ways serve as role modelto teacher leaders) Perfomance Standard 2: nstuctonal Planning ‘The teacher plas using sat and local school snulple dts and real world rexoures to pla difeeatiated inrtrucin to meet he {dividual student neds and interest in nde to promote stent accourablty end. engagement (Teachers razed as Level TV continually rek ways to serve a role ‘models or teacher leaders) demonstrates an understanding of ‘he curicalu, subject content, padagogial mowed, ma te deeds of madents by providing ‘elevatleuming experiences, Staentneeds,orlaly uidty in| neds or doce nature he using the knowledge ispractice ‘higher-order thinking sil, rad application cfteaming in eanent end relevat 939s (Teachers rated ax Level V cortraaly seek ‘ay to tere a role model or teacher leaders) Performance Standard 3: nsuctional Strategies stent aming by wig esearch- tt insane! statics’ ‘lovato the content to engage ‘talents ia ace leasing, 0 ‘act the stadents' acquisition otkey il ‘The teacher inconisently uses | Tae teacher does notsereseach- research-based instrotional Date instructional stategis, nor strategies. The strategies ued are | are the instuctons] freee “sometimes not appropiate forthe | relevant the contet aes. The Content area ot fer engaging ‘rates do nt eagage sade students inactive Yeamingarfor | active learning or togisiton of (Feachers rated as Level IV cortrualyseak ‘aye to terve as role model or teacher leaders) “The teacher consent ealenges and supports each stuax's Jeaningby proving appropiate cnteat and developing sls Which ies nvidoal ean ‘Steams Tonsil challenges stoens by providing | students by providing appropiate sppropite content by content aby developing sls developing sills which addons | which ree inva lizing individual leaming differences, | ditrenes Performance Standard 5: Assessment Strategies Ba taa fhe cea i eee ‘The teacher systematically chooses variety of diagnosis, fmatve, and summative as sind instrnes Datae vali a content and student ion z Seer as: ‘The tench conimnally demonstrates ‘eperize and leads eters fo determine and develop a vaity of strategies and fnstumen' that ee valid snd propriate fc the conten and student population and guides stadt to monitor and reflect on ‘heir oa academic progres. (Teachers vated ar Level IV continual reek waye 22 serve as role models teacher leaders) ‘The teacher systematically and comistey chooser «vet of agnosis, formative and ‘ummstive aseoment steiet ‘5 invrumenta at re vale ant ‘ppropeat foc the cote and sfudeo population, : Be e ‘he teacher incosistetychoores Te teacerchocres an inadequate variety ofdagaosti focnatve, vaiety of diagno, fate, and summative asseizeat sod summative aaeeoment Btategies othe instruments are Strategies or he instruments are not fometimes not appropri for the appropriate for th cntent or entetarstedentpopuluion, stent poptcn.Georgia Departmen of Education - TAPS Perfomance Standards and Rubrics. |The teacher dw not phe, expertise i uring dts to measure stadent sly, or se eleva ato [oprse and lend kes nthe etectve | ses relevant data to mesure Beare ede! progress, infor {Seo ditto infoam inetuctialdecions, | student progress, tin. {beoosstealy es ditto inform | sorractonl cate end delivery (Ceaches raed as Level TV contiuaiy eek | ‘nstrucona content and delivery | iarructinal content end delivery | methods, or provide feedback in Mrs to serve at role models or acher | methods, ato provide ney and | methods, rimconsstntly provides | a costtve or ely manne. leaders) coorrueve feedback to bath students and pets FET PSIG BSS ETO pa acaged od oral extent a 3 eS eee dace leat vwelemaoaged ent and riedy | awel-manage, cafe, and ordedly | sudeat bebo, displays x Chvconmest ate condosvet> | exvgcoment thats cnduciveto | negnive aude owacdstideass, ning and encourages repect for | learning and encourages respect for | ignores selety standards, or docs to ake dts and omneip oftheir ows leamingbetavie (Teachers rae ar Level | all. aL sot omereise provide an ode TWeontnually seek ways serveas role fsvsronmen a is conde to ‘models or teacher leaders) earning ce acourages respect fo a Feomance slandara &/ Accasmiealy Chalerarne ExSayenh “i nha ete, cadet sean ia Wh Pact cusiteary eens 2 The eachrincnsinecty proven, Jesmingeavisoamest where students re | sdeat-eetered, academic a roent-cetered academe ‘ocouraged to sel challenging leuming goals | covironmentin which teaching and. | enviroareatin which teaching and Sod mcs challenging sve (Teacher | leaming occu athigh levels nd | Ienming oea arhigh levels or | letming occur athigh Levels, cr ‘ated at Level IV coma seckwaye to | sadens aresel-cireted lames. | whee students are seifrected | where student are self cted serve at role modelo teacher leaders.) eames Temes. Performance standard 9: Professonalism i= , E tears cms wie sn ee ti pes npn gor batman “The taker aconniety rppot | Theteacher howe a dared ‘he choa's mission oreeldom | toward profesional ties or the fei and cootibute tote developmect| and te school's mistion, patipates in profession] growih | school's mission oral takes ‘fother and the wellbeing ofthe school | partcipates in profesional ows | cppartnities vetage of rtisinal owt fc community, (Teaches raed as Level | opportunist euppat stadt ‘ppc: Teantnual seckwaye to serve as role | Yesmaing, and coxtsbuts tothe ‘models oF tacher leaders) profession. rmmnicetion techniques ina vases of | effectively end consist with ‘Sustions fo proce info, aetwoxk, | stidens, pert or guardians, | parets or guardians, diate and, | parents ox gucdas, disc and sod calabornte with stakeholdes to date nd school pemonnal, and | School pestand, or oer febool persaanel or ther Cahance student ering, (Teachers raed | other salaholdereinway that | stakabolders or commaniater in| staksolders by pooly fs Level IV continual seek ways o serve | enhance student arin, vise hat only partially enbance | acinowiciging concer, ts rolemodels or eachr leader) student earing responding tongues, catoungag involves ‘The contents of his frm were developed ander a grat fom the U.S. Deparment of Bvcation However, have contents do nt necesariy represen he policy of the U5. Deparment of Ediconon, and you shuld not aume endorsement bythe Feerol Government.Differentiation Strategies tudent Choice: © Choice Boards or Tic-Tac-Toe o Menu ‘© Roll dice to see which activity you complete (differentiate by giving out different activity sheets) o Take Ten (or however many points you'd like) Study Stack - similar to Quizlet with online flashcard and other study capabilities Word Bank - give one, don't give one, give a shortened one Invitation - invite students to hear the lesson again while others move on Photo Prompts - provide a picture related to your content to incorporate writing and allow various responses Cubing ~ Cubes with activities on each side. Create cubes on various levels. Students roll to see which activity they complete on their group's cube. Jigsaw ~ Students have specific assignments or roles for their group, based off of learning styles or ability. Group comes back together and discusses once finished. Literature Circles - can be used for any subject, though math is tricky. Give each student a “job” based off of learning style or ability. Tiered Assignments - assignments for the “Lost”, “Shakies", and "Got It" Groups. Make them as interactive as possible. Worksheets do not engage. Unit Assignments ~ list all assignment and have students work at their own pace. Teacher provides differentiation with each student where he/she struggles throughout the process. ‘Anchor Activities /Projects/Tasks - for students to work on whenever they finish early, Must be engaging - worksheets do not engage. © Checkers or other game (maybe even create their own game with the material) © Computer or iPad activities © Science Fair Projects, Young Author's Fair entries, Real World Math applications, writing/drawing about a person/place in history o Hands-on activities such as matching or labeling as in Gilda’s examples © Illustrations to represent vocabulary words Centers, as in Gilda’s photos © Vocabulary word illustrations or practice co Writing assignments © Assessment probes Scaffolded Folders - different colored folders with different levels of assignments or activities. Send a student to work on the color you feel is appropriate.