The “Highly Effective” Early Childhood Classroom Environment

Michelle Abadie, M.Ed. +30

1st Grade TeacherSt. Bernard Parish

A+PEL Board of Directors

Associated Professional Educators of Louisiana (A+PEL)

FYI:This is an informational presentation

covering aspects of COMPASS◦Not an endorsement or criticism of policy

All information is publicly available.

http://www.louisianabelieves.com/teaching/compass

PROFESSIONAL PRACTICECOMPASS Observation Rubric

Based on Danielson’s Rubric for Effective Teaching

Domain I: Setting Instructional OutcomesDomain 2: Managing Classroom

ProceduresDomain 3: Using Questioning/DiscussionDomain 4: Engaging Students in LearningDomain 5: Using Assessment in

Instruction

Domain 1: Setting Instructional OutcomesWhat would this domain look like

in a classroom?◦Example of this domain in action?

Outcomes:◦How should they be communicated

to students?◦What should they represent?

Instructional Outcomes

Effective (3)

Outcomes represent high expectations and rigor.

Outcomes are related to “big ideas” of the discipline.

Outcomes are written in terms of what students will learn rather than do.

Highly Effective (4)Teacher plans

blueprints to ensure accurate sequencing.

Teacher connects outcomes to previous and future learning

Outcomes are differentiated to encourage individual students to take educational risks

Domain 1: Setting Instructional Outcomes (See Example Lesson Plan)

◦“The students will learn and apply their [previous] knowledge/ skills to…”

◦*Differentiate outcomes to individual students.

◦Have students participate in identifying the outcomes/ goals of the lesson.

◦Incorporate standards from across the curriculum.

Domain 2: Managing Classroom ProceduresWhat would a well managed

classroom look like?◦What evidence can an observer use

to rate classroom management?

Classroom Procedures

Effective (3)The students are

productively engaged during small group work.

Transitions between large and small group activities are smooth.

Routines for distribution and collection of materials and supplies work efficiently.

Classroom routines function smoothly.

Highly Effective (4)Students take the

initiative with their classmates to ensure that their time is used productively.

Students themselves ensure that transitions and other routines are accomplished smoothly.

Students take initiative in distributing and collecting materials efficiently.

Domain 2: Managing Classroom Procedures“Knee to Knee” discussion technique & sticky

notes to reflect on previous knowledge and informally assess understanding (not just raise your hand to discuss… strive for more whole group participation)

Introduce a problem or activity that is set up for “students to take the initiative”.

ALREADY have routines set so “students themselves ensure transitions/distributing materials are smooth” (I use group leaders, group points, count down, materials prepared, heads down to eliminate chaos)

Domain 3: Using Questioning / DiscussionHow do you use Questioning and

Discussion in a classroom?◦To whom should the students ask

their questions?◦What methods can be used to foster

discussion?

Questioning/Discussion

Effective (3) Teacher uses open‐ended questions,

inviting students to think and/or have multiple possible answers.

The teacher makes effective use of wait time.

The teacher builds on uses student responses to questions effectively.

Discussions enable students to talk to one another, without ongoing mediation by the teacher.

The teacher calls on most students, even those who don’t initially volunteer.

Many students actively engage in the discussion.

Highly Effective (4)

Students initiate higher‐order questions.

Students extend the discussion, enriching it.

Students invite comments from their classmates during a discussion

Domain 3: Using Questioning / Discussion Introduce a problem which allows “students to take

the initiative.” Make it exciting for them and make them feel like

the leaders! Make it a REAL challenge related to their lives.

Prepare activities for students to work independently and collaboratively. Have various materials for them to use to problem-solve for various learners.

Allow for enough time! Monitor and assist with engagement by encouraging their peers to make suggestions--- not you!

Close with a review which allows them to apply to real-life. Also, have students refer to learning goal and celebrate their achievements!

Domain 4: Engaging Students in LearningHow can you observe student

engagement?What does an engaged classroom

look like?How do we engage students?

Engaging Students

Effective (3) Most students are intellectually

engaged in the lesson. Learning tasks have multiple correct

responses or approaches and/or demand higher‐order thinking.

Students have some choice in how they complete learning tasks.

There is a mix of different types of groupings, suitable to the lesson objectives.

Materials and resources support the learning goals and require intellectual engagement, as appropriate.

The pacing of the lesson provides students the time needed to be intellectually engaged.

Highly Effective (4) Virtually all students are highly

engaged in the lesson. Students take initiative to modify a

learning task to make it more meaningful or relevant to their needs.

Students suggest modifications to the grouping patterns used.

Students have extensive choice in how they complete tasks.

Students suggest modifications or additions to the materials being used.

Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.

Domain 4: Engaging Students in LearningMake it exciting for them and make

them feel like the leaders! Make it a REAL challenge related to their lives.

Prepare activities for students to work independently and collaboratively. Have various materials for them to use to problem-solve for various learners.

Allow for enough time! Monitor and assist with engagement by encouraging their peers to make suggestions--- not you!

Domain 5: Using Assessment in InstructionHow do I use assessment in

instruction?◦Methods to align?◦How do you check for understanding

DURING a lesson?

Assessment in Instruction

Effective (3) Students indicate that they clearly

understand the characteristics of high quality work.

The teacher elicits evidence of student understanding during the lesson

Students are invited to assess their own work and make improvements.

Feedback includes specific and timely guidance for groups

The teacher attempts to engage students in self‐ or peer‐assessment.

When necessary, the teacher makes adjustments to the lesson to enhance understanding

Highly Effective (4) There is evidence that students have

helped establish the evaluation criteria. Teacher monitoring of student

understanding is sophisticated and continuous: the teacher is constantly “taking the pulse” of the class.

Teacher makes frequent use of strategies to elicit information about individual student understanding.

Feedback to students is specific and timely, and is provided from many sources, including other students.

Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher.

The teacher’s adjustments to the lesson are designed to assist individual students.

Domain 5: Using Assessment in InstructionPositive feedback! (Teach

students how to do this too!)Constantly monitor! (Listen to

discussions and encourage students to assist one another.)

Adjust lesson if necessary! (But students need consistency in routines to eliminate confusion to any changes, so you need to be strategic about this.)

Great resource for video examples!http://videolibrary.louisianabeliev

es.com/Videos show Compass ratings in

various domains and explanations of evidence to determine the ratings.

Additional Resourceswww.apeleducators.org

www.youtube.com/apeleducators

www.facebook.com/goapel

www.twitter.com/goapel