer Documentation collected from the
observation/s and the student's file
Assessment of practicum cont...
*refer Practicum Handbook p.12
Assessment of learning (summative assessment)
(Q) What sorts of evidence would I reference
in relation to LO3: (NZTCGTS: aspects of 1 2 4 5 )
Demonstrate effective pedagogical practice that
optimises children’s learning and is informed by
theory, research and practice?
(A) Material you have generated as part of
your work on practicum as an effective
teacher practitioner
eg observations, assessments, planning,
teaching, evaluations of learning/teaching,
reflections
*refer Practicum Brief p.12
Assessment of learning (summative assessment)
• review the summary of requirements presented
• ‘Reminders’ on p.15 should prove useful
• Read the paragraph beginning...
“The final decision… about pass/fail will be
made and recorded by the visiting lecturer on
the basis of the documentation and material
supplied as evidence of your achievement of
the learning outcomes (inclusive of specified
NZTCGTS aspects), when you return to the
Faculty”.
Assessment of practicum cont...
Practicum Tasks (p.13)
Compulsory Task 1 : Pre-practicum
Read each of the LOs and Assessment Criteria
for EDPRAC 201 (*refer Practicum Brief p.4-5)
For each LO identify two actions that you could
take that would contribute to your professional
learning
Describe how you will document evidence of your
work in these areas
Share your work with a Critical Friend for
feedback
Compulsory Task 1 : Pre-practicum cont…
Criteria:
One or two appropriate actions are identified for
each LO
Actions are designed to optimise own learning on
practicum
Documentation methods are described
Feedback from CF is included
NB: This work needs to be completed prior to the
practicum, confirmed by peer/critical friend,
placed in the front of your practicum file, shared
with your AT and signed by your VL
Compulsory Task 1 : Pre-practicum cont…
Identify key words in the LO/Key Question…
eg LO2:
Communicate effectively with chn and adults and
establish professional relationships within the
school community
Key question:
In what ways do you use communication to
establish and maintain professional
relationships in the school and its community?
Compulsory Task 1 : Pre-practicum cont…
So, in other words…
LO 2: Establishing and maintaining
effective professional relationships
What could you do to provide
evidence of this LO?
Compulsory Task 1 : Pre-practicum cont…
LO 2: Establishing and maintaining effective
professional relationships
Actions:
eg Chn - know names by end of Day 2
AT – establish contact prior to practicum
Parents/Caregivers – send a brief note/letter home
introducing myself (clear with AT first)
Evidence:
eg Chn – seating plan of classroom
AT – email
Parents/Caregivers – copy of letter
Professional Relationships
These are people who are generally
considered to be skilled
communicators…
What behaviours have you observed
them use consistently?
…have a chat
Professional Relationships cont…
Examples of their behaviour:
showing interest
have done their homework on
their interviewee
asking carefully thought out questions
getting the interviewee talking
Reasons for their behaviour?
Transferral possibilities?
General considerations to support your success during practicum…
Relationships…
How might you establish and maintain
effective working relationships with members
of your school community?
Communication skills…
What skills do you have?
What skills do you need?
Dispositions…
How might others describe you?
What messages do your actions give?
Practicum does involve certain…
DILEMMAS • Taking risks v emotional security
• Trialling new ideas v conforming to
expectations (assessment concerns)
• Fulfilling requirements v time available
emotions efficacy
General considerations cont…
FACT: We all take different amounts of
time to learn new things
FACT: There are a number of requirements
for EDPRAC 201 which will present as
“new” learning for some of you
FACT: varying amounts of time have been
needed for some people to successfully
address these requirements
General reminders:
Professional Conduct/Expectations
- leave, absences, concerns etc (Practicum Handbook p.4-5)
Be proactive …once in your classroom,
negotiate to become increasingly involved!
Maintain professional standards re your
use of social media…
http;//www.education.auckland.ac.nz/uoa/home/for/current-students/facilities-and-resources/social-media-guidelines#
…plus
Check “Reminders” page (Practicum Brief p.15)
Before EDPRAC 201 I have…
• attended all EDPRAC 201 on-campus sessions
• read my Practicum Brief
• organised my practicum file/folder with clearly
labelled sections
• created a ‘My Portfolio” account and uploaded
Compulsory Task from EDPRAC 101
• made contact with my school/ associate teacher
• contacted my visiting lecturer
• familiarised myself with the LOs for EDPRAC
201 by completing Compulsory Task (1)
All the very best…ENJOY!!!
Remember, there is another
optional EDPRAC 201
‘catch-up’ session on
Monday 13 May
3pm – 4pm H203!
Next session:
Friday 21 June 2013
- Epsom: 1.00 pm – 3.00 pm
• Share experiences of different classroom
contexts
• Consider your key learning/experiences related to the LOs
• collaborative activities to support you in organising and justifying artefacts in your “My Portfolio”
• Identify possible ‘next steps’ for EDPRAC 305
Next session:
Thursday 20 June 2013
- MIT: 1.00 – 3.00 pm
• Share experiences of different classroom
contexts
• Consider your key learning/experiences related to the LOs
• collaborative activities to support you in organising and justifying artefacts in your “My Portfolio”
• Identify possible ‘next steps’ for EDPRAC 305
References:
Aitken, G. & Sinnema, C. (2008). Effective pedagogy in Social
Sciences? Tikanga a iwi: Best Evidence Synthesis Iteration [BES].
Wellington: Ministry of Education.
de Botton, A. (2002). The art of travel. London: Hamish Hamilton.
Eckerman Pitton, D. (2006). Mentoring Novice Teachers: Fostering a dialogue
process. Thousand Oaks, Ca: Corwin Press.
Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2006).
Teaching Challenges and Dilemmas. South Melbourne: Thomson Learning.
Ministry of Education. (2007). The New Zealand Curriculum. Wellington:
Learning Media.
O’Connor, A. & Diggins, C.(2002). On reflection: Reflective practice for Early
Childhood educators. Lower Hutt, NZ: Open Mind Publishing.
Peters, J. (1991). Strategies for reflective practice. In R. Brockett (Ed.).
Professional development for educators of adults: New directions for adult
and continuing education. San Francisco: Jossey-Bass.
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional
learning and development: Best Evidence Synthesis Iteration [BES].
Wellington: Ministry of Education.
Wiggins, G. (2010). What’s my job? In Robert Marzano (Ed.). On
Excellence in Teaching. Bloomington, IN: Solution Tree Press.