New York University
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
Methods & Student Teaching 1 in English/Language Arts
For middle-school and high school placements
(ENGED-GE 2042.001 and ENGED-GE 2922.001)
Spring 2014
Meeting space: Tuesday: Silver, 514
Thursday: GCASL, 375
Meeting times: Tuesday, 4:55 PM - 6:35 PM
Thursday, 4:55 PM - 6:35 PM (seminar days)
8:00 AM - 2 PM (rounds days)
Instructors:
Professors Keturah Kendrick and Joe McDonald, with student teaching
supervisors and cooperating teachers
E-mail:
[email protected]
[email protected]
Office hours:
Kendrick: By appointment
McDonald: Wednesdays, 4-6, East Building 622
The Methods and Student Teaching concurrent seminar and practicum in English Language Arts
is a 6-7 credit experience (6 for ELA majors, 7 for joint ELA and Ed Theater majors). It combines
a focus on ELA teaching methods and general teaching methods, with mentored student
teaching, and guided visits (called rounds) to classrooms beyond your placement. All aspects of
the experience are oriented to the NYU Framework for Learning to Teach ELA (See below), and
the learning outcomes outlined in this framework are the chief learning aims of the experience.
The overall instructional team includes an Adjunct Professor of English Education who is also an
English teacher at the Young Women’s Leadership School of East Harlem and an alumna of the
NYU MA joint English Education and Educational Theatre program (Keturah Kendrick); and a
Professor of Teaching & Learning, and former middle- and high-school English teacher and highschool principal (Joe McDonald); your assigned cooperating teacher; and your assigned
supervisor.
1
Important Reminders
ACADEMIC INTEGRITY
All students are responsible for understanding and complying with the NYU Steinhardt
Statement on Academic Integrity. A copy is available at
http://steinhardt.nyu.edu/policies/academic_integrity
STUDENTS WITH DISABILITIES
Students with physical or learning disabilities are required to register with the Moses Center for
Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are required to present
a letter from the Center to the instructor at the start of the semester in order to be considered
for appropriate accommodation. Information on the Moses Center is available at
http://www.nyu.edu/life/safety-health-wellness/students-with-disabilities.html
Required Texts
The four required texts:
Jim Burke, The English Teacher’s Companion, 4th edition
Doug Lemov, Teach Like a Champion
Ann Raimes, Grammar Troublespots: A Guide for Student Writers
Douglas Fisher and others, Language Learners & the English Classoom
Complete citations are listed in the bibliography below. The bibliography also lists other
recommended books. The required books are available now at the NYU bookstore. When a
book is referenced in the syllabus, bring the book to seminar with you.
Grading Policy
A single grade will be awarded, the grade will appear twice on your transcript for 3 credits each
for ENGED-GE 2041 and ENGED-GE 2922. The grade will be jointly agreed upon by the
seminar/rounds instructors, your supervisor, and your cooperating teacher – in accord with the
guidelines below. Note that one of the seminar leaders (Joe) and all the supervisors meet
together monthly to consult on your progress, and they also stay in close touch with your
cooperating teacher.
The table below describes how you will be graded, though additional information (for example,
major assignment rubrics) is also available on the NYU Classes website.
Seminar
Assignments
Participation
Attendance
Three major assignments will be graded.
Other reading and activity assignments
(collected or not) also count.
(40%)
Growth in Placement
As demonstrated in weekly written
communication with your supervisor
(copied to Keturah and Joe),
as suggested in 3-4 supervisor’s
observations, and
as assessed formatively and
summatively by your cooperating
teacher.
(40%)
Rounds
Timely attendance, and active
participation in two
Rounds.
Active engagement during classroom
visits and school background
briefings, and during follow-up
discussions.
(20%)
Active engagement is required.
One hundred percent attendance is
expected, with prior notice for illness or
other unavoidable circumstance.
Completing explicitly assigned tasks and
also showing initiative are both important.
Instructors and supervisors look for
progress, and take cognizance of
unavoidable hindrances. They understand
that progress is incremental and perfection
elusive.
Assessment of your growth is grounded in
the NYU Framework for Learning to Teach
ELA.
Rounds are structured visits to schools
other than your assigned school. They are
chosen in order to supplement the
experience of school and classroom culture
that you gain in your placement.
There will be two sets of rounds this
semester, each for the larger part of a day.
You will choose one set, and be excused
from student teaching in order to attend
its two rounds. However, please give your
CT plenty of advanced notice.
At mid-term, practicum members will receive one of three non-binding grades. Most
will get UE (unable to evaluate) which merely signals that crucial parts of the student teaching
still lie ahead, C to signal that something important is amiss and a conference is called for, and F
to signal that continuing in the teacher certification pattern seems in doubt (for reasons that
may range from the candidate’s failure to engage, to a misfit between the candidate’s talents
and the demands of the teaching profession).
Assignments
Routine/weekly:
3
All practicum members will complete all required readings by their due dates, as well as
other assignments noted below in the seminar and rounds schedule.
All practicum members will communicate weekly with their assigned supervisor in the
format required by the supervisor. These communications must be copied to the
seminar instructors, Keturah and Joe, and Keturah will use them for guides to her
consultation sessions. She will, however, rarely participate in the messaging. You are
encouraged to include brief videos in your weekly communications. Before videotaping,
however, check with your CT to make sure that students’ parents have given permission
for videotaping.
Major/graded assignments (in deadline order):
All practicum members will participate in an Analysis of Student Writing activity during
a seminar class. After the activity, a copy of the student work that was analyzed and a
brief reflection (2-3 pages) about the process will be due. ACTIVITY: Feb. 25;
REFLECTION: March 1.
All practicum members will complete a Student Interview of a Struggling Reader,
present the interview data in a Student Interview Protocol, and then submit both the
data and a 2-3 page reflection on the process. PROTOCOL: March 27; WRITTEN
REFLECTION: March 29.
All practicum members will present Evidence of Growth in Three Skills Areas
represented in the shaded domains of the NYU Framework for Learning to Teach ELA
(the other domains will be assessed at the end of student teaching 2). One must be a
high-challenge area (as self-defined) and another a low-challenge area (also selfdefined). The third may be any level of challenge. The evidence will be presented in a
face-to-face peer and expert review, and submitted to the seminar instructors in a 3-to5-page summary/reflective document with attached evidence. ORAL PRESENTATION:
May 8; SUMMARY/REFLECTION WITH EVIDENCE: May 11.
Rounds
Everyone selects one of these sets of visits:
Young Women’s Leadership School and North Star Academy High School
or
Metropolitan Expeditionary Learning School and Dual Language High School for Asian
Studies
On Thursdays when rounds are scheduled, there will be no afternoon seminar.
Schedule
Note that the seminar follows the NYU calendar (for example, meeting during the NYCDOE
winter and spring breaks, but not during the NYU spring break). However, student teaching
follows the NYCDOE calendar, and is not concluded until the end of the school year (except by
special arrangement with the cooperating teacher and in consultation with the supervisor).
Note also that NYU values highly any opportunity you may have to gain experience working with
parents, and the seminar leaders will excuse you by pre-arrangement for a seminar session you
must miss in order to have such experience (for example, participation in late-afternoon parent
conferences).
Tuesday, January 28. SEMINAR
Welcome
Introductions, overview of the experience, Q & A on the syllabus.
No prep.
Thursday, January 30. SEMINAR
What do we teach in ELA and why?
Introduction to the Common Core Standards, the edTPA, and low-inference
observation/transcription (LIT).
Read Burke, chapter 1, and the inside of the front and back covers of the book (Common Core
Standards, Anchor Standards). Download the free Common Core mobile app if you have a
smart phone, and browse the ELA standards across grade levels and skill areas until you have a
good sense of what the CCS are about, and until you have raised three questions that you think
might be good discussion questions for the seminar. (If you don’t have a smart phone, you can
easily do the browsing the old fashioned way, using the PDF mentioned below.) Prepare to
share your discussion questions with all.
5
Next, go to the New York State Common Core Learning Standards for ELA, 6-12:
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_l
earning_standards_ela.pdf
Read the introduction to this pdf carefully (pp 1-7), then browse the standards for ELA &
literacy for 6-12 (pp. 44-71). States that have signed on to the Common Core Standards are
allowed to add on to them. Note what New York has added on.
Tuesday, Feb. 4. SEMINAR
Classroom management: routines and procedures
Read Burke, chapter 3; Lemov, chapter 5.
Thursday, Feb. 6. NO SEMINAR
Field work
Use the seminar-free afternoon to prepare a response to the edTPA Context for Learning
Information form, using your own class data (due Feb. 20). Also prepare one LIT on your class
with an emphasis on learning about one or more “key” students. Discuss with your CT what
“key” might mean in your context.
Read Burke, chapter 2. Send your LIT as an attachment to an email message to Joe. Include a
half-page reflection on what you learned from the LIT about your class and students.
Tuesday, Feb. 11. SEMINAR
The culture of the classroom
Read Lemov, chapters 6 and 7.
Thursday, Feb. 13. SEMINAR
Visit to Metropolitan Expeditionary Learning School, 91-30 Metropolitan Ave., Forest Hills, NY
E train to 71st Ave - Forest Hills and Q23 bus to Metropolitan Ave and Selfridge, or by car
(parking available)
Tuesday, Feb. 18. SEMINAR
[Note: New York City schools winter break, Feb. 17 – Feb. 21]
Teaching teens how to write
Consultations: Bring your field experiences to date into the seminar in the form of
issues/problems/questions.
Read Burke, chapter 4.
Thursday, Feb. 20. SEMINAR
Language
Academic language, micro-teaching about micro-language.
Read Burke, chapter 7. Concentrate on your assigned topic/troublespot in Raimes: sentences
(1-5), tense (6-8), voice (9), pronouns (14), prepositions & phrasal verbs (17); relative clauses
(18), conditions and wishes (subjunctive mood) (19). Drawing on Raimes and any other sources
you like, prepare a mini-lesson keyed to common core language standards 1 and 2 (conventions
of standard English) in the middle-school or later grades (basic instruction or brush-up). Write
up the mini-lesson for submission (see guide for lesson planning below).
Context for Learning (edTPA) is due today. Bring 5 copies for sharing.
Tuesday, Feb. 25. SEMINAR
More on teaching writing.
Simulation of student writing activity with model of student work. Practicing "useful" feedback.
Analysis of Student Writing Activity (written reflection due Saturday, March 1).
Thursday, February 27. ROUNDS
Visit to Young Women’s Leadership School of East Harlem, 105 E. 106th St.
6 train to 103 St
Tuesday, March 4. SEMINAR
7
Identifying and addressing reading gaps
Gaps in phonemic awareness, phonics, academic vocabulary, fluency, and comprehension.
Consultations.
Read Burke, chapter 5
Thursday, March 6. SEMINAR
Orchestrating classroom discussion
Planning discussions with assigned literary and informational texts.
Read: Burke, chapter 6, Lemov, chapter 9, and assigned texts available on NYU Classes.
Tuesday, March 11. SEMINAR
More on teaching reading
Read Lemov, chapters 10, 11, 12. Discuss with your CT whom you might approach as a
participant for the interview of a struggling reader assignment.
Thursday, March 13. ROUNDS
Visit to North Star Academy High School, 10 Washington Pl., Newark, NJ 07102
New Jersey Transit from Penn Station to Newark, Broad St. Station, then short walk
Tuesday, March 18. NO SEMINAR (NYU spring break)
Great week to work on edTPA if you must file this semester.
Thursday, March 20. NO SEMINAR (NYU spring break)
Tuesday, March 25. SEMINAR
Teaching a whole class
Planning, management, stance, improvisation, reflection.
Consultations.
Read Lemov, chapters 3, 4, 8.
Thursday, March 27. SEMINAR
Student reading interview protocol
Prepare for protocol presentation today. Analysis & reflection due, Saturday, March 29.
Tuesday, April 1. SEMINAR
Teaching English language learners
Principles, practice. Guest expert, Margarita Leonard, Young Women's Leadership School.
Read Fisher, Rothenberg, & Frey, chapters 1 to 3.
Thursday, April 3. NO SEMINAR
Take the time to prepare a full part 1 of the edTPA in consultation with your CT. Use the guide
to lesson planning in appendix 1.
Tuesday, April 8. SEMINAR
Tuning up video presentations
The focus can be an edTPA video (and text) you’re planning to submit this spring (or just a video
from this semester that you plan to keep in your Foliotek pages). The first edTPA submission
deadline this spring is April 10, but you can also submit later without endangering your
certification.
Bring a short video (and means of playing it – e.g. laptop), plus 5 copies of any text that may
accompany it.
Thursday, April 10. ROUNDS
9
Visit to the High School for Dual Language and Asian Studies, Seward Park High School Complex,
350 Grand Street on the Lower East Side.
F or M train to Delancey/Essex
Tuesday, April 15. SEMINAR
Note this is NYCDOE spring break week. Great week to work on your edTPA submission if you’re
submitting this spring, and have finished your videotaping. You missed the first deadline, but
you’re not too late.
Classroom assessment.
Consultations
Read Burke, chapter 8; and Lemov, chapter 1.
Thursday, April 17. SEMINAR
Standardized assessment.
How it works, plus its strengths and limitations. References to edTPA (a standardized
performance assessment), and the NYS ELA Regents (a standardized hybrid performance and
multiple-choice assessment).
Readings available on NYU classes.
Tuesday, April 22. SEMINAR
More on assessment: How NOT to drown in grading.
Bring to seminar a standard homework assignment that you gave to your students or that your
CT normally gives. Note that this should not be an extended writing or other assignment, but
rather one that yields work to be turned in the next day.
Consultations.
Thursday, April 24.
Getting a job
A panel of experts offers advice.
See materials on NYU Classes.
Tuesday, April 29. SEMINAR
Working with Parents
Bring in specific questions/anecdotes about communicating with your students' parents.
Questions can come from actual problems you've encountered with working with parents or
can be generated from the "perceived" problems you might envision when you have your own
classroom.
Thursday, May 1. NO SEMINAR
Preparation for final Framework presentation
Tuesday, May 6. NO SEMINAR
Preparation for final Framework presentation.
Thursday, May 8. SEMINAR
Peer and expert review of your Framework evidence
3-5-page reflective summary (plus attachments) of your framework evidence due by Sunday,
May 11.
11
References/Recommended Reading
Allen, D. (2013). Powerful teacher learning: What the theatre arts teach about collaboration.
Lanham, MD: Rowman & Littlefield.
Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom.
Alexandria, VA: ASCD.
Brown, D. W. (2009). In other words: Lessons on grammar, code-switching, and academic
writing. Portsmouth, NH: Heinemann.
Burke, J. (2008). The English teacher’s companion, 4th edition. Portsmouth, NH: Heinemann.
Cushman, K. (2010). Fires in the Mind: What kids can tell us about motivation and mastery. San
Francisco: Jossey Bass.
Danielson, C. (2011). Enhancing professional practice: A framework for teaching, revised ed.
Alexandria, VA: ASCD. See http://usny.nysed.gov/rttt/teachersleaders/practicerubrics/Docs/Teachscape_Rubric.pdf
Fisher, D., Rothenberg, C., & Frey, N. (2007). Language learners and the English classroom.
Urbana, IL: National Council of Teachers of English.
Hirsch, E. (1999). How to read a poem. San Diego, CA: Harcourt, Inc.
Koretz, D. (2008). Measuring up: What educational testing really tells us. Cambridge: Harvard
University Press.
Lawrence- Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn
from each other. NY: Random House.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college.
San Francisco: Jossey Bass.
McDonald, J. P., Mohr, N., Dichter, A. & McDonald, E. C. (2013). The power of protocols: An
educator’s guide to better practice, 3rd edition. New York: Teachers College Press.
Raimes, A. (2004). Grammar Troublespots: A Guide for Student Writers, 3rd edition. New York:
Cambridge University Press.
Schoenbach, R., Greenleaf, C., Cziko, C., and Hurwitz, L. (1999). Reading for understanding: A
guide to improving reading in middle and high school classrooms. San Francisco: Jossey
Bass.
Seidel, S. (2011). Hip hop genius: Remixing high school education. Lanham, MD: Rowman &
Littlefield.
Smagorinsky, P. (2008). Teaching English by design: How to create and carry out instructional
units. Portsmouth, NH: Heinemann.
Smith, R. (2004). Conscious classroom management. Fairfax, CA: Conscious Teaching
Publications..
Tomlinson, C. A. and McTighe, J. (2006). Integrating differentiated instruction and
understanding by design. Alexandria, VA: ASCD.
Tovani, C. (2004). Do I really have to teach reading? Portland, ME: Stenhouse Publishers.
Wong, H. K., and Wong, R. T. (2005). The first days of school. Mountain View, CA: Harry K.
Wong Publication
Young, V. A. (2014). Other people’s English: Code-meshing, code-switching, and African
American literacy. New York: Teachers College Press.
Appendix 1
Lesson Planning
Good lesson plans vary considerably from teacher to teacher in both format and level of
specificity. And in this course, the seminar leaders defer to your Cooperating Teachers and
Supervisors with regard to format. But in terms of specificity, we urge lots of it even if your CT is
used to operating on far less. After all, they have lots more physical and verbal memory of
teaching to call on than you do.
We also advocate that regardless of format, your lesson plans should include the
following:
One or more explicit learning targets, keyed to specific state standards, and
announced in kid-friendly language.
Use of an explicit engagement strategy at the start of the lesson. New York City
teachers typically refer to this as a “Do now” and often plan a short, individual
task. But it is possible to have good engagement strategies that involve pairs of
students and even whole-class activity. What counts in any case is engagement
on something related to the lesson’s content, and a plausible path from there to
the learning target(s).
Use of an overview of the main elements of the lesson so that students know
what to expect. This should be short and written like an agenda on a white
board or a projection. It can include time frames, but you might want to keep
these private until you get the knack of devising reliable ones.
Incorporation of a variety of activities whose sequence follows a reasonable
theory of how a learner might reach the particular learning target(s) – for
example, by observing a demonstration of some reading task (for example,
listening to you pausing to make inferences as you read aloud), practicing the
task with a partner who coaches, then doing the task alone and silently.
Precise scripting of all anticipated instructions - for example, "Now we need
everyone to look up from your writing and turn your desk to your reading
partner's. . . . (wait for silence, using countdown as needed) NOW, taking turns,
follow the steps of our sharing protocol. Use the poster at the front of the room
if you don't remember the steps."
Precise scripting of your anticipated physical activity (for example, writing at the
projection stand, walking to the back of the room as students read silently, and
so on).
A closing activity that clearly relates to the learning target for the class - for
example, an exit ticket designed to help you understand who reached the target
and who didn't, or a cold-call final discussion that reviews key learning points and
helps prepare students for homework.
13
APPENDIX 2:
EdTPA
The edTPA is a national performance assessment of teaching for novice teachers. It requires
that the teachers capture their “performance” of teaching by means of two brief video clips,
artifacts of planning and assessment, student work samples in response to assessment tasks,
and commentaries of various kinds.
The edTPA is designed to assess the following dimensions of teaching effectiveness:
Knowledge of subject-matter content standards and subject-specific pedagogy (in our
case, with regard to secondary ELA or K-12 performing arts)
Capacity to analyze and respond to individual students’ needs
Familiarity with research and theory regarding how students learn and how good
teachers teach (in general and in ELA and/or performing arts)
Familiarity with challenges and strategies regarding teaching and learning what is often
called academic language
Ability to analyze and reflect on evidence of the effects of instruction on individual
student learning
These assessment targets cut across the assessment’s 3 parts (focused respectively on planning
for instruction and assessment, instructing and engaging students in learning, and assessing
student learning). The edTPA in secondary English-Language Arts assessment and in K-12
performing arts both have 3 parts, each with 5 rubrics associated with it, for a total of 15 rubrics
in all. Each rubric is scored from 1 to 5, so the range of possible scores on the these edTPA
assessments is 15 to 75. New York State has set a minimum score for both ELA and Performing
Arts of 41 (average rubric score of 2.73). This is required for initial certification. New York State
also awards a “mastery” designation to those who earn an overall score of 48 or higher (average
rubric score of 3.20).
NYU students should plan to submit their edTPA portfolio during their final student teaching
semester, but they can use material from either their first or second student teaching
assignment. NYU has invested in the portfolio platform designed by Foliotek to help you
manage and submit your portfolio materials. Please respond to opportunities to be trained in
the use of the Foliotek platform. For those graduating this May, the first edTPA submission
deadline is April 10. Submitting by then will ensure that you can put edTPA behind you by the
time you graduate.
Among the challenges associated with the edTPA assessment are the following:
Gaining sufficient information about your students to satisfy the standard that you
understand their learning needs, and plan and teach with these needs in mind.
Obtaining an early opportunity in your student teaching for planning and teaching what
the edTPA calls a “learning segment” of 3-5 consecutive lessons – one with a “central
focus” in terms of its learning goals.
Videotaping this segment (or portions of it) with sufficiently good video and audio
quality.
Compressing the video in order to send it.
Documenting your assessment practices with student work and other artifacts.
Analyzing/reflecting on the strengths and limitations of your plans and teaching in ways
that refer to specific student needs and academic language goals.
Managing the numerous details of the assessment within a relatively tight timeframe.
Things that will make it easier are the following:
Go onto NYU Classes today, look for the Foliotek link. Use that to get access as well to
the ELA or K-12 Performing Arts edTPA Handbooks.
Discuss the edTPA with your Cooperating Teacher after you have had a chance to read
your assessment handbook. Ask him or her to coach your work on it, assuring him or
her in the process that this involves no more work than they would ordinarily do in
supporting a student teacher, just a little more explicit planning (around scheduling the
learning segment)
Take the assessment one step at a time and don’t let yourself freak out about it.
Engage in frequent videotaping of your teaching, and put the videos in your Foliotek
pages for safekeeping. Start this long before your scheduled learning segment.
Find an edTPA “buddy” – somebody in your school who can videotape you, and whom
you can videotape. Or form an edTPA support group (with at least one techie in it) to
help members manage the process.
Use your seminar professor and other NYU faculty members and NYU peers as guides
and coaches.
15
APPENDIX 3: Framework for Learning to Teach ELA: Domains and Standards
Steinhardt School of Culture, Education, and Human Development
New York University
Challenge
level
(suggestive
only)
1
1. Planning &
Preparation
2. Classroom
Environment
3. Instruction
4. Professional
Responsibilities
Selecting rich texts and
other teaching materials.
Engaging individual
students appropriately
within and beyond the
classroom.
Giving good directions and
explanations.
Forming collegial
relationships with peers
and mentors.
2
Planning coherent
lessons
Gaining students’ attention
and hooking their interest.
Presenting and launching
effective class and homework
assignments.
Studying students as
unique thinkers and
learners
3
Orienting lessons to
standards-based learning
outcomes in ELA.
Fostering and maintaining
an inclusive classroom
community.
Eliciting and building well on
students’ oral responses to
texts.
Demonstrating awareness
of the classroom as a
complex ecology.
4
Discerning the skills and
strategies that underlie
effective ELA practices
and planning with these
in mind.
Situating oneself physically
for contact, proximity, and
power.
Modeling effective reading and
writing strategies.
Observing other teachers in
discerning ways.
5
Planning for well guided
practice of ELA skills
and strategies.
Dealing effectively with
“talking” and other
distracting behavior.
Unpacking complex ideas and
texts to aid deeper
understanding.
Demonstrating familiarity
with the community
context(s) of the school.
6
Connecting lessons into
coherent multi-lesson
units.
Dealing appropriately with
error or misconception.
Responding in a targeted and
effective way to student writing
and other work.
Participating in reflective
and un-defensive
conversations about
teaching and learning
outcomes with peers and
mentors.
7
Planning alternative
paths to ELA content
mastery.
Employing effective time
and space management.
Teaching toward mastery of
standard English usage, and
academic language.
Working to understand and
accommodate students as
individuals with unique
needs, backgrounds, and
interests
8
Using assessment data to Using assertive interactions
inform planning and
for academic press (e.g.
revise assumptions
cold call strategies and
follow-up questions).
Structuring independent reading Working un-defensively
and writing assignments for
and collaboratively with
completion and understanding.
parents.
9
Creating rich ELA
teaching and assessment
materials
Reflecting in action –
assessing situations while
teaching and revising plans
accordingly.
Orchestrating elaborated
classroom discussions
effectively.
Seeking and using
professional learning
resources beyond ones
suggested or required.
10
Planning effectively
over increasingly long
time spans.
Getting the working ratio
right between teacher work
and student work.
Differentiating instruction to
accommodate a range of
students’ skills and needs –
including those associated with
English language learning and
disabilities.
Contributing to school
leadership
17