Learning partners resources

An easy to use conversation rubric for students to self-assess during a conversation.  This rubric can be used by teachers to increase academic discourse.

This document provides examples and descriptions of tools and strategies that can be used in the pre-K classroom to support student independence and self-regulation.

A protocol developed by a Learning Partners Host Principal that guides teachers on how to analyze student work. This protocol was used at Learning Partners triad visits to support critical feedback conversations between schools.

These reciprocal reading graphic organizers can be used for students to support each other in questioning and discussion strategies before, during and after reading. Students can use these in small groups to organize their thoughts and provoke high quality discussion about a text.

This reciprocal teaching rubric can support students and teachers in measuring the success of their reciprocal teaching activities. It outlines the look fors that make small group reciprocal teaching successful and includes accountable talk, questioning, predicting, clarifying and summarizing

Adapted from the book Leverage Leadership, this is a protocol that has been used school-wide for mentoring relationships between experienced teachers/administrators and newer teachers.

This resource was developed to look for indicators of successful teaching practices when observing 6:1:1, 8:1:1 and cluster teacher classrooms in a District 75 school. This process supported the hosting school in identifying trends and gaps in their school-wide professional development around assessment practices. This visit occurred late in the year and only after the triad members gave detailed feedback on observations of model teacher classrooms, related to their learning focus area of data driven assessment. The checklists were used at a time when the hosting school was in the process of "scaling up" their change ideas to staff members across the school. The school identified which Danielson components were priorities for them and created checklists to guide continued professional learning for staff.

A checklist for observing technology practices in the classroom, based on criteria for strong technology practices and Danielson components 3b, 3c, 3d. This resource includes a sample that has been filled out by teachers and administrators when observing technology use in classrooms. This checklist can be used for any subject area in middle or high school.