Blackhawk Pride

Proud of the Past, Rising into the Future. Vol. 2

Professional Development and Curriculum Information

Professional Development will be listed here to help teachers stay at the top of their "game". Professional Development may consist of formal, informal, job embedded, and ongoing learning that helps teachers to continue to improve their craft of teaching.

Curriculum updates and information will be listed to provide you with the latest "news" in the world of curriculum.

Christmas Photos

Please share your family Christmas photos or a funny Christmas photo!

Professional Learning Network

February 8 Greg Tang: The True Value of Place Value

February 9 Greg Tang: Turn Fact Fluency into Child's Play

February 10 Cris Tovani and Sam Bennett, 6-12 Learning Labs

February 11 Cris Tovani and Sam Bennett, 6-12 Learning Labs

February 16 Penny Kittle: Grades Developing Independence in Writing about Research

February 17 Penny Kittle: Grades Deepening Thinking about Independent Reading

Contact Jeanette Baker if you are interested in attending.

RPDC - Regional Professional Development Center

Indicator 7.4: Monitors effect of instruction on individual and class learning.

"When used effectively, formative assessment can significantly improve student achievement and raise teacher quality." Moss and Brookhart


Plickers for Formative Assessment
Teacher Tech Tips - "Plickers"
Here's How to Use Plickers
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Curriculum and Instruction

Unit of Instruction (UOI) and Student Learning Objective (SLO) tracker:

Due December 18th
Please let your administrator know if you need more time to work on these tasks.

Continue to work on Units of Instruction and add them to the curriculum folder throughout the year to develop curriculum for your subject.

Please let your administrator know if you need more time to work on your curriculum.

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Grading and Assessment

A Repair Kit for Grading 15 Fixes for Broken Grades by Ken O'Connor

Numbers 1-5 were covered in volume 1 of the PD newsletter

  1. Don't include group scores; use only individual achievement evidence.
  2. Don't organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals.
  3. Don't assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations.
  4. Don't assign grades based on a student's achievement compared to other students; compare each each student's performance to preset standards.
  5. Don't rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments.