This rubric was created by Learning Partners Model Teachers at George Westinghouse High School to support students in annotating texts thoughtfully as a way to understand and engage with complex texts. This tool helps teachers to increase student engagement by having students annotate text and identify the author’s purpose, style, as well as analyze relevant textual evidence. Students can also use he rubric to give peer to peer feedback.

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 template was created at the Marble Hill School for International Studies to assist with lesson planning, specifically for the ICT (Integrated Co-Teaching) classrooms. This template prompts teachers to think through the different components of the lesson and identify which of the six ICT model/s to employ. The template also includes guiding questions.

This poster was created by the Learning Partners team at Bronx School of Law and Finance to provide a visual reminder to students when using accountable talk during whole-class discussions. It was created as part of a larger effort to foster productive classroom discourse. This resource was used across grades 9 -12 in all subject areas, and could also be adapted for use in upper elementary and middle school grades.  

This accountable talk toolkit contains resources, lesson examples, and scaffolds that support accountable talk in High School.

This notecatcher, developed by P.S.163 Alfred E. Smith, can be used for classroom observations.  

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.

This Explicit Instruction Checklist and Note‐Catcher is a tool initially created by Learning Partners Model Teachers at P.S. 132 Juan Pablo Duarte to use during classroom inter‐visitations. The teachers that developed the tool found a need to highlight concrete steps to take at each stage of a lesson through a checklist. The tool is also useful as a self‐assessment for teachers. At P.S. 132, using this tool led to staff developing lessons that were more student‐centered.

This assignment and corresponding rubric was developed by the ELA department at Civic Leadership Academy in Queens, in order to improve students’ background knowledge and practice reading informational texts. This resource was created in response to a need to develop students’ content knowledge around current events, and better align assignments with the type of work students are expected to do in college. Teachers have found that this assignment and rubric fostered student engagement and led to animated small group discussions.

Resources for conducting instructional rounds. Also available in the Learning Partners Handbook.

An example of one Learning Partners school's intervisitation agenda. Also available in the Learning Partners Handbook.

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.

This note-catcher was created by a Learning Partners triad, with the support of their program facilitator, as a tool to use during an inter-visitation between P.S. 19, P.S. 16, and P.S. 22. The focus for this particular inter-visitation was on student discussion. The tool supported the triad to stay focused on this area, and center the debrief conversation around targeted dialogue about student discussion.

This protocol was created at the School for Global Leaders to debrief lab site visits with teachers and plan related next steps. This debrief tool can be used as a communication plan for administrators.

With the goal of improving instruction during mini-lessons across classrooms, the Learning Partners team at PS 161 developed a checklist to calibrate their expectations and clarify the components of an effective mini-lesson. The checklist helped the team internally norm their practice, anchor intervisitations of colleagues’ classrooms, and lead multiple schoolwide professional development sessions based on observed needs and as described by specific checklist components.  

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

This resource was created by a member of the Learning Partners team at Bushwick School for Social Justice. It was a resource used with students during a Socratic seminar to prepare for discussion and reflect afterwards. This resource was also used to as a tool to help promote Growth Mindset work. Using this tool, students are prompted to think about how they exercise their own Growth Mindset characteristics during discussion and to reflect on their own courage within the process.

Students use this rubric to be able to reflect on their work and plan on how to improve it in future lessons. This self assessment can be used to help students be able to think about what they are currently able to do and push them to do more.

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.

This tool was created by a Learning Partners Model Teacher at Bronx Haven High School to support students in asking high-level questions during whole-class discussions. The question stems and rubric support students to generate questions which require the use of evidence, connections, or real world application. The rubric also helps teachers to assess student-generated questions to find patterns and provide feedback to students.

This tool was created by a math coach at P.S. 321 to support teachers in understanding how a tape diagram, a mathematical model used to represent the relationship between quantities, can be employed to solve increasingly complex math word problems in grades 1 through 5. This resource illustrates the utility of the tape diagram in this work, highlighting the ways this model evolves as word problems become more difficult.

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.  

This resource was created by the principal of East Brooklyn Community High School to norm around components of an effective Lesson Study across the schools in a Learning Partner Plus cohort. This tool supports schools in providing guidance for engaging in Lesson Study, and evaluating the effectiveness of the process. As a result, schools were able to increase teacher collaboration and begin to move discussions between teachers towards specific strategies for student growth, while using real student data to inform pedagogy.