Project MAX - AWS
Project MAX
Alignment with the Charlotte Danielson Framework for Teaching A Framework for Teaching: Components of Professional Practice
Place an “X” in each element of the Framework where you could “observe” evidence of Project MAX Look-Fors 1. Class schedules reflect academic instruction time spent similar to that of grade level peers. 2. Daily schedules are followed and communicated to students. 3. Classes are set up for ease of physical access. 4. Materials used in classrooms (books, wall decorations, etc.) are varied and age-appropriate. 5. Instructional grouping is varied across day. 6. Positive, evidence-based classroom management strategies are employed (structure, rules, active engagements). 7. Help from coaches/peers is consistently offered regarding preparation of instructional materials, design and delivery. 8. Students are included in all classroom and school-wide activities.
Showing professionalism
Growing & developing professionally
Participating in a professional learning community
Communicating with families
Maintaining accurate records
Reflecting on teaching
Domain 4: Professional Responsibilities
Flexibility and responsiveness
Using assessment in instruction
Engaging students in learning
Questioning & discussion techniques
Domain 3: Instruction
Communicating with students
Organizing physical space
Managing student behavior
Managing classroom procedures
Culture for learning
Environment of respect & rapport
Designing Assessments
Domain 2: The Classroom Environment
Designing instruction
Knowledge of resources
Instructional outcomes
Knowledge of students
Domain 1: Planning and Preparation Knowledge of content /pedagogy
Project MAX Classroom Look-Fors
Project MAX
Alignment with the Charlotte Danielson Framework for Teaching
9. Grade level instructional materials, curriculum and/or standards are utilized when developing lesson /unit plans. 10. Lesson plans, learning targets, and instructional materials show evidence of alignment to grade-level standards. 11. Evidence-based instructional strategies (e.g., explicit instruction, modeling, guided practice, repeated practice, feedback and reinforcement) are employed across day. 12. Strategies for differentiation are used meet the needs of diverse students. 13. Active engagement strategies are utilized during instruction (e.g., response cards, choral responding, dry erase boards, etc.). 14. Technology (classroom tech and AT) is consistently used to scaffold instruction. 15. Student learning is assessed formatively and used to adjust instruction.
Showing professionalism
Growing & developing professionally
Participating in a professional learning community
Communicating with families
Maintaining accurate records
Reflecting on teaching
Domain 4: Professional Responsibilities
Flexibility and responsiveness
Using assessment in instruction
Engaging students in learning
Questioning & discussion techniques
Domain 3: Instruction
Communicating with students
Organizing physical space
Managing student behavior
Managing classroom procedures
Culture for learning
Environment of respect & rapport
Designing Assessments
Domain 2: The Classroom Environment
Designing instruction
Knowledge of resources
Instructional outcomes
Knowledge of students
Domain 1: Planning and Preparation Knowledge of content /pedagogy
Project MAX Classroom Look-Fors
Project MAX
Alignment with the Charlotte Danielson Framework for Teaching
16. Multiple tools/strategies are used to show what students know and can do relative to performance criteria. 17. There is a system to implement, collect and analyze data on a predetermined schedule which is reviewed regularly. 18. Curricular materials are modified and adapted for individual student access. 19. AAC systems are readily available & loaded with beneficial vocabulary for students with minimal or no verbal expression. 20. Related service personnel collaborate to ensure students receive comprehensive access to standardsaligned curricula. 21. IEPs include grade-level standardsaligned goals. 22. Students are spoken to in an ageappropriate manner.
Showing professionalism
Growing & developing professionally
Participating in a professional learning community
Communicating with families
Maintaining accurate records
Reflecting on teaching
Domain 4: Professional Responsibilities
Flexibility and responsiveness
Using assessment in instruction
Engaging students in learning
Questioning & discussion techniques
Domain 3: Instruction
Communicating with students
Organizing physical space
Managing student behavior
Managing classroom procedures
Culture for learning
Environment of respect & rapport
Designing Assessments
Domain 2: The Classroom Environment
Designing instruction
Knowledge of resources
Instructional outcomes
Knowledge of students
Domain 1: Planning and Preparation
Knowledge of content /pedagogy
Project MAX Classroom Look-Fors
Project MAX
Alignment with the Charlotte Danielson Framework for Teaching
23. Students are included in conversations involving themselves when present 24. Communication that is to be used with students in classroom (AAC) is modeled. 25. All staff are aware of their responsibilities across the school day, including roles in supporting students during instruction. 26. A hierarchy of prompts has been identified followed by a plan for fading supports (to encourage student independence). 27. Parents are provided regular communication regarding standardsaligned instruction.
Showing professionalism
Growing & developing professionally
Participating in a professional learning community
Communicating with families
Maintaining accurate records
Reflecting on teaching
Domain 4: Professional Responsibilities
Flexibility and responsiveness
Using assessment in instruction
Engaging students in learning
Questioning & discussion techniques
Domain 3: Instruction
Communicating with students
Organizing physical space
Managing student behavior
Managing classroom procedures
Culture for learning
Environment of respect & rapport
Designing Assessments
Domain 2: The Classroom Environment
Designing instruction
Knowledge of resources
Instructional outcomes
Knowledge of students
Domain 1: Planning and Preparation
Knowledge of content /pedagogy
Project MAX Classroom Look-Fors
Project MAX
Alignment with the Charlotte Danielson Framework for Teaching
Questions for discussion: • Did your results surprise you or were they what you expected? Cite specific examples.
• How does the coach’s role support these connections?
• How could you utilize this activity in the future?
Alignment with the Charlotte Danielson Framework for Teaching A Framework for Teaching: Components of Professional Practice
Place an “X” in each element of the Framework where you could “observe” evidence of Project MAX Look-Fors 1. Class schedules reflect academic instruction time spent similar to that of grade level peers. 2. Daily schedules are followed and communicated to students. 3. Classes are set up for ease of physical access. 4. Materials used in classrooms (books, wall decorations, etc.) are varied and age-appropriate. 5. Instructional grouping is varied across day. 6. Positive, evidence-based classroom management strategies are employed (structure, rules, active engagements). 7. Help from coaches/peers is consistently offered regarding preparation of instructional materials, design and delivery. 8. Students are included in all classroom and school-wide activities.
Showing professionalism
Growing & developing professionally
Participating in a professional learning community
Communicating with families
Maintaining accurate records
Reflecting on teaching
Domain 4: Professional Responsibilities
Flexibility and responsiveness
Using assessment in instruction
Engaging students in learning
Questioning & discussion techniques
Domain 3: Instruction
Communicating with students
Organizing physical space
Managing student behavior
Managing classroom procedures
Culture for learning
Environment of respect & rapport
Designing Assessments
Domain 2: The Classroom Environment
Designing instruction
Knowledge of resources
Instructional outcomes
Knowledge of students
Domain 1: Planning and Preparation Knowledge of content /pedagogy
Project MAX Classroom Look-Fors
Project MAX
Alignment with the Charlotte Danielson Framework for Teaching
9. Grade level instructional materials, curriculum and/or standards are utilized when developing lesson /unit plans. 10. Lesson plans, learning targets, and instructional materials show evidence of alignment to grade-level standards. 11. Evidence-based instructional strategies (e.g., explicit instruction, modeling, guided practice, repeated practice, feedback and reinforcement) are employed across day. 12. Strategies for differentiation are used meet the needs of diverse students. 13. Active engagement strategies are utilized during instruction (e.g., response cards, choral responding, dry erase boards, etc.). 14. Technology (classroom tech and AT) is consistently used to scaffold instruction. 15. Student learning is assessed formatively and used to adjust instruction.
Showing professionalism
Growing & developing professionally
Participating in a professional learning community
Communicating with families
Maintaining accurate records
Reflecting on teaching
Domain 4: Professional Responsibilities
Flexibility and responsiveness
Using assessment in instruction
Engaging students in learning
Questioning & discussion techniques
Domain 3: Instruction
Communicating with students
Organizing physical space
Managing student behavior
Managing classroom procedures
Culture for learning
Environment of respect & rapport
Designing Assessments
Domain 2: The Classroom Environment
Designing instruction
Knowledge of resources
Instructional outcomes
Knowledge of students
Domain 1: Planning and Preparation Knowledge of content /pedagogy
Project MAX Classroom Look-Fors
Project MAX
Alignment with the Charlotte Danielson Framework for Teaching
16. Multiple tools/strategies are used to show what students know and can do relative to performance criteria. 17. There is a system to implement, collect and analyze data on a predetermined schedule which is reviewed regularly. 18. Curricular materials are modified and adapted for individual student access. 19. AAC systems are readily available & loaded with beneficial vocabulary for students with minimal or no verbal expression. 20. Related service personnel collaborate to ensure students receive comprehensive access to standardsaligned curricula. 21. IEPs include grade-level standardsaligned goals. 22. Students are spoken to in an ageappropriate manner.
Showing professionalism
Growing & developing professionally
Participating in a professional learning community
Communicating with families
Maintaining accurate records
Reflecting on teaching
Domain 4: Professional Responsibilities
Flexibility and responsiveness
Using assessment in instruction
Engaging students in learning
Questioning & discussion techniques
Domain 3: Instruction
Communicating with students
Organizing physical space
Managing student behavior
Managing classroom procedures
Culture for learning
Environment of respect & rapport
Designing Assessments
Domain 2: The Classroom Environment
Designing instruction
Knowledge of resources
Instructional outcomes
Knowledge of students
Domain 1: Planning and Preparation
Knowledge of content /pedagogy
Project MAX Classroom Look-Fors
Project MAX
Alignment with the Charlotte Danielson Framework for Teaching
23. Students are included in conversations involving themselves when present 24. Communication that is to be used with students in classroom (AAC) is modeled. 25. All staff are aware of their responsibilities across the school day, including roles in supporting students during instruction. 26. A hierarchy of prompts has been identified followed by a plan for fading supports (to encourage student independence). 27. Parents are provided regular communication regarding standardsaligned instruction.
Showing professionalism
Growing & developing professionally
Participating in a professional learning community
Communicating with families
Maintaining accurate records
Reflecting on teaching
Domain 4: Professional Responsibilities
Flexibility and responsiveness
Using assessment in instruction
Engaging students in learning
Questioning & discussion techniques
Domain 3: Instruction
Communicating with students
Organizing physical space
Managing student behavior
Managing classroom procedures
Culture for learning
Environment of respect & rapport
Designing Assessments
Domain 2: The Classroom Environment
Designing instruction
Knowledge of resources
Instructional outcomes
Knowledge of students
Domain 1: Planning and Preparation
Knowledge of content /pedagogy
Project MAX Classroom Look-Fors
Project MAX
Alignment with the Charlotte Danielson Framework for Teaching
Questions for discussion: • Did your results surprise you or were they what you expected? Cite specific examples.
• How does the coach’s role support these connections?
• How could you utilize this activity in the future?
