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=**Welcome to the Rosemary Elementary PLC Wikispace!** =

**Our goal:**
 * Focus on learning about and utilizing personal response as a means of increasing student engagement in our classrooms. **

**Strategies:** Research (book studies) – Schleckty, Marzano, Bloom, Antonetti Collaborative Planning using the Antonetti Cube Peer Observation and Reflection Process Differentiated Instruction – experimentation and reflection in the classroom

**Resources:** John Antonetti Cube John Antonetti - //Writing as a Measure and Model of Thinking// Phil Schleckty – //Working on the Work// Phil Schleckty – //Engaging Students: The Next Level of Working on the Work// Robert Marzano - //Classroom Instruction that Works// Alberta Learning //- Making a Difference// Bloom’s Taxonomy

<span style="color: #d02549; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Timeline:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">2011 – 2012 School Year <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">January 2012: Mid-year reflection and adjustment of goal

<span style="color: #d02549; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Indicators/Measures of Success:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">As a result of increasing student engagement we should see students who are excited to come to school and learn. Teachers should receive regular feedback from students and parents about their level of excitement. Teachers should also witness a decrease in off-task behavior during class time. By utilizing self-reflection, teachers should feel confident that their experimentation with and incorporation of personal response into their teaching repertoire has increased the level of engagement of their students. Data from peer observation partners should provide empirical evidence for the increased levels of student engagement in the classroom.

<span style="color: #d02549; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Connection to the TQS:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">a) Teachers engage in a range of planning activities. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">b) Teachers translate curriculum content and objectives into meaningful learning activities. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">c) Teachers understand the subject disciplines they teach. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">d) Teachers know there are many approaches to teaching and learning. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">e) Teachers apply a variety of technologies to meet students’ learning needs. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">f) Teachers gather and use information about students’ learning needs and progress. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">g) Teachers are career-long learners.