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Equity
Phase 3 

Picture
"Look-Fors" During Observation
Remember: The most helpful part of the observation is not checking off items, but the conversations and reflections that happen after the visit.  
Beginning/ Developing
  • Teacher groups students based on behavior.
  • Teacher structures limited academic interactions between students.
  • Students self-select partners or small group members most of the time.
  • Higher-achieving students are supported only with independent work.
Practicing/ Achieving​
  • Teacher considers the unique interests, talents, and academic needs of each student when grouping.
  • Student grouping is frequently changed using academic and nonacademic data.
  • Opportunities for collaboration are intentionally structured to incorporate different perspectives. ​​
Questions to Guide Observation 
  • How often do you work in groups in this class?
  • How often do groups change in this class?
  • How are groups selected in this class?
  • How do you use goal setting to determine where and with who you work?
Resources
  • In Pursuit of Equality: A Framework for Equity Strategies in Competency-Based Education from The Aurora Institute, formerly iNACOL, by Chris Sturgis and Ashley Jones, challenges the traditional K-12 education system.
Collaborative Grouping, Coaching Tool
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Collaborative Grouping, Coaching Tool
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  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
    • Flip the Switch
    • Resources for Families >
      • Personalized Learning for Families
      • Hybrid Learning for Families
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 The PL Classroom
    • 2 Curriculum + Assessment
    • 3 Data Driven Instruction
    • 4 Social Emotional Learning
    • 5 The PL Graduate
    • 6 Principal/Leader
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Vision + Priorities
    • 10 Personalized PD + Supports
    • 11 Culture of Innovation
    • 12 Sustainability + Access
  • Progressions
    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation in Teaching Fellowship >
      • 2022-2023 Fellows
      • 2021-2022 Fellows
      • 2020-2021 Fellows
      • 2019-2020 Fellows
      • 2018-2019 Fellows
      • 2017-2018 Fellows
      • 2016-2017 Fellows
    • Innovation Showcase
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
    • PL Road Trip 2023
  • The Lighthouse