Recently, a teacher asked in an online forum how the Danielson assessment system can be "worked" within a Comprehensible Input-focused classroom. So I've included my rubric interpretation here. My disclaimer also should be that I rate myself high, but with rationale, and then ask my administrator to prove I'm wrong. But I want my administrator to give me specific things I should improve if they don't feel I'm doing the best possible job. (Obviously, I totally know I can improve in many areas. But I'm not going to make it easy on them.)
Please also remember that just because these can be connected...
Today I was reading some notes from a conference I attended a year or two ago, and realized something that hit me like a ton of bricks: I need a system. Truth be told, I need several systems. And they need to work together.
I work out at a great gym with franchises throughout the middle of the US called Farrell's eXtreme Bodyshaping. I've been a member for 5 years. (Please withhold the comments about how not so extremely my body seems shaped...I like cake.) Anyhow, every day that I've gone there for five years, I walk...
At the start of every school year, I find myself faced with a dilemma. No, not what to teach. See my post on How I started the year to see why that isn't a stressor for me. My dilemma surrounds my syllabus. Syllabi. I know there is important information I want students to know. I know that students don't want to read a long document. These are 21st century kids. Snapchat kids. Twitter kids. They want fast, brief information. How can my grading practices possibly be described in 140 characters. Well, okay,...