Professional Practice Assessment System

Lincoln School Professional Practice Assessment

Goals for today:

● Understanding the system

● Defining Learning Environment
● Developing Learning Environment Look-Fors
 Lincoln School
Professional Practice
Assessment
 Unpacking the Learning Domain (October 2018)

Element 1: Encouraging perseverance (growth mindset)

Component A: Habits Element 2: Utilizing student choice
Element 3: Student responsibility
Element 4: Student adjustments to stimuli

Component B: Respect Element 1: Encouraging respectful relationships

Element 2: Encouraging a sense of community
Element 3: Ensuring a caring environment
The Learning
Environment
Element 1: Inspiring action
Component C: Learning Culture
Element 2: Engaging students
Element 3: Promoting risk taking

Component D: Physical Space Element 1: Purposeful learning spaces

Element 2: Safe environment
What is the “Learning
Environment”?

Click this link to share your thoughts

regarding the Learning Environment.
 ‘The Learning Environment’: Toward a definition

‘Learning environment refers to the diverse physical locations, contexts, and cultures in which students learn.
Since students may learn in a wide variety of settings, such as outside-of-school locations and outdoor
environments, the term is often used as a more accurate or preferred alternative to classroom, which has more
limited and traditional connotations—a room with rows of desks and a chalkboard, for example.

The term also encompasses the culture of a school or class—its presiding ethos and characteristics, including how
individuals interact with and treat one another—as well as the ways in which teachers may organize an
educational setting to facilitate learning…..’ The Glossary of Educational Reform, 29 August, 2014
Let’s get started!
Please ensure you are in 8 ~ equal sized groups arranged in two groups of 4

Table 1 Table 2 Table 3

Table 1 Table 2 Table 4

Table 4 Table 3 Table X

Component Cards
1. You will be given 1 component card with some guiding questions (2 - 4)
2. Please discuss the Element guiding questions in the context of the Component
3. Record your discussed topics on the sheet provided (Bullet points, limited to 5 words each)
4. When prompted after 12 minutes, pass the component card to the next table in your group

Component 1 Component 2

Component 3 Component 4
Next Steps
1. Data will be collated (Principals)
2. Data will be refined (Principals)
3. Data will be organised into Elements and Components (Principals)
4. Rubrics will be created (Teacher Evaluation Committee)
5. Student Expected Learning Behaviors (Teacher Evaluation Committee)
6. Publication and Approval (Principals/Director)