XIII. Instructional Model
Academy teachers continually keep their focus on ten different areas:
Using the information and tools in this section, academy teachers should be provided with observational feedback on these ten areas and should engage in self-reflection regarding these ten areas. Relative to observational feedback, objective observers should provide feedback to teachers at least once per quarter using the observation form. Relative to self-reflection, teachers should evaluate themselves at least once per quarter using the self-reflection scales.
Observation Form
I. Proficiency Scales: The teacher designs and communicates proficiency scales that help students understand the progression of knowledge they are expected to master for specific measurement topics.
Teacher Evidence:
Student Evidence:
II. Assessment and Feedback: The teacher designs and administers assessments that accurately measure students’ status on proficiency scales and helps students understand the relationship between scores on assessments and overall status on a proficiency scale.
Teacher Evidence:
Student Evidence:
III. Proficiency Scale Instruction: The teacher designs and executes instructional activities in real time and virtually that help students progress through the levels of specific proficiency scales.
Teacher Evidence:
Student Evidence:
IV. General Instruction: The teacher designs and executes instructional activities in real time and virtually that help students refresh, revise, and integrate their knowledge of specific content.
Teacher Evidence:
Student Evidence:
V. Grouping and Regrouping: The teacher systematically groups and regroups students to optimize their progress on specific measurement topics.
Teacher Evidence:
Student Evidence:
VI. Engagement: The teacher engages students in activities designed to help them pay attention and feel energized and intrigued.
Teacher Evidence:
Student Evidence:
VII. Comfort, Safety, and Order: The teacher creates an environment and engages students in activities that provide a sense of comfort, safety, and order.
Teacher Evidence:
Student Evidence:
VIII. Belonging and Esteem: The teacher creates an environment and engages students in activities that provide a sense of comfort, safety, and order.
Teacher Evidence:
Student Evidence:
IX. Efficacy and Agency: The teacher engages students in activities that help develop a sense of agency and efficacy.
Teacher Evidence:
Student Evidence:
X. Metacognitive and Life Skills: The teacher engages students in activities designed to enhance their metacognitive skills and life skills.
Teacher Evidence:
Student Evidence:
The Target Browser
II. Assessment and Feedback
Measurement Topics and their associated Proficiency Scales can be found in the Target Browser. Each tile in the Target Browser is a Measurement Topic. As pictured above, student progress can also be displayed overlayed on the Measurement Topics
This tutorial will teach you all about it.
Everything in the Target Browser can be created and managed by those with administrative rights in Empower. That process is demonstrated in this tutorial:
Because Empower knows where each learner is on the continuum of measurement topics, as well as which measurement topics are being covered in different activities, it is able to dynamically group and regroup students in real time as they progress through your playlists.
Empower can be useful in providing resources that explain and exemplify the various cognitive structures.
Relative to using knowledge maps within Empower, academy teachers should know how to develop playlists that explain and exemplify each knowledge map.
