AESOP Leave Request Budget Spreadsheet (2017-18) General Fund CANVAS Log-In CANVAS Help Guides Infinite Campus (Teacher Edition) Infinite Campus (Student & Parent Portal) Infinite . . .
Track I Evaluation Materials (Complete) * Track I IPDP * Track I Mid-Year Reflection * Track I IPDP End of Year Summary * Pre-Observation Form * Post-Observation Reflection . . .
Faculty Handbooks Paraprofessional Handbook 2017-18 Faculty Handbook 2017-18 Faculty Meeting/Professional Development Agendas: New Teacher Onboarding - August 16, 2017 Topics for New Teachers - . . .
Pre-Instruction Reflection Instruction Rules of Thumb Instruction Feedback Form
CONSTRUCTION OF KNOWLEDGE: Skilled adults in diverse occupations and participating in civic life face the challenge of applying basic skills and knowledge to complex problems that are often novel or unique. To reach an adequate . . .
ELABORATED COMMUNICATION: Accomplished adults in a range of fields rely upon complex forms of communication both to conduct their work and to present its results. The tools they use — verbal, symbolic, graphic, and visual . . .
VALUE BEYOND SCHOOL: Students make connections between substantive knowledge and public problems or personal experiences they are likely to have faced or will face in the future. Lessons can have value for students beyond simply achieving . . .
HIGHER ORDER THINKING: Higher-order thinking requires students to manipulate information and ideas in ways that transform their meaning and implications, such as when students combine facts and ideas in order to synthesize, . . .
DEPTH OF KNOWLEDGE AND CONCEPTUAL UNDERSTANDING: Knowledge is deep when it focuses on a concept, theme, or problem central to an academic, professional, or applied discipline. Deep knowledge reflects complex understanding of these . . .
SUBSTANTIVE CONVERSATIONS: Talk is about concepts, themes, and problems in the discipline and includes higher order thinking such as making distinctions, applying ideas, forming generalization, or raising questions, not just the . . .