Form Reflections | Curriculum: Forms (L.0)

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Professional Development Information

District (Required)

Please select your district.

Site

At what site level do you teach?

High School
Intermediate High School
Junior High School
Middle School
Elementary School

Date of Professional Development

Training

Your Professional Development was primarily?

PLC DOMAIN
— Introduction to PLCs
— TLE Competencies
— Data Teams
— Lesson Studies
— Instructional Rounds
— Action Research
— Professional Leadership Teams
— Discipline-specific Professional Learning Teams
— Building Community
— Systemic Change
— Mentoring
DATA DOMAIN
— Comprehend OCCT*
— Comprehend EPAS / PSAT*
— Comprehend NWEA*
— Comprehend WIDA*
— Comprehend DIBELS*
— A - F Report Card
— Standards-based Report Cards*
— In-Depth Data Analysis
— Comprehend Form Data*
STANDARDS DOMAIN
— Professional Competencies*
— Professional Vocabulary
— Professional Standards*
— Learning Standards*
— Common Core State Standards Initiative
— Common Core State Standards
— C3 PASS Standards
— Learning Progressions
— Fluency Expectations
— Academic Vocabulary
— Skills Vocabulary
MAPPING DOMAIN
— Unwrapping Standards*
— Learning Targets*
— Big Ideas & Essential Questions*
— Implied Vocabulary*
— Wrapping Standards*
— Standards Threading (Alignment)
— Standards Mapping for Instruction
PLANNING DOMAIN
— Lesson Plans*
— Manage Student Learning*
— Communicate & Collaborate*
— Schedule Units of Study*
— Common Core Tool Kits*
— Evidence of Teaching & Learning*
— Course Delivery*
— Project Delivery*
— Blended Learning*
— Manage Events and Activities*
— Unit Standards Mapping*
CURRICULUM DOMAIN
— Resource Locker Introduction*
— Activity Resources*
— Bookmark Resources*
— Calendar Resources*
— Checklist Resources*
— eBook Resources*
— File Resources*
— Form Resources*
— Location Resources*
— Outline Resources*
— Plan Resources*
— Presentation Resources*
— Rubric Resources*
— Test Resources*
— Test Bank Resources*
— Text Resources*
— Unit Resources*
— Web Archive Resources*
— Web Page Resources*
— Collaborative Development*
— Units of Study Rigorous Design*
— Discipline-specific Units of Study*
— Unwrapping Curriculum
— Curriculum Standards Mapping*
ASSESSMENT DOMAIN
— Introduction to Assessments*
— PARCC Assessments
— Smarter Balance Assessments
— ACT Aspire Assessments
— Test Items*
— Test Banks*
— Tests*
— Rubrics*
— Formative Assessments*
— Summative Assessments*
— Portfolios*
— Diagnostic Assessments
— Benchmark Assessments*
— Pre / Post Assessments*
— Discipline-specific Assessments*
— Assessment Standards Mapping*
STRATEGIES DOMAIN
— Questioning Strategies
— Text Complexity Strategies
— Response to Intervention*
— Differentiation*
— English Language Learners
— Brain Research
— 21st Century Skills
— Critical Thinking Skills
— Relevance
— Rigorous Instruction
— Vocabulary Mastery
— Discipline-specific Strategies
— Collaboration
— Technology Integration*

Presenter

Presenter Name

Patty Sweet
Billy Sacket
Jennifer Stegman
Brent McKee
Glinna Fleming
Don Wilson
Gail Bliss
Gary Sacket

Professional Dress

Was the trainer dressed professionally?

Disagree
Somewhat Agree
Agree
Strongly Agree

Trainer Knowledge

Was the trainer knowledgeable about the material presented?

Disagree
Somewhat Agree
Agree
Strongly Agree

Presentation

Did the trainer present material in a manner that was easy to understand?

Disagree
Somewhat Agree
Agree
Strongly Agree

Timeliness

Did the trainer start and end at the prescribed time?

Disagree
Somewhat Agree
Agree
Strongly Agree

Professional Development

Summarization

Trainer summarizes and fits into context what has been taught.

Ineffective
Needs Improvement
Effective
Highly Effective
Superior

Adapts Based on Monitoring

Trainer changes instruction based on the results of monitoring.

Ineffective
Needs Improvement
Effective
Highly Effective
Superior

Demonstrates and Models

Trainer demonstrates/models the desired skill or process.

Ineffective
Needs Improvement
Effective
Highly Effective
Superior

Various Methods of Instruction

Teacher teaches the objectives through a variety of methods.

Ineffective
Needs Improvement
Effective
Highly Effective
Superior

Involves All Participants

Trainer uses active learning, questioning techniques and/or guided practices to involve all participants.

Ineffective
Needs Improvement
Effective
Highly Effective
Superior

Data

Trainer understands and optimizes the delivery focus of Comprehend Pro and the expectations derived from same on participant learning and achievement.

Ineffective
Needs Improvement
Effective
Highly Effective
Superior
Not Applicable

Standards

Trainer understands and optimizes the delivery focus of Common Core State Standards and the expectations derived from same on participant learning and achievement.

Ineffective
Needs Improvement
Effective
Highly Effective
Superior
Not Applicable

Planner

Trainer understands and optimizes the delivery focus of the Planner and the expectations derived from same on participant learning and achievement.

Ineffective
Needs Improvement
Effective
Highly Effective
Superior
Not Applicable

Respectful, Appropriate and Enthusiastic

Trainer optimizes the learning environment through respectful and appropriate interactions with participants, conveying high expectations for participants and an enthusiasm for the curriculum.

Ineffective
Needs Improvement
Effective
Highly Effective
Superior

Comments or Suggestions

Reflection

This exit strategy could be used in your class and is called 3-2-1 and is an example of an exit ticket.

What three things you learned today?

What two things would you like to try right away?

What one thing you would like to learn more about?

ALCA Professional Development Evaluation

Professional Development Information

Presenter

Professional Development

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