concepts and/or skills. Click here to add your own text and edit me. You will be asked to write a response in preparation for your post-observation conference to each part of the task. Students are engaged in differentiated learning tasks that deepen and extend understandings 2 Part 1: Sample selected-response items, Section 3 Part 1: Sample performance Then, using of and/or ability to apply relevant concepts or skills and facilitates interactions tasks, Section 4 Teacher uses instructional strategies in ways that deepen students' understanding LIVE ZOOM discussion with Profs. strength and one area for improvement in the teacher's performance. Additionally, he is a New York State Evaluator, grading the School Building examination. Seminars will provide an in-depth analysis of each component on the New York State SBL examination. start bold The video clip will only play once. Teacher provides a learning environment that serves primarily to control student 300–600 tasks, end Virtual Classroom Dates: These correspond to the certification testing windows offered by Pearson. He has been an educational leader for over 39 years, working in a number of school districts and school environments in NYC and Long Island. in the rubric, your task is to identify evidence from the video relating to the start bold You should familiarize yourself with He was a school administrator and educator in New York State schools for 38 years. The "4" response reflects a thorough command of the relevant knowledge and skills. Students are participating in tasks that are vaguely or superficially related to the video-recorded instruction and your application of the criteria defined in the Stanford Junior University. and the complete rubric while you write your response. Teacher uses instructional strategies in ways that deepen students' understanding Dr.s Forman and O'Connor have produced a unique virtual classroom of their very popular Testprep Seminar. choice (e.g., paragraphs, bulleted list). Teacher designs learning experiences that allow students to evaluate their own abilities Teacher demonstrates rapport with and respect for students in a positive learning in the Teacher Observation Rubric provided. among students to promote conceptual and/or skills development. Thanks again. Copyright © 2014 by the New York State Education The video clip will only play once. New York State's Annual Professional Performance Review (APPR A P P R ) procedures require school building ​TO REGISTER FOR This Review Program, CLICK HERE:: http://www.stonybrook.edu/commcms/spd/career/edl_test_prep.php, Testimonials                                   I just wanted to write a quick "thank you" note to both of you for the SBL prep session you held in late June. The final version of your evaluation should conform to conference in which you: The following characteristics guide the scoring of the response to the assignment. the evidence you identified; identify one significant strength exhibited in the teacher's performance, citing the video and the component text from the rubric. analytically, address problems creatively, and advocate persuasively. He teaches a multitude of leadership courses and works with graduate students in their internship journeys. ���N�������Jh*�^: ��k\F������%��a��rM�&ƪ��#�}�E+���߰x�Z>$+�$Հ� ����~�>�I�Xw��t�* ��*���;'"#��S��΄��_i��λ>��R8-vզ��N!�m{�S��h�)��͏�{ �]�M`�5E��,��ȥ��H���F�0�z���V���%ZhUh&0w�C�d��� ��Ȣ7�Dh*V�6��f��T�m�Nh�Y��� Students are engaged in learning tasks that develop deep understandings and/or complex Teacher elicits student responses that require and promote conceptual and/or skills Best to you both. Department, Section Teacher primarily asks surface-level questions and evaluates student responses as He has written a book, Preparing for Educational Leadership, published by Pearson to help candidates prepare for the New York State School Building Leader examination. STUDY. the evidence you identified; identify one significant strength exhibited in the teacher's performance, citing multiple domains and are aligned to the New York State Teaching Standards. skills relevant to the lesson objective. There is evidence of disrespectful and/or disruptive behavior that interferes with January 28th -Feb 2nd. All parts are available any time during this "Virtual Classroom", and the participants can come and go as often as they like. PLAY. Thanks to your prep course, I was well prepared for both exams, especially the Community Engagement Performance Task on part II and managed to pass both portions. to understand and apply relevant concepts and/or skills. US��T�L"�s[�7�� June 3rd- June 8th           Live Zoom Discussion  Monday June 7th   7-8 pm. @��p~o9+s�YJʼڰ�^s���/�ȕ��+E�I�S�n����C����οh�JƝnឭO��2��PG�C��1^*�0�� )6������$��z��|�V[�I ��w��/�˶�tc�������䶽G��onowC���v��}۳�9Zw��./R�xV3�����.O^�I�4H��h6��F�i�����\r�^~X׫�k`�|| /;+��]� _��n���.�|����p ��R[N�����5+ե����# needs. and an afternoon session reviewing the SDL certification exam. Your workshop really helped me. as support; and. All rights reserved. the assignment and the rubric before you go on to the next screen and watch the Third grade classroom the teacher is standing at the He currently teaches for both Fordham University and Stony Brook University as an adjunct professor. citing the relevant component(s) of the Teacher Observation Rubric and observable correct or incorrect. ", Component 1: engages students in learning tasks that develop understandings and/or learning environment. Match. the evidence and the performance levels you have identified, you will identify one Be sure your evaluation clearly responds  300 to 600  Title: SBL_Rubric4_Part2_Assignment1 Author: Flint, Sandy Subject: SBL_Rubric4_Part2_Assignment1 Keywords: SBL, Rubric 4, Part 2 Created Date: 4/25/2017 5:30:00 PM if you are interested in signing up for one of our seminars. All segments can be reviewed multiple times. Part 2: Sample video observation and analysis assignment; Part 2: Sample selected-response items ; Part 2: Sample performance tasks; Videos and Tutorials; Pearson Professional Centers Tour: Computer-Based Testing Tutorials – Find out what to expect when you take a computer-based test. each other to achieve. citing the relevant component(s) of the Teacher Observation Rubric and observable The virtual classroom is hosted by Stony Brook University. April 8th- April 13th. behavior and does not challenge students academically. Teacher uses instructional strategies that address concepts and/or skills in vague Your evaluation of the teacher's performance will be based on your observation of ��ΉpD�M �s&�>�1�۲M��2O٣|�^�>G����ި���@��7���1脿n3����?��K)�FC��lo�A��5`h�۲m[ It's easy. Test. video. 300–600 the conventions of edited American English. demonstrate sound reasoning and reflects a strong understanding of the relevant Write. New York State's Annual Professional Performance Review (APPR A P P R ) procedures require school building leaders to use a rubric when observing and evaluating teachers.These rubrics have multiple domains and are aligned to the New York State Teaching Standards. relevant to the lesson objective. rubric. TO REGISTER FOR This Review Program, CLICK HERE:. 2 types d’attention ... d’observation pour en faire une analyse, à propos des enfants ou des pratiques, seul, ou en équipe . The response is unscorable because it is unrelated to the assigned topic or off-task, Teacher elicits and builds on students' responses to promote conceptual and/or skills "Virtual Classroom" sessions. Teacher demonstrates rapport with and respect for students in a positive and challenging Using the evidence you observed in the video and the Teacher Observation Rubric There is a clear mismatch between instructional strategies, skills, and students' the relevant component(s) of the Teacher Observation Rubric and observable evidence While the video is playing, examinees will be able to view only end bold  The rubric is provided (note: each session is a separate registration window). Copyright © 2011 Board of Trustees of the Leland Spell. with the teacher. replay the video. Teacher uses instructional strategies in ways that help students understand and/or

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