
Instructional Minute
October 11, 2022

October 22, 2024
The Classroom Environment
Danielson's Domain 2D: Managing Student Behavior
In order for students to be able to engage deeply with content, the classroom environment must be orderly; the atmosphere must feel business-like and productive, without being authoritarian. In a productive classroom, standards of conduct are clear to student s; they know what they are permit ted to do and what they can expect of their classmates. Even when their behavior is being corrected, students feel respected; their dignity is not undermined. Skilled teachers regard positive student behavior not as an end in itself, but as a prerequisite to high levels of engagement in content.
Elements of Component 2D:
Expectations
It is clear, either from what the teacher says or by inference from student act ions, that expectations
for student conduct have been established and that they are being implemented.
Monitoring of student behavior
Experienced teachers seem to have eyes in the backs of their heads; they are attuned to what's happening in the classroom and can move subtly to help students, when necessary, re-engage with the content being addressed in the lesson. At a high level, such monitoring is preventive and subtle, which may make it challenging to observe.
Response to student misbehavior
Even experienced teachers find that their students occasionally violate one or another of the agreed-upon standards of conduct; how the teacher responds to such infractions is an important mark of the teacher's skill . Accomplished teachers try to understand why students are conductÂing themselves in such a manner (are they unsure of the content? are they trying to impress their friends?) and respond in a way that respects the dignity of the student. The best responses are those that address misbehavior early in an episode, although doing so is not always possible.
Indicators include:
• Clear standards of conduct, possibly posted, and possibly referred to during a lesson
• Absence of acrimony between teacher and students concerning behavior
• Teacher awareness of student conduct
• Preventive action when needed by the teacher
• Absence of misbehavior
• Reinforcement of positive behavior
Danielson, Charlotte. Implementing the Framework for Teaching in Enhancing Professional Practice. Alexandria, VA :ASCD, 2009.
Unlocking the Power of Learning
Dive into a quick video and discover how much you can learn in just a few moments!
Math Talk Prompts
Use the following prompts to assist with building a Math Talk community in your classroom.
Elicit student thinking:
- Tell us your thinking.
Support student thinking:
- What were you thinking when you decided to ______?
- Use wait time: Take your time… We’ll wait…
Extend student thinking:
- Now that you have solved the problem in that way, can you think of another way to work on this problem?
- How is your way of solving different from _______'s way?
Increase participation of other students in the conversation:
- Restate someone else’s reasoning: Can you repeat what ___________ just said in your own words?
- Apply own reasoning to someone else’s: Do you agree or disagree? Why?
Probe specific math topics:
- How can we check to be sure that this is the correct answer?
- Is that true for all cases?
Content Area Steering Committee
All Content Area Steering Committee Dates in Blue are Active Links to the Virtual Meetings
Struggling with accessing Clever? Take a look at this helpful "How To"!
Clever is our digital classroom and single-sign on (SSO portal). It automatically adds student rosters to our digital curriculum programs. It allows everyone to sign on to programs with just a click. No more remembering dozens of usernames and passwords, or sharing out class codes to get students onto LSD educational programs. You can also customize your digital classroom to engage with students and families.
Evaluations
Link to Evaluation Documents for Staff
This folder includes the "24-25 Evaluation Grid" that lists which roles are evaluated with which tool. It also includes a companion document and rubrics for non-classroom staff.
FYI-Per MDE Guidelines, All 1st year teachers to the profession and any teacher rated minimally effective or ineffective the previous school year must have an "Individualized Development Plan" (IDP). This is in addition to the Professional Growth Plan (PGP) used for the evaluation. Administrators will reach out to those impacted.
K-8th Grade Instructional Minutes by Content Area and Sample Schedules
Below you can find the new, updated required instructional minutes by grade level and content area. Each grade level also includes a sample schedule.
Pacing Implementation Guidelines
Teachers are encouraged to monitor student progress regularly using formative assessments and adjust pacing as needed based on classroom data. However, teachers should aim to stay within two weeks of the pacing outlined in the guides to maintain alignment with district-wide goals.
K-8 Pacing at a Glance for this Week's Instruction
The documents attached outline K-8 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website.
9-12 Pacing Documents
The document attached outlines 9-12 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website.
Workshop Model Lesson Plan Form to Assist in Planning Lessons
A resource to use as you see fit.