Proud of the Past, Rising into the Future. Vol. 2
Professional Development and Curriculum Information
Curriculum updates and information will be listed to provide you with the latest "news" in the world of curriculum.
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
Central - Warrensburghttps://www.ucmo.edu/rpdc/
UMKC - Kansas City
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
- Kahoot (Technology)
- Plickers (Technology)
- Entry and Exit Tickets
- Hand signals
- Summaries: http://www.gcasd.org/Downloads/Summarizing_Strategies.pdf
- Checks for Understanding: https://www.edutopia.org/pdfs/blogs/edutopia-finley-53ways-check-for-understanding.pdf
Curriculum and Instruction
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.
Grading and Assessment
Numbers 1-5 were covered in volume 1 of the PD newsletter
- Don't include group scores; use only individual achievement evidence.
- 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.
- Don't assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations.
- Don't assign grades based on a student's achievement compared to other students; compare each each student's performance to preset standards.
- Don't rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments.