Instructional Vision

Teacher Actions

• Elicit and gather evidence of student understanding using multiple strategies such as, but not limited to, turn and talk, cold call, thumb-o-meter, and exit slips at strategic points throughout the lesson (CCT 3c)
• Utilize various types of data, such as formative assessments and student experiences, to modify and adjust instruction (CCT 3c)
• Display current student work with specific and meaningful feedback aligned to success criteria, as well as student achievement data and goals (CCT 1a, 3c)
• Use questions, tasks, or assessments that illuminate misconceptions and where understanding breaks down (CCT 3c)

Student Actions

• Reveal their understanding, reasoning, and methods in written work, classroom discourse, and other presentation techniques (SC)
• Adjust strategies and solutions when given feedback (PS, IT, TP)
• Monitor progress toward learning objectives using tools such as checklists and rubrics to assess their own learning, identify areas for growth, and set goals (PS, IT)
• Reflect on identified areas of growth or misconceptions to improve their understanding (PS, IT)

Teacher Actions

• Post and unpack measurable, student-friendly learning target and connect it to previous learning/CCSS (CCT 2a)
• Model for students appropriate standards of behavior to support a productive learning environment (CCT 1b)
• Create and explicitly model effective systems to hold students accountable for individual and group responsibilities (e.g., entry routines, group roles, using a timer, anchor tasks, etc.) (CCT 1b, 1c)
• Provide learning experiences that require the application of higher order thinking skills in a real world context (CCT 3b)
• Articulate and model performance expectations using rubrics and/or exemplars of quality work (CCT 3c)
• Use growth mindset language to encourage students to revise, persevere, and apply effort through their mistakes, misconceptions, and struggles (CCT 1a)

Student Actions

• Immediately engage in established entry routine, actively participate in group work, and stay on task (IEC)
• Articulate what is expected of them, both academically and behaviorally, as well as the learning target for the class (IEC)
• Apply new learning to real world contexts (PS, IT, IEC)
• Self assess and adjust academic and behavioral performance using rubrics, models, and peer feedback (TP, SC, IEC)
• Use positive self talk and growth mindset language to revise work, persevere through tasks, and encourage others (TP, IT, IEC)

Teacher Actions

• Engage students to develop, post, and regularly revisit class norms, routines, and expectations (CCT 1b)
• Arrange classroom ahead of time to support peer, group, and whole class collaboration (CCT 3b)
• Select tasks that are meaningfully enhanced through student collaboration (CCT 3b)
• Facilitate student-to-student discourse by explicitly modeling and using accountable talk strategies, Socratic circles, numbered heads together, think-pair-share, peer-editing, jigsaw, and discussion starters (CCT 3b)
• Provide scaffolds for productive group work such as assigning roles (CCT 3a)
• Provide feedback on the implementation of collaborative strategies, as well as structures for students to self and peer assess against success criteria (CCT 3c)

Student Actions

• Reference class norms to monitor their own and peers’ volume, behavior, and participation (TP, IEC)
• Transition between seating arrangements that promote interaction appropriate for the activity (TP)
• Understand roles and responsibilities of small group work (TP)
• Ask questions to each other, instead of teacher, to develop understanding and demonstrate comprehension of topic/text (SC)
• Provide one another with specific, helpful feedback (TP)
• Self and peer assess collaboration skills (TP)

Teacher Actions

• Use encouraging words to praise the process of learning, not the product (CCT 1a) 
• Implement a learning station model (CCT 3b)
• Allow students to make meaningful choices about what/how they learn (CCT 3b)
• Provide multiple ways for students to demonstrate learning/proficiency (CCT 3b)
• Provide tools and opportunities for students to reflect, revise, and work through tasks with the support of rubrics, model examples, etc. (CCT 3c)
• Model and provide opportunities for students to offer specific, meaningful, and constructive feedback (CCT 3c)

Student Actions

• Choose learning processes, tasks, and products based on their readiness, interests, and learning styles (PS, IEC)
• Use tools and take opportunities to self assess before, during, and after lesson (IT)
• Reflect on learning and establish goals to plan for future success (PS, IT)
• Provide each other with constructive feedback (TP, SC, IEC)
• Work products show evidence of the feedback given during the process (PS)

Teacher Actions

• Establish an inclusive learning environment responsive to and respectful of diverse identities and free of microaggressions (CCT 1a)
• Use strategies to tap into student unique backgrounds (CCT 1a)
• Use materials that are culturally responsive, such as those representing a multitude of perspectives and voices, while encouraging students to critically analyze author’s point of view and bias (CCT 1a) 
• Frame learning using essential questions that relate to and/or explore student social identities (CCT 3a) 
• Allow student choice in what and how they learn (CCT 3a)
• Implement accountable talk strategies to elicit student discourse that incorporates peers’ points of view (CCT 3b)

Student Actions

• Use language that is respectful of cultural and individual differences (IEC)
• Collaborate in diverse groups (TP)
• Openly share their experiences and elements of their identities (TP, SC)
• Make informed decisions about their learning (PS)
• Make connections between the content and their lives, communities, and current issues (IEC)
• Actively listen to and incorporate others’ points of view in discourse (SC, TP)

Teacher Actions

• Provide content in multiple forms, such as videos, readings, or interactive lectures (CCT 3b)
• Provide students with appropriate scaffolds, such as graphic organizers, word walls, and visual representations, to access grade level content (CCT 3b)
• Use various methods for students to process content, such as, but not limited to, think-pair-share, stop and jot, or partner talk (CCT 3b)
• Use specific, guiding, and open-ended questions to scaffold understanding of content (CCT 3b)
• Utilize flexible grouping strategies to support student knowledge- and skill-building (CCT 3b)

Student Actions

• Choose ways to access grade level content based on readiness and interests (IEC)
• Use varying tools, such as graphic organizers, word walls, and visual representations, to access grade level content (TP)
• Utilize peers to support and enhance their understanding of content and skills (TP)
• Create varied products and/or use varied solution strategies to demonstrate their learning (SC)