Name
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First Name
Last Name
Email
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To what extent does the district’s mission for learning inform how you plan, execute, and assess instruction?
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Never
Rarely
Sometimes
Often
To what extent do the district’s beliefs and commitments inform how you plan, execute, and assess instruction?
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Never
Rarely
Sometimes
Often
To what extent do you understand and operationalize the district’s instructional framework?
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Never
Rarely
Sometimes
Often
How would you characterize the portrait of a graduate competencies?
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They are another thing I don’t have time to do.
They are embedded in the learning, but I don’t discuss them with students explicitly.
I plan for them, and I discuss them with students, but I don’t have a process for students to understand or reflect on their proficiency level or areas for improvement.
I plan for them, discuss them frequently, and give feedback and opportunities for reflection.
How would you characterize your implementation of the Pirate Process?
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What is that?
I try, but honestly, I don’t understand how to do everything it’s asking of me.
I collaborate on the unit and assessment design, but I don’t refer to it much after that.
I follow the process as written.
How proficient are you in designing tasks that require students to transfer their knowledge and skills to dissimilar contexts or situations?
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Not at all
I can design tasks that require students to transfer their learning to similar situations that have already been practiced in class.
I can design tasks dissimilar to those practiced in class that allow students to construct knowledge, but the product or performance may not have value beyond school.
I can design tasks dissimilar to those used in class and require students to construct knowledge using the knowledge, skills, and processes of the discipline that has value beyond school.
How often would you estimate that students uncover or discover conceptual connections in a unit versus you providing it for them?
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Never
Rarely
Sometimes
Often
How often would you estimate that students are provided the opportunity to get feedback, reflect, and iterate on their product or performance?
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Never
Rarely
Soemtimes
Often
To what extent do you design opportunities for students to experience self-direction?
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Never
Rarely
Soemtimes
Often
How would you characterize your ability to facilitate substantive conversations around the concept, theme, or problem of the unit?
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What are you talking about?
I ask questions to uncover student understanding.
I create conversations, but I do not plan my questioning out ahead of time nor do I regularly use discussion protocols.
I strategically plan my questions in class to foster discussion and debate, AND I use discussion protocols whereby students build a deeper understanding of the concept, theme, or problem AND the learning has value beyond school.
How would you characterize your skill in designing learning progressions that build in depth and complexity to the unit task?
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I don’t know.
Fair. I have trouble formulating generalizations that inform the unit’s big idea.
Good. I can write generalizations, but I have difficulty in creating experiences where students make conceptual connections and test or use them in a task.
Excellent. I use the unit’s big idea as a lens to craft generalizations that students discover and test or use in an dissimilar task.
Please describe the supports you're given that you have found to be most helpful in implementing the Pirate Process most fully.
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Please describe the barriers to executing the Pirate Process and what you need to overcome those barriers.
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