Miller

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 * Teacher Professional Development**
 * **Stage 1 – Desired Results**
 * **Established Goals:** Teachers will know…

· What assessment is · How to align what is being taught with what is assessed · That student perspective has value ||
 * **Understandings:** Teachers will understand that…

· Formative and summative assessments are different || **Essential Questions:**

· How can assessment help students learn and achieve? ||
 * Teachers will know…

· That assessment drives instruction || Teachers will be able to:

· Analyze data and assessments for instructional purposes || ||
 * **Stage 2 – Assessment Evidence**
 * **Performance Tasks:**

· Design an authentic assessment and show how it links to instruction · Analyze NJ ASK data in Math for two students and provide 3 SMART goals for those students based on your interpretation of the information || **Other Evidence:**

· Create a teacher reflection portfolio · Design a student reflection sheet that shows the value of student perspective || ||
 * **Stage 3 – Learning Plan**
 * **Learning Activities:**

· Explore ways to increase the reliability of an assessment · Develop a personal philosophy of assessment · Reflect on the pros and cons of using homework as a assessment · Analyze if the questions asked on a specific test or quiz answers the essential question for that unit || This was a very difficult task. The essential question seemed easy to do, but I had to think about what goals and understandings pertained to the essential question. Since I am a literacy coach, I tried to pick something that was relevant. But I actually think I confused myself by trying to come with a unit of study for teachers that would help them teach their students. The format was easy to use and it seemed easier to come up with performance tasks and learning activities. Elise, I loved that you applied UBD to professional development. I wondered how will the learning activities be applied? Will it be at bi-monthly meetings or workshops? Was there anything being changed about assessment or would they just be refining and reflecting on current practices? Keri

Elise, A plan for teachers. How unique? I liked your unit plan very much. It is nice to see things from a different perspective. To echo what Keri asked, how would these activities be applied? How often and for how long would teachers meet? Would they know ahead of time what to prepare and/or bring to these professional development sessions? Your ideas are great assuming teachers will have the proper training and adequate time to complete the performance tasks. Very nice job Elise! -Dua Obeidallah

Elise, this is very good and also pertinent. I know that ost PD for teachers involves poor teaching practices. Teachers are lectured to in large masses without engagement, assessment, or reflection. Your PD plan allows for all three of those pieces. BB