|
 |
|
|
 |
||
|
The following rubric sets forth the tasks that development teams may be asked to complete as part of the preparation for transition to SLC’s. By deliberate design, these activities had more to do with effective high school teaching and learning environments than they had to do with interest areas or themes. Introductory activities should emphasize the creation of staff agreements about expectations, policies, curriculum design and instructional delivery. Rubric for Team Tasks 1) United staff support of behavioral and academic performance expectations are crucial for the establishment of an effective teaching/learning culture. Describe common expectations all staff will commit to in this area. 2) Create SLC mission and vision statements that describe your common intellectual focus, your high expectations for teaching/learning, and that describe your SLC’s commitment to in-depth learning. 3) Describe three key strategies of an effective plan for academic intervention and support for students who are not succeeding in your SLC. 4) Create a school-wide homework policy that is supported by all staff, that leads to achievement, that balances student school and social life, and that emphasizes quality over quantity. 5) As an SLC member, what will be the most important ways that you can contribute to school wide success on the WASL, even if your content area is not being tested. (Please answer as if your content area was not literally being tested). 6) Describe an example of the kind of integration that your SLC’s theme makes possible. Rubric for Individual Tasks 1) Describe the ideal balance between teacher talk vs. student talk in a “student centered” classroom. List and describe three instructional delivery strategies that can occur frequently in your content area, and that would put students up front or on center stage in the learning and performance process. 2) Identify two essential questions in your content area that will underlie all instruction, and be carried forward from grades 9-12, thus making your 9-12 content area curriculum a continuum. Provide a specific example of how these essential questions underlie two separate lessons in your content area, one in 9th grade and one in 11th grade. 3) Identify the most critical competency or essential learning in your content area. 3b) Describe two sequential 9th grade lessons (even if you have never taught 9th grade) that focus on the development of a single skill that students need in order to move toward mastery in this area.
|
||