Let me just say this at the start–I’m in favor of systematized teacher evaluation systems. Here in Rhode Island, we have taken elements of the Danielson framework and built a rubric for professional practice from it. In our network, we’ve spent considerable time focusing on the various sub-domains via Instructional Rounds and other forms of professional development and have conducted numerous partnered observations to norm our process. Continue reading
During Instructional Rounds recently, I had the pleasure of joining a triad of 7 year old students engaged in conversation on the rug. The three had just read a book about tsunamis and had filled out a corresponding KWL chart (in full sentences, not bullets!) One student, I’ll call him Joe, shared his “what I want to learn” section.
Rather than simply nodding and moving on to share her own written response, one of Joe’s partners, Shana, asked Joe if he had found the answers to what he wanted to know and written about those in the “what I learned” section.
When Joe said, “no”, Shana pressed. “You should have found the answers in the text,” she said. “They are in there. Did you at least learn what a tsunami is?” Continue reading