Reconstructing teacher preparation: a residency model

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Running head: RECONSTRUCTING TEACHER PREPARATION
1

RECONSTRUCTING TEACHER PREPARATION: A RESIDENCY MODEL

by

Brooke Petruzzelli

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2018 Brooke Petruzzelli

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Acknowledgements
I will be forever grateful to all of those I have had the pleasure to meet, learn with, and
walk this journey alongside. To the professors in the EdD department who helped me to see
myself in a new light, built my capacity for work as a teacher educator, and ignited my passion for
preservice education, thank you for your consistent challenge of what I thought I knew. To the
lifelong friends I have made as we toiled together during what seemed, at the time, to be an
endless process, I am better both personally and professionally for knowing you. I will always
carry with me the collective knowledge we built together during this program. To each member of
my Dissertation Committee, Dr. Kenneth Yates, Dr. Rebecca Lundeen, and Dr. Kimberly
Hirabayashi, thank you for your extensive personal and professional guidance during this process;
though, I would especially like to thank Dr. Yates, the chairman of my committee. As my coach
and mentor, he has taught me more than I could ever explain here. I will always be indebted to
him for his unwavering support of this project, his endless supply of patience during the moments
that were especially trying for me, and his astute insights that guided the development of this
curriculum. This project would not have been possible without his guidance and support. I would
also like to thank my Assistant Superintendent, Dr. Pauline Tressler, for her undying support of
my goal to pursue this degree and her guidance throughout this project. However, nobody has
been more supportive of me in the pursuit of this degree and the completion of this project than
the members of my family and my close friends. I would especially like to thank my dad, mom,
Robin, my sisters Jill and Ashley, my brother-in-law Peter, my nephews Luke and Max, Lala,
Honey and Pop, George Gray, and my dear friends, Jaime, Ahoba, Shannon, Kelly, Robin, Lori,
and Diane. I will always be grateful for their support, encouragement, understanding, and love.

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Table of Contents
List of Tables 5
List of Figures 6
Abstract 7
Chapter One: Introduction 8
Statement of the Problem 8
Instructional Needs Assessment 12
Curriculum Description and Purpose 14
Chapter Two: Review of the Literature 26
Overview of the Literature Review 26
Historical Context of Teacher Education 26
Theoretical Framework and Content of the Curriculum 40
Approaches to the Curriculum Design 54
Chapter Three: The Learners and the Learning Context 58
The Learner Profile 58
The Learning Context 63
Chapter Four: The Curriculum 71
Overall Curriculum Goals, Outcomes, and Summative Assessments 71
Cognitive Task Analysis 75
General Instructional Methods Approach 80
Description of Specific Learning Activities 80
Instructional Emphasis during Residency Transitions 80

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Overview of the Modules 81
Curriculum Snapshot 83
Pre-Residency Summer Academy Curriculum 84
Module 1 84
Module 2 98
Residency Year Curriculum 118
Module 3 118
Selection of Delivery Media 129
Chapter Five: Implementation and Evaluation Plan 131
Implementation of the Program 131
Implementation of the Evaluation Plan 134
Conclusion to the Curriculum Design 151
References 153
Appendix A: Scope and Sequence Table 183
Appendix B: Pre-Residency Summer Academy Instructor Guide 186
Appendix C: Pre-Residency Summer Academy Student Response Journal 376
Appendix D: Pre-Residency Summer Academy Student Workbook 440

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List of Tables
Table 1. Professional Socialization of Novices— Medicine vs. Education 51
Table 2. Media Used for the Curriculum 130
Table 3. Indicators, Metrics, and Methods for External and Internal Outcomes 136
Table 4. Critical Behaviors, Metrics, Methods, and Timing for Evaluation 138
Table 5. Required Drivers to Support Critical Behaviors 139
Table 6. Evaluation of the Components of Learning for the Program 142
Table 7. Components to Measure Reactions to the Program 144
Table 8. Qualifying Exam Rubric 146
Table 9. Summative Exam Rubric 149
Table 10. Delayed Evaluation Tool 151

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List of Figures

Figure 1. Surface Learning Cycle (SLC) 77
Figure 2. Deep Learning Cycle (DLC) 78
Figure 3. Transfer of Learning Cycle (TLC) 79

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Abstract
The United States Department of Labor and the Bureau of Labor Statistics projects two million
teacher openings between 2014 and 2024. For this reason, it is imperative that the California
Commission on Teacher Credentialing (CTC) ensures that Teacher Preparation Programs (TPPs)
are able to meet this demand with the highest quality preparation for California teachers. Current
research suggests that TPPs are falling short of the CTC’s mission to produce highly qualified
teachers who are prepared to meet the demands of the 21st century classroom. The purpose of
this curriculum is to reconstruct the traditional TPP curriculum by placing practice at the center
of the design. With social constructivism and sociocultural learning theory as the theoretical
approach, the designer introduces five High Leverage Core Practices (HLCP) for ambitious
teaching through the lens of social justice education. Novice educators will graduate this
program skilled in the HLCPs for ambitious teaching through a social justice lens, and fully
prepared to teach in high-needs school settings across California. In order to demonstrate
mastery of the program goals and to graduate the Residency Program with a California
preliminary teaching credential, Residents must pass a rigorous multi-phase summative exam.
Fidelity of implementation and attainment of the program goals will be evaluated using the New
World Kirkpatrick Model (2016). Successful implementation of this curriculum will result in
fulfilling CTC’s mission to ensure integrity, relevance, and the highest quality preparation of the
educators who serve all of California’s diverse students.

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CHAPTER ONE: INTRODUCTION
Statement of the Problem
Environmental Context and Mission
The California Commission on Teacher Credentialing (CTC) is an organization within
the Executive Branch of the California State Government. The organization was created in 1970
by the Ryan Act and is the oldest of the self-governing state standards boards in the United
States (CTC, 2017). The CTC has four chief operations: to serve as a governing board for all
educators, counselors, and administrators for all of California’s public schools; to license and
certificate teachers and administrators in the state of California; to enforce professional practices
of educators; and to discipline, when necessary, any credential holders in the State of California
(CTC, 2017). The CTC has enlisted a call to action for public schools in the state to ensure that
California’s students, preschool through grade 12, are inspired and prepared to achieve their
highest potential by well prepared and exceptionally qualified educators (CTC, 2017). In order to
enact that vision, it is CTC’s mission to ensure integrity, relevance, and high quality in the
preparation, certification, and discipline of the educators who serve all of California’s diverse
students (CTC, 2017).
Program goals. Do teacher preparation programs (TPPs) in the State of California
produce highly qualified teachers who are prepared to meet the demands of the 21st century
classroom? The research suggests that California’s universities do not (Ball & Forzani, 2009;
Grossman, Hammerness & McDonald, 2009; Korthagen & Wubbels, 2001; Lampert, et al.,
2013). Studies propose that the traditional fieldwork experience is not sufficient practice to
prepare teachers for the challenges they will face in the 21st century classroom (Ball & Forzani,

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2009; Grossman, Hammerness & McDonald, 2009; Korthagen & Wubbels, 2001; Lampert, et
al., 2013). Therefore, the goals of this curriculum were designed to address the issues
surrounding the ways in which TPPs are structured in California, particularly the fieldwork, or
clinical practice, experience.
Evidence for the Problem of Practice
The research suggests that universities fall short of their mission to ensure integrity,
relevance, and high quality TPPs across the State of California (Grossman, Hammerness, &
McDonald, 2009; Korthagen & Wubbels, 2001; Lampert, et al., 2013). Lampert, et al., (2013)
claim that universities are currently thought to be unsuccessful in preparing novice teachers for
practice (p.226), while Korthagen and Wubbels (2001) argue that beginning teachers often
complain about the fact that once in command of their own classroom, they meet many
problematic situations for which they were not sufficiently prepared. Many solutions have been
proposed to rework the teacher education curriculum; however, despite these innovative
responses teacher educators and TPPs continue to fall short of their mission (Grossman,
Hammerness, & McDonald, 2009) of delivering teachers who are ready for the challenges they
will face in the 21st century classroom. Some would argue that the responsibility of educating
teachers lies within the university system; however, it can be argued that the chief responsibly to
ensure high quality TPPs in the State of California rests solely on the organization that governs
the university programs—the CTC.
Importance of the Problem
Research suggests that teachers are the single greatest influencing factor on student
achievement (Buddin & Zamarro, 2009; Ferguson, 2001; Goodlad, 1994; Hattie, 2012).

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Ferguson (2001) found that teacher expertise accounts for roughly 40% greater student
achievement than any other factor, while Goodlad (1994) posits that the only factor which
increased student achievement was the impact of the teacher. Buddin and Zamarro (2009)
suggest that student achievement increases with teacher experience. He furthers this assertion by
claiming that the research reflects poor outcomes for teachers during their first two years in the
classroom. Hattie (2012) takes Goodlad’s (1994) and Buddin and Zamarro’s (2009) claims a step
further by stating that experience isn’t the sole factor contributing to increased learning
outcomes, rather, it must be experience coupled with expertise. Experts are defined as those
teachers who study the impact that their pedagogical judgements have on student learning; they
are the teachers who are the most effective at increasing student achievement (Hattie, 2012). It
follows then, that teachers need to be prepared, from inception, to become experts at studying
their impact so they can meet the demands of the classroom. Simply put, if novice teachers are
not prepared for the demands of teaching, then California TPPs need to do a better job at
preparing teachers. Thus, teacher preparation reform must be at the forefront of the education
community.
The need for teachers is quite real. The United States Department of Labor and the
Bureau of Labor Statistics, reports that there will be more than two million job openings for
teachers at all levels between 2014 and 2024 (Vilorio, 2016). According to the Occupational
Outlook Handbook, the need for teachers is expected to increase by 13% between 2008 and
2018, which means that the profession will need almost 500,000 new teachers by 2018. In light
of this data, it is imperative that California universities are prepared for this increase in demand
for qualified teachers who are equipped to handle the realities of the 21st century classroom in

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high-needs schools. Henceforth, the need to reconstruct the curriculum for California’s TPPs has
never been greater (Ball & Forzani, 2009; Grossman, Hammerness & McDonald, 2009; Panel,
2010).
If in fact the CTC falls short of its mission to ensure high quality TPPs, it also stands to
reason that the CTC cannot actualize its vision to ensure that all of California’s students,
preschool through grade 12, are inspired and prepared to achieve their highest potential by well
prepared and exceptionally qualified educators (CTC, 2017). Since one of the chief
responsibilities of the CTC is to license and certificate teachers and administrators in the state of
California (CTC, 2017), the CTC is charged with the responsibility of setting forth minimum
standards for TPPs in universities across the state. Scholars have argued that TPPs in universities
fall short of this responsibility because the organization of curriculum in TPPs is centered on
theory, rather than practice (Ball & Forzani; 2009; Grossman, Hammerness & McDonald, 2009;
Lampert et al., 2013). This research is calling for a more practice-based approach, showing that
enacting pedagogical judgement (Horn & Campbell, 2015) in a guided practice setting for an
extended period of time (Panel, 2010; Thorpe, 2014), with expert mentor teachers (Grossman &
McDonald, 2009; Grossman, Hammerness, and McDonald, 2009; Loughran, 2006; Picucci,
Center, Education, Young, Schmidt, Wang, & Laguarda, 2017; Zeichner; 2005), prepares
preservice teachers for the rigors of the modern classroom. Failing to reconstruct TPPs in the
State of California, particularly the clinical practice experience, may result in ill equipped novice
teachers entering the public school system who are not prepared to meet the challenges of a 21
st

classroom (Grossman, Hammerness & McDonald, 2009; Korthagen & Wubbels, 2001; Lampert,
et al., 2013; Yost, Sentner, & Forlenza-Bailey, 2000).

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Instructional Needs Assessment
An instructional needs assessment (Smith & Ragan, 2005) was conducted to determine
the need for a new instructional model for TPPs in the State of California. The author considered
Smith and Ragan’s (2005) three models when analyzing the instructional context: the problem
model, the innovation model, and the discrepancy model. After a thorough analysis of the
instructional context, it was determined that there is a need for a new, innovative approach to the
curriculum for TPPs across the state. The innovative model scrutinizes changes in the
educational system, organization, the environment outside the educational system, and
determines whether new learning goals should be added to the current curriculum to
accommodate these changes (Smith & Ragan, 2005). Due to the findings of the instructional
needs assessment, there is a need for a new, or innovative, curriculum. This new curriculum must
address the widespread issues of the current teacher preparation paradigm; therefore, this
proposed curriculum is designed within the innovative model approach.
There are many models for programs that address this problem of practice in teacher
education. Current research in teacher education has called upon other professional fields to
examine the ways in which they educate their novices. For example, many parallels can be
drawn between the ways in which the medical field socializes their novices, and the ways in
which the teacher education field socializes teachers. Medical doctors and other high stakes
medical professionals attend medical school, which is generally a four year post-baccalaureate
degree, followed by a residency program (Meyers et al., 2007). Medical residency training
begins after graduating from an accredited medical school with a medical degree [i.e. Medical
Doctor (MD), Doctor of Osteopathic Medicine (DO), or a foreign medical degree] and usually

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lasts three to five years, depending on the resident’s specialty. During the residency years,
residents are usually paid a minimal salary, roughly $50,000 to $65,000 per year (Meyers et al.,
2007), with increasing pay each year of the program. They are paid a minimal salary because
medical residents are not fully licensed to practice medicine. Residents are physicians in training,
working under the supervision of an attending physician, who is ultimately responsible for the
patients being treated by the medical residents (Meyers et al., 2007).
The route to teacher licensure in the State of California is similar to that of a medical
doctor in many ways. As such, parallels between the ways in which medical doctors and
educators are socialized into their respective positions seem evident. According to the CTC,
there are 251 commission-approved TPPs in the State of California (CTC, 2017). Within these
commission-approved programs, there is great variance on how teachers are socialized into the
profession. Generally speaking, there are three different types of TPPs: blended programs, post-
baccalaureate programs, and alternative certification or intern programs. Unless an alternative
pathway to teacher licensure was selected, teacher candidates traditionally engage in a post-
baccalaureate program much like the medical profession. In education this is commonly referred
to as the “fifth year.” During that fifth year of preparation, teacher candidates engage in
coursework and fieldwork.
Fieldwork, commonly referred to as student teaching, is traditionally divided into two
assignments: beginning clinical practice and advanced clinical practice. Each assignment lasts
roughly eight weeks and is customarily designed to be the culminating experience of the teacher
preparation program. During beginning clinical practice, student teachers observe their mentor
teacher and take partial responsibility for planning and teaching some or all of the day’s lessons.

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Whereas in advanced student teaching, it is generally expected that student teachers gradually
take over the full responsibility for planning and teaching the class by the end of the eight-week
term. The successful completion of an accredited TPP leads to a California preliminary teaching
credential (PTC), which authorizes the individual to teach or provide services in California's
public schools (CTC, 2017).
The CTC’s (2017) mission to ensure integrity, relevance, and high quality TPPs across
the State of California is in question here, since scholars have argued that TPPs in universities
fall short of this responsibility (Grossman, Hammerness, & McDonald, 2009; Korthagen &
Wubbels, 2001; Lampert, et al., 2013). Experts in the field attribute this lack of career readiness
to the organization of the curriculum in TPPs, which is largely centered on theory rather than
practice (Ball & Forzani, 2009; Grossman, Hammerness & McDonald, 2009). The research is
calling for a more practice-based approach, claiming that more practice prepares preservice
teachers for the rigors of the modern classroom. When compared to the socialization of novices
in other fields, such as medicine, educators have relatively little time to practice learning how to
teach. Given the current structure of the student teaching experience in a traditional post-
baccalaureate program, there is a need for a new way of socializing novice teachers into the
profession. If the field of education draws upon the example of how the medical field prepares its
novices, then TPPs in the state need to reconstruct the curriculum so that it centers on practice
and increases the length of time teacher candidates engage in the work of learning how to teach.
Curriculum Description and Purpose
The proposed curriculum is a redesign of preservice post-baccalaureate TPPs across
California. This new curriculum is a residency model. Currently, there are a few examples of

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teacher residency models in the State of California: The National Center for Teacher Residency,
IMPACT Urban Residency Program (UCLA) and LA Urban Teacher Residency, to name only
three. Though residency programs do exist, these types of TRPs are not mainstream. This new
preservice teacher preparation model would take elements of the aforementioned medical and
teacher residency models, as well as elements of current post-baccalaureate programs and
alternative or intern programs, to reconstruct the traditional “fifth year” with a greater emphasis
on practice. The new structure will remain a 12 month “fifth year” program, though it will begin
in June instead of the typical fall semester start. Candidates will participate in a Pre-Residency
Summer Academy, which is a 10-week immersion design that takes place in the summer months.
Immediately following the Pre-Residency Summer Academy is a 10-month Residency Year,
which will follow the district of residencies’ calendar, with the purpose of preparing novice
teachers for work in high-needs school settings. This will allow for one year-long residency that
centers on practice, rather than the two shorter practicums in the current model. Residents will
earn a cost of living stipend during the Residency Year, subsidized by Title I funds per
partnering districts’ Local Control and Accountability Plan (LCAP) or private funding through
education grants. Upon successful completion of the Residency Year, graduates will earn a PTC
and must commit to working in a high-needs school for a minimum of three years. If this
commitment is unfulfilled, graduates must repay the stipend. Upon successful completion of the
Residency Program, Post-Residents will engage in a two year induction program, where they
will earn their CLEAR credential. Post-Residents who plan to further their education, will also
have the option of choosing to enroll in the Resident Fellow Program, which is a two-year

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Master of Education program that has a dual purpose of preparing graduates for work as a
mentor teacher within the TRP, thus building capacity from within.
Curriculum Goal, Outcomes, and Summative Assessment
Ideally, novice educators would graduate the Teacher Residency Program (TRP) fully
prepared to teach in high-needs school settings across California. Novice teachers will be
professional and skilled in the High-Leverage Core Practices (HLCPs) for ambitious teaching
through a social justice lens, as outlined by this curriculum. In order to demonstrate mastery of
the HLCPs for ambitious teaching through a social justice lens, Pre-Residents must pass a
rigorous qualifying exam in order to advance in the TRP as a Resident. In order to graduate the
TRP and earn a PTC, Residents must pass a rigorous multi-phase summative exam.
Definition of Terms
For the purposes of this dissertation, several terms and concepts, with the research that
supports them, have been defined.
a. Ambitious teaching. Ambitious teaching (Lampert et al., 2013) requires that teachers
respond, with the appropriate pedagogical judgement (Horn & Campbell, 2015), to what
students say and do as they engage in problem solving situations.
b. CTC. The Commission on Teacher Credentialing (CTC) is an organization within the
Executive Branch of the California State Government that serves as a governing board
for all educators, counselors, and administrators for all of California’s public schools;
licenses and certificates teachers and administrators in the state of California; enforces
the professional practices of educators; and disciplines, when necessary, any credential
holders in the State of California (CTC, 2017).

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c. Critical reflection. Jay and Johnson (2002) explain that critical reflection asks teachers
to canvases the moral, political, and ethical landscape of one’s beliefs and how they
impact equity and access in the classroom.
d. CSTP (California Standards for the Teaching Profession). The CSTP are organized
around six interrelated domains of teaching practice and are intended to represent a
developmental, holistic view of teaching in order to meet the needs of California’s
diverse learners (CTC, 2009)
e. CC (Cultural Competence). Cultural competence is defined as the ability of educators
and LEAs to effectively meet the social, cultural, religious, and linguistic needs of
students and families.
f. CRP (Culturally Relevant Pedagogy). For the purposes of this curriculum, CRP is
defined as a formula: CC + CRT = CRP.
g. CRT (Culturally Responsive Teaching). Culturally Responsive Teaching is a pedagogy
that recognizes the importance of including students' cultural references in all aspects of
learning (Ladson-Billings, 1994).
h. Deep learning. According to Hattie (2009) deep learning focuses on the relationship of
concepts in a domain and across domains. Deep learning builds on the foundational
knowledge of a domain by asking students to create meaning or significance when
presented with new information.
i. DLC (Deep Learning Cycle). This second learning cycle was developed by the designer
from Hattie’s (2009) research outlining the three levels of learning: surface to deep to
transfer. The Residency Year will deepen the declarative and procedural knowledge

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needed to enact the HLCPs for ambitious teaching through a social justice lens through a
DLC by placing practice at the center.
j. Fieldwork. Refers to the practice that provides teacher candidates with opportunities to
develop and demonstrate competence in the professional setting of a K-12 classroom. In
traditional TPPs, teacher candidates engage in approximately 10-16 weeks of fieldwork,
usually in two assignments: beginning and advanced. Synonyms for fieldwork are listed
below.
a. Student Teaching
b. Clinical Practice
k. HLCP (High Leverage Core Practices). High leverage (Hattie, 2012) core practices
(Lampert et al., 2013) include tasks and activities that are essential for skillful beginning
and expert teachers to understand, take responsibility for, and to carry out in order to
enact their core instructional responsibilities. They are universally applied practices that
transcend grade level, discipline, geography, and demographics. The designer outlines
five HLCPs in this curriculum:
a. Create and Maintain Effective Learning Environments
b. Be a Visible Learner to Create Visible Learners
c. Enact Pedagogical Judgement
d. Engage in Communities of Practice
e. Know Thy Impact
l. High-needs schools. A school that is located in an area where at least 30 percent of
students come from families with incomes below the poverty line.

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m. LCAP (Local Control and Accountability Plan). The LCAP is a three-year, district-level
budget that is updated once a year as a critical part of California's new Local Control
Funding Formula (LCFF).
n. LEA (Local Education Agency). LEA is commonly used as a synonym for a school
district—an entity that operates local public elementary and secondary schools.
o. Multiple subject teaching credential. The Multiple Subject Teaching Credential
authorizes the holder to teach in a self-contained classroom such as the classrooms in
most elementary schools. However, a teacher authorized for multiple subject instruction
may be assigned to teach in any self-contained classroom whether it be in preschool, K-
12, or in adult classes.
p. Novice teacher. A fully licensed teacher who has recently (0-3 years) graduated a TPP.
Synonyms for novice teacher are listed below.
a. beginning teacher
b. Post-Resident
q. Pathways to teaching. There are several pathways to earning a teaching credential in the
State of California.
a. Alternative certification or intern programs. A non-traditional post-baccalaureate
program that is designed for teacher candidates who have earned a bachelor's
degree and choose to work in a K-12 setting while learning how to teach.
Examples include: TRPs, district internships, Americorps, Teach for America, etc.
b. Blended programs. A program that combines course work for the bachelor's
degree and preliminary teaching credential.

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c. Post-baccalaureate programs. This is the traditional "fifth year" approach which
involves two or three semesters of coursework and two student teaching
assignments.
r. Pedagogical judgement. Horn and Campbell (2015) explain that pedagogical judgement
is a complex form of teacher thinking, as they learn to make informed pedagogical
decisions before, during, and after teaching.
s. Post-resident. A novice teacher who has successfully completed the TRP.
t. Preliminary teaching credential. Preliminary credentials require the holder to complete
a bachelor's degree, an approved teacher preparation program, CBEST, subject matter
competency requirements, and additional specific requirements. A Preliminary Teaching
Credential (PTC) is a teaching or services credential that is valid for five years.
u. Pre-Resident. A learner in the Pre-Residency Summer Academy who has not yet passed
the summative exam.
v. Resident. A leaner in the Residency Year who has not yet earned a PTC.
w. Resident Fellow. A graduate of the TRP who has earned a CLEAR credential and is
enrolled in the Resident Fellow program.
x. Single subject teaching credential. Single Subject Teaching Credentials authorize the
holder to teach the specific subject(s) named on the credential in departmentalized classes
such as those in most middle schools and high schools.
y. Socialization. The ways in which novices teachers are exposed to the social, physical,
and psychological dimensions of teaching.
z. SJEd (Social Justice Education). This designer outlines five principles of SJEd in this

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curriculum. These principles guide learners through the program, and beyond. They are
intended to be introspective practices that learners internalize through the program.
a. Know Thyself
b. Know Thy Learner
c. Critical Reflection for Social Justice Education
d. Be Culturally Relevant
e. Be an Ambitious Teacher
aa. Subject matter competency requirements. Depending on the type of credential earned,
multiple, single subject, or special education teacher candidates must demonstrate
competency in their respective curriculum area they plan to teach through a rigorous
assessment. The subject matter competency requirements in the state of California are
listed below.
a. California Basic Educational Skills Test (CBEST). Demonstration of
proficiency in reading, writing, and mathematics.
b. California Subject Examination for Teachers (CSET). Demonstration of
subject-matter competence for Single and Multiple Subject Teaching Credentials.
Scores for this exam are valid for five years from the date the exam was taken.
c. Reading Instruction Competence Assessment (RICA). Demonstration of
knowledge and skills necessary for effective teaching of reading. This exam is a
requirement only for the Multiple Subject Credential.
bb. Summative exam. Upon completion of the Residency Year, Residents will demonstrate
mastery of the declarative and procedural knowledge necessary to enact the five HLCPs

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for ambitious teaching through a social justice lens at the deep learning level (see DLC)
in a K-12 setting by passing a rigorous summative exam with a three-member committee.
cc. Surface learning. According to Hattie (2009) surface-level learning includes the
declarative knowledge, or foundations, of a domain required to master the reproductive
performances of that domain. Hattie (2009) outlines that surface learning as a necessary
prerequisite to deep learning (see i).
dd. SLC (Surface Learning Cycle). This first learning cycle was developed by the designer
from Hattie’s (2009) research outlining the three levels of learning: surface to deep to
transfer. The Pre-Residency Summer Academy will lay the foundation for learning to
enact the HLCPs for ambitious teaching through a social justice lens through a SLC by
placing practice at the center.
ee. Teacher candidate. A pre-service teacher who is participating in a TPPs and who is
preparing to become a certificated educator but has not yet graduated the program.
Synonyms for teacher candidate are:
a. Student teacher
b. Resident
ff. Teacher educator. A more knowledgeable other who is capable of teaching, coaching or
mentoring a preservice teacher candidate or an inservice teacher.
gg. TPPs (Teacher Preparation Program). An organized set of courses, field-based
experiences, assignments, and assessments that comprise the preparation of a teacher
candidate by an entity, such as a university, that is approved by the Commission on
Teacher Credentialing (CTC) to offer teacher preparation. Synonyms for TPPs:

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a. Teacher Education Program (TEP).
hh. TRP (Teacher Residency Program). The program outlined by this curriculum that
reconstructs a traditional TPPs/TEP in order to prepare novice teachers for the demands
of the 21st century classroom in a high-needs school.
ii. Transfer learning. According to Hattie (2009) transfer could be synonymous with
learning. Transfer requires that learners actively choose and evaluate their strategies,
consider resources of surface information, and, when available, to give and receive
feedback in order to enhance the ability to apply surface and deep learning to novel
situations.
jj. TLC (Transfer of Learning Cycle). This third cycle was developed by the designer from
Hattie’s (2009) research outlining the three levels of learning: surface, to deep, to
transfer. The Post-Residency years will enable novice first and second year teachers to
transfer the declarative and procedural knowledge needed to enact the HLCPs for
ambitious teaching through a social justice lens in novel situations through the TLC by
placing practice at the center.
kk. Qualifying exam. This assessment is intended to measure whether learners are
demonstrating mastery of the desired declarative and procedural knowledge at the surface
level (see SLC) prior to beginning the Residency Year.
Potential Designer Biases
In the design of this curriculum, there is potential for designer bias. The designer of this
curriculum has worked as a general education, multiple subject teacher for more than 13 years,
and feels that the State of California inadequately prepares novice teachers. The designer has

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spent more than eight years mentoring student teachers from a variety of universities, as well as
working with and coaching novice teachers during their first or second year of the Beginning
Teacher Support and Assessment (BTSA) program. During the previous three consecutive
summers, the designer has worked in partnership with California Polytechnic University,
Pomona (Cal Poly) and a local high-needs school district in Orange County, California coaching
pre-service teachers. Within their traditional TPP, Cal Poly offers an alternative to the advanced
clinical practice experience, which resembles a condensed version of a TRP. The designer
believes that the amount of practice preservice teachers receive while in this specific program
more adequately prepares them for the demands of the classroom. That said, there are limitations
to this design and more can be done to build on this model. The designer used experiences
working with this program as impetus for this research and curriculum design.
Organization of the Design Blueprint
This dissertation is divided into five chapters. Each chapter is devoted to a different
element of the curriculum design process. Chapter One focuses on introducing the environmental
context and mission of TPPs in the State of California. Evidence for the problem of practice, an
instructional needs assessment, definitions for terms used throughout this curriculum, and the
potential for designer bias are also presented in Chapter One. Chapter Two presents the current
literature that is relevant to support the design of this curriculum. Chapter Three explores the
learner for whom this curriculum was developed, by addressing the learners’ ability, prior
knowledge, and self-efficacy. This chapter also addresses the learning environment and the
specific characteristics that the faculty who will participate in this model must possess. Chapter
Four outlines the curriculum itself by expanding on the goals, outcomes, and assessments of

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learning. This chapter also includes a scope and sequence of specific learning opportunities for
students. Finally, Chapter Five addresses the implementation of the curriculum and how its
effectiveness will be evaluated.

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26

CHAPTER TWO: REVIEW OF THE LITERATURE
Overview of the Literature Review
Issues pertaining to teacher education are salient throughout the literature and are
therefore in need of urgent attention. Much of the literature calls for a comprehensive overhaul of
existing TPP curriculum in order to produce teachers who are “profession ready” from the first
day they are responsible for student learning. This literature review presents the current literature
on teacher education and is organized into three sections: (1) Historical Context of Teacher
Education; (2) Theoretical Framework and Content of the Curriculum; (3) Approaches to the
Curriculum Design.
Historical Context of Teacher Education
In this section, the history, purpose, and curriculum of TPPs is presented. Challenges that
have historically plagued TPPs for decades are presented. Finally, this section presents the
literature on the numerous prior attempts to amend the field of teacher education, as well as an
analysis of those attempts.
Historical Background
This section briefly addresses the literature surrounding the history, purpose, and
curriculum of TPPs in the United States.
History of TPPs. Scholars have debated for more than a century about the the need for,
as well as the value and purpose of, TPPs. Metha (2013) explains that scholars know very little
about the history of the education sector, specifically teacher education. Between 1890 and 1920,
administrative progressives transformed a nation of siloed one-room schoolhouses into a network
of schools, organized into school districts, that were run almost exclusively by male

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superintendents (Metha, 2013). At the turn of the century, TPPs were relatively minimal, if they
existed at all. During this time, teachers, who were predominately female, needed only a high
school diploma. Some newly formed districts required a two-year teacher training program
(Metha, 2013). Even with the advent of TPPs at the turn of the 20th century, the teacher
certification bar has historically been set quite low (Mirel, 2011). School board members, in a
large number of school districts across the country, had a practice of hiring whomever they
wanted, regardless of a teacher's preparation or lack thereof. This practice shifted dramatically in
the first half of the 20th century when schools of education became an integral part of American
universities (Mirel, 2011). Between 1920 and 1950, state governments gradually made schools
and colleges of education the main institutions that were formally charged with preparing novice
teachers for certification. With the rise of TPPs during the second half of the 20th century, came
debate over their purpose and quality.
Purpose of TPPs. Arguably, teachers have the most critical role in a successful public-
school system (Hattie, 2012; Spearman, 2009). Katz (2008) argues that the preparation of
teachers has a dramatic effect on the democratic state of the nation. He borrows this idea from
Dewey (1916) in saying that the state of the education system has an impact on the state's
stability, the competence of its citizens, and in general, their ability to cultivate a moral and just
society. Given this, the preparation of teachers, who are charged with shaping the students who
will inherit this system of democracy, should be of supreme importance (Katz, 2008). The issues
surrounding teacher preparation, particularly its curriculum, have massive implications for
American society, which makes the health of TPPs one of the most significant issues facing our
nation’s future.

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Curriculum of TPPs. Teacher education curriculum has historically been divided
between foundations courses and methods courses (Grossman, Hammerness, & McDonald,
2009) with very little connection between the two. This section addresses the curriculum of
traditional post-baccalaureate TPPs, specifically the theory and practice components of the
curriculum. It also addresses the overemphasis on theory within TPPs programs.
Theory vs practice. In the traditional model of teacher education, educational theory
coursework has historically been presented as an explanation of how teachers learn what to
teach. Foundations courses are meant to impart the theory, or the declarative and conceptual
knowledge of teaching, which include the principles, frameworks, or guidelines that teachers use
to guide their instructional decisions. Generally, theory courses do not offer specific solutions for
negotiating the dilemmas that arise in the daily work of teaching. Methods courses, on the other
hand, have generally included the practicum or fieldwork experiences, including courses related
to the teaching of particular subject matter, classroom management, and assessment. These
courses are seen as providing teachers with the procedural knowledge of teaching, including the
kinds of practices that teachers can learn to enact as they strive to meet the needs of all learners.
Overemphasis on theory. Teacher education has been widely faulted in the literature
(Ball & Forzani, 2009; Grossman, Hammerness, & McDonald, 2009; Hattie, 2012; Lampert et
al., 2013; Metha, 2013; Mirel, 2011; Panel, 2010; Zeichner, 2005) for placing the theory of
teaching and learning at the center of programs, rather than practice. Historically, the focus of
TPPs has been on educational theory developed through university coursework, in a university
classroom, which is loosely linked to practice in the K-12 setting, if at all (Grossman,
Hammerness, & McDonald, 2009). Some might argue that this is not surprising, given that those

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responsible for teaching in TPPs are usually trained as academic scholars, and are not selected
for their pedagogical expertise (Metha, 2013; Zeichner, 2005). An over emphasis on theory in
teacher education coursework has resulted in significant challenges within the profession.
Challenges Plaguing Teacher Education
Many challenges have haunted the teaching profession for over a century. This section
addresses four main challenges plaguing teacher education: (1) a lack of a common language; (2)
an insufficient knowledge base about effective teaching practice; (3) the lack of professionalism
surrounding the teaching profession and teacher education; (4) the theory practice gap.
A common language. The education community lacks a common language (Ericsson &
Charness, 1994; Grossman & McDonald, 2008; Hattie, 2009; Marzano, 2009). A shared
language of instruction is a critical component for teachers to engage in deliberate practice
(Hattie, 2009; Marzano, 2009). A well-articulated common language is a prerequisite for
developing expertise in any systematic way (Marzano, 2009); though, educators within the field
cannot seem to come to consensus on a common language. Grossman and McDonald (2008)
explain that research has yet to define a common language for describing and evaluating good
instructional practice. As a result, the literature, and therefore practice in the field, swings wildly
between what is defined as “best practice.” The root cause of this, some suggest (Ericsson &
Charness, 1994; Grossman & McDonald, 2008; Hattie, 2009; Marzano, 2009), is an insufficient
knowledge base regarding what is most effective in positively impacting student outcomes.
Insufficient knowledge base. The field of education lacks a broad and deep
understanding of the kinds of instructional practices that make a difference to students’ learning
(Grossman & McDonald, 2008; Loughran & Berry, 2005; McDonald, Kazemi, & Kavanagh,

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2013; Metha, 2013). Scholars have tried fruitlessly, for decades, to agree on various components
of effective instructional practice. They have been unable to adequately differentiate the factors
that contribute to or inhibit positive learning outcomes (Hattie, 2012) in the classroom. Some
point to professional judgment and teacher dispositions (Horn & Campbell, 2002), while others
call out factors such student effort, family involvement, positive peer relationships, and school
climate (Stewart, 2008) as the greatest factors that influence student achievement. Not being able
to collectively define success criteria for classroom instruction is a weakness of the field, Metha
(2013) explains. These weaknesses in the knowledge base make it difficult to govern the content
of teacher education curriculum at both the state and local level.
As a result, teacher education curriculum swings wildly between extremes in its approach
to teaching teachers (Metha, 2013). To further the dilemma, teacher educators’ work has not,
until recently, been valued as a form of specialized expertise within academia (Loughran &
Berry, 2005) and it is this lack of agreement between teacher educators that has resulted in such
wild swings in the ways novice teachers are wired up from the start. The lack of a common
knowledge base limits the fields’ ability to engage in research aimed at understanding the factors
that impact student learning (McDonald, Kazemi, & Kavanagh, 2013). If the field lacks a
sufficient knowledge base, a common language cannot be established (Grossman & McDonald,
2008; Loughran & Berry, 2005; McDonald, Kazemi, & Kavanagh, 2013; Metha, 2013). This
lack of precise professional language perpetuates the underprofessionalization of the field.
Underprofessionalization. For decades, teachers have endured the stigma of low-status
work (Spearman, 2009), and, arguably, some might not even consider teaching a profession.
Metha (2013) explains that the profession is trying to solve a problem that requires professional

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skill and expertise by enforcing outdated bureaucratic regulations. He argues that increased
regulation and external and backend accountability measures for schools and teachers makes the
profession less appealing to talented people. This is what Metha (2013) describes as the
downward spiral of the American education system. Thus, if the profession seeks to accomplish
on the backend (e.g. high achieving schools and students) what was not setup properly from the
start (e.g. teachers who are well prepared to meet the challenges of the profession), then
expecting this outdated bureaucratic teaching system to consistently create good results for the
students it serves is a stretch (Mehta, 2013).
As a result of this underprofessionalism, teaching has developed a defensive ethos that
emphasizes individual autonomy. One way to stand up against this defensive ethos—
individualism, personal opinions, and an air of “anything goes” that lurks quietly behind
classroom doors—is to share a common and agreed upon knowledge base for professional
practice (Hattie, 2012). Zeichner (2005) argues that a root cause of this underprofessionalism
starts at the university level. He postulates that teacher education is often seen as a form of
financial aid for doctoral students in major research institutions in the US (Zeichner, 2005). He
labels teacher education the perceived “housekeeping” of scholarly work. Simply put, some
scholars teach in TPPs to finance their research. This unprofessional disposition, along with an
insufficient knowledge base, contributes to the theory-practice gap.
The theory-practice gap. An underlying assumption of this separation is that the formal
theoretical knowledge for, in, and, of practice (Cochran-Smith & Lytle, 1999) resides with and in
the university and its faculty members, while the practical knowledge about teaching resides in
K-12 school-based faculty members (Rosaen & Florio-Ruane, 2008). Grossman, Hammerness,

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and McDonald (2009) explain that this rigid separation between theoretical and practical
knowledge could prevent a paradigm shift in teacher education curriculum. Despite the fact that
the literature is inundated with “best practices,” novice and experienced teachers alike indicate
that educational theories and ideologies taught in the university setting are often irrelevant when
addressing the day-to-day concerns of the classroom (Loughran, 2006). Experienced teachers are
quick to point out that little of the research they learned in their teacher education program is of
value in the dailiness of teaching (Loughran, 2006), while novice teachers complain that they
face many challenging situations for which they were not adequately prepared (Korthagen &
Wubbels, 2001). Thus, through exploration of the literature on the historical background of
teacher education, the structure of TPPs, and problems plaguing teacher education, there is clear
call to action to address way novice teachers are prepared to meet the demands of the 21st
century classroom.
Prior Attempts
The literature on teacher education is laced with an urgent call to action. In the United
States, the need to change the form and function of teacher education is of great urgency (Lynn
& Smith-Maddox, 2007). The education community, and the public at large, seem to agree that
these issues are urgent and need to be addressed. Thus, the structure of TPPs will require far
more than additions or modifications to current models of teacher education. To increase
opportunities for clinical practice or simply lengthening programs would be repeating more of
the same; though, significant innovations over the last two decades are helping point the way
forward toward a new model for teacher education. This section addresses the prior attempts the
education community has made to mend the gaps in the field of education by exploring the

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literature on new legislation, the California Standards for the Teaching Profession (CSTP),
professional development schools, professional practice schools, teaching laboratories, and
Teacher Residency Programs (TRP), as well as their contributions to the field of teacher
education.
New legislation. New legislation such as No Child Left Behind (NCLB) became a major
player in the arena of teacher education. NCLB—the 2002 update of the Elementary and
Secondary Education Act—was a collaborative effort between civil rights and business groups,
Democrats and Republicans, and the Bush Administration. Though the law mandated many
shifts in education policy, one tenet is particularly pertinent to teacher education. The law sought
to close the achievement gap between poor and minority students and their more advantaged
peers by mandating that all classroom teachers, working in a public school, be “highly qualified”
in their subjects by the 2005-06 school year (Klein, 2015). This mandate not only affected the
public-school system and the teachers working in it, it also changed the requirements and
assessments for new teachers entering the profession.
Though NCLB had major implications for LEAs, this law only remained in effect from
2002 until 2015, when the Obama Administration replaced NLCB with Every Student Succeeds
Act (ESSA). ESSA withdraws much of the federal government's stronghold on education policy.
It grants new latitude to the states in making decisions for the needs of their LEA like never
before. ESSA took full effect at the start of the 2017-18 school year, and repeals and/or redefines
many of the policies NCLB put into effect. Again, one tenet specific to teacher education within
the ESSA changes how public-school teachers will be evaluated. Under NCLB, states had to
evaluate teachers based on student outcomes, but this will no longer be the case under ESSA;

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thus, making NCLB’s “highly qualified teacher” requirement officially a thing of the past (Klein,
2016). Additionally, the Teacher and School Leader Innovation Program—formerly called the
Teacher Incentive Fund—provides grants to districts that want to experiment with pay for
performance and other teacher-quality improvement measures (Klein, 2016). Thus, the debate
over teacher education continues. While NCLB and ESSA provide an urgent call to action,
resulting in many significant innovations in the preparation of teachers, there is little agreement
among the teacher education community at large on the way in which to implement such
substantial changes.
CSTP. Since their development in the 1990s, the California Standards for the Teaching
Profession (CSTP) have widely influenced California policy and practice. With new legislation
and accountability measures in the last two decades, the California Standards for the Teaching
Profession got a makeover in 2009. The CSTP are used in both pre-service and inservice
contexts. State programs such as The Beginning Teacher Support and Assessment (BTSA), The
Teaching Performance Expectations (TPE), Teaching Performance Assessment (TPA) are all
aligned with the CSTPs. Additionally, the CSTPs are used by many LEAs to, “prompt reflection,
formulate professional goals, guide, monitor, and assess the progress of a teacher’s practice, and
promote the improvement of teaching in support of student learning” (CTC, 2009, p. 3). The
CSTP are organized around six interrelated domains of teaching practice and are intended to
represent a developmental, holistic view of teaching (CTC, 2009). The CSTPs are listed below:
a. Standard 1: Engaging and Supporting All Students in Learning
b. Standard 2: Creating and Maintaining Effective Environments for Student Learning
c. Standard 3: Understanding and Organizing Subject Matter for Student Learning

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d. Standard 4: Planning Instruction and Designing Learning Experiences for All
Students
e. Standard 5: Assessing Students for Learning
f. Standard 6: Developing as a Professional Educator
Professional development schools. One innovative response to meet the shortcomings
of TPPs is the creation of professional development schools. In the 1980s and 1990s, a variety of
TPPs throughout the US, built professional development schools, which aimed to establish better
communication between university coursework and field placements (Darling-Hammond, 1994).
As part of this effort, some TPPs relocated methods courses to the K-12 setting, falsely assuming
that simply changing the scenery would create an osmosis effect for novice teachers (Grossman,
Hammerness, & McDonald, 2009). Anderson and Stillman (2013) argue that, teacher education
needs to shift away from the assumption that novice teachers will benefit from simply being
placed with particular students and teachers in high-needs schools where they will ultimately
teach. Instead, they argue, that the focus should be placed on, “further exploration of how
placements, and their constituent features, mediate preservice teachers’ learning in relation to the
teacher preparation goals” (Anderson & Stillman, 2013, p. 6).
Professional practice schools. Some institutions have furthered the idea of professional
development schools by creating a hybrid called professional practice schools. These schools are
staffed and structured to simultaneously support and develop K-12 student achievement and the
clinical preparation of novice teachers. In some cases, the full continuum of teacher learning,
from novice to expert, is supported within this model. These schools were modeled after teaching
hospitals in the medical field (Panel, 2010).

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Teaching laboratories. A second innovative response to meet the shortcomings of TPPs
is a greater emphasis on practice via teaching laboratories. Teaching laboratory experiences are
school embedded learning experiences. These lab experiences are intended to support the
investigation of teaching practice, via embedded real-life experiences that offer guided practice
for novice teachers (Panel, 2010). Arguably, the laboratory experiences embedded within the
preparation program itself are equally important. Some laboratory experiences are designed to
provide novice teachers with opportunities to learn online and through video demonstrations.
Others are developed to help teachers learn to analyze their practice through case studies
representing both exemplary practice and common dilemmas. Still, other lab experiences are
intended to engage novices in peer and microteaching. Such experiences guide student teachers
in the analysis a of virtual students’ pattern of behavior, calling upon the candidates to
investigate and make decisions in regard to the consequences of those decisions (Panel, 2010).
TRP. A third innovative response to meet the challenges TPPs face in CA is the recent
development of Teacher Residency Programs (TRP). Some might argue that TRP have been
successful in preparing effective teachers (Panel, 2010; Thorpe, 2014), reducing teacher
turnover, and improving student outcomes in the process—in what some would call a fruitful
reform; though, these programs are not mainstream. Thorpe (2014) draws several parallels
between the training medical doctors receive and the training teachers should receive. His
assertion is that medical doctors learn to apply and practice the declarative and conceptual
knowledge they acquire in medical school during the long and extensive training of the residency
years, which basically becomes the medical profession's assurance to patients that the physician
is able to provide a high level of care (Thorpe, 2014).

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Many TRPs have been modeled after the medical residency programs because they have
successfully extrapolated from the medical model and applied similar principles to teacher
education (Thorpe, 2014). One such program is The Woodrow Wilson National Fellowship
Foundation. This foundation has developed a model that leverages state and philanthropic
support to boost the clinical preparation of novice teachers (Panel, 2010). This program recruits
and prepares the nation's top graduates, mid-career professionals, and retirees with STEM
backgrounds to teach in the secondary school setting. It works closely with university partners to
reconstruct the model for teacher preparation, focusing on an intensive full-year experience in
local school districts (WWNFF, 2018). This foundation gives prospective math and science
teachers who agree to earn a master’s degree and teach for no less than three years in high-needs
rural and urban secondary schools, a $30,000 stipend to attend their residency program
(WWNFF, 2018). Woodrow Wilson Teaching Fellows are then placed in cohorts in high-needs
schools where they are mentored by university faculty and expert teachers (Panel, 2010).
Another example of a residency program, The University of Chicago Urban Teacher
Education Program (UChicago UTEP), recruits prospective teachers who demonstrate a strong
commitment to working in high-needs urban public schools (UEI, 2018). UChicago UTEP is a
five-year experience that includes a two-year master's degree program. Those who are selected
for the program receive a $20,000 stipend per year during the two-year program for their
commitment to teach in Chicago Public Schools for five years. This program has experienced
great success is mitigating the attrition rate. Roughly 90% of their graduates continue teaching in
Chicago Public Schools after their five-year commitment is fulfilled, which is well above the
national attrition average for urban public schools (UEI, 2018). In clinically based TPPs, such as

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the examples mentioned above, prospective teachers learn what high-risk students really need to
thrive in an academic setting. Consequently, these non-traditional programs provide districts
with a pipeline of new teachers who are more aptly prepared to be effective in their schools.
A third example of a residency program, local to CA, Los Angeles Urban Teacher
Residency Transformation Initiative (LAUTR-TI), is also based on the residency model of
preparing doctors. Unlike the STEM focus of the Woodrow Wilson National Fellowship
Foundation, the LAUTR-TI program recruits skilled people from diverse educational and career
backgrounds who are committed to becoming transformative teachers at any level, and any grade
(LAUTR-TI, 2018). Resident cohorts are placed in a high-needs, reform-minded schools for their
residency year. This intentional grouping is based on the belief that cohorts strengthen the
support system and learning outcomes of all Residents. Residents receive a $25,000 living
stipend throughout their residency year and earn a credential in 12 months. They earn a master’s
degree upon completion of 30 additional semester units (LAUTR-TI, 2018).
Analysis of Prior Attempts
Though scholars of teacher education have periodically attempted to redesign the
relationship between theory and practice in teacher education curriculum and programs, these
prior attempts have been largely unsuccessful on the statewide scale. An analysis of the prior
attempts reveals that efforts must be made to gain professional status for teachers (Grossman,
Hammerness, & McDonald, 2009). Despite these advances, innovations in teacher education,
such as the aforementioned TRPs, are often handicapped in their efforts by the lack of
commitment among all stakeholders in taking on new roles and responsibilities. With the lack of
a supportive infrastructure for teacher education reform, including institutional, district, and state

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policy and funding strategies, these reforms often remain privately funded and small-scale
(Panel, 2010; Thorpe, 2014). These innovative responses, among others, seem to answer the call
for significant and meaningful changes to TPPs; however, a deeper analysis of these prior
attempts reveals that meeting the challenges of teacher education may in fact require a complete
overhaul to the system itself.
One challenge in doing so is that teaching is complex work that looks deceptively simple.
Some hold an esteemed view of teaching in that it is mostly improvisational, inexact, and
resistant to a set of hard and fast rules of engagement. Even among teacher educators, there is a
generally held notion that teaching is an art form that resists definition (Ball & Forzani, 2009).
Some believe that this is what gives rise to the underprofessionalization of the field. Another
challenge is that there is little agreement about the fundamental work of teaching, since
pinpointing a set of agreed-upon practices of teaching has eluded education scholars for decades.
Adding to this challenge is that at least some of the skill exercised by expert teachers is
automated (Blasco, 2015). This becomes problematic because not all practitioners are able to
clearly articulate the reasoning behind their pedagogical judgement in order to make it visible to
others. The ability to deconstruct and articulate of the work of teaching, making the most basic
foundations of instruction learnable for novices without over simplifying teaching practice to an
assemblage of disconnected tiny acts on a checklist, is a skilled task in and of itself. Grossman
and McDonald (2008) argue that shifting teacher education curriculum from a model that is
currently organized around knowledge, to a curriculum organized around practice will require at
least two major shifts on the part of teacher educators: (1) close the gap between theory and
practice courses; (2) develop and hone a set of core practices for teaching (Grossman,

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Hammerness, & McDonald, 2009). Thus, making the shift from the current theory-laden
curriculum with a disjointed practice paradigm, to one that centers on practice, is necessary;
though, it is a complex undertaking that will require turning the traditional teacher preparation
program on its head.
Theoretical Framework and Content of the Curriculum
According to the National Council for Accreditation of Teacher Education (Panel, 2010)
the education of teachers in the United States needs an overhaul. Rosaen & Florio-Ruane (2008)
argue for an ecological approach to teacher education reform, where the interdependence and
interaction between theory and practice is at the center. Such radical changes depend on
substantial, large-scale reform in how novice teachers are prepared to teach. This will require
fundamental renovations to the curriculum of TPPs (Ball & Forzani, 2009) that center on an
agreed upon set of high leverage (Hattie, 2015) core practices (Grossman, Hammerness, &
McDonald, 2009) for ambitious teaching (Lampert et al., 2013) with a social justice lens
(Choudhury, Share, 2014; Hackman, 2005; Lynn & Maddox, 2007; Merino & Holmes, 2006;
Picower, 2012; Souto-Manning, 2009). This section focuses on the knowledge and motivation
components that will be addressed in the design of this curriculum by: (1) strengthening the
teacher pipeline; (2) incorporating principles of social justice education into the TPP curriculum;
(3) bridging the theory-practice gap by placing practice at the core of the curriculum; (4)
centering teacher education curriculum on a core set of research-based high leverage practices
for ambitious teaching; and (5) situating new curriculum within a teacher residency model to
maximize the opportunities for practice, feedback, and support.

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Strengthening the Teacher Pipeline
If teachers are the number one influence on student outcomes, then the first object of
concern for teacher education reform is to admit the right teacher candidates into TPPs to begin
with. Some scholars argue that this is problematic because the professions’ gatekeeper is too
lenient. Metha (2013) argues that there is a high degree of selectivity in who enters the medical,
engineering, and law fields, for example, coupled with extensive training built upon a highly
developed and robust knowledge base, and the organizational processes to ensure that the
knowledge is utilized in everyday practice. At a 2014 meeting of 18 physicians and 18 board
certified teachers, organized by Sen. John Barrasso (R-Wyo.), the physicians reported that board
certification in their field is the norm not the exception. In education, board certification is
optional, and only 3% of teachers achieve this status (Thorpe, 2014). Thorpe (2014) argues that
education has not built a similar pipeline that leads teachers in this direction. Unlike the
education sector, Metha (2013) notes, there are relatively weak mechanisms to account for who
is accepted into the profession. One cause, Grossman et al., (2009) point out, is that other
professions comfortably embrace the demands for being highly selective in who enters the
program and then encourages professional training, perhaps because they are less distracted by
proving their professional status. To view teaching as a highly skilled practice—as one that
requires substantial expertise and training—is to respect the professional demands of the work
(Ball & Forzani, 2009).
Social Justice Education
The second object of teacher education curriculum reform is an orientation towards social
justice education, which is to teach teachers to become aware of how their own culture,

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language, religion, beliefs, biases, ideologies, and assumptions can positively or negatively
impact student outcomes (Choudhury, Share, 2014; Hackman, 2005; Lynn & Maddox, 2007;
Merino & Holmes, 2006; Picower, 2012; Souto-Manning, 2009). The early 1990s recognized
concerns about the “demographic divide,” between typical preservice teachers who were namely
white females with middle class upbringings, and their likely students from diverse backgrounds
in urban settings (Haberman & Post, 1992). This produced a slew of research connected to
multicultural approaches to teaching, which is an important component of social justice
education. Gay and Kirkland (2003) explain that in order to engage in this level of
consciousness, in an effort to make teaching more relevant to diverse students, teachers need to
have a thorough understanding of their own cultures and the cultures of different ethnic groups.
But, this practice is not innate; novice teachers must learn to confront the rituals and traditions
that inform their practice (Brookfield, 2010; Gay & Kirkland, 2003; Howard, 2003; Jay &
Johnson, 2002). To do so, teacher educators must become fluent in the process of critical
reflection.
Critical reflection. Teacher educators, who are responsible for educating novice teachers
to teach in dynamic 21
st
century classrooms, must create opportunities for teacher candidates to
learn the practice of critical reflection. There is a distinct difference between reflection and
critical reflection, and this difference is essential for novice teachers to understand (Brookfield,
2010; Gay & Kirkland, 2003; Howard, 2003; Jay & Johnson, 2002). ay and Johnson (2002)
explain that critical reflection canvases the moral, political, and ethical landscape of one’s beliefs
and how they impact equity and access in the classroom. This process takes teacher reflection to
a higher level of consciousness. Brookfield (2010) sustains this argument by explaining that

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critical reflection enables teachers to become hyper aware of how their unchecked beliefs that
align with the dominant culture—Christianity, capitalism, white privilege, patriarchy, ableism,
heterosexism, and others—can shape their classroom practice. These unchecked beliefs that lurk
in the depths of the subconscious, often create a hidden curriculum (Wren, 1999) that quickly
surfaces through a teacher's pedagogical judgement and serve to maintain the economic and
political marginalization of underprivileged students in classrooms and schools. It is the practice
of critical reflection, though, that Gay and Kirkland (2003) suggest is a fundamental part of
creating the cultural consciousness that is crucial for improving educational opportunities and
outcomes for traditionally marginalized students. Doing so, however, poses many challenges.
Challenges. Research suggests that in order for teachers to promote access and equity for
their students of diverse racial, ethnic, cultural, socioeconomic, and linguistic backgrounds they
must take a long hard look at themselves. This, Howard (2003) explains, is called critical
reflection, and admits that it is easier said than done. It is challenging work. Brookfield (2010)
explains that in order for critical reflection to take place, teachers must be taught, by more
knowledgeable teacher educators or leaders, to go assumption hunting. This is the process of
discovering the unconscious biases that define the perspective through which one views the
world. Taking an introspective look at oneself and uncovering the possibility that the oppressive
practices that were innocently and naively enacted in a neutral or even benevolent way actually
serve to reinforce marginalization, is difficult work that some teachers do not want to do
(Brookfield, 2010; Gay and Kirkland, 2003; Howard, 2003).
Benefits. Critical reflection allows teachers to scrutinize how ideologies they ascribe to
influence the ways in which they interact with students, particularly those that are oftentimes

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viewed as being challenging or at-risk so that they can use this self-awareness to create
educational experiences that can lead to positive learning outcomes for all students. Loughran
(2006) maintains that knowing oneself is important in shaping how one might respond to (and in)
situations, so that the beliefs, biases, and assumptions do not blindly lead practice. The ability to
engage in such work provides teachers with the opportunity to recognize the effects of their
pedagogical judgement on student learning, thus shaping their identity towards practice.
Bridging the Theory-Practice Gap
In order to prepare novice teachers for 21
st
century classrooms, the third object of
concern for teacher education is to shift away from a norm that emphasizes theoretical
coursework, loosely linked to school based experiences, to programs that are fully grounded in
clinical practice (Ball & Forzani, 2009; Grossman, Hammerness, & McDonald, 2009; Lampert et
al., 2013; Panel, 2010). Panel (2010) reports that most states require student teaching, or clinical
practice, though they are mostly silent on defining what the practicum experience should look
like, and further, how university programs will be held accountable for such practice. A teacher
candidate may spend a full year teaching and learning under the mentorship of an expert teacher
in a professional development school or TRP, for example. Meanwhile, another teacher
candidate may experience the typical eight weeks of required field experience with an untrained
mentor. Still, others begin teaching in an induction program or with an emergency credential,
with little or no prior clinical practice. This autonomy of the university to set a program results in
great variance in clinical practice for novice teachers, and an unevenness in the way teachers are
trained to do the work of teaching. Grossman, Hammerness, and McDonald (2009) argue that a
move away from a curriculum that traditionally separates theory and practice, toward a

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curriculum that places practice at the center of all endeavors, should be at the forefront of
curriculum reform. Lampert et al. (2013) acknowledge that accepting a more ambitious vision
for educating novice teachers creates a new set of challenges for teacher educators and university
programs. Teacher educators will be charged with preparing novice teachers to do the kind of
ambitious teaching that most experienced teachers are not yet doing. Many skeptics argue that
creating the kind of program that would be required to consistently produce this kind of learning
for novice teachers remains elusive (Ball & Forzani, 2009). In order to make this shift, teacher
educators will likely need to retrain themselves to consider that less coursework may lead to
richer and more authentic learning opportunities for student teachers.
Placing practice at the core. Practice must be at the core of teacher education
curriculum (Anderson & Stillman, 2013; Ball & Forzani, 2009; Grossman, Hammerness, &
McDonald, 2009; Lampert et al., 2013; Panel, 2010). It is not that theoretical coursework should
be eliminated from university programs, but instead, teacher education should offer more and
more abundant and deliberate opportunities for novice teachers to practice the work of
instruction (Ball & Forzani, 2009; Hattie, 2012; Lampert et al., 2013). Ball and Forzani (2009)
attest that the curriculum of teacher education should be the first object of teacher educators’
attention and that this curriculum must focus squarely on practice. This will require a greater
focus on what expert teachers do, and why they do it. Lampert et al., (2013) argue that novice
teachers need many opportunities for deliberate practice in the company of more knowledgeable
others (i.e. more experienced teachers and teacher educators) in conjunction with specific and
timely feedback (Hattie, 2012) in order to aid them in developing expertise in pedagogical
judgment (Horn & Campbell, 2015).

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Studies have demonstrated that the construction of the clinical practicum experiences do
indeed matter (Anderson & Stillman, 2013; Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2009;
Ronfeldt, 2012). These findings suggest that there is a connection between the nature (i.e. length,
setting, division of labor) of the student teaching experience and the novice teachers’ impact on
student outcomes as first-year teacher in a high-needs school (Anderson & Stillman, 2013). A
practice-based approach to teacher education would include significant attention not just to the
theories of teaching and learning, but to the explicit tasks and activities involved the practicum
experience. Ball and Forzani (2009) foresee that the redesigned teacher education curriculum
would include more opportunities for student teachers to learn a core set of teaching practices,
and to choose from them with deliberate attention to their learners. The new teacher education
curriculum can no longer simply settle for developing teachers’ content knowledge base, instead
it must emphasize repeated opportunities for student teachers to acquire the declarative,
conceptual, and procedural knowledge of high leverage (Hattie, 2012) core practices (Ball &
Forzani, 2009).
High leverage. In what may be characterized as the largest collection of evidence-based
research accounting for what works to improve learning outcomes for students, Hattie (2012)
ranked 195 influences that impact student outcomes. He lists each influence under six broad
influence categories: the home, the school, the student, the teacher, the curriculum, and
instructional strategies/pedagogies. He then rated each influence, whether positive effects or
negative effects, on a scale of 0.0 - 1.0 and called this the effect size; the higher the number, the
greater the positive effect. Hattie’s (2009) seminal work titled, Visible Learning, found that the
average effect size of all the interventions he studied was 0.40. Therefore, he decided to judge

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the success or failure of each influence on student outcomes relative to this ‘hinge point’ in order
to answer to the question: “What works best in education?” His research is now based on nearly
1200 meta-analyses— up from the 800 when Visible Learning was first published in 2009.
According to Hattie (2012) the story underlying the data has hardly changed over time even
though some effect sizes were updated. He found that the key to making a difference was making
teaching and learning visible and argues that teachers need to base their practices on what has the
most positive effect on student outcomes.
Core practices. Core practices include those tasks and activities that are essential for
skillful beginning teachers to understand deeply and be able to enact implicitly in order to carry
out their core responsibility of positively impacting student outcomes. If teacher preparation is
centered on the domains of professional knowledge (Feiman-Nemser & Remilard, 1996) rather
than a theory-laden curriculum, then this approach, quite possibly, could elevate the profession
of teaching by producing the professional knowledge base that is currently lacking in the field.
Grossman, Hammerness, and McDonald (2009) argue that re-imagining teacher education
around a set of core practices can aid novices in developing professional knowledge during
professional preparation. Though, focusing on core practices sets the bar higher for teacher
educators, because faculty in TPPs serves as the domestic labor, or “keeping house,” that enables
them to participate in the more high-status undertakings of research and publication (Zeichner,
2005). A shift in emphasis toward core practices will require teacher educators to negotiate a
specific vision of teaching and learning for their program, and then discuss how they will engage
that vision pedagogically and programmatically around some very specific practices (Grossman,
Hammerness, & McDonald, 2009).

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Unpacking teaching and selecting core practices on which to build teacher education is a
daunting task. A number of researchers are currently trying to identify a set of core practices that
might be targeted in teacher education curriculum (Franke, Grossman, Hatch, Richert, & Schultz,
2006; Kazemi & Hintz, 2008; Kazemi, Lampert, & Ghousseini, 2007; Sleep, Boerst, & Ball,
2007). Outlining and creating a common knowledge base about what works in schools will offer
a language with which to discuss the work expert teachers often perform tacitly, which in turn
can begin to build the foundations of a curriculum that is aimed at developing novices into expert
practitioners and, hence, improving the quality of learning for students (Ball & Forzani, 2009).
While the definitions of what constitutes a core practice vary a bit across researchers, most
definitions share similar characteristics. Ball and Forzani (2009) explain that core practices share
similar characteristics:
a. occur with high frequency in teaching;
b. novices can enact in classrooms across different curricula or instructional
approaches;
c. novices can actually begin to master;
d. allow novices to learn more about students and about teaching;
e. preserve the integrity and complexity of teaching; and
f. are research-based and have the potential to improve student achievement
Making practice the centerpiece of TPPs would serve to elevate, not diminish, the
professionalism of teaching and TPPs (Ball & Forzani, 2009) by providing novice teachers with
more opportunities to practice the work of teaching and impacting student outcomes through
ambitious teaching (Lampert & Graziani, 2009; Lampert et al., 2013).

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Ambitious teaching. Ambitious teaching, first coined by Lampert et al., (2013) requires
that teachers teach in response to what students do as they engage in the work of teaching, all
while holding students accountable for their learning. For some, this seems to contradict the
traditional teaching and learning paradigm. If teacher education aims to make ambitious teaching
part of its curriculum structure, it follows that the field of education will need to make a shift that
contradicts the notion that teaching is context driven and independently constructed. In order to
do so, confronting this paradox is of paramount importance (Lampert & Graziani, 2009). The
field would, then, need to accept that this type of instruction involves adopting teaching practices
that transcend time and place.
Rehearsals. If teacher education commits to this archetype, they must learn to model
these practices so that novice teachers can learn to enact them through rehearsals. Lampert et al.
(2013) closely tie coursework, theory, and fieldwork in what they describe as the Cycle of
Enactment and Investigation (CEI). This cycle involves rehearsing a skill that approximates
teaching—also known as an approximation of practice. Rehearsals provide novice teachers with
shared learning experiences, as a way to build knowledge and skill, about themselves as teachers
thus forming their teacher identify. The goal is to use rehearsals, or intentional practice in a
simulated setting, as a way for teacher candidates to acquire the precise skills involved in
ambitious teaching prior to enacting these teaching practices in a classroom with K-12 students
(Lampert et al., 2013).
Pedagogical judgement. Knowing how and when to enact ambitious teaching practice is
one hallmark of good teaching (Horn & Campbell, 2015). This awareness requires a rich and
deep understanding of the relationship between the declarative, conceptual, and procedural

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knowledge of teaching, and must be explicitly taught to novice teachers. Grossman et al. (2009)
argue that the decomposition of expert teaching practice for novice teachers is the key to
understanding this complex practice. The goal would be to break down the essential parts of
lessons in order to make it visible and learnable for novices. Zeichner (2005) furthers this idea by
claiming that the task of teacher education must be the development of the novice teacher’s
ability to execute his or her judgement about when to use particular practices. Still, Ball and
Forzani (2009) claim that skillful teaching requires using and integrating specific teaching moves
at the precise moment, based on the knowledge and understanding of the students. However, this
skilled responsiveness depends on a model for TPPs that provides substantial opportunity for
practice (Lampert & Graziani, 2009).
A Teacher Residency Model
Like medicine, teaching is a profession of practice. Many parallels can be drawn between
the ways in which teachers and medical doctors are socialized into their respective profession
(Panel, 2010; Meyers et al., 2007; Thorpe, 2014). Though the trajectory of socialization in both
fields is much the same, there is one significant difference between how the medical field
socializes its novices: the length and structure of clinical practice. In the medical field, residency
programs are centered on practice as medical residents experience a greater amount of time to
learn their craft, comparatively. It is argued that the field of education can take cues from the
medical field in the way that teachers are socialized (Panel, 2010) by emphasizing the length and
structure of clinical practice experiences, rather than theory. See Table 1 for a general overview
of how each profession socializes their novices (Panel, 2010, Meyers et al., 2007; Thorpe, 2014).

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Table 1
Professional Socialization of Novices— Medicine vs. Education
Medicine Education
Prerequisites HS Diploma, Bachelor’s Degree,
MCAT
HS Diploma, Bachelor’s Degree,
CBEST
Professional Training Medical School
4 years
Teacher Education Program
1 year, including student
teaching
Clinical Practice Medical Residency
Minimum of 3 years
Student Teaching
10 to 14 weeks
Qualifying Exam USMLE RICA and CSET
Continuing Education Fellowship Program
6 months to 3 years
Master’s Degree
1 to 2 years
Professional License State Licensure CLEAR Credential

After graduating from high school, obtaining a bachelor's degree, passing the MCAT
(Medical College Admissions Test), and graduating from medical school, medical students then
complete a medical residency training program. It is during medical residency that medical
students learn to deepen their declarative, conceptual, and procedural knowledge through
sustained practice and guidance from more knowledgeable others (Grossman & McDonald,
2009). After graduation from the medical residency program and passing the USMLE (United
States Medical Licensing Examination) they must complete a fellowship program for certain
specialties; though, not all medical doctors must do fellowship training. A fellowship training

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program may be as short as six months or up to three years in length and varies depending on
specialty. After passing the USMLE and/or graduation from a fellowship program, medical
doctors must obtain a state medical license. In addition to a USMLE, doctors must also have a
state medical license in the state where they plan to practice (Panel, 2010).
If teacher education is to take cues from the medical field as to how they socialize their
novices, then clinically based TPPs can and should create parallel experiences when socializing
novice teachers, particularly in the amount of time novice teachers learn to teach. The National
Council for Accreditation of Teacher Education (Panel, 2010) points out that, in some medical
residency programs, medical students follow a cohort of patients from the day they enter medical
education to the day they complete their training, even as they take coursework and work with
simulated patients in the course of their preparation. According to Panel (2010) the problem-
based model developed at Harvard Medical School, for example, uses case studies of medical
patients to build a cohesive and spiraled curriculum for learning. These case studies are revisited
throughout the program, which allows medical students, working in small groups guided by
more knowledgeable others, to apply new knowledge as they learn it during their residency
program (Panel, 2010).
A similar approach is used in TRPs. In the residency model, Residents assume greater
and greater responsibility for the same cohort of students in one classroom over an entire year,
much like medical students gradually accept greater responsibility during their clinical practice,
under the guidance of more knowledgeable others. Additionally, the success of the medical
residency model can be partly attributed to highly-trained mentors who act as teachers and
coaches during the residency years. During this portion of the socialization process, new

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physicians learn under the supervision of more experienced physicians (Grossman & McDonald,
2009). In order to ensure the same high quality and continuity in teacher education programs,
TPPs must consider that well-trained teacher mentors are an integral part of the TPP model, and
beyond.
Teacher mentors. The case for mentorship is steadily growing stronger (Grossman &
McDonald, 2009; Grossman, Hammerness, and McDonald, 2009; Loughran, 2006; Picucci,
Center, Education, Young, Schmidt, Wang, & Laguarda, 2017; Zeichner; 2005). Often,
experienced teachers are asked to mentor novice teachers without formal preparation in
mentoring. However, there is new evidence that suggests mentor teachers can boost student
learning, and through their mentorship, help to prevent teacher attrition and improve job
satisfaction (Picucci, Center, Education, Young, Schmidt, Wang, & Laguarda, 2017). Zeichner
(2005) points out that the current model of assigning mentor teachers to prospective teachers
without any formal preparation for this role or ongoing support is based on an assumption that
good teachers automatically know how to communicate their knowledge about good teaching.
This model assumes that their expertise will most certainly carry over to their work with novice
teachers, and that it does not require any additional preparation simply because she or he is a
good teacher of elementary or secondary students. Loughran (2006) further argues that teaching
about teaching necessitates an acute understanding of the complexities of teaching that goes way
beyond a repertoire of tips and tricks; mentors must be able to theorize about practice so that
they are able to articulate the what, how, and why of teaching. Grossman, Hammerness, and
McDonald (2009) note that teacher education had generally left mentoring to field supervisors,
who provide feedback to novice teachers during their clinical practice experiences. However,

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they argue that there is a place for mentoring of novice teachers and instructional practice in
other settings, such as in the context of university coursework, laboratories, and beyond.
Studying the structure of the medical residency program, in particular, can lead to (1) the
integration of more rehearsals and approximations of practice; (2) extend the amount of time
teachers learn to teach; (3) embed theory in the clinical practice (e.g. bridging the theory-practice
gap); and (4) involving highly trained more knowledgeable others (i.e. mentor teachers). It is
through these alterations to the current paradigm that TPPs will do a better job at preparing
prospective teachers to be expert practitioners who know how to use the knowledge of their
profession to make a positive impact on student outcomes. In order to do so, novices will need to
build their own professional knowledge through more extended practice, with direct and explicit
connections to educational theory.
Approaches to the Curriculum Design
Part two of this literature review represents the general instructional design approach to
the curriculum. Two philosophical perspectives, Social Constructivism and Contextualism, and
two learning theories, Sociocultural Learning Theory and Cognitive Load Theory, informed the
overall curriculum design.
Philosophical Perspectives
Philosophical perspectives are commonly referred to as an individual’s worldview, or
one’s assumptions, biases, and beliefs, which for that individual, define the nature of the world
around them, their place in it, and their relationships within that world. The two philosophical
perspectives that guide this curriculum are outlined below.

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Social constructivism. This worldview is closely associated with many contemporary
learning theories, most notably the developmental theory of Bandura's (1977) social cognitive
theory, which rests on the shoulders of Bruner’s (1971) social constructivist theory. Though most
notably developed by Vygotsky (1978), this philosophical approach to the curriculum design
suggests that learning is mediated by an individual’s social and cultural contexts, which in turn
assists the individual in developing the capacity to adapt to constantly changing environments.
Smith and Ragan (2005) claim that social constructivism is a philosophical perspective, which
states that learners develop knowledge and understanding as they engage in and interact with
their social and cultural contexts. Kim (2001) furthers this claim by stating that social
constructivism is based on three specific assumptions: (1) reality does not exist, as perception of
reality can only be constructed through interactions with other members of the environment in
which they live (Kukla, 2000); (2) knowledge is a human invention that is defined within a
sociocultural construct (Ernest, 1999; Gredler, 1997; Prat & Floden, 1994); (3) learning does not
take place in a vacuum; it is a social process, and the development of behaviors are largely
shaped by external forces (McMahon, 1997).
Contextualism. Contextualists suggest that rational thought is intimately connected to
the environment to which it is applied (Smith & Ragan, 2005). Two key assumptions of
contextualism are the following: (1) learning should be situated in a realistic setting; (2)
assessment of learning should be integrated and not a siloed activity. Contextualists recommend
situating learning in realistic scenarios, which allows learners to adapt to their changing
environments. Thus, preservice education must reorient its clinical practice opportunities through
a social constructivist lens so that novice teachers can co-construct contextualized knowledge.

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Learning Theories

Smith and Ragan (2005) explain that learning theories are conceptual frameworks
describing how knowledge is absorbed, processed, constructed and retained during learning.
Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in
how knowledge and understanding is acquired, constructed, or changed. Therefore, instructional
designers are interested in learning theories, particularly those theories that attempt to describe,
explain, and predict learning (Smith, & Ragan, 2005). This curriculum is informed by two
learning theories, which are described below.
Sociocultural learning theory. In contrast to social constructivism as a philosophical
perspective, where knowledge is individually constructed through social interaction,
sociocultural learning theory focuses its theory of development on the social and cultural
interactions between a novice and an expert in a given community. According to sociocultural
learning theory, learning cannot be solely constructed by an individual alone, and; thus, requires,
“additional cognitive resources [which are] found in the sociocultural milieu” (Cole &
Engeström, 1997, p. 3). These interactions aid the novice in learning the ways of thinking and the
accepted behaviors of their shared community. Therefore, learning takes place within, and is
shaped by, the social, cultural, and historical contexts of their community (Vygotsky, 1978).
Cognitive load theory. Cognitive Load Theory (CLT) provides guidelines for instructors
to present information in a way that supports learner activities, to ensure that the learner is not
overwhelmed by the intake of an abundance of information when he or she is processing new
learning. Scholars of CLT claim that creating learning experiences that do not overwhelm the
learner results in improved academic outcomes (Kirschner, Kirschner, & Paas, 2006). A learners

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cognitive load is either positively or negatively affected by the quality and nature of instruction
and by the instructor him/herself. Good instructional design controls for cognitive overload by
managing the presentation of new learning in sizable chunks, as well as frequent checks for
understanding (Kirschner, Kirschner, & Paas, 2006). The approach to the curriculum design is
most notably affected by the intersection of the philosophical perspectives and the learning
theories employed by the developer, and therefore, must be of the utmost concern during the
design process so as to prevent cognitive overload.

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CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT
This chapter is defined by two sections: (1) the learner profile; and (2) the learning
context. The first section, the learner profile, analyzes the learners participating in the TRP via an
in-depth analysis of their abilities and prior knowledge, which will be necessary for successful
completion of this program. The second section, the learning context, outlines the specific
faculty member and mentor teacher characteristics, classroom environment, available equipment
and technology, and the curriculum alignment to the organizational mission. Finally, the larger
learning context of the California public school system is analyzed for the transferability of this
curriculum.
The Learner Profile
The learner profile is a central component of consideration in the design of a curriculum
that is aimed at reconstructing TPPs in the State of California. For the purposes of this analysis,
learners are defined as adults, over the age of 18 with a baccalaureate degree, who are seeking a
multiple subject, single subject, or special education preliminary teaching credential (PTC) from
an accredited TPP in public or private university within the State of California. This instructional
needs assessment investigates: (1) the learner’s abilities as they relate to the cognitive,
physiological, and self-efficacy demands of teacher candidates who intend to participate in the
TRP; (2) the learner’s prior knowledge via an examination of the learners’ general world
knowledge and specific prior knowledge in relation to the curriculum.
Learner Abilities
Cognitive characteristics. Learners at this level of rigor possess the ability to read and
process relevant instructional literature, as well as participate in small and large group

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discussions. Learners are able to respond to or produce academically rigorous written work.
Learners possess technological literacy and are proficient in multiple types of visual media in
order to conduct research, communicate, and present academic material. Learners comfortably
share ideas, ask questions, speak in large and small group settings, and teach their colleagues, as
well as K-12 students throughout the residency program. It is also important to note that learners
have executive function and self-regulation skills. According to Anderson (2002), executive
function and self-regulation skills are the mental processes that enable an individual to plan,
focus one’s attention, remember instructions, and manage multiple tasks successfully.
Physiological characteristics. Teacher candidates are generally in good health and are
mobile, either naturally or with an assistance device. Learners have full use of all sensory
receptors (i.e. auditory, visual, speech, etc.) to participate in the program, or have made the
necessary accommodations with an assistance device (i.e. wheelchair, hearing aid, etc.).
Self-efficacy. Bandura (1977) defines self-efficacy as, “one's belief in one's ability to
succeed in specific situations or accomplish a task.” Self-efficacy can play a major role in how
one approaches goals, tasks, and challenges. Bandura (1977) hypothesized that expectations of
self-efficacy determine whether coping behavior will be initiated, how much effort will be
expended, and how long it will be sustained in the face of obstacles and aversive experiences.
Persistence in activities that are subjectively threatening but in fact relatively safe produces,
through experiences of mastery, further enhancement of self-efficacy and corresponding
reductions in defensive behavior (Bandura, 1977). The learners’ values and beliefs about their
own learning play an important role in developing self-efficacy. Throughout this program,
learners possess a confidence and an awareness about their ability to learn and grow from their

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experience as a teacher resident. Therefore, the necessary affective and social characteristics of
the learner need to be examined.
Affective characteristics. According to Smith and Ragan (2005) designers of curriculum
must account for the learners’ interests, motivation to learn, attitude toward the subject matter
and learning, beliefs, to what they attribute their successes or failures, and anxiety level. As such,
learners in this program have a high level of interest in their chosen discipline (i.e. multiple
subject, single subject, or special education), as well as motivation to learn more about their
chosen discipline. Their attitude and beliefs about learning align with a growth mindset (Dweck,
2006) and they have a personal awareness that they can learn and grow, through adversity and
challenges, while participating in this program and throughout their careers as educators.
Learners naturally operate from an internal locus of control (Rotter, 1975) due to the highly
unpredictable nature of the teaching profession. The concept of locus of control was brought to
light by Rotter (1975) and describes a person's belief that he or she can influence events and their
outcomes. An internal locus of control, in contrast to an external locus of control, centers on the
belief that events in one’s life, whether good or bad, are caused by controllable factors such as
one’s attitude, preparation, and effort (Rotter, 1975). In tandem with an internal locus of control,
learners are effective managers of anxiety. From high stakes tests to challenging teaching
placements, there are many potential sources of angst as learners journey through a preservice
program and beyond. Thus, learners are adept at managing stress.
Social characteristics. Strong social relationships and connection to peers will also be
factor in the successful completion of the TRP. Learners possess a high degree of intrapersonal
skills, as they will be interacting with a variety of colleagues, Teacher Educators, K-12 students,

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parents, and administrators from diverse backgrounds. The development of this program was
informed by the social constructivism literature (Ernest, 1999; Gredler, 1997; Prat & Floden,
1994) with a critical stance (Brookfield, 2010; Gay & Kirkland, 2003; Howard, 2003; Jay &
Johnson, 2002; Loughran, 2006; Rogers, 2002). Social constructivism requires that learners take
a critical look at the intersection of their epistemic stance and their positionality, or how they
position themselves within the world (Burr, 2015). Through this critical lens of social
constructivism, learners will learn to unearth and examine their underlying biases, beliefs, and
assumptions that lurk quietly in the crevasses of their subconscious. Teachers’ biases, beliefs,
and assumptions often times unintentionally create barriers to learning, also known as a hidden
curriculum (Wren, 1999), that silently surface through pedagogical judgement in the classroom.
Learners may not have a serious commitment to confront these biases, beliefs, and
assumptions about students and practice that that impact learning opportunities for their diverse
student populations. It may not be natural for the learners to ask themselves tough questions,
such as: What if I impede learning? What if I reinforce inequity and marginalization in my
classroom? What if I am the problem? This curriculum is designed to address these affective and
social characteristics through social constructivism and sociocultural learning theory.
Prior Knowledge
The teacher educators’ ability to recognize the funds of knowledge (Amanti, González, &
Moll, 2005) each learner brings to the program is essential. The concept of funds of knowledge is
based on a simple premise: people are competent and have knowledge, and their life experiences
have given them that knowledge (Amanti, González, & Moll, 2005). Honoring their general
world knowledge in regard to teaching and learning, as well as their specific knowledge of

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content and pedagogical practices, will depend on the teacher educator’s ability to take a
Vygotskian perspective. Teacher educators will need to actively seek their learner's Zone of
Proximal Development (ZPD), which will greatly influence the extent to which new learning can
occur (Vygotsky, 1933).
General world knowledge. It is assumed that all preservice teachers have varying
degrees of engagement in educational settings, which will produce differing levels of general
world knowledge about teaching and learning. This knowledge is informed by each learner’s
experience as a student while in school and can include but is not exclusive to experiences with
education in the media; acting as volunteers in classrooms, acting as youth coaches, or substitute
teachers; and in some cases, practitioners themselves. It is also assumed that these experiences
and the general world knowledge about teaching and learning is accompanied by preconceived
notions about what “good” teaching looks like, or ought to be. These assumptions, biases, and
beliefs will be continuously examined through a critical lens.
Specific prior knowledge. The specific prior knowledge learners have as they enter the
TRP is assumed to be a robust content knowledge, developed during their undergraduate studies,
and demonstrated by the CSET in their chosen discipline (i.e. multiple subject, single subject, or
special education). The curriculum of the TRP will not center on developing specific content
knowledge in their discipline, but rather, will center on the declarative, conceptual, and
procedural knowledge of what the designer calls the five HLCPs for ambitious teaching through
a social justice lens. In the event that there are gaps in content knowledge, teacher residents are
self-directed learners who are motivated to seek knowledge on their own, or from their peers.

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The Learning Context
Defining the learning context is a major component of developing a curriculum, as the
designer must consider when, where, and with whom the instruction occurs. Smith and Ragan
(2005) describe the learning context as being comprised of many factors that affect and are
affected by the learning that takes place. An in-depth investigation into the conditions for
learning, including when and where instruction will be implemented, helps to ensure that the
instruction will be viable in the selected environment (Smith & Ragan, 2005). This section will
address: (1) pathways to teaching in California, as well as the different types of preliminary
teaching credentials (PTCs); (2) the public and private universities that are accredited to certify
teachers with a PTC, as well as the facilitator and mentor teacher characteristics, classroom
facilities, available equipment and technology, and the learning climate of those universities; and
(3) the larger context of the California public school system that will partner with the universities
who certify teachers.
Pathways to Teaching in California
In the State of California, there are several pathways to earn a PTC. For example, learners
can obtain a PTC through an accredited university, a distance/online learning program,
participating in district intern programs, or joining a national/local teaching program. The CTC
approves only the TPPs that meet its adopted standards of quality and effectiveness. These
programs include subject matter programs, educator preparation programs, and educator
induction programs (CTC, 2016). This curriculum addresses students who seek to earn their
multiple subject, single subject, or special education PTC through a TPP at a private or public
university in the State of California.

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Teaching credentials in California. For the purposes of this curriculum design, it is
assumed that all TPPs will be post-baccalaureate. Learners must consider a variety of factors
when choosing a TPP. Location, program options, tuition, and other factors will all play a part in
this decision. The traditional route to earning a PTC—a post-baccalaureate fifth-year of study—
may result in a salary that is greater than that of the other alternative pathways (CTC, 2016).
Earning a PTC allows a teacher to teach for a maximum of five years. During that time,
additional professional development is required to receive the professional CLEAR credential
(PCC). If the PTC expires without renewal, the holder of the PTC will not be able to continue
teaching in California’s public schools since the requirements were not met. In the State of
California, there are three different types of PTCs: multiple subject, single subject, and special
education.
Multiple Subject PTC. The multiple subject PTC authorizes the holder to teach in a self-
contained classroom such as the classrooms in most elementary schools. CTC defines a self-
contained classroom as one where a teacher teaches all subjects to the same students all day.
However, a teacher authorized for multiple subject instruction may be assigned to teach in any
self-contained classroom whether it be in preschool, K-12, or in adult classes (CTC, 2016).
Admission criteria vary widely by university, but general requirements to gain admission to
schools offering multiple subject PTCs may include the following: a bachelor's degree (any
major as there is no specific education major in the State of California.); a passing score on the
California Basic Educational Skills Test (CBEST); a passing score on the California Subject
Examination for Teachers (CSET); a passing score on the Reading Instruction Competence
Assessment (RICA); U.S. Constitution requirement (pass an examination or take an approved

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university course); some schools, but not all, will require that applicants take the Graduate
Record Examination (GRE); complete a certain number of hours of student contact (i.e. student
teaching, tutoring, observing); a personal statement; three letters of recommendation; and
necessary administrative requirements.
Single Subject PTC. This certification authorizes the holder of a single subject PTC to
teach a single subject in departmentalized classes, such as those in most middle schools and high
schools. Teaching with a single subject can also be applied to preschool, kindergarten, grades 1
through 5, as well as adult classes; however, certificated staff can only teach the specified subject
that the credential authorizes (CTC, 2016). Admission criteria vary by university, but general
requirements to gain admission to schools of education offering single subject PTCs include the
following: a bachelor's degree (any major); subject-matter proficiency as demonstrated via one of
the two methods: a passing score on the CSET or completion of a commission-approved subject-
matter waiver program; a passing score on the CBEST; U.S. Constitution requirement (either
pass an examination or take an approved university course); some schools, but not all, will
require that applicants take the Graduate Record Examination (GRE); complete a certain number
of hours of student contact (i.e. student teaching, tutoring, observing); a personal statement; three
letters of recommendation; and necessary administrative requirements.
Special Education PTC. This certification authorizes a person to teach children with
special needs. Special education teacher preparation program, including student teaching must be
completed in the area of specialization. The person holding a special education PTC may work
with elementary, junior high, or high school students (CTC, 2016). Admission criteria differ by
school, but general requirements to obtain a special education PTC include the following: a

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bachelor's degree (any major); a passing score on the CSET; a passing score on the CBEST; a
passing score on the RICA; U.S. Constitution requirement (either pass an examination or take an
approved university course); some schools, but not all, will require that applicants take the
Graduate Record Examination (GRE); complete a certain number of hours of student contact (i.e.
student teaching, tutoring, observing); a personal statement; three letters of recommendation; and
necessary fingerprinting/administrative requirements.
Blended programs. In addition to a traditional post-baccalaureate fifth-year of study, any
of the above credentials can be earned in tandem with a Master’s degree. These programs can be
one-year to two-and-a-half years in duration, and often contain a clinical practice component.
The type of Master's degree may vary according to the program; however, typical graduate
degrees in education may include: a Master's in Education (M.Ed.); Master's of Arts (M.A.) in
Education; or a Master's in the Art of Teaching (MAT).
Public and Private Universities
According to the data reported by the CTC (2017), there are 251 state approved
institutions in the State of California that are accredited to grant multiple, single, and special
education PTCs. Of these 251 universities or Local Education Agencies (LEAs), 23 institutions
are within the California State University system, eight are within the University of California
system, 54 are private/independent institutions, 165 are LEAs, and one is characterized as
“other” (CTC, 2017). This curriculum will target the 23 California State University institutions,
eight University of California institutions, and 54 private/independent institutions. This
curriculum is not intended for the 165 LEAs that are authorized to grant PTCs through an
induction program. In order to ensure that the instruction will be viable in the selected

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environment (Smith & Ragan, 2005), the designer examined the facilitator and mentor teacher
characteristics, classroom facilities, available equipment and technology, and the learning
climate.
Teaching faculty characteristics. University faculty members are drawn from both
higher education and the K-12 sector. Those who lead the next generation of teachers throughout
their preparation and induction have themselves been effective practitioners (Panel, 2010). There
are four specific qualifications of faculty members who choose to instruct within this TRP. First,
faculty members hold a minimum of a M.Ed. Secondly, faculty members are/were K-12
practitioners themselves. Their working knowledge of the context in which their residents will be
situated is essential. Faculty members can be from a variety of backgrounds within the K-12
setting, but all have a minimum of 10 years teaching and/or leading experience (i.e. coaches,
TOSA, principals, etc.) in a K-12 setting. This experience includes a minimum of three years
working in a high-needs school. Third, faculty members who teach within this program have a
robust understanding of the HLCPs for ambitious teaching and their pedagogical enactment in
the classroom. Finally, faculty members have the ability to lead students through the critical
reflection sequence. This is necessary because residents will develop a deep understanding of
their impact on student outcomes through a social justice lens.
Mentor teacher characteristics. Mentor teachers are recruited from high-needs schools
in the K-12 sector. They are rigorously selected and prepared to work within the TRP,
specifically. They are skilled in high leverage (Hattie, 2012) core practices (Ball & Forzani,
2009) for ambitious teaching (Lampert et al., 2013), and exhibit of the skills of expert teachers
who know their impact (Hattie, 2012). There are three specific qualifications of mentor teachers

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who choose to create partnerships with this TRP. First, mentor teachers are K-12 practitioners
themselves. Their working knowledge of the context in which their residents will be situated is
essential. Mentor teachers can be from a variety of backgrounds within the K-12 setting but have
a minimum of 5 years (this may include the residency year, if applicable) experience in a K-12
setting, with at least three years of experience in a high-needs school. Secondly, mentor teachers
have a robust understanding of the high leverage (Hattie, 2012) core practices (Ball & Forzani,
2009) for ambitious teaching (Lampert et al., 2013) and their pedagogical enactment in the
classroom. Third, mentor teachers have the ability to make the tacit explicit (Blasco, 2015).
Classroom facilities. The TRP is situated within the university setting, with a close
relationship with the partnering districts surrounding the university. Since there is currently a
disconnect between the university and the public-school systems, the learning will take place in
the university and the school site level. The Pre-Residency Summer Academy will take place in
the the university setting, while the Residency Year, Post-Residency, and the Resident Fellow
phases of this program will take place in the local school setting.
In order for practice to be at the center of this program, instruction at the school site level
is essential to this curriculum. This is highly divergent from the traditional preparation program,
due to the focus on practice rather than theory, as the centerpiece of this program. University
instructors will go to the local school sites, rather than teacher candidates coming to the
university. The ideal meeting place during the Residency Year would be an empty classroom on
a mutually agreed upon school site, or a conference room at the district office large enough to
host the full-day workshops. This is for two main reasons: (1) learning will be situated in the
local context so as to account for issues that are relevant to the local community, district, and

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school; (2) meeting at the school site level will decrease scheduling conflicts since mentor
teachers will also need to be in attendance.
Available equipment and technology. In both settings, university and school site, the
required technology is as follows: (1) wireless internet access; (2) computer
workstations/computer lab for those students without a laptop computer (preferred); (3)
projection hardware with audio capabilities; (4) email accounts with Google Drive accounts; (5)
a synchronous classroom platform.
Learning climate. The classroom climate is one that supports a social constructivism
philosophy of education (Ernest, 1999; Gredler, 1997; Prat & Floden, 1994). The classroom
climate must be facilitated by a more knowledgeable other (Vygotsky, 1978) who subscribes to
third space theory (Bhabha, 1994, 1996), and is able to lead pre-residents and residents through
surface, deep, and transfer learning (Hattie, 2015) of the HLCPs for ambitious teaching through a
social justice lens.
California Public School System
During the 2015-2016 academic school year, the CTC reported 1,025 public school
districts with 10,453 schools serving 6,226,737 K-12 students in the State of California (CTC,
2016). According to 2014-2015 data, 65% of all credentialed teachers in the state reported their
ethnicity as White (not Hispanic), while Hispanic/Latino(a) students make-up 71% of the non-
white student population (CTC, 2016). The mismatch and presumed ethnic, cultural, and
linguistic divide between the students and the teachers who teach them has long been touted as
the perpetrator for the achievement gap (Ladson-Billings, 2006; Reardon, 2011). However, this
curriculum addresses this divide by educating preservice teachers in the practice of social justice

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education within the context of high-needs schools. The inequalities, marginalization, and
privilege evident within the public-school system rests squarely on the shoulders of the teachers
and the officials that lead them. Efforts to dismantle the achievement gap should take aim at the
assumptions, ideologies, biases, and belief systems of the teachers and leaders of K-12 public
schools (Brookfield, 2010; Mezirow, 1991), which requires an intentional choice to situate
preservice learning opportunities in high-needs schools across the state.

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CHAPTER FOUR: THE CURRICULUM
This purpose of this chapter is to outline the curriculum of this TRP. The developer
designed four phases of the curriculum: Pre-Residency Summer Academy (PRSA), the
Residency Year, the Post-Residency phase, and the Resident Fellow Program. This chapter
organizes and details the four phases of the curriculum with several sections: (1) Overall
Curriculum Goals, Outcomes, and Summative Assessments; (2) Cognitive Task Analysis (CTA);
(3) General Instructional Methods Approach; (4) Description of Specific Learning Activities; (5)
Instructional Emphasis during Residency Transition; (6) Overview of the Modules, including in
an overview of the Pre-Residency Summer Academy and Residency Year curriculum; and (7)
concludes with the Delivery Media Selection.
Overall Curriculum Goals, Outcomes, and Summative Assessments

This section details the curriculum goals, learning outcomes, and summative assessments
for the four phases of this program.
Curriculum Goals
This section summarizes the curriculum goals of this program. It is necessary to outline
the different curriculum goals for each module because they each have unique learning outcomes
and summative assessments. Thus, the curriculum goals will be detailed for the four components
of this program: (1) Pre-Residency Summer Academy; (2) Residency Year; (3) Post-Residency;
(4) Resident Fellow.
Pre-Residency Summer Academy. Upon completion of the Pre-Residency Summer
Academy, Pre-Residents will be able to enact the five High Leverage Core Practices (HLCPs)

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for ambitious teaching through a social justice lens, in a simulated setting at the surface learning
level, as measured by the qualifying exam.
Residency Year. Upon completion of the Residency Year, Residents will be able to
enact the five HLCPs for ambitious teaching through a social justice lens, at the deep learning
level in a K-12 setting, as measured by the summative exam.
Post-Residency. Upon completion of the two-year Post-Residency, Post-Residents will
be able to enact the five HLCPs for ambitious teaching through a social justice lens, at the
transfer level in a K-12 setting, as measured by the requirements for the CLEAR credential and
the teacher evaluation system used by their employer.
Resident Fellow. At completion of the two-year Resident Fellow program, Fellows will
be able to: (1) enact the five HLCPs for ambitious teaching through a social justice lens, at the
expert transfer level in a K-12 setting, as measured by the summative assessment and the teacher
evaluation system used by their employer; (2) mentor novice teacher residents in the TRP.
Learning Outcomes
This section summarizes the four learning outcomes of this curriculum. It is necessary to
outline the different learning outcomes for each module because they each have unique
curriculum goals and summative assessments. Thus, each learning outcome will be detailed for
the four components of this program.
Pre-Residency Summer Academy. After mastering the surface level declarative,
conceptual, and procedural knowledge in order to enact the five HLCPs for ambitious teaching
through a social justice lens in a simulated setting, Pre-Residents will be fully prepared for the
Residency Year in a K-12 high-needs school setting.

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Residency Year. After mastering the declarative, conceptual, and procedural knowledge
in order to enact the five HLCPs for ambitious teaching through a social justice lens at the deep
learning level in a K-12 setting, Residents will earn their preliminary teaching credential and be
fully prepared to teach in high-needs school settings across the State of California.
Post-Residency. After mastering the conceptual and procedural knowledge in order to
enact the five HLCPs for ambitious teaching through a social justice lens at the transfer level in a
K-12 setting, Residents will earn their CLEAR teaching credential and be fully prepared to enter
the Resident Fellow Program.
Resident Fellow. After mastering the conceptual and procedural knowledge in order to
enact the five HLCPs for ambitious teaching through a social justice lens at the expert transfer
level in a K-12 setting, Resident Fellows will earn their M.Ed. and be fully prepared to mentor
novice teacher residents in the TRP.
Summative Assessments
This section summarizes the four summative assessments of this curriculum. It is
necessary to outline the different summative assessments for each component because they each
have unique curriculum goals and learning outcomes. Thus, each summative assessment will be
detailed for the four components of this program.
Pre-Residency Summer Academy. Immediately following the Pre-Residency Summer
Academy, Pre-Residents will be assessed via the qualifying exam. This assessment is intended to
measure whether learners are demonstrating mastery of the desired declarative, conceptual, and
procedural knowledge at the surface level (see SLC) prior to beginning the Residency Year. The
qualifying exam evaluates attendance records, artifacts from Modules 1 and 2, feedback from all

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five SLCs, Sections 1 and 2 of the digital portfolio, a lesson plan for ambitious teaching in a
simulated setting, an oral defense of the action research proposal, and a defense of the self-
evaluation rubric. The qualifying exam concludes with an exit interview and the committee’s
recommendation to advance (or not) to the Residency Year. Learners must earn an “Advance”
from two-thirds of the committee members. All Pre-Residents must pass the qualifying exam in
order to advance to the Residency Year. With a passing score on the qualifying exam (per the
rubric), Pre-Residents have mastered the program goals at the surface learning level, and will be
placed in a K-12 high-needs school to complete their Residency Year.
Residency Year. Upon completion of the Residency Year, Residents will demonstrate
mastery of the declarative, conceptual, and procedural knowledge necessary to enact the five
HLCPs for ambitious teaching through a social justice lens at the deep learning level (see DLC)
in a K-12 setting by passing a rigorous summative exam with a three-member committee. The
summative exam will evaluate attendance records, artifacts from Module 3, scores on the subject
matter competency assessments (CTC, 2016), feedback from peers, mentor teachers, and
instructors from all five DLCs, the presentation of the completed digital portfolio, a
microteaching example that highlights the HLCPs for ambitious teaching through a social justice
lens with a critical reflection paper on the microteaching sample, a defense of the action research
project, and a defense of the self-evaluation per the CSTP rubric. The summative exam
concludes with an exit interview and a recommendation to “Advance” to the Post-Residency
from at least two-thirds of the committee members. The summative exam will take place
approximately two weeks after completing the Residency Year, or mid to late June. Residents

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who pass the summative exam per the rubric, will be recommended for a PTC and a one-year
probationary contract within the district of residency.
Post-Residency. Upon completion of the two-year Post-Residency, Post-Residents will
demonstrate mastery of the declarative, conceptual, and procedural knowledge necessary to enact
the five HLCPs for ambitious teaching through a social justice lens at the transfer level (see
TLC) in a K-12 setting as evidenced by completing the induction program and earning a CLEAR
teaching credential. Additionally, a renewed contract and continued employment through the
Post-Residents’ school district is a measure independent of this program; however, this is a
prerequisite for acceptance into the Resident Fellow Program.
Resident Fellow. Upon completion of the two-year Resident Fellow Program, Fellows
will demonstrate mastery of the declarative, conceptual, and procedural knowledge necessary to
enact the five HLCPs for ambitious teaching through a social justice lens at the expert transfer
level in a K-12 setting as evidenced by completing the requirements for the M.Ed.
Cognitive Task Analysis
Smith and Ragan (2005) call for the curriculum design to be informed by a cognitive task
analysis (CTA). Clark, Feldon, van Merriënboer, Yates, and Early (2007) explain that CTA is a
type of task analysis that captures the knowledge experts use, such as decision-making and
problem-solving skills, memory, attention, and judgement. The objective of a CTA is to capture
an explanation of the explicit and implicit knowledge that experts use to perform complex tasks
through a variety of interview and observation strategies (Clark, Feldon, van Merriënboer, Yates,
& Early, 2007). In order to inform the design of this curriculum, three subject matter experts
(SME) were interviewed: (1) a preservice teacher educator (TE) with extensive knowledge in

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culturally relevant pedagogies and teaching for social justice; (2) a clinical practice TE who
supervises teacher candidates in a preservice teacher preparation program in high-needs schools;
and (3) an expert principal of a K-5 high-needs school in Southern California. In conjunction
with the literature that informs this curriculum, their interviews were used to shape the design of
this TRP and the specific relationship between three domains of knowledge: the declarative,
conceptual, and procedural knowledge of instruction.
The Knowledge Relationship
According to all three SMEs that were interviewed during the CTA, and the literature that
informs this curriculum, novice teachers need more practice. There is overwhelming evidence to
suggest that practice needs to be at the center of TPPs. This curriculum is built on a tight
knowledge (i.e declarative, conceptual, and procedural) relationship of the HLCPs for ambitious
teaching through a social justice lens. This TRP will provide a greater emphasis on these
knowledge relationships, which positions Pre-Residents to practice the HLCPs from the start of
the program. This close knowledge relationship allows novice teachers to develop their
professional knowledge, and skill, as they develop a professional identity (Grossman,
Hammerness, & McDonald, 2009) via the three learning cycles designed for this TRP.
Learning cycles. Hattie (2009) asserts that in order for transfer learning to take place, it
must be through distributed practice over time. He suggests that students need to develop
sufficient surface knowledge first, which will enable them to move to deeper understanding, so
that transfer of this learning to novel tasks and situations can occur (Hattie, 2009). The three
Learning Cycles developed for this curriculum: (1) Surface Learning Cycle; (2) Deep Learning
Cycle; (2) Transfer of Learning Cycle.

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Surface learning. The Pre-Residency Summer Academy will lay the foundation for
learning to enact the HLCPs for ambitious teaching through a social justice lens through a
Surface Learning Cycle (SLC) by placing practice at the center. Pre-Residents engage in this
cycle by first observing an example of a teaching event, followed by a collective analysis with
their peers and instructor. After the collective analysis, learners will create an approximation of
practice and receive feedback from their peers and instructor. Finally, learners will engage in the
critical reflection sequence in order to better understand their practice and take action for social
justice. Figure 1 is a model for surface learning of the five HLCPs for ambitious teaching
through a social justice lens.

Figure 1. Surface Learning Cycle (SLC)

HLCP for
Ambitious
Teaching
Observe
Teaching Event

Collective
Analysis
Approximation
of Practice

Collective
Feedback
Critical
Reflection

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Deep learning. The Residency Year will deepen the declarative, conceptual, and
procedural knowledge needed to enact the HLCPs for ambitious teaching through a social justice
lens through a Deep Learning Cycle (DLC) by placing practice at the center. Residents will
engage in this cycle by first observing a micro-teaching sample of their own teaching, followed
by a collective analysis with their peers and instructor. After the collective analysis, learners will
plan and rehearse modifications and adjustments to their practice and receive feedback from their
peers and instructor. Then, learners will engage in the critical reflection sequence in order to
better understand their practice and create action steps for social justice. Figure 2 is a model for
deep learning of the five HLCPs for ambitious teaching through a social justice lens.

Figure 2. Deep Learning Cycle (DLC)

HLCP for
Ambitious
Teaching
Observe
Micro-Teaching
Event
Collective
Analysis
Rehearsal

Collective
Feedback
Critical
Reflectio
n
Take
Action

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Transfer of learning. The Post-Residency years will enable novice first and second year
teachers to transfer the declarative, conceptual, and procedural knowledge needed to enact the
HLCPs for ambitious teaching through a social justice lens in novel situations through the
Transfer of Learning Cycle (TLC) by placing practice at the center. Post-Residents will engage
in this cycle by first observing a micro-teaching sample of their own teaching, followed by an
independent analysis of the learning event. Learners will modify and adjust their practice and
engage in the critical reflection sequence in order to better understand their practice and take
action for social justice. After taking action, learners will present the second microteaching event
and receive collective feedback from their peers and instructor. Figure 3 is a model for transfer
learning of the five HLCPs for ambitious teaching through a social justice lens.

Figure 3. Transfer of Learning Cycle (TLC)

HLCP for
Ambitious
Teaching
Observe
Micro-
Teaching
Analysis
Modify and
Adjust

Collective
Feedback
Critical
Reflection

Take
Action

Micro-
Teaching
Event 2

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General Instructional Methods Approach
This curriculum is approached from two philosophical perspectives and informed by two
learning theories. One philosophical perspective, social constructivism (Vygotsky, 1978), claims
that learning happens as learners interact with their sociocultural context to individually
construct new knowledge; therefore, it is the centerpiece of this program. The second
philosophical perspective, contextualism (Smith & Ragan, 1999), proposes that thinking is
inextricably tied to the real-life contexts to which it is applied, hence the heavy emphasis on
practice in context. The learning theories, Sociocultural Learning Theory (Cole & Engeström,
1997, p. 3) and Cognitive Load Theory (Kirschner, Kirschner, & Paas, 2006), are conceptual
frameworks describing how knowledge is absorbed, processed, and retained during learning.
When designing this curriculum, the approaches to the curriculum design are most notably
affected by these philosophical approaches and learning theories.
Description of Specific Learning Activities
Gagne (1972) suggests that lessons include nine events of instruction: gaining attention,
the learning objective, recall of prerequisite learning, presenting materials, guided learning
experiences, performance, feedback, assessment of performance, and opportunities for transfer of
learning. The learning experiences outlined below are guided by this sequence.
Instructional Emphasis during Residency Transitions
It is important to note that as the teacher candidate moves through the TRP, they will
experience varying levels of supplantive and generative learning experiences. During the Pre-
Residency Summer Academy, the Pre-Resident will engage in a balance between supplantive
instruction and generative activities that are concerned with the methodologies and the strategies

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of teaching, otherwise referred to as direct instruction (Smith & Ragan, 2005). Learners will
experience and participate in approximations of practice (Lampert et. al, 2013) to support their
supplantive and generative learning experiences as they engage in the SLC process. As they
move to the Residency Year, their learning will shift to mostly generative learning experiences
(Smith & Ragan, 2005), as students will have the ability to originate and produce socially
constructed knowledge throughout the DLC process. An overview of the five modules is outlined
in the subsequent section.
Overview of the Modules
There are five modules in this curriculum design: (1) Module 1: How to Become a Social
Justice Educator; (2) Module 2: How to Enact The five High Leverage Core Practices for
Ambitious Teaching in a Simulated Setting; (3) Module 3: How to Enact the five High Leverage
Core Practices for Ambitious Teaching in a Scaffolded K-12 Classroom Setting; (4) Module 4:
How to Enact the five High Leverage Core Practices for Ambitious Teaching as a K-12
Classroom Teacher of Record; (5) Module 5: How to Enact the five High Leverage Core
Practices for Ambitious Teaching as a Mentor Teacher. Overall, the pacing of this curriculum is
based on cognitive load theory (Kirschner, Kirschner, & Paas, 2006) and the surface, to deep, to
transfer learning sequence (Hattie, 2012) so that learners are not overwhelmed by unnecessary
information, objectives, activity, and assessment. Modules for this course are structured to follow
the steps of the CTA as represented in the following modules.
Pre-Residency Summer Academy
The Pre-Residency Summer Academy is built upon two modules: (1) How to Become a
Social Justice Educator; (2) How to Enact The five High Leverage Core Practices for Ambitious

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Teaching in a Simulated Setting. Together, these two modules are designed to equip learners
with the declarative and procedural knowledge to enact the five HLCPs for ambitious teaching
through a social justice lens at the surface level (see SLC). These modules were developed from
the results of the CTA.
Module 1. Module 1: How to Become a Social Justice Educator is supported in the CTA
by the literature and three SMEs.
1. Know Thyself (Lit, SME 1, 3)
2. Know Thy Learner (Lit, SME 1)
3. Critically Reflect (Lit, SME 1, 2, 3)
4. Be Culturally Relevant (Lit, SME 1, 2, 3)
5. Be an Ambitious Teacher (Lit, SME 1)
Module 2. Module 2: How to Enact The five High Leverage Core Practices for
Ambitious Teaching in a Simulated Setting is supported in the CTA by the literature and three
SMEs.
1. Create and Maintain Effective Learning Environments (Lit, SME 1, 2, & 3)
2. Be a Visible Learner to Create Visible Learners (Lit, SME 3)
3. Enact Pedagogical Judgement (Lit, SME 1 & 3)
4. Engage in Communities of Practice (Lit, SME 1, 2, & 3)
5. Know Thy Impact (Lit, SME 1, 2, & 3)
Residency Year
The Residency Year consists of one module. Module 3: How to Enact the five HLCPs for
Ambitious Teaching in a Scaffolded K-12 Classroom Setting is supported in the CTA by the

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literature and three SMEs (Lit, SME 1, 2, 3). This module was designed to equip learners with
the declarative, conceptual, and procedural knowledge to enact the five HLCPs for ambitious
teaching through a social justice lens at the deep level (see DLC). This module was developed
from the results of the CTA.
Post-Residency Years
The Post-Residency years consist of one module. Module 4: How to Enact the five
HLCPs for Ambitious Teaching as a K-12 Classroom Teacher of Record is supported in the CTA
by the literature and three SMEs (Lit, SME 1, 2, 3). This module was designed to equip learners
with the declarative, conceptual, and procedural knowledge to enact the five HLCPs for
ambitious teaching through a social justice lens at the transfer level (see TLC). This module was
developed from the results of the CTA.
Resident Fellow Program
The Resident Fellow Program consists of one module. Module 5: How to Enact the five
HLCPs for Ambitious Teaching as a Mentor Teacher is supported in the CTA by the literature
and three SMEs (Lit, SME 1, 2, 3). This module was designed to equip learners with the
declarative, conceptual, and procedural knowledge to enact the five HLCPs for ambitious
teaching through a social justice lens at the expert transfer level (see TLC). This module was
developed from the results of the CTA.
Curriculum Snapshot
With the cognitive load of readers in mind, the following sections provide a curriculum
snapshot, or an outline, of only two phases of this curriculum: (1) Pre-Residency Summer
Academy (Modules 1 & 2); (2) The Residency Year (Module 3).

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Pre-Residency Summer Academy Curriculum
Pre-Residents will participate in a rigorous 10-week Pre-Residency Summer Academy,
which takes place in late May to early August. Pre-Residents will master, at the surface level, the
five HLCPs for ambitious teaching through a social justice lens in a simulated setting. In order to
do so, Pre-Residents will learn the principles of social justice education and the five HLCPs for
ambitious teaching via two modules: (1) How to Become a Social Justice Educator; (2) How to
Enact the HLCPs for Ambitious Teaching in a Simulated Setting. They will participate in the
Surface Learning Cycle (SLC) in order to master, at the surface level, the necessary declarative,
conceptual, and procedural knowledge of the five HLCPs for ambitious teaching through a social
justice lens. The two modules for the Pre-Residency Summer Academy are detailed below.
Module 1
In this module titled, How to Become a Social Justice Educator, students will learn the
five principles of social justice education (SJEd). There are five units in Module 1: (1) Know
Thyself; (2) Know Thy Learner; (3) Critically Reflect; (4) Be Culturally Relevant; (5) Be an
Ambitious Teacher. There are five terminal objectives in Module 1, each with specific enabling
learning objectives, learning activities, and learning assessments.
Principle 1: Know Thyself
For the purposes of cognitive load, this unit, Know Thyself, has been broken into three
lessons: (1) Positionality and Epistemology; (2) Philosophy of Education; (3) Creating a Personal
Statement.
Terminal learning objective 1. Given their epistemic stance and its intersectionality
with their positionality and personal philosophy of education, learners will complete Section 1 of

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the digital portfolio per the rubric: (1) visually represent, in a digital format, an answer to the
question “Who am I?” (2) write a personal statement.
Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.
● Know what epistemic stance means
● Articulate an epistemic stance
● Know what positionality means
● Articulate a positionality
● Know what intersectionality means
● Articulate an epistemic stance and its intersectionality with their positionality
● Know what philosophy of education means
● Know what personal philosophy of education means
● Articulate a personal philosophy of education
● Know what personal statement means
● Analyze the relationship between their epistemic stance and its intersectionality
with their positionality and personal philosophy of education as it relates to their
personal statement
● Write a personal statement
● Know what a Digital Portfolio means
● Complete Section 1 of their Digital Portfolio
Learning activities. After introductions and attention activities, assess prior knowledge
of items a-g (listed below):

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a. epistemic stance
b. intersectionality
c. positionality
d. philosophy of education
e. visual representations
f. digital formats
g. personal statements
○ Teach any necessary prerequisite knowledge of items a-g (listed above) by
providing definitions, examples, and nonexamples.
○ Provide opportunities for learners to generate their own examples and
nonexamples of terms a-g (listed above).
○ Learners will articulate their epistemic stance.
○ Learners will articulate their positionality.
○ Learners will articulate their epistemic stance and its intersectionality with
their positionality.
○ Learners will be able to compare and contrast different philosophies of
education.
○ Learners will articulate their personal philosophy of education.
○ Learners will articulate their personal statement.
○ Learners will create Section 1 of their Digital Portfolio.
Learning assessment. Learners will demonstrate their understanding of the learning
objectives and the EQ by presenting Section 1 of their digital portfolio.

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Principle 2: Know Thy Learner
For the purposes of cognitive load, this unit, Know Thy Learner, has two lessons: (1)
Assessment of Learners; (2) Creating a Learner Profile.
Terminal learning objective 2. Given the appropriate background information (i.e.
grade level, gender, content, classroom context, etc.), learners will conduct a thorough analysis
of their students and their context in order to create: (1) a learner profile for each member of the
class; (2) a class profile.
Prerequisite analysis. The enabling learning objectives that support the terminal learning
objective are listed below.
● Know the background information (i.e. grade level, gender, content, classroom
context, etc.) of their students
● Analyze the background information of their students
● Know what learner context means
● Know what funds of knowledge means
● Recognize that all students have funds of knowledge
● Know what a Home Survey means
● Create a Home Survey that considers:
○ Background information
○ Learner context
○ Funds of knowledge
● Know what a learner profile means
● Create a learner profile (for yourself as a learner in this class)

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● Interview a classmate to create a learner profile on one member of the class
○ Create a class profile
Learning activities. After introductions and attention activities, assess prior knowledge of
items a-f (listed below):
a. background information of their students
b. learner context
c. home survey
d. funds of knowledge
e. learner profiles
f. class profile
○ Teach any necessary prerequisite knowledge of items a-f (listed above) by
providing definitions, examples, and nonexamples.
○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-f (listed above).
○ Learners will analyze the background knowledge of their learners
○ Learners will analyze their learners’ context.
○ Learners will analyze their learners’ funds of knowledge
○ Learners will create a home survey.
○ Learners will create a learner profiles for themselves, then interview a
member of the class to learn about their learner profile.
○ Learners and instructor will collaborate to create a class profile using the
information from the learner profiles.

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Learning assessment. Learners will collaborate to create a class profile using knowledge
of each learner in the class per the learner profiles.
Principle 3: Critical Reflection for Social Justice Education
For the purposes of cognitive overload, his unit, Critical Reflection for Social Justice
Education, has three lessons: (1) What is Social Justice Education? (2) The Critical Reflection
Cycle; (3) Social Justice in the Classroom.
Terminal learning objective 3. Given their knowledge of social justice education, their
learners, and themselves, learners will engage in the act of critical reflection in order to (1) write
a personal reflection paper per the rubric; (2) create an Action Plan for Social Justice in the
Classroom (Section 2 of the Digital Portfolio).
Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.
○ Know what social justice education means
○ Create a Social Justice Creed (SJC)
○ Know the four stages in the critical reflection cycle
■ Learning to See
■ Analysis
■ A New Lens
■ Taking Action
○ Be able to engage in the critical reflection cycle
○ Know what a personal reflection means
○ Write a personal reflection paper per the rubric

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○ Know what an action plan means
○ Know what social justice in the classroom means
○ Create an action plan for social justice in the classroom
Learning activities. After introductions and attention activities, assess prior knowledge of
items a-f (listed below):
a. social justice education
b. social justice creed (SJC)
c. the four stages of the critical reflection cycle
i. Learning to See
ii. Analysis
iii. A New Lens
iv. Taking Action
d. personal reflection
e. personal reflection paper
f. action plan
○ Teach any necessary prerequisite knowledge of items a-f (listed above) by
providing definitions, examples, and nonexamples.
○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-f (listed above).
○ Learners will articulate their own definition of Social Justice Education.
○ Learners will create a rubric for SJEd.
○ Learners will create a SJC.

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○ Learners will articulate the difference between reflection and critical
reflection.
○ Learners will describe their beliefs, assumptions, and biases in respect to
the topic.
○ Learners will analyze their beliefs, assumptions, and biases in respect to
the topic.
○ Learners will articulate the beliefs, assumptions, and biases in respect to
the topic of two or three perspectives different from their own.
○ Learners will state how their beliefs, assumptions, and/or biases regarding
the topic (from M1.U3.L3) have changed.
○ Learners will critique examples and nonexamples of social justice in the
classroom.
○ Learners will create an action plan for social justice in the classroom.
Learning assessment. Learners will write a personal reflection paper using the four
stages of the critical reflection cycle per the rubric.
Principle 4: Be Culturally Relevant
For the purposes of cognitive overload, this unit, Be Culturally Relevant, has two lessons:
(1) What is Culturally Relevant Pedagogy (CRP)? (2) Evaluating Lessons for CRP (CRT + CC).
Terminal learning objective 4. Given the ability to articulate a personal statement,
create learner profiles, and the ability to engage in critical reflection, learners will evaluate
lessons for CRP.

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Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.
○ Know the theoretical basis of culturally relevant pedagogy (CRP)
■ Know the formula for CRP = Culturally Responsive Teaching (CRT) +
Cultural Competence (CC)
○ Articulate the rationale for CRP (CRT + CC)
○ Articulate what CRP (CRT + CC) looks like in the K-12 setting by creating a
rubric
○ Analyze lessons for CRP (CRT + CC)
○ Evaluate lessons for CRP (CRT + CC)
Learning activities. After introductions and attention activities, assess prior knowledge of
items a-h (listed below):
a. personal statement
b. learner profiles
c. ability to engage in critical reflection
d. lesson plans
e. evaluate
f. culturally relevant pedagogy
g. culturally relevant teaching
h. cultural competency
○ Teach any necessary prerequisite knowledge of items a-h (listed above) by
providing definitions, examples, and nonexamples.

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○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-h (listed above).
○ Learners will articulate a rationale for CRP (CRT + CC) in the classroom.
○ Learners will articulate what CRP (CRT + CC) looks like in the K-12
setting by creating a rubric.
○ Learners will analyze lessons for CRP (CRT + CC).
○ Learners will critique examples of CRP (CRT + CC) in the classroom
using the rubric designed in M1.U4.L1.
Learning assessment. Learners will critique lessons for CRP (CRT + CC).
Principle 5: Be an Ambitious Teacher
For the purposes of cognitive overload, this unit, Be an Ambitious Teacher, has four
lessons: (1) Challenge and Rigor (2) Evaluating Lesson Plans and Assessments for Challenge
and Rigor; (3) What is Ambitious Teaching? (4) SLC 1.
Terminal learning objective 5. Given the principles of ambitious teaching, learners will
analyze and evaluate challenge and rigor in lesson plans and assessments per the rubric.
Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.
○ Know what lesson plan means
○ Know what challenge means
○ Know what rigor means
■ Bloom’s Taxonomy (revised)
■ Webb’s Depth of Knowledge (DoK)

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■ 16 Habits of Mind
■ 8 Mathematical Practices
■ Piaget's stages of cognitive development
■ Vygotsky’s Zone of Proximal Development (ZPD)
○ Know what CCSS means
■ CCSS ELA
■ CCSS Math
○ Know what unpacking a standard means
○ Know what learning target (e.g. learning objective) means
■ Be able to write student friendly lesson objectives
○ Know the different types of lesson delivery
■ Inquiry based learning
■ Direct Instruction
○ Know what assessment means
■ formative
■ summative
○ Evaluate different lessons and assessments for appropriate levels of challenge and
rigor
○ Know what ambitious teaching means
○ Know what approximation of practice means
○ Know what a teaching event means
○ Know what rubric means

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○ Create a rubric for ambitious teaching
○ Engage in the Surface Learning Cycle (SLC)
■ Know what observe means
■ Be able to observe a teaching event
■ Know what collectively analyze means
■ Be able to collectively analyze a teaching event
■ Be able to plan a lesson
■ Teach a lesson to their peers in an approximation of practice setting
● teach in response to what students say and do as they engage in
problem solving
● hold students accountable to learning targets
■ Be able to give and receive feedback regarding a teaching event
■ Be able to critically reflect on their own teaching event using social justice
lens
Learning activities. After introductions and attention activities, assess prior knowledge of
items a-m (listed below):
a. lesson plan
b. challenge
c. rigor
i. Bloom’s Taxonomy (revised)
ii. Webb’s Depth of Knowledge (DoK)
iii. the 16 Habits of Mind

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iv. the 8 Mathematical Practices
v. Piaget's stages of cognitive development
vi. Vygotsky’s Zone of Proximal Development (ZPD)
d. common core state standards
i. CCSS (ELA)
ii. CCSS (Math)
e. unpack standards
f. learning target/objectives
g. lesson delivery
i. inquiry
ii. direct
h. assessment
i. formative
ii. summative
i. ambitious teaching
j. teaching events
k. approximations of practice
l. rubric
m. the SLC process in a simulated setting
i. observe
ii. collectively analyze
iii. plan a lesson

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iv. teach
○ Teach any necessary prerequisite knowledge of items a-m (listed above)
by providing definitions, examples, and nonexamples
○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-m (listed above)
○ Given knowledge challenge and rigor, learners analyze a lesson for Bloom
and Webb.
○ Given knowledge challenge and rigor, learners analyze a lesson for the 16
Habits of Mind and the 8 Mathematical Practices.
○ Given knowledge challenge and rigor, learners analyze a lesson for
influences of Piaget and Vygotsky.
○ Learners will be able to identify the features of inquiry vs. direction
instruction.
○ Learners will unpack a CCSS standard.
○ Learners will evaluate lessons for challenge and rigor.
○ Learners will evaluate assessments for appropriate challenge and rigor.
○ Given knowledge challenge and rigor, learners will analyze and evaluate a
microteaching sample for ambitious teaching.
○ Given knowledge challenge and rigor, learners will analyze and evaluate
microteaching sample for clear learning targets.
○ Learners will define when it is appropriate to use and approximation of
practice for a teaching event.

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○ Given knowledge of ambitious teaching, learners will collaborate to create
a rubric to be used by their peers in scoring their lesson during the SLC.
○ Learners will demonstrate their knowledge of SJEd and ambitious
teaching in a simulated setting by participating in the SLC process.
Learning assessment. Learners will ambitiously teach an ambitious teaching lesson
through a social justice lens to peers in an approximation of practice setting and participate in the
SLC per the rubric.
Module 2
In this module titled, How to Enact the Five HLCPs for Ambitious Teaching in a
Simulated Setting, students will continue to deepen and reinforce their knowledge of the
principles of SJEd, while learning the five HLCPs for ambitious teaching. Module 2 also has five
units: (1) Creating and Maintaining Effective Learning Environments; (2) Be a Visible Learner
to Create Visible Learners; (3) Enact Pedagogical Judgement; (4) Engage in Communities of
Practice; (5) Know Thy Impact. There are five terminal learning objectives in Module 2, each
with specific enabling learning objectives, learning activities, and learning assessments, as listed
below.
HLCP 1: Create and Maintain Effective Learning Environments
For the purposes of cognitive overload, this unit, Creating and Maintaining Effective
Learning Environments, has two lessons: (1) Planning and Creating an Effective Environment
for Learning in a Simulated Setting; (3) SLC 2.
Terminal learning objective 1. Given knowledge of the SJEd Principles, learners will
digitally design a classroom model that creates effective learning environments for ambitious

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teaching in a simulated setting per the rubric.
Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.
○ Know the essential components of effective learning environments:
■ Know what classroom geography means
■ Know what access, equity, and efficiency mean
■ Know what a positive classroom climate means
■ Know what positive relationships means
■ Know what classroom community means
■ Know what high expectations for behavior means
■ Know what classroom routines means
■ Know what classroom procedures means
○ Plan an effective learning environments for ambitious teaching in the social
justice classroom by:
■ designing the classroom geography for equity, access, and efficiency using
the learning profiles of students, guided by learners’ personal statement
■ creating and maintaining a positive classroom climate
● building positive relationships among all members of the
classroom community
● setting and maintaining high expectations for students (behavior)
● setting and maintaining effective classroom routines and
procedures

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■ managing classroom materials for efficiency
○ Know what a digital design means
○ Create a digital plan of an effective learning environment for ambitious teaching
in the SJ classroom
○ Participate in the SLC process in a simulated setting by:
■ Observing a teaching event that creates effective learning environments
for ambitious teaching
■ Collectively analyzing the teaching event that creates effective learning
environments for ambitious teaching
■ Digitally design a classroom model that creates effective learning
environments for ambitious teaching
■ Giving and receiving feedback regarding the digital designs of others
■ Critically reflecting on their own digital design of a classroom model that
creates effective learning environments for ambitious teaching
Learning activities. After introductions and attention activities, assess prior knowledge of
items a-k (listed below):
a. effective learning environments
b. classroom geography
c. access
d. equity
e. efficiency
f. positive classroom climate

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g. positive relationships
h. classroom community
i. high expectations (for behavior)
j. routines
k. procedures
l. digital design
m. the SLC process in a simulated setting (see M1.U5.L4)
○ Teach any necessary prerequisite knowledge of items a-k (listed above) by
providing definitions, examples, and nonexamples
○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-k (listed above)
○ Learners will articulate the essential components of effective learning
environments.
○ Learners will plan an effective learning environment for ambitious
teaching in the SJ classroom.
○ Given knowledge of ambitious teaching, learners will create a rubric for
effective learning environments to be used by their peers in scoring their
digital classroom during the SLC.
○ Learners will demonstrate their knowledge of SJEd and effective learning
environments in a simulated setting by participating in the SLC process
Learning assessment. Learners will digitally design a classroom model that creates
effective learning environments for ambitious teaching in a simulated setting per the rubric.

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HLCP 2: Be a Visible Learner to Create Visible Learners
For the purposes of cognitive overload, this unit, Be a Visible Learner to Create Visible
Learners, has three lessons: (1) What is Visible Learning (VL)? (2) Designing Lessons for VL;
(3) SLC 3.
Terminal learning objective 2. Given knowledge of the SJEd Principles and HLCP 1,
learners will ambitiously teach a lesson that incorporates the concepts of VL through a social
justice lens to peers, in an approximation of practice setting, and participate in the SLC per the
rubric.
Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.
○ Know what a learner means
○ Know what a knower means
○ Articulate the difference between a learner and a knower
○ Know what VL means
■ know what meta-analysis means
■ know what influences means
■ know what learning outcome means
■ know what effect size (ES) means
○ Articulate the relationship between influences, effect size, and learning outcomes
○ Know the Elements of VL (EoVL):
■ know what learning target means
■ know what high (learning) expectations means

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■ know what success criteria means
■ know what meaningful learning experiences means
■ know what engagement strategies means
■ know what metacognition means
■ know what assessment means
■ know what feedback means
■ know the different types of feedback
○ Analyze a lesson for EoVL
○ Know what approximation of practice means
○ Know the sequence of the SLC process
○ Participate in the SLC process as a critically reflective Visual Learner in a
simulated setting by:
■ Observing a VL teaching event
■ Collectively analyzing a VL teaching event
■ Planning a lesson that incorporates the elements of VL
■ Ambitiously teaching a VL lesson to their peers in an approximation of
practice setting
■ Giving and receiving feedback regarding the VL teaching event
■ Critically reflecting on their own VL event
Learning activities. After introductions and attention activities, assess prior knowledge of
items a-e (listed below):
a. learner

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b. knower
c. Visible Learning
i. meta-analysis
ii. influences
iii. learning outcomes
iv. effect size (ES)
d. EoVL
i. high (learning) expectations of learners
ii. success criteria
iii. worked examples
iv. learning targets
v. learning experiences
vi. metacognitive strategies
vii. types of assessment
viii. giving feedback (to students)
e. the SLC process in a simulated setting
○ Teach any necessary prerequisite knowledge of items a-e (listed above) by
providing definitions, examples, and nonexamples
○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-e (listed above)
○ Given knowledge of mindsets, learners will create an original audio,
video, or visual representation (i.e. skit, drawing, cartoon, multimedia,

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etc.) of a scenario where a Learner and a Knower interact.
○ Given knowledge of John Hattie’s research, learners will be able to
articulate their own definition of Visible Learning.
○ Given knowledge from M2.U2.L1, learners will be able to create a rubric
to evaluate a lesson for VL opportunities.
○ Given knowledge of the EoVL and ambitious teaching, learners will
design a VL lesson.
Learning assessment. Given knowledge of the EoVL and ambitious teaching, learners
will participate in the SLC by designing a VL lesson, per the rubric, and teach it to their peers, in
an approximation of practice setting.
HLCP 3: Enact Pedagogical Judgement.
For the purposes of cognitive overload, this unit, Enact Pedagogical Judgement, has
three lessons: (1) Curriculum and Instruction; (2) What is Pedagogical Judgement? (3) SLC 4.
Terminal learning objective 3. Given knowledge of SJEd principles and the previous
HLCPs for ambitious teaching, learners will enact appropriate pedagogical judgement for
ambitious teaching in a simulated setting per the rubric.
Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.
○ Know the three curricula
■ Explicit
■ Null
■ Hidden

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○ Know what explicit curriculum means
■ Know the CCSS
■ Know the NGSS
■ Know the ELD
■ Know the C3 Framework
○ Know what vertical alignment means
○ Know what instruction (pedagogy) means
■ Know what direct instruction means
● Know the elements of the direct instruction model
■ Know what student-centered learning means
● Know the different student-centered models of instruction
■ Know what cognitively guided instruction means
● Know the principles of cognitively guided instruction
■ Know what differentiated instruction means
● Know the five steps in the differentiated instruction model
○ Know the relationship between curriculum and instruction
○ Know what pedagogy means
○ Know what pedagogical judgment means
○ Know what monitor means
○ Know what adjust means
○ Know what it means to monitor and adjust
■ Know the different models of instruction and when to use them

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■ Articulate when it is appropriate to use a particular model of instruction
○ Know what disturbing practice means
○ Demonstrate appropriate pedagogical judgment in a simulated setting by
participating in the SLC process:
■ Observe a teaching event (i.e. a peer)
■ Disturb practice, as necessary
■ Collectively analyze the teaching event for appropriate pedagogical
judgement
■ Ambitiously teach a lesson (developed in a previous lesson) to peers in a
simulated setting while TE engages in disturbing practice for the purpose
of the learner enacting pedagogical judgment
■ Give and receive feedback regarding the teaching event
■ Critically reflect on own teaching event
Learning activities. After introductions and attention activities, assess prior knowledge of
items a-r (listed below):
a. explicit curriculum
b. null curriculum
c. hidden curriculum
d. common core standards
i. ELA
ii. Math
e. NGSS

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f. ELD
g. C3 Framework
h. vertical alignment
i. instruction
j. pedagogy
k. pedagogical judgement
l. direct instruction
m. student centered learning
n. cognitively guided instruction
o. differentiated instruction
p. monitor and adjust
q. disturbing practice
r. the SLC process in a simulated setting
○ Teach any necessary prerequisite knowledge of items a-r (listed above) by
providing definitions, examples, and nonexamples
○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-r (listed above)
○ Learners will differentiate between the state adopted curriculums (CCSS,
NGSS, ELD, C3 Framework.).
○ Learners will differentiate between four models of instruction (direct
instruction, student centered learning, CGI, differentiated instruction).

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○ Given knowledge of curriculum and instruction, learners will be able to
analyze the relationship between curriculum and instruction.
○ Given prior knowledge of curriculum and instruction, learners will
evaluate PJ in a lesson.
○ Learners will disturb practice during an approximation of practice.
○ Given knowledge of ambitious teaching, learners will collaborate to create
a PJ rubric to be used by their peers in scoring their lesson during the SLC.
○ Learners will demonstrate their knowledge of SJEd and ambitious
teaching in a simulated setting by participating in the SLC process
Learning assessment. Given knowledge of the EoVL and ambitious teaching, learners
will participate in the SLC by enacting appropriate pedagogical judgement and disturbing
practice as necessary, in an approximation of practice setting, per the rubric.
HLCP 4: Engage in Communities of Practice
For the purposes of cognitive load, this unit, Engage in Communities of Practice, has
three lessons: (1) Teacher as Learner; (2) SLC 5; (3) Building School-Community Partnerships.
Terminal learning objective 4. Given knowledge of SJEd principles and the previous
HLCPs for ambitious teaching, learners will engage in communities of practice for ambitious
teaching in a simulated setting by either: (1) participating in a Professional Learning Community
(PLC) event; or (2) facilitating a collaborative classroom discourse experience; and (3) creating a
plan to build a new/strengthen school-community partnership.
Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.

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○ Know what teacher as learner means
○ Know what a community of practice means
○ Know what PLC means
○ Know what collaborative learning means
○ Know what collaborative learning in a PLC means
■ Know what collective teacher efficacy means
■ Create a concept map for collaborative learning in a PLC
■ Create a rubric for collaborative learning in a PLC
○ Know what collaborative learning in a classroom means
■ Create a concept map for collaborative learning in a classroom
■ Create a rubric for collaborative learning in a classroom
○ Engage in a community of practice for ambitious teaching by participating in a
PLC event via the SLC process:
■ Day One:
● Plan a PLC event
■ Day Two:
● Facilitate a PLC event
● Collectively analyze the PLC event for collective teacher efficacy
● Evaluate the facilitator’s (learner) ability to build collective teacher
efficacy during the PLC event
● Give and receive feedback regarding the facilitator’s (learner)
ability to build collective teacher efficacy during the PLC event

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● Critically reflect on their own participation in the PLC event
○ Engage in a community of practice for ambitious teaching by facilitating
collaborative classroom discourse (for peers) via the SLC process by:
■ Day One:
● Plan a collaborative classroom conversation for peers (as learners)
■ Day Two
● Facilitate the collaborative conversation for peers (as learners)
● Collectively analyze the collaborative conversation for peers (as
learners)
● Give and receive feedback regarding the facilitator’s (learner)
ability to facilitate the collaborative conversation for peers (as
learners)
● Critically reflect on their own facilitation of the collaborative
classroom conversation
○ Know what it means to determine a need
○ Engage in communities of practice by determining a need for
creating/strengthening a school-community partnership
■ Develop a plan for creating/strengthening a school-community partnership
Learning activities. After introductions and attention activities, assess prior knowledge of
items a-k (listed below):
a. teacher as learner
b. community of practice

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c. PLC
d. collaborative learning
e. collective teacher efficacy
f. concept map
g. collaborative classroom discourse
h. determine and need
i. school-community partnerships
j. the SLC process in a simulated setting
○ Teach any necessary prerequisite knowledge of items a-k (listed above) by
providing definitions, examples, and nonexamples
○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-k (listed above)
○ Given knowledge of teacher as learner, teachers will create a rubric for
collaborative learning in a PLC.
○ Given knowledge of teacher as learner, teachers will create a rubric for
collaborative learning in a classroom.
○ Given knowledge of communities of practice, learners will articulate a
rationale for collective teacher efficacy.
○ Learners will choose one of the approximations of practice to participate
in for SLC 5:
■ Engage in a community of practice for ambitious teaching by
facilitating a PLC event

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■ Engage in a community of practice for ambitious teaching by
facilitating collaborative classroom conversation for peers (as
learners)
○ Learners will engage in communities of practice by determining a need for
creating/strengthening a school-community partnership at their school of
Residency.
○ Learners will engage in communities of practice by developing a plan for
creating/strengthening a school-community partnership at their school of
Residency.
Learning assessment. Learners will engage in communities of practice for ambitious
teaching, per the rubric, in a simulated setting by either: (1) participating in a Professional
Learning Community (PLC) event; or (2) facilitating a collaborative classroom discourse
experience; and (3) developing a need and creating a plan to build a new/strengthen a school-
community partnership.
HLCP 5: Know Thy Impact.
For the purposes of cognitive overload, this unit, Know Thy Impact, has three lessons: (1)
Evaluating Student Outcomes; (2) Teacher Evaluation; (3) Action Research.
Terminal learning objective 5. Given knowledge of SJEd principles and the previous
HLCPs for ambitious teaching, learners will evaluate their impact on student outcomes via action
research per the rubric.
Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.

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○ Know what impact means
○ Know what student outcomes means
○ Know different forms of assessment:
■ formative
■ common formative
■ summative
■ district level assessments
■ state level assessments
■ informal vs formal
■ interim
○ Articulate when to use the different forms of assessment
○ Know what multiple measures means
■ Know what CA Assessment of Student Performance and Progress
(CAASPP) means
■ Know what Smarter Balanced Assessment Consortium (SBAC) means
■ Know what Value-Added Model (VAM) means
■ Know what the English Language Proficiency Assessment for California
(ELPAC) means
■ Know what Physical Fitness Test (PFT) means
○ Know what the CA Dashboard means
○ Interpret the CA Dashboard results for current school/district placement
○ Know what teacher evaluation means vs teacher observation means

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○ Know different ways in which teachers are evaluated
■ CA Standards for the Teaching Profession (CSTP)
■ Teacher Performance Standards (TPEs)
○ Know what professional development vs professional growth/learning means
○ Know what action research means
○ Differentiate between knowledge of, in, and for practice
○ Know the action research framework
○ Know what a problem of practice means
○ Know what an action research proposal means
○ Define a problem of practice for the action research proposal
○ Know what research questions means
○ Write research questions
Learning activities. After introductions and attention activities, assess prior knowledge of
items a-r (listed below):
a. impact
b. student outcomes
c. different forms of assessment:
i. formative
ii. common formative
iii. summative
iv. district level assessments
v. state level assessments

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vi. informal vs formal
d. multiple measures
e. CAASPP
f. SBAC
g. VAM
h. ELPAC
i. PFT
j. CA Dashboard
k. teacher evaluation
l. teacher observation
m. CSTPs
n. TPEs
o. professional development
p. professional growth/learning
q. action research
r. the SLC process in a simulated setting
○ Teach any necessary prerequisite knowledge of items a-r (listed above) by
providing definitions, examples, and nonexamples
○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-r (listed above)
○ Learners will know the different forms of assessment:
■ formative

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■ common formative
■ summative
■ district level assessments
■ state level assessments
■ informal vs formal
■ interim
and be able to articulate when to use the different forms of assessment.
○ Given knowledge of assessment tools, learners will interpret the CA
Dashboard results for their current school/district placement to evaluate its
impact on student outcomes.
○ Learners will articulate the difference between teacher evaluation and
teacher observation.
○ Learners will articulate the difference between the TPEs and the CSTPs.
○ Learners will articulate the difference between professional development
and professional growth.
○ Learners will define a problem of practice for their action research
proposal.
○ Learners will write research question(s) based on a well-supported
problem of practice.
Learning assessment. Learners will defend their proposal for their research question(s)
based on a well-supported problem of practice during the qualifying exams.

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Residency Year Curriculum
During the 180-day academic school year, Residents will have 20 meetings with their
cohort and their instructor, where they will deepen their declarative, conceptual, and procedural
knowledge of the five HLCPs for ambitious teaching through a social justice lens. The mentor
teacher is also expected to be in attendance for all 20 meetings. A mutually agreed upon meeting
location will be determined by the instructor and the cohort of Residents.
Module 3
The Residency Year is the third module in the TRP. Module 3 is titled, How to Enact the
Five HLCPs for Ambitious Teaching in a Scaffolded K-12 Classroom Setting, and has four units:
(1) Learning to See; (2) Analysis; (3) A New Lens; (4) Taking Action. A terminal learning
objective, enabling learning objectives, learning activities, and learning assessment were
developed for each of the 20 full-day meetings. For the purposes of this section, only one
example was developed for each of the four units. Each of those examples is detailed below.
Unit 1: Learning to See the HLCPs
In Unit 1, learners will examine the five HLCPs for ambitious teaching through the first
stage of the critical reflection sequence: Learning to See. There will be five full-day meetings for
this unit in order to “see” all five HLCPs for ambitious teaching within the learners K-12
context. As an example, the terminal learning objective, enabling learning objectives, learning
activities, and learning assessment for the first meeting are detailed below. The remaining four
meetings will follow the same format.
Terminal learning objective 1. Given knowledge of SJEd principles and the HLCPs for
ambitious teaching, learners will observe HLCP1 in a K-12 setting through the SLC process and

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write a description of the enactment of HLCP1 per the rubric.
Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.
○ Know SJEd principles
○ Know HLCPs for ambitious teaching 1-5
○ Know what observe means
○ Know what enactment means
○ Observe HLCP1
○ Know how to build collective teacher efficacy through the SLC process
○ Engage in a community of practice for ambitious teaching to build collective
teacher efficacy via the SLC process:
■ Observe HLCP1 in a K-12 setting
■ Collectively analyze HLCP1 in a K-12 setting
■ Design and present adjustments to HLCP1 in a simulated setting as an
approximation of practice
■ Give and receive feedback regarding the adjustments to HLCP1 in a
simulated setting as an approximation of practice
■ Critically reflect on their own adjustments to HLCP1
○ Know what a description means
○ Know how to write a description
○ Write a description of HLCP1

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Learning activities. After introductions and attention activities, assess prior knowledge of
items a-e (listed below):
a. SJEd principles
b. HLCPs for ambitious teaching 1-5
c. observe
d. the SLC process
e. description
○ Teach any necessary prerequisite knowledge of items a-e (listed above) by
providing definitions, examples, and nonexamples
○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-e (listed above)
○ Provide a job aid for describing the enactment of HLCP1
○ Provide examples and nonexamples of describing the enactment of HLCP1
○ Model writing a description of the enactment of HLCP1
○ Provide opportunities for practice and feedback as learners write a
description the enactment of HLCP1
○ Provide opportunities to transfer knowledge as learners build collective
teacher efficacy through the SLC process
Learning assessment. Learners will write a description of their observation of HLCP1 per
the rubric.
Unit 2: Analyzing the HLCPs
In Unit 2, learners will examine the five HLCPs for ambitious teaching through the

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second stage of the critical reflection sequence: Analyzing. There will be five full-day meetings
for this unit in order to analyze all five HLCPs for ambitious teaching within the learners K-12
context. As an example, the terminal learning objective, enabling learning objectives, learning
activities, and learning assessment for the first meeting are detailed below. The remaining four
meetings will follow the same format.
Terminal learning objective 1. Given knowledge of SJEd principles and the HLCPs for
ambitious teaching, learners will analyze their own practice of HLCP1 through the DLC process
and write an analysis per the rubric.
Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.
○ Know SJEd principles
○ Know the HLCPs for ambitious teaching 1-5
○ Know what analyze means
○ Know how to build collective teacher efficacy through the DLC process
○ Engage in a community of practice for ambitious teaching to build collective
teacher efficacy via steps 1-4 of the DLC process:
■ Observe a micro-teaching sample of HLCP1 in a K-12 setting
■ Collectively analyze the micro-teaching sample
■ Rehearse adjustments to HLCP1
■ Give and receive feedback regarding the rehearsal of HLCP1
■ Critically reflect on the feedback
■ Create action steps

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○ Know what a written analysis means
○ Write an analysis
Learning activities. After introductions and attention activities, assess prior knowledge of
items a-d (listed below):
a. SJEd principles
b. HLCPs for ambitious teaching 1-5
c. analysis
d. the DLC process
○ Teach any necessary prerequisite knowledge of items a-d (listed above) by
providing definitions, examples, and nonexamples
○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-d (listed above)
○ Provide a job aid for analyzing the enactment of HLCP1
○ Provide examples and nonexamples of analyzing the enactment of HLCP1
○ Model writing an analysis of the enactment of HLCP1
○ Provide opportunities for practice and feedback as learners write an
analysis of the enactment of HLCP1
○ Provide opportunities to transfer knowledge as learners build collective
teacher efficacy through the DLC process
Learning assessment. Learners will write an analysis of their practice of HLCP1 per the
rubric.

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Unit 3: A New Lens for the HLCPs
In Unit 3, learners will examine the five HLCPs for ambitious teaching through the third
stage of the critical reflection sequence: A New Lens. There will be five full-day meetings for
this unit in order to develop a new lens for all five HLCPs for ambitious teaching within the
learners K-12 context. As an example, the terminal learning objective, enabling learning
objectives, learning activities, and learning assessment for the first meeting are detailed below.
The remaining four meetings will follow the same format.
Terminal learning objective 1. Given knowledge of SJEd principles and the HLCPs for
ambitious teaching, learners will construct a new lens for HLCP1 through the DLC process and
write a description of their new lens per the rubric.
Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.
○ Know SJEd principles
○ Know HLCPs for ambitious teaching 1-5
○ Know what constructing a new lens means
○ Know what empirical articles means
○ Construct a new lens by:
■ Researching empirical articles
■ Reading empirical articles
■ Analyzing empirical articles
○ Know how to build collective teacher efficacy through the DLC process
○ Engage in a community of practice for ambitious teaching to build collective

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teacher efficacy via the DLC process:
■ Observe a micro-teaching sample of HLCP1 in a K-12 setting
■ Collectively analyze the micro-teaching sample
■ Rehearse adjustments to HLCP1
■ Give and receive feedback regarding the rehearsal of HLCP1
■ Critically reflect on the feedback
■ Collectively create action steps
○ Know how to write a description
Learning activities. After introductions and attention activities, assess prior knowledge of
items a-e (listed below):
a. Know SJEd principles
b. HLCPs for ambitious teaching 1-5
c. the DLC process
d. empirical articles
e. description
○ Teach any necessary prerequisite knowledge of items a-e (listed above) by
providing definitions, examples, and nonexamples
○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-e (listed above)
○ Provide a job aid for researching empirical articles
○ Provide examples and nonexamples of empirical articles
○ Model researching, reading, and analyzing empirical articles

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○ Provide opportunities for practice and feedback as learners research, read,
and analyze empirical articles
○ Provide a job aid for constructing a new lens for HLCP1 based on
empirical evidence
○ Provide examples and nonexamples of orally constructing a new lens for
HLCP1 based on empirical evidence
○ Model orally constructing a new lens for HLCP1 based on empirical
evidence
○ Provide opportunities for practice and feedback as learners orally
construct a new lens for HLCP1 based on empirical evidence
○ Provide examples and nonexamples of writing a description of a new lens
for HLCP1 based on empirical evidence
○ Model writing a description of a new lens for HLCP1 based on empirical
evidence
○ Provide opportunities for practice and feedback as write a description of
their new lens
○ Provide opportunities to transfer knowledge as learners engage in the DLC
process
Learning assessment. Learners will write a description of their new lens for HLCP1 per
the rubric.
Unit 4: Taking Action on the HLCPs
In Unit 4, learners will examine the five HLCPs for ambitious teaching through the fourth

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stage of the critical reflection sequence: Taking Action. There will be five full-day meetings for
this unit in order for learners to take action for social justice on all five HLCPs for ambitious
teaching within their K-12 context. As an example, the terminal learning objective, enabling
learning objectives, learning activities, and learning assessment for the first meeting are detailed
below. The remaining four meetings will follow the same format.
Terminal learning objective 1. Given knowledge of SJEd principles and the HLCPs for
ambitious teaching, learners will take action for social justice and write an evaluation of that
action per the rubric.
Prerequisite analysis. The enabling learning objectives that support the terminal
learning objective are listed below.
○ Know SJEd principles
○ Know the HLCPs for ambitious teaching 1-5
○ Know what taking action for social justice means
○ Engage in a community of practice for ambitious teaching to build collective
teacher efficacy via the DLC process:
■ Observe a micro-teaching sample of HLCP1 in a K-12 setting
■ Collectively analyze the micro-teaching sample
■ Rehearse adjustments to HLCP1
■ Give and receive feedback regarding the rehearsal of HLCP1
■ Critically reflect on the feedback
■ Collectively create action steps
○ Know how to write an evaluation

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○ Write and evaluation
Learning activities. After introductions and attention activities, assess prior knowledge of
items a-e (listed below):
a. SJEd principles
b. HLCPs for ambitious teaching 1-5
c. taking action for social justice
d. the DLC process
e. evaluation
○ Teach any necessary prerequisite knowledge of items a-e (listed above) by
providing definitions, examples, and nonexamples
○ Provide opportunities for learners to generate their own examples and
nonexamples of items a-e (listed above)
○ Provide a job aid for taking action for social justice
○ Provide examples and nonexamples of taking action for social justice
○ Model rehearsing taking action for social justice
○ Provide opportunities for practice and feedback as learners rehearse taking
action for social justice
○ Provide a job aid for writing an evaluation of their action steps
○ Provide examples and nonexamples of writing an evaluation of their
action steps
○ Model writing an evaluation of their action steps
○ Provide opportunities for practice and feedback as write an evaluation of

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their action steps
○ Provide opportunities to transfer knowledge in the DLC process
Learning assessment. Learners will write an evaluation of their action steps for HLCP1
per the rubric.

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Selection of Delivery Media
Clark, Bewley, and O’Neil (2006) claim that media itself does not directly impact
learning outcomes. Instead it is the instructor's selection of media, or the instructional methods,
that have the greatest impact on learning outcomes (Clark, Bewley, & O’Neil, 2006; Hattie,
2015). For the purpose of this curriculum, media is considered to be the vehicle that delivers
course content. Delivery media selection will depend on an in-depth analysis of the instructional
methods and pedagogies of this course. Once the instructional methods and pedagogies have
been analyzed, the limitations on media selection will be examined.
Key Considerations in Choosing Media
Clark, Yates, Early, and Moulton (2008) provide several guidelines for media selection in
curriculum design. They state that media selection is limited by three factors: (1) if the learning
task involves sensory receptors (i.e. smell, touch); (2) if the learning task requires learners to
practice conceptual authenticity in context; (3) if the learning task requires immediate and
specific corrective feedback. Learning tasks that are not impacted by these conditions allow for a
variety of media platforms. In examining these limitations for this purpose of this curriculum, it
has been concluded that there are several limiting factors that impact the selection of media as a
means of content delivery. In this TRP curriculum, most learning tasks have: (1) sensory
requirements; (2) a need for conceptual authenticity; (3) a need for immediate and specific
feedback. Thus, media selection is extremely limited.
General Instructional Platform Selection. Analyzing media limitations in relation to
instructional methods and pedagogies allows for a holistic view of media selection. In examining
possible delivery platforms for this program, it becomes apparent that most content must be

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delivered by a live instructor due to the high demand on sensory requirements, the need for
conceptual authenticity, and immediate feedback. At times, it may be appropriate to utilize
synchronous virtual classrooms when sensory requirements and the need for conceptual
authenticity are low. A synchronous classroom allows students and the instructor to meet
virtually through a web-based portal in real time. Corrective feedback is possible using this
platform, though not ideal since visual and auditory receptors may be impaired. A third media
platform, online videos or presentations, may be utilized to deliver declarative knowledge when
there is no demand for sensory receptors, conceptual authenticity, or immediate feedback.
Specific Media Choices
In addition to the instructor as media, other forms of media will be used throughout this
curriculum. Table 2 shows the media and its uses.
Table 2
Media Used for the Curriculum
Media Purpose
Videos Visually and auditorily demonstrate examples and non-examples of
concepts; spark small and whole group discussion
Images Visually demonstrate examples and non-examples of concepts;
spark small and whole group discussion
Student Workbook Provides opportunities for students and facilitator to collaborate, co-
construct, and demonstrate declarative and conceptual knowledge
Instructor/Facilitator Provides appropriate models, guided learning opportunities, and
independent learning opportunities for students to collaborate, co-
construct, and demonstrate declarative, conceptual, and procedural
knowledge

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CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN
Implementation of the Program
The design process does not end with a completed curriculum; rather, the curriculum
continues to evolve and improve during the implementation stage in response to the evaluation of
the design. Smith and Ragan (2005) explain that implementation is the act of successfully putting
a plan into action in the context in which is was intended. This curriculum, which follows the
innovation-design model (Smith & Ragan, 2005), must take into account the time needed for the
implementation and delivery of the lessons, as well as the evaluation of the curriculum. This
chapter includes the plans for implementation of the course, and the recommended instruments
of evaluation for the curriculum.
According to Smith and Ragan (2005) implementation of this innovative curriculum
design needs careful consideration if it has any chance at being adopted by the target audience.
Without such consideration, the design risks an apathetic audience, poor or misguided
implementation of the curriculum, failure to use the curriculum at all, or resistance to the adopted
design (Smith and Ragan, 2005). In order to avoid these pitfalls, Smith and Ragan (2005) explain
that the stages of the adoption process need to be carefully considered.
Stages of the Adoption Process
There are six somewhat predictable stages in the adoption process (Smith & Ragan,
2005). It is recommended, by the designer, that the implementation process follow these six
steps: (1) awareness; (2) interest; (3) evaluation; (4) trail; (5) adoption; and (6) integration.
Following these six steps creates the optimum environment for the adoption and successful
implementation of this curriculum design.

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Awareness. The first stage in the adoption process is awareness (Smith & Ragan, 2005).
Awareness of the curriculum must precede any of the other steps, because without the simple
knowledge that this innovation exists to meet a need, no further action is possible. Likewise,
knowing of an innovation, such as this curriculum, does not guarantee that further action or
interest will result. In order to create awareness of this curriculum, the designer suggests
promoting this curriculum to educational foundations for funding of the project, as well as
seeking accreditation at the state and national level.
Interest. The second stage in the adoption process is interest (Smith & Ragan, 2005).
Once awareness of this project is established, via funding through an educational foundation and
accreditation, those interested in seeking information regarding innovative pathways to a PTC
will find value in this design. The designer suggests that, once awareness is established, this
innovative curriculum design be presented to public and private universities with existing
traditional post-baccalaureate fifth-year TPPs that are seeking alternative pathways to teacher
licensure. It is at this point, post-presentation, that the public and/or private universities can
begin to formulate either positive or negative opinions about the curriculum and the need it
serves for their organization.
Evaluation. The third stage in the adoption process is evaluation (Smith & Ragan, 2005).
Unlike the formal summative evaluation that is necessary to evaluate the fidelity of
implementation of the curriculum, this stage is intended to measure the value of this innovation
in the eyes of the adoptive party. The designer suggests that those public and private universities
interested in this innovative design, take stock in their current TPPs and decide whether or not
there is value in the effort to try out the innovative design.

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Trial. Once the prior stages of awareness, interest, and evaluation have been established,
the designer suggests moving to the fourth stage in the implementation process—trial (Smith &
Ragan, 2005), which is also known as a pilot. During this trial stage, the adoptive party
implements the curriculum on a small scale in order to determine its application within their
current structure. Despite the small scale of a trial, the designer recommends that any university
piloting this program and seeks to fully adopt this curriculum, evaluate its implementation via
the evaluation plan outlined later in this chapter. Using the evaluation plan during the trial will
help gauge the relative success of the trial implementation process.
Adoption. After weighing the results of the post-trial evaluation, the adoptive party may
choose to fully implement this curriculum with a full-scale adoption (Smith & Ragan, 2005). In
contrast to trial stage that involves only a small portion of stakeholders in an organization, this
stage disseminates the program, and therefore roles and responsibilities, to all stakeholders. The
design will become the new normal for this organization. The designer cautions proceeding
through the adoption phase without a strong commitment to the evaluation process. The
evaluation of this curriculum is an integral part of the implementation process (Kirkpatrick &
Kirkpatrick, 2016).
Integration. The sixth and final stage in the adoption process is integration (Smith &
Ragan, 2005). Integration of a new program is defined as, “the use of the innovation until it
becomes routine” (Smith & Ragan, 2005, p. 306). The integration stage occurs when all
stakeholders embrace and internalize the innovation as the new normal, and fully implement its
design with integrity and fidelity. Failure to integrate could result in several design risks
mentioned above: an apathetic audience; poor or misguided implementation of the curriculum;

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failure to use the curriculum at all; or resistance to the adopted design (Smith & Ragan, 2005).
The designer, again, recommends the use of the evaluation plan to evaluate the long-term effects
of the innovation.
Implementation of the Evaluation Plan
Curriculum Purpose, Need and Expectations
The purpose of this curriculum is to prepare highly qualified, expert teachers who are
well-equipped to meet the demands of the 21st century classroom; though, recent research
suggests that California’s TPPs are falling short of this responsibility (Ball & Forzani, 2009;
Grossman, Hammerness & McDonald, 2009; Korthagen & Wubbels, 2001; Lampert, et al.,
2013). Hattie (2012) rates teacher education as one of the lowest effects on student achievement,
at a dismal 0.12 effect size— nearly 0.3 points below the “hinge point” of 0.4. It follows then
that if beginning teachers are not successfully prepared for the daily demands of their work as
classroom teachers of record, then California TPPs need to do a better job at preparing teachers.
Thus, the need for an innovative TPP curriculum that produces not only highly qualified, but
expert teachers, has never been greater. In so doing, it is imperative that an innovative program
that claims to meet this need, such as this one, be evaluated at different stages of the
implementation process in order to assess if it indeed meets this goal. The program goals of this
TPP must be evaluated in different stages to ensure that this innovative curriculum supports its
claim to prepare highly qualified, expert teachers for the challenges they will face in the 21st
century classroom (Ball & Forzani, 2009; Grossman, Hammerness & McDonald, 2009;
Korthagen & Wubbels, 2001; Lampert, et al., 2013). The following sections outline the plan for
evaluating the implementation of this curriculum.

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Evaluation Framework
The developer recommends following the New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016) levels of evaluation in order to inform the fidelity of the program. Kirkpatrick
and Kirkpatrick (2016) identify four levels of evaluation: (1) reaction; (2) learning; (3) behavior;
(4) results. In order to evaluate any curriculum, course, or program effectively, Kirkpatrick and
Kirkpatrick (2016) call for the planning and development of the evaluation tools and process to
occur in reverse order, beginning with Level 4: Results. Doing so aids the designer in
determining the desired behaviors, characterized in Level 3 that are required to accomplish the
expected results. In turn, evaluating the behaviors prior to Level 2: Learning, helps to outline the
necessary attitudes, skills, and commitment learners need to successfully complete the course or
program. Finally, knowing the outcomes of the Level 2: Learning helps the designer gage the
desired reactions to the course or program in Level 1 (Kirkpatrick & Kirkpatrick, 2016).
Therefore, beginning the planning and development of the evaluation tools and process with
Level 4 will give light to the desired outcomes of the curriculum design. After successful
development of the evaluation tools and process beginning with Level 4, Kirkpatrick and
Kirkpatrick (2016) recommend evaluating the implementation of the curriculum in order from
Level 1 to Level 4. Results from the four levels of evaluation will be analyzed. Analyzing the
results will inform the degree of implementation fidelity and its alignment with course goals. The
continuous examination of methods and data will improve the overall quality of the program.
Level 4: Results and Leading Indicators
Evaluating the results of a curriculum ensures that the intended goals of the course, or
program, were reached. For a curriculum focused on improving TPPs in the state of California,

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results become a measure of the degree to which the Post-Residents met the learning outcomes
as a result of their participation in this program. These results also serve as an accountability
measure (Kirkpatrick & Kirkpatrick, 2016) for the program and the accrediting entities. For this
curriculum, internal outcomes are measured through the execution of the principles of SJEd and
the HLCPs as evidenced by observation, surveys, artifact collection, microteaching samples, and
interviews with individual Post-Residents who participated in the program. External outcomes
are the effects experienced by the stakeholders—the students, parents, school, community, and
society at large—who are a impacted by the Post-Resident as a result of the program. Table 3
outlines how both the external and internal outcomes are collected through various methods,
though all are aimed at measuring the effects of the program.
Table 3
Indicators, Metrics, and Methods for External and Internal Outcomes
External Outcomes Metrics Method(s)
Decrease in attrition rates of Post-
Residents and Resident Fellows
from high-needs schools
National, state, and local
LEA statistics
Empirical research,
interviews, and surveys
Increase in State Test Scores CA Dashboard CAASPP Assessments,
ELPAC, PFT
Increased number of Residents
completing the TRP
University statistics University Human
Resources Representative
Increased number of Post-Residents
earning CLEAR credentials
CTC statistics CTC website
Increased number of Post-Residents
and Resident Fellows earning
tenure (permanent status) in their
district of residency
Local LEA statistics LEA Human Resources
Representative

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Internal Outcomes Metrics Method(s)
Increased use of critical reflection
as a practice
Rubrics created by
learners in the course,
evaluations by LEA,
university supervisor, and
mentor teacher,
stakeholder (listed above)
perceptions
Interviews, lesson plans,
observations, journals,
microteaching samples
Increased enactment of HLCPs Rubrics created by
learners in the course,
evaluations by LEA,
university supervisor, and
mentor teacher,
stakeholder (listed above)
perceptions
Interviews, lesson plans,
observations, journals,
microteaching samples
Increased teacher awareness of the
SJEd principles
Rubrics created by
learners in the course,
evaluations by LEA,
university supervisor, and
mentor teacher,
stakeholder (listed above)
perceptions
Interviews, lesson plans,
observations, journals,
microteaching samples
Increase in awareness of impact on
student achievement
Rubrics created by
learners in the course,
evaluations by LEA,
university supervisor, and
mentor teacher,
stakeholder (listed above)
perceptions
Action Research Projects,
Interviews, lesson plans,
observations, journals,
microteaching samples,
ability to independently
engage in the Critical
Reflection cycle
Level 3: Behavior
Critical behaviors. Upon completion of the program, it is expected that learners exhibit
several critical behaviors. These critical behaviors are specific, observable, and measurable
(Kirkpatrick & Kirkpatrick, 2016) and encompass the knowledge, skills, and attitudes of the
program goals. These critical behaviors occur annually, weekly, and/or daily depending on the
behavior. Learners who have internalized these critical behaviors are considered to be at the

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transfer stage of learning. Table 3 highlights three critical behaviors, as prefaced in Level 4, that
will yield the highest impact on learning outcomes for students. As Residents complete the
Residency Year and begin the Post-Residency phase of the curriculum, the critical behaviors
outlined in Table 4 should be highly visible—specific, observable and measurable—in their
professional settings as K-12 classroom teachers of record.
Table 4
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metrics Method(s) Timing
(1) Teachers
demonstrate an
understanding of how
their beliefs, biases and
assumptions (SJEd P1)
impact their
pedagogical judgment
(HLCP 3)
SJEd and PJ rubrics
created by learners in the
course, evaluations by
LEA, university
supervisor, and mentor
teacher, stakeholder
perceptions
Observations, formal
and informal
interviews/
conversations, surveys,
collection of artifacts
Daily
(2) Teachers use
ambitious teaching
strategies (SJEd P5) to
make learning visible
(HLCP 2)
Ambitious teaching and
VL rubrics created by
learners in the course,
evaluations by LEA,
university supervisor, and
mentor teacher,
stakeholder perceptions
Observations, formal
and informal
interviews/
conversations, surveys,
collection of artifacts
Daily
(3) Teachers evaluate
their impact (HLCP 5)
via participation in
communities of practice
(HLCP 4)
Action research and PLC
rubrics created by learners
in the course, evaluations
by LEA, university
supervisor, and mentor
teacher, stakeholder
(listed above) perceptions
Observations, formal
and informal
interviews/
conversations, surveys,
collection of artifacts
Daily/
Weekly/
Monthly

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Required drivers. As Residents enter their professional contexts as Post-Residents in
their districts of residency, it is expected that they are able to apply the declarative, conceptual,
and procedural knowledge acquired throughout the Pre-Residency Summer Academy and the
Residency Year. Level 3 in the Kirkpatrick New World Model (2016), suggests that there are
certain “required drivers” within each context that will serve to reinforce, monitor, encourage,
and reward the performance of the critical behaviors, which are outlined in Table 3. These
required drivers are outlined in Table 5.
Table 5
Required Drivers to Support Critical Behaviors
Reinforcing Methods Timing Critical Behaviors
Participation in the Post-Residency Program Monthly 1, 2, 3
Self-evaluation via microteaching Bi-Monthly 1, 2, 3
Observation of mentor teachers Quarterly 1, 2, 3

Encouraging Methods

Timing

Critical Behaviors
Informal observations and feedback from all
mentors teachers, administrators, and
university supervisors
Monthly 1, 2, 3
PLC meetings Weekly 3
Monitoring student growth reports for impact Ongoing 1, 2, 3

Rewarding Methods Timing Critical Behaviors
Post-Residents analyzing summative
assessment data (Intrinsic Motivator)
End-of-term/year 3

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Performance Awards Ongoing 1, 2, 3
Teaching Contract Renewal Yearly 1, 2, 3

Monitoring Methods Timing Critical Behaviors
Critical self-reflection Daily 1, 2, 3
Formal teacher evaluations by administration
and university supervisors
End-of-term/year

1, 2, 3

Organizational support. In order for the successful implementation of these critical
behaviors, Kirkpatrick and Kirkpatrick (2016) assert that all stakeholders within the
organization(s) must be committed to and supportive of the program goals. Without commitment
to the program goals by all stakeholders, the programs long term impact will be compromised.
In order to ensure fidelity of this curriculum, all stakeholders, including the facilitator(s)
delivering the course, mentor teachers, and principals at the school of residency, will be trained
in the SJEd principles and the HLCPs by the curriculum designer. This will require a partnership
between the hosting school districts and their stakeholders, as well as all stakeholders at the
university. Modules One and Two of this program will be situated in a university classroom
setting, though there will be occasions where mentor teachers from the K-12 school of residency
will be required to attend. This support is crucial, as it builds capacity within the system, and
closes the theory-practice gap that is well documented in the literature (Ball & Forzani, 2009;
Grossman, Hammerness, & McDonald, 2009; Lampert et al., 2013; Panel, 2010). A large
majority of Module 3, 88% of the 180-day school-year (160 days), will be situated in a K-12
high-needs public school classroom. The remaining 11% of the Residency Year (20 days) will be

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set in a central meeting place, such as a district office conference room or an empty classroom on
site, if the university itself is not central. Again, this will require commitments from all
stakeholders both in the K-12 setting and the university. Finally, Module 4 and 5 will be situated
in the teacher’s classroom, with monthly meetings at a central meeting place. In sum, it is fully
intended that all stakeholders in the K-12 setting as well at the higher education setting have a
collaborative spirit that is willing to commit to the fidelity of implementation and the program
goals.
Level 2: Learning
Learning goals. The goal of this program is for novice teachers to graduate the
Residency program fully prepared to teach in high-needs school settings across the state of
California. Novice teachers will be professional and highly skilled in the HLCPs for Ambitious
Teaching through a social justice lens, as outlined by this curriculum, which will produce novice
teachers who are prepared to meet the demands of the 21st century classroom.
Components of learning evaluation. Kirkpatrick and Kirkpatrick (2016) highlight the
importance of measuring the declarative knowledge, skill, attitude, confidence, and commitment
learners have to the program goals in Level 2 of the evaluation process. Level 2 evaluation
methods also serve the designer as a pathway for understanding how learning outcomes
contribute to the overall behavior outcomes during the implementation of the program. For the
purposes of evaluating this curriculum, both formative and summative tools must be used to
evaluate the declarative knowledge, skill, attitude, confidence, and commitment of learners in the
attainment of the program goals. Table 6 outlines the evaluation of these components of the
Level 2 evaluation as well as their timing. For the purposes of this tool, timing is defined as

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before, during, or after the 10-week Pre-Residency Summer Academy (PRSA). Kirkpatrick and
Kirkpatrick (2016) explain that timing is an important factor that is necessary to measure these
components of learning.
Table 6
Evaluation of the Components of Learning for the Program
Declarative Knowledge Timing
SLC (Surface Learning Cycle) During the PRSA (Occurs five times)
Student Response Journals/Answers to EQ During the PRSA (Daily)
Small and Whole Group Classroom Discussion During the PRSA (Daily)
Observation of Teaching After the PRSA
Qualifying exam After the PRSA

Procedural Skills

Timing
Approximation of Practice/Rehearsals During the PRSA (Occurs five times)
Feedback after SLC During the PRSA (Occurs five times)
Microteaching Samples After the PRSA
Observation of Teaching After the PRSA
Qualifying exam After the PRSA

Attitude Timing
Application Interview Before the PRSA
Small and Whole Group Classroom Discussion During the PRSA (Daily)

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Student Response Journals/Answers to EQ During the PRSA (Daily)
Qualifying exam After the PRSA
Observation of Teaching After the PRSA

Confidence Timing
Application Interview Before the PRSA
Feedback after SLC During the PRSA (Occurs five times)
Small and Whole Group Classroom Discussion During the PRSA (Daily)
Observation of Teaching After the PRSA
Qualifying exam After the PRSA

Commitment Timing
Application Interview Before the PRSA
Critical Reflection Papers During the PRSA (Occurs six times)
Observation of Teaching After the PRSA
Qualifying exam After the PRSA
Teacher Retention at School/District of Residency After the PRSA

Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) explain that Level 1 of the evaluation process is the
learner’s reaction. Knowing the learner’s reaction to the curriculum during, immediately
following, or shortly after a course or program helps the designer gage the level to which the

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participants perceive the training to be engaging and relevant their work (Kirkpatrick &
Kirkpatrick, 2016, p. 39). Additionally, the designer must understand the learner’s reaction
because it informs and impacts the long and short term goals of the program. Many of the course
materials and activities, such as attendance, class discussions, and student workbook
assignments, for example, naturally serve as an informal gage of student engagement due to their
highly visible behaviors. Relevance and satisfaction will be measured by observation, interview,
and survey, and ultimately the retention of Post-Residents in their district of residency. Table 7
outlines the methods and tools used to measure the perceived engagement in, and relevance and
satisfaction of the program by the learners.
Table 7
Components to Measure Reactions to the Program
Engagement Timing
Attendance Beginning of each class
Instructor Observation during Class Discussion During the PRSA (Daily)
Student Response Journal/Response to EQ During the PRSA (Daily)
Monitor Student Workbook During the PRSA (Daily)
Check for Understanding (i.e. Practice and
Feedback after Lectures)
During the PRSA (Daily)
Completion of Homework Assignments During the PRSA (as needed)
Participation in SLC (Measured by Rubrics) During the PRSA (5)
Authentic Assessments During the PRSA (Daily)

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Dedicated Observer (i.e. Curriculum Developer) During the PRSA (four observations)
Mid and Final Survey After Module 1 (Mid)
After Module 2 (Final)

Relevance

Timing
Student Response Journals/Answers to EQ During the PRSA (Daily)
Mid and Final Survey After Module 1 (Mid)
After Module 2 (Final)
Qualifying Exam After the PRSA

Satisfaction Timing
Observation of Classroom Interactions During (ongoing/as needed)
Mid and Final Survey After Module 1 (Mid)
After Module 2 (Final)
Teacher Retention at School/District of Residency After the PRSA
Qualifying Exam After the PRSA

Evaluation Tools
Three tools have been developed to evaluate the implementation and attainment of the
program goals.
Immediately following the program implementation. The first evaluation tool (Table
8) is intended for use immediately following the Pre-Residency Summer Academy, which is
approximately 10 weeks. The second tool (Table 9) is intended for use immediately following
the Residency Year, which is approximately 10 months, and follows the successful completion
of the Pre-Residency Summer Academy.

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Qualifying exam. Immediately following the PRSA, an evaluation will be administered
via the qualifying exam. This evaluation tool is intended to measure whether learners are
demonstrating the desired declarative, conceptual, and procedural knowledge at the surface level
prior to beginning the Residency Year. The qualifying exam evaluates reactions, learning, and
behavior outcomes of the course. Level 1, Reaction, evaluates attendance records, artifacts from
Modules 1 and 2, and two surveys. Learners must meet all requirements at this level. Level 2,
Learning, evaluates feedback from all five SLCs, the digital portfolio, and a lesson plan.
Learners must meet 6 of 7 “Y’s” at this level. Level 3, Behaviors, evaluates the critical behaviors
outlined in Table 4, an oral defense of the action research proposal, and the self-evaluation
rubric. Learners must earn 9 out of 10 “Y’s” and 100% “Proceed” for the action research
proposal. The qualifying exam concludes with an exit interview and the committee’s
recommendation to advance (or not) to the Residency Year. Learners must earn an “Advance”
from two-thirds of the committee members. All Pre-Residents must pass the qualifying exam in
order to advance to the Residency Year. With a passing score on the qualifying exam (per the
rubric), Pre-Residents have mastered the program goals at the surface learning level, and will be
placed in a K-12 high-needs school to complete their Residency Year. Table 8 outlines the
requirements needed to pass the qualifying exam.
Table 8
Qualifying Exam Rubric
Level 1 Reaction Method(s) Score
Attendance Attendance Records
(no more than 3 excused
absences)
Number of
Absences
_____

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Mid and Final Survey Completed and submitted Y N
Student Response Journal/Response
to EQ
90% or greater completed and
submitted
Y N
Student Workbook 90% or greater completed and
submitted on-time with response
to feedback
Y N
Authentic Assessments 90% or greater completed,
submitted, and 80% with a
passing score
Y N
Must meet all requirements

Level 2 Learning Method(s) Score
Participation in SLCs 1-5 Overall score of “Exploring” or
beyond on all five SLC rubrics
per instructor and peer feedback
SLC 1: Y N
SLC 2: Y N
SLC 3: Y N
SLC 4: Y N
SLC 5: Y N
Sections 1 and 2 of the Digital Portfolio Completed and submitted Y N
Ambitious Teaching Lesson Plan Completed and submitted Y N
Must meet 6 of 7 requirements at this level

Level 3 Behavior (Critical Behaviors) Method(s) Score
Demonstrate an understanding of how
beliefs, biases, and assumptions
impact pedagogical judgment via six
critical reflection papers
Overall score of “Exploring”
or beyond on all six critical
reflection papers per the SJEd
and PJ rubrics
CR1: Y N
CR2: Y N
CR3: Y N
CR4: Y N
CR5: Y N
CR6: Y N
Use of ambitious teaching strategies
to make learning visible via a
demonstration of the ambitious teaching
lesson plan
Overall score of “Exploring”
or beyond using the Ambitious
Teaching and VL rubrics

AT: Y N
VL: Y N

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Participation in communities of practice

Overall score of “Exploring”
or beyond during an oral
reflection on the Ambitious
Teaching demo lesson using
PLC rubric

PLC: Y N
Evaluate impact Oral defense of Action
Research proposal
Proceed or Revise
Evaluate impact (1) Oral defense of self-
evaluation; (2) overall score of
“Exploring” by Committee on
CSTPs
CSTP Committee
Evaluation Score:

Y N
Exit Interview Committee Recommendation Advance or
Repeat
Must have 9 out of 10 Y’s, 100% “Proceed,” and “Advance” by the 2/3 of committee members
Summative exam. Upon completion of the Residency Year, an evaluation will be
administered via the summative exam. The summative exam intends to evaluate reactions,
learning, and behavior outcomes of the course. Level 1, Reaction, evaluates attendance records,
artifacts from Module 3, passing scores on the subject matter competency assessments (CTC,
2016), and two surveys. Learners must meet all requirements at this level. Level 2, Learning,
evaluates feedback from all five DLCs, the presentation of the completed digital portfolio, and a
microteaching example that highlights the HLCPs for ambitious teaching through a social justice
lens. Learners must meet all requirements at this level. Level 3, Behaviors, evaluates the critical
behaviors outlined in Table 4. Learners must earn 5 out of 5 “Y’s,” two-thirds “Pass” on the
action research project, an oral defense of the critical reflection paper (on the submitted
microteaching sample), and a defense of the self-evaluation per the CSTP rubric. The summative
exam concludes with an exit interview and a recommendation to “Advance” to the Post-

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Residency from two-thirds of the committee members. The summative exam will take place
approximately two weeks after completing the Residency Year, or mid to late June. Residents
who pass the summative exam per the rubric, will be recommended for a PTC and a one-year
probationary contract within the district of residency. Table 9 outlines the rigorous requirements
needed to pass the summative exam and entering the profession as a highly skilled novice
teacher; thus, strengthening the teacher pipeline (Grossman et al., 2009; Metha, 2013).
Table 9
Summative Exam Rubric
Level 1 Reaction Method(s) Score
Attendance Attendance Records
(no more than 6 absences)
Number of
Absences
_____
Artifacts from Module 3 Completed and submitted Y N
Subject Matter Competency Exams Passing Scores
(if applicable)
CSET: Y N
RICA: Y N
Mid and Final Survey Completed and submitted Y N
Must meet all requirements

Level 2 Learning Method(s) Score
Participation in DLCs 1-5 Overall score of
“Applying” or beyond on
all five SLC rubrics per
instructor and peer
feedback
SLC 1: Y N
SLC 2: Y N
SLC 3: Y N
SLC 4: Y N
SLC 5: Y N
Digital Portfolio Completed and submitted Y N
Microteaching Sample Completed and submitted Y N
Must meet all requirements

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Level 3 Behavior Method(s) Score
Demonstrate an understanding of how
beliefs, biases, and assumptions
impact pedagogical judgment via five
critical reflection papers
Overall score of
“Applying” or beyond on
the critical reflection
paper (on the submitted
microteaching sample)

CR: Y N

Use of ambitious teaching strategies
to make learning visible via a
microteaching sample
Overall score of
“Applying” or beyond
using the Ambitious
Teaching and VL rubrics

AT: Y N
VL: Y N

Participation in communities of practice

Overall score of
“Applying” or beyond per
the PLC rubric
after an oral defense of the
CR paper

PLC: Y N
Evaluate impact Oral defense of Action
Research Project
Pass or Revise
Evaluate impact (1) Oral defense of self-
evaluation; (2) overall
score of “Applying” by
Committee on CSTPs
CSTP Committee
Evaluation Score:

Y N
Exit Interview Committee
Recommendation
Advance or Repeat

Must have 5 out of 5 Y’s, ⅔ “Pass” on Action Research Project, ⅔ “Advance” to Post-Residency

Delayed for a period after the program implementation. As Post-Residents prepare to
enter their specific K-12 teaching assignments as a teacher of record, an additional evaluation is
needed. The purpose of this evaluation tool is to measure the program’s longevity, or its
effectiveness at meeting the goals outlined above. This evaluation tool will be only be
administered to those Post-Residents who pass the qualifying exam and are placed in a high-
needs school. They will complete this survey four times during the two-year Post-Residency: (1)

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mid-year one; (2) end-of-year one; (3) mid-year two; (4) end-of-year two. This tool is
intentionally delayed so as to give Post-Residents enough time to apply the declarative,
conceptual, and procedural knowledge in a new context (e.g. transfer of learning), thus reaching
the desired behaviors and outcomes independently. One item for each level in the New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) has been included in Table 10 below.
Learners will be asked to score their response on a Likert scale: (1) strongly disagree; (2)
somewhat disagree; (3) neutral; (4) somewhat agree; (5) strongly agree.
Table 10
Delayed Evaluation Tool
Level Item Score
One: Reaction I feel that this program fully prepared me to
teach in a high-needs school setting.
1 2 3 4 5
Two: Learning I know how to incorporate the EoVL to make
learning visible in my classroom.
1 2 3 4 5
Three: Behavior I utilize the practice of critical reflection to
evaluate my impact on learning outcomes.
1 2 3 4 5
Four: Results Evaluations completed by my school
administrator(s) support my ability to
successfully improve student outcomes.

1 2 3 4 5

Conclusion to the Curriculum Design
Research suggests that teachers are the single greatest influencing factor on student
achievement (Buddin & Zamarro, 2009; Ferguson, 2001; Goodlad, 1994; Hattie, 2012). It
follows that the goal of TPPs across the state should be to produce highly qualified teachers who

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are prepared to meet the demands of the 21st century classroom. This program aims to
reconstruct TPPs across the State of California by placing practice at the center of this program,
given current research which suggests that universities fall short of this responsibility
(Grossman, Hammerness, & McDonald, 2009; Korthagen & Wubbels, 2001; Lampert, et al.,
2013). The designer built this curriculum based on a CTA that called for increased practice. This
design couples the HLCPs for ambitious teaching with the principles of SJEd in order to fully
prepare novice teachers for the demands of serving in high-needs schools in California.
Successful implementation of this curriculum will result in fulfilling CTC’s mission to ensure
integrity, relevance, and high quality in the preparation, certification, and discipline of the
educators who serve all of California’s diverse students (CTC, 2017).

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APPENDIX A
Scope and Sequence Table
Purpose of the Scope and Sequence Table
The purpose of the Scope and Sequence Table is to provide both learners and instructors
an overview of the Teacher Residency Program (TRP).
Organization of the Scope and Sequence Table
The Scope and sequence table is designed to outline the progression of the five modules
in this TRP: (1) Module 1: How to Become a Social Justice Educator; (2) Module 2: How to
Enact the HLCPs for Ambitious Teaching in a Simulated Setting; (3) Module 3: How to Enact
the five High Leverage Core Practices for Ambitious Teaching in a Scaffolded K-12 Classroom
Setting; (4) Module 4: How to Enact the five High Leverage Core Practices for Ambitious
Teaching as a K-12 Classroom Teacher of Record; (5) Module 5: How to Enact the five High
Leverage Core Practices for Ambitious Teaching as a Mentor Teacher. The progression of this
program is similar, or analogous, to building a house. The Pre-Residency Summer Academy is
the “foundation” of the TRP, where learners acquire the basic (i.e. surface learning) declarative,
conceptual, and procedural knowledge of the curriculum (see SLC). Without this surface level
knowledge, they will not have a strong foundation on which to build their “house” during the
Residency Year. The Residency Year continues to deepen learner’s declarative, conceptual, and
procedural knowledge via a practice based approach (see DLC). The Post-Residency and
Resident Fellow years are then the “decorating” of this house, or the transfer of learning and the
ability to personalize the knowledge learners acquired during the PRSA and the Residency Year
(see TLC).

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Module 1. Module 1 titled, How to Become a Social Justice Educator, introduces at a
surface level (see SLC), the five principles of social justice education.
Module 2. Module 2 titled, How to Enact the HLCPs for Ambitious Teaching in a
Simulated Setting, introduces at a surface level (see SLC), the five HLCPs and reinforces the
five principles of social justice education that were introduced in Module 1.
Module 3. Module 3 titled, How to Enact the five High Leverage Core Practices for
Ambitious Teaching in a Scaffolded K-12 Classroom Setting, reinforces at a deep level (see
DLC), the five principles of social justice education and the five HLCPs over a one-year period
during the Residency Year.
Module 4. Module 4 titled, How to Enact the five High Leverage Core Practices for
Ambitious Teaching as a K-12 Classroom Teacher of Record, enables learners to reach mastery
level (see TLC) of the five principles of social justice education and the five HLCPs over a two-
year period during the Post-Residency years.
Module 5. Module 5 titled, How to Enact the five High Leverage Core Practices for
Ambitious Teaching as a Mentor Teacher, enables learners to phase through the introduction,
reinforcement, and mastery levels of the five principles of social justice education and the five
HLCPs over a two-year period during the Resident Fellow years as they learn to become mentors
that support the goals of this program and beyond.

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Scope and Sequence Table

Pre-Residency Summer
Academy
Residency
Year
Post-
Residency
Resident
Fellow
Learning Outcomes
I = Introduce
R = Reinforce
M = Mastery
Module 1
How to
Become a
Social
Justice
Educator
Module 2
How to
Enact the
HLCPs for
Ambitious
Teaching in
a Simulated
Setting
Module 3
How to
Enact the
five High
Leverage
Core
Practices for
Ambitious
Teaching in
a Scaffolded
K-12
Classroom
Setting
Module 4
How to
Enact the
five High
Leverage
Core
Practices for
Ambitious
Teaching as
a K-12
Classroom
Teacher of
Record
Module 5
How to
Enact the
five High
Leverage
Core
Practices for
Ambitious
Teaching as
a Mentor
Teacher

SJEd Principles
Principle 1: Know Thyself I R R M IRM
Principle 2: Know Thy Learner I R R M IRM
Principle 3: Critically Reflect I R R M IRM
Principle 4: Be Culturally
Relevant
I R R M IRM
Principle 5: Be an Ambitious
Teacher
I R R M IRM
HLCPs for Ambitious Teaching
HLCP 1: Create and Maintain
Effective Learning Environments
I R M IRM
HLCP 2: Be a Visible Learner to
Create Visible Learners
I R M IRM
HLCP 3: Enact Pedagogical
Judgement
I R M IRM
HLCP 4: Engage in Communities
of Practice
I R M IRM
HLCP 5: Know Thy Impact I R M IRM

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APPENDIX B
Pre-Residency Summer Academy Instructor Guide
Purpose of the PRSA Instructor Guide
The purpose of Pre-Residency Summer Academy (PRSA) Instructor Guide is intended
for the instructor(s) of this program. This document is not intended for the learners in this course.
Instructors will use the lessons in this guide to teach the PRSA. The lessons were designed to be
taught in order, as they are sequential. The declarative, conceptual, and procedural knowledge
gained in each lesson is required to for success in the program. Thus, the instructor must check
for understanding, monitor learning outcomes, and informally assess student learning throughout
the program to ensure mastery, at the surface level (see SLC), of learners’ declarative,
conceptual, and procedural knowledge.
Organization of the PRSA Student Workbook
The Pre-Residency Summer Academy (PRSA) Instructor Guide is organized into three
sections: (1) PRSA Two-Day Workshop; (2) Module 1: How to Become a Social Justice
Educator; (3) Module 2: How to Enact the Five HLCPs for Ambitious Teaching in a Simulated
Setting.
PRSA Two-Day Workshop. This section begins on page 3. Lessons outline the duration
of the lesson, an introduction, materials, learner characteristic accommodations, facilitator’s
notes, and instructional activities for both of the lessons in this two-day workshop.
Module 1. This section begins on page 11. Each lesson outlines the duration of the
lesson, an introduction, learning objective, California Standards for the Teaching Profession
(CSTPs) covered, lesson materials, learner characteristic accommodations, facilitator’s notes,

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and instructional activities for all lessons in Module 1. There are 14 lessons in Module 1 that
span 23 instructional days. Given that Module 1 is slated for 25 instructional days (out of 50
total), there are two “flex” days built into the first module. Flex days may be used as the
instructor desires, such as more time for a particular lesson (if needed), a sick day, or observance
of a holiday.
Module 2. This section begins on page 101. Each lesson outlines the duration of the
lesson, an introduction, learning objective, California Standards for the Teaching Profession
(CSTPs) covered, lesson materials, learner characteristic accommodations, facilitator’s notes,
and instructional activities for all lessons in Module 2. There are 14 lessons in Module 2 that
span 23 instructional days. Given that Module 2 is slated for 25 instructional days (out of 50
total), there are two “flex” days built into the second module. Flex days may be used as the
instructor desires, such as more time for a particular lesson (if needed), a sick day, or observance
of a holiday.

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Pre-Residency Summer Academy Workshop

PRSAW Day One: Course Overview and SJEd
Duration: 480 minutes/8 hours

Introduction: Pre-Residents will participate in a rigorous 10-week Pre-Residency Summer Academy, which takes
place in late May to early August. Pre-Residents will master, at the surface level, the five High Leverage Core
Practices (HLCPs) for ambitious teaching through a social justice lens in a simulated setting. In order to do so, Pre-
Residents will attend a Pre-Residency Summer Academy Workshop. This two-day workshop introduces the
principles of SJEd and the HLCPs. The Day-One lesson plan below provides an overview of the program goals and
outcomes, and of Module 1: How to Become a Social Justice Educator. It will require one eight-hour day of
instruction.

Materials
Presentation tools: Google Drive, internet access, handouts

Learner Characteristic Accommodations
Learners are adults who are enrolled in the Pre-Residency Summer Academy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice. See the table below for specific Instructor Action/Decision (Supplantive events of
instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Introduction

60 Instructor and learners are
meeting for the first time
and will have time to get to
know each other.
Instructor will:
● Introduce her/himself
● Allow learners to
introduce themselves
(only names)
● Engage the group in one
of the icebreaker
activities
● Discuss the media
selection for the course
● Present a brief overview
of the Pre-Residency
Summer Academy
Student Workbook
● Allow students time to
look through the
workbook
Learners will:
● Introduce her/himself
(only names)
● Listen as others
introduce themselves
● Engage in one of the
icebreaker activities
● Take notes on the media
selection for the course
● Access the Pre-
Residency Summer
Academy Student
Workbook
● Briefly look through the
workbook to familiarize
with the format
Essential
Question
30 An essential question (EQ)
will be presented for this
lesson. It will serve as a
guiding question
throughout the lesson.
Instructor will present the
EQ:

Why do you want to
become a teacher?
Learners will complete
their initial response to the
EQ in their journals. Invite
some, or all, of the learners
to share their response.

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189

Learners will have an
opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Pre-
Residency
Summer
Academy
Program
Goal and
Outcomes
90 Introduce the course goal
and outcomes. Learners
respond to the goals and
outcomes with KWL style
chart. The rationale and
purpose of the KWL chart
is to dig at students prior
knowledge/preconceived
ideas about this program.
The KWL should reveal
what they know, or think
they know, so as to "myth
bust" (if needed) from the
get-go.
Instructor will present:
● Pre-Residency
Summer Academy
Program Goal: Upon
completion of the Pre-
Residency Summer
Academy, Pre-
Residents will be able to
enact the five High
Leverage Core Practices
for Ambitious Teaching
through a social justice
lens, in a simulated
setting at the surface
learning level, as
measured by the
qualifying exam.
● Pre-Residency
Summer Academy
Program Outcome:
After mastering the
surface level conceptual
and procedural
knowledge in order to
enact the five High
Leverage Core Practices
for Ambitious Teaching
through a social justice
lens in a simulated
setting, Pre-Residents
will be fully prepared
for the Residency Year
in a K-12 high-needs
school setting.
● Ask students to form
small groups to create
KWL charts
● Ask groups to present
KWL charts
● Ask students to connect
and match the goal and
outcomes to their
personal goal and
application.
Learners will:
● Listen to the program
goals and outcomes
● Work in small groups to
create KWL charts
○ K: What do you
already know about
the PRSA and the
Residency Year?
○ W: What do you
want to learn while
enrolled in this
Teacher Residency
Program (TRP)?
What questions do
you have about the
TRP?
○ L: What did you
learn about the TRP
from the PRSA
Workshop? (This
section is to be
completed at the end
of the two-day
workshop).
● Present KWL charts
● Connect and match the
goal and outcomes to
their personal goal and
application.

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190

Purpose for
the Program

60 Stimulate motivation by
describing the opportunity
being provided to the Pre-
Resident and the risk that
will be avoided if the
course is mastered.

Benefits: Mastering the
principles of SJEd and the
HLCPs will fulfill the
CTC’s vision to ensure
that California’s students,
preschool through grade
12, are inspired and
prepared to achieve their
highest potential by well
prepared and
exceptionally qualified
educators

Risks: Not mastering the
principles of SJEd and the
HLCPs will not fulfill the
CTC’s vision to ensure
that California’s students,
preschool through grade
12, are inspired and
prepared to achieve their
highest potential by well
prepared and
exceptionally qualified
educators
The instructor will:
● State the purpose of the
curriculum
● State the rigor of the
program. This is a “boot
camp” and much like
the military type boot
camps, the PRSA will
require both stamina
and endurance to
complete. It will be a
full-time job, 8am - 5pm
for 10-weeks.
● The purpose of this
curriculum is to produce
novice teachers who are
fully prepared to enact
the CTC’s vision: To
ensure that California’s
students, preschool
through grade 12, are
inspired and prepared to
achieve their highest
potential by well
prepared and
exceptionally qualified
educators (CTC, 2017).
● Present these questions:
○ What is the value for
me in this course?
○ Can I do it?
○ Will I need and use
what I will learn in
my job?
● Ask small groups to
discuss these questions
regarding “value”
● Engage learners in a
whole group discussion
Learners will:
● Listen to the purpose of
the program
● Discuss the questions in
small group
● Engage learners in a
whole group discussion
Overview
of Empirical
Articles

120 The purpose of this time is
to give learners an
overview of empirical
articles, and how to read
them. The note taking
matrix will also be
discussed.

Instructor will:
● Remind students of the
EQ
● Present the definition
empirical articles
● Give a brief overview of
how empirical articles
are organized
● Discuss the objective of
reviewing empirical
articles:
○ What is the
strength of the
Instructor will:
● Take notes on the
definition of empirical
articles and how they
are organized
● Examine examples of
empirical articles for
their features
● Take notes on the note
taking matrix
● In small groups,
examine and present an
analysis of an empirical

RECONSTRUCTING TEACHER PREPARATION
191

study?
○ What principle
can be derived
from the article?
○ Can cause and
effect be
determined?
● Examine examples of
empirical articles for
their features, focusing
on the objectives (listed
above)
● Introduce the note
taking matrix
● Ask small groups to
examine and present
their analysis of an
empirical article, using
the note taking matrix
article, using the note
taking matrix

Overview
of Module 1:
How to
Become a
Social Justice
Educator

90 The purpose of this time is
to give learners an
overview Module 1: How
to Become a Social Justice
Educator.

Instructor will:
● Remind students of the
EQ
● Present the definition of
SJEd
● Give a brief overview of
how the Module is
constructed (show
Module 1: Lesson
Sequence)
● Examine each Unit
● Briefly discuss the
lessons within the unit
Instructor will:
● Take notes on the
definition of SJEd
● Take notes on how the
Module is constructed
(see Module 1: Lesson
Sequence)
● Examine each Unit
● Briefly discuss the
lessons within the unit
Big Ideas

30 Review and re-motivate:
Review the “take aways”
from this lesson:
● Program Goals
● Program Outcomes
● Pre-Residency
Summer Academy
Student Workbook
● EQ
● SJED
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the
essential question in
their digital student
response journals.
● complete the “3-2-1”
Exit Ticket (optional)

Total Time
(8 hours)
480
mins

RECONSTRUCTING TEACHER PREPARATION
192

Pre-Residency Summer Academy Workshop

PRSAW Day Two: HLCPs and Teacher Evaluation
Duration: 480 minutes/8 hours

Introduction: Pre-Residents will participate in a rigorous 10-week Pre-Residency Summer Academy, which takes
place in late May to early August. Pre-Residents will master, at the surface level, the five High Leverage Core
Practices (HLCPs) for ambitious teaching through a social justice lens in a simulated setting. In order to do so, Pre-
Residents will attend a Pre-Residency Summer Academy Workshop. This two-day workshop introduces the
principles of SJEd and the HLCPs. The Day-Two lesson plan below provides a review of the program goals and
outcomes, and a preview of Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting. It
will require one eight hour day of instruction.

Materials
Presentation tools: Google Drive, internet access, handouts

Learner Characteristic Accommodations
Learners are adults who are enrolled in the Pre-Residency Summer Academy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice. See the table below for specific Instructor Action/Decision (Supplantive events of
instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Introduction

30 Instructor and learners will
have time to get to know
each other.
Instructor will:
● Engage the group in one
of the icebreaker
activities
Learners will:
● Engage in one of the
icebreaker activities

Essential
Question
60 An essential question (EQ)
will be presented for this
lesson. It will serve as a
guiding question
throughout the lesson.
Learners will have an
opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
EQ:

How prepared are you
for the rigor of this
program? How have you
prepared yourself for this
program? What are the
structures and supports
you have in place to
ensure your success in
this program?
Learners will complete
their initial response to the
EQ in their journals. Invite
some, or all, of the learners
to share their response.

RECONSTRUCTING TEACHER PREPARATION
193

Pre-
Residency
Summer
Academy
Program
Goal and
Outcomes
60 Introduce the course goal
and outcomes. Learners
respond to the goals and
outcomes with KWL style
chart.
Instructor will review:
● Pre-Residency
Summer Academy
Program Goal: Upon
completion of the Pre-
Residency Summer
Academy, Pre-
Residents will be able to
enact the five High
Leverage Core Practices
for Ambitious Teaching
through a social justice
lens, in a simulated
setting at the surface
learning level, as
measured by the
qualifying exam.
● Pre-Residency
Summer Academy
Program Outcome:
After mastering the
surface level conceptual
and procedural
knowledge in order to
enact the five High
Leverage Core Practices
for Ambitious Teaching
through a social justice
lens in a simulated
setting, Pre-Residents
will be fully prepared
for the Residency Year
in a K-12 high-needs
school setting.
● Ask students to form
small groups to add
to/modify the KWL
charts
● Ask groups to present
changes/additions to
KWL charts
● Ask students to add
to/modify prior
connections to personal
goal and application.
Learners will:
● Listen to the program
goals
● Work in small groups to
add to/modify the KWL
charts
○ K: What do you
already know about
the PRSA and the
Residency Year?
○ W: What do you
want to learn while
enrolled in this
Teacher Residency
Program (TRP)?
What questions do
you have about the
TRP?
○ L: What did you
learn about the TRP
from the PRSA
Workshop? (This
section is to be
completed at the end
of the two-day
workshop).
● Present
changes/additions to
KWL charts
● Add to/modify prior
connections to personal
goal and application.
Purpose for
the Program

30 Stimulate motivation by
describing the opportunity
being provided to the Pre-
Resident and the risk that
will be avoided if the
course is mastered.

The instructor will:
● Restate the purpose of
the curriculum
Learners will:
● Listen to the purpose of
the program
● Ask questions
pertaining to the
purpose of the
curriculum

RECONSTRUCTING TEACHER PREPARATION
194

Benefits: Mastering the
principles of SJEd and the
HLCPs will fulfill the
CTC’s vision to ensure
that California’s students,
preschool through grade
12, are inspired and
prepared to achieve their
highest potential by well
prepared and
exceptionally qualified
educators

Risks: Not mastering the
principles of SJEd and the
HLCPs will not fulfill the
CTC’s vision to ensure
that California’s students,
preschool through grade
12, are inspired and
prepared to achieve their
highest potential by well
prepared and
exceptionally qualified
educators
Overview
of Module 2:
How to Enact
the HLCPs
for Ambitious
Teaching in a
Simulated
Setting
120 The purpose of this time is
to give learners an
overview of Module 2:
How to Enact the HLCPs
for Ambitious Teaching in
a Simulated Setting

Instructor will:
● Remind students of the
EQ
● Present the definitions:
○ HLCP
○ Ambitious
Teaching
○ Simulated setting
● Give a brief overview of
how the Module is
constructed (show
Module 2: Lesson
Sequence)
● Examine each Unit
● Briefly discuss the
lessons within the units
Instructor will:
● Take notes on the
definitions
● Take notes on how the
Module is constructed
(see Module 2: Lesson
Sequence)
● Examine each Unit
● Briefly discuss the
lessons within the units

RECONSTRUCTING TEACHER PREPARATION
195

Overview
of Teacher
Evaluation
120 The purpose of this time is
to give learners an
overview how teachers are
evaluated in the state
(CSTPs) and how teachers
in this program will be
assessed.

Instructor will:
● Remind students of the
EQ
● Present the question:
What is the purpose of
teacher evaluation?
● Present the definitions:
○ Teacher evaluation
○ CSTP
○ Qualifying Exam
○ Summative Exam
● Discuss the CSTP
Rubric
● Discuss the timeline for
the Qualifying Exam
and the Qualifying
Exam Rubric
● Discuss the timeline for
the Summative Exam
and the Summative
Exam Rubric
● Revisit the question:
What is the purpose of
teacher evaluation?
Learners will:
● Take notes on the
definitions
● Take notes on the CSTP
document
● Take notes on the
timeline for the
Qualifying Exam
● Take notes on the
Qualifying Exam
Rubric
● Take notes on the
timeline for the
Summative Exam
● Take notes on the
Summative Exam
Rubric
Big Ideas

60 Review and re-motivate:
Review the “take aways”
from this lesson:
● HLCP
● Ambitious Teaching
● Simulated setting
● Teacher evaluation
● CSTP
● Qualifying Exam
● Summative Exam
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Instructor will:
● Provide time for
learners to
add/modify/reflect on
their KWL charts
● Allow time for learners
to reevaluate their
initial response to the
EQ by adding,
deleting, and/or
modifying their initial
response in their digital
student response
journal.
Learners will:
● Add/modify/reflect on
KWL charts
● Reevaluate their
initial response to the
EQ by adding,
deleting, and/or
modifying their initial
response in their
digital student
response journal.

Total Time
(8 hours)
480
mins

RECONSTRUCTING TEACHER PREPARATION
196

Module 1: How to Become a Social Justice Educator

Unit 1: Know Thyself
Lesson 1: Positionality and Epistemology
Duration: 16 hours (960 minutes)

Introduction: This unit, Know Thyself, has three lessons: (1) Positionality and Epistemology; (2) Philosophy of
Education; (3) Creating a Personal Statement. The lesson below is the first lesson in the unit and will require two
consecutive eight-hour days of instruction. In this lesson, learners will articulate an epistemic stance and its
intersectionality with their positionality. In addition to classroom meetings, there will be nightly homework. This
program relies heavily on the flipped classroom model. Learners will be responsible for the readings prior to class.

Learning Objective
Terminal Objective: Given their epistemic stance and its intersectionality with their positionality and personal
philosophy of education, learners will complete Section 1 of the Digital Portfolio per the rubric: (1) visually
represent, in a digital format, an answer to the question “Who am I?” (2) write a personal statement.
Enabling Objective(s):
Lesson 1: Positionality and Epistemology (16 hours)
● Know what epistemic stance means
● Articulate an epistemic stance
● Know what positionality means
● Articulate a positionality
● Know what intersectionality means
● Articulate an epistemic stance and its intersectionality with their positionality

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practice in support of student learning
● 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and
development

Lesson Materials
M1.U1.L1 Positionality and Epistemology Handout

Readings
1. Takacs, D. (2002). Positionality, epistemology, and social justice in the classroom. Social Justice, 29(4),
168-181.
2. McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack.
3. Elliot, Z. (2015). Intersectionality and positionality. [Blog] Retrieved from
http://www.zettaelliott.com/intersectionalty-positionality/

Image 1: Who Are They? (See M1.U1.L1 Positionality and Epistemology Handout)
Image 2: Who am I? [Image] Retrieved from 849 × 565 - playbuzz.com
Image 3: Intersectionality [Image] Retrieved from intersectionality-blueman.jpg

Video 1: Academy of Ideas (2012, August 30). Introduction to Epistemology [Video File]. Retrieved from
https://youtu.be/X3IcbRNQR4c
Video 2: Thomas, A. (2014, April 8). My Positionality [Video File]. Retrieved from https://youtu.be/Sz3RPZeqGFk

Access to computer with internet

RECONSTRUCTING TEACHER PREPARATION
197

Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two Notes: At the start of Day 2, review and reactivate the EQ, and
reassess prior knowledge before moving on to new material.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
60 +
HW
Learners will engage their
biases, assumptions, and
beliefs during this activity
and be given an opportunity
to reflect orally and in
writing on their biases,
assumptions, and beliefs.
Instructor will display
Image 1 (in M1.U1.L1
Materials). After some time
for learners to observe the
image, the instructor will
facilitate a class discussion
on who they (actually) are.
Instructor will display
Image 2. After some time
for learners to observe the
image, the instructor will
facilitate a class discussion
focused on the question:
Who Are You?
Learners will observe and
discuss Image 1. Learners
will observe and discuss
Image 2.

Quick Write: Learners will
write their reaction to both
images by addressing the
question: How does who
you are affect who you
thought they were?
Essential
Question
(EQ)

30 An essential question (EQ)
will be presented for this
lesson. It will serve as a
guiding question
throughout the lesson.
Learners will have an
opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
EQ:

How do your biases,
assumptions, and beliefs
influence your opinions
about others?
Learners will complete their
initial response to the EQ in
their journals.
Learning
Objectives
15 Lesson objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

15 Benefits: Being able to
articulate one’s is essential
epistemic stance and its
Instructor states the reasons
for learning the material
and the risks. Key points
Learner listens to the
reasons for learning.
Benefits and risks will be

RECONSTRUCTING TEACHER PREPARATION
198

intersectionality with one’s
positionality for a social
justice educator.
Knowledge of one’s biases,
assumptions, and beliefs
will inform instructional
decisions and pedagogical
judgement in the classroom.

Risks: Uncovering learners
biases, assumptions, and
beliefs requires special skill
on the part of the instructor
due to the sensitive nature
of the topics discussed (i.e.
white privilege, social
inequality, race, religion,
culture, sexuality, gender
issues, etc.). Learners can
become agitated or uneasy,
and at times, aggressive
during this process.
will be stated aloud while
others will be bullet points
on screen.
displayed for the learner to
read and review and will be
tied to the EQ.
Overview

25 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will articulate
their epistemic stance
● Learners will articulate
their positionality
● Learners will articulate
their epistemic stance
and its intersectionality
with their positionality
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
20 After introductions and
attention activities, assess
prior knowledge of:
● epistemology
● positionality
● intersectionality

Instructor will use
socrative.com or the like to
assess prior knowledge.
Answers are displayed after
all learners have responded.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com
Guided
Learning:
Lecture 1:
Epistemology
120 Lecture 1: Epistemology
Objective: Given
knowledge of
epistemology, learners will
The instructor will:
● Remind learners of the
EQ
● Present Video 1
The learners will:
● Watch Video 1
● Participate in a
discussion regarding

RECONSTRUCTING TEACHER PREPARATION
199

be able to articulate an
epistemic stance.

● Facilitate a discussion
about video as it relates
to the EQ
● Define epistemology
● Facilitate a discussion
on the Readings as they
relate to epistemology/
epistemic stance
● Ask learners to form
small groups to find
and present a
counterargument to
McIntosh’s theory of
White Privilege.
● Invite groups to present
their counter arguments
to White Privilege
● Divide the class into
two groups: For &
Against White
Privilege
● Engage the class in
debate about White
Privilege
● Model how to articulate
an epistemic stance
video as it relates to the
EQ
● Take notes on the
meaning of
epistemology
● Participate in a
discussion on the
Readings as they relate
to epistemology/
epistemic stance
● Form small groups to
find and present a
counterargument to
McIntosh’s theory of
White Privilege.
● Present their counter
arguments to White
Privilege
● Engage in a debate
with classmates about
White Privilege
● Take notes as instructor
models how to
articulate an epistemic
stance.
Practice and
Feedback
Lecture 1:
Epistemology
60 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will work to complete
their epistemic stance.
The instructor will:
● Guide learners as they
articulate an epistemic
stance
● Provide feedback as
learners engage
The learners will:
● Articulate an epistemic
stance
● Respond to feedback
from instructor as they
engage
Guided
Learning:
Lecture 2:
Positionality
120 Lecture 2: Positionality
Objective: Given
knowledge of positionality,
learners will be able to
articulate a positionality
statement.

The instructor will:
● Remind learners of the
EQ
● Present Video 2
● Facilitate a discussion
regarding Video 2 as it
relates to the EQ
● Define positionality
● Facilitate a discussion
on the Readings as they
relate to positionality
● Ask learners to form
pairs. Direct learners to
choose two essays from
Reading 3 to compare
and contrast the
author's positionality.
● Invite groups to present
their analysis of the
two essays
The learners will:
● Watch Video 2
● Participate in a
discussion regarding
Video 2 as it relates to
the EQ
● Take notes on the
meaning of
positionality
● Participate in a
discussion on the
Readings as they relate
to positionality
● Form pairs and choose
two essays from
Reading 3 to compare
and contrast the
author's positionality.
● Present analysis of the
two essays

RECONSTRUCTING TEACHER PREPARATION
200

● Model how to articulate
a positionality
statement
● Take notes as instructor
models how to
articulate a
positionality statement
Practice and
Feedback
Lecture 2:
Positionality
60 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will work to complete
their positionality
statement.
The instructor will:
● Guide learners as they
articulate a
positionality statement
● Provide feedback as
learners engage in this
activity
The learners will:
● Articulate a
positionality statement
● Respond to feedback
from instructor as they
engage in this activity
Guided
Learning:
Lecture 3:
Intersectionality
90 Lecture 3: Intersectionality
Objective: Given
knowledge from lectures 1,
2, and 3, learners will be
able to complete articulate
their epistemic stance and
its intersectionality with
their positionality (see
authentic assessment).

The instructor will:
● Remind learners of the
EQ
● Display Image 3
● Engage class in a small
group discussion about
Image 3
● Define intersectionality
● Facilitate a discussion
on the Readings as they
relate to
intersectionality
● Model how to articulate
one's intersectionality
The learners will:
● View Image 3
● Engage in a small
group discussion about
Image 3
● Take notes on the
meaning of
intersectionality
● Participate in a
discussion on the
Readings as they relate
to intersectionality
● Take notes as the
instructor models how
to articulate one's
intersectionality
Practice and
Feedback
Lecture 3:
Intersectionality
90 Immediately following
Lecture 3, the instructor
will guide learners during a
workshop period where
they will work to complete
their intersectionality
statement.
The instructor will:
● Guide learners as they
articulate an
intersectionality
statement
● Provide feedback as
learners engage in this
activity
The learners will:
● Articulate an
intersectionality
statement
● Respond to feedback
from that instructor as
they engage in this this
activity
Authentic
Assessment
120 Learners will demonstrate
their understanding of the
concepts and of the EQ by
answering the question:
Who Am I? as measured by
the rubric.*

*This assessment will be
graded as part of Section 1
of the Digital Portfolio (in
M1.U1.L3 Handout).

The instructor will model*
a visual representation of
the written portion of the
authentic assessment and
provide a model for the
written portion of the
authentic assessment.

*The instructor will need to
create this model based on
his/her own epistemic
stance and its
intersectionality with their
own positionality.
Learners will create a visual
representation to answer the
the question: Who Am I?
incorporating their
epistemic stance and its
intersectionality with their
positionality.

Retention
and
90 Learners will demonstrate
retention and transfer of
Instructor will monitor
learners retention and
Learners will demonstrate
retention and transfer

RECONSTRUCTING TEACHER PREPARATION
201

Transfer these concepts throughout
the program.

transfer as through:
● learners peer review of
classmates’ visual
representation
● a metacognitive
awareness of their
epistemic stance,
positionality, and
intersectionality as it
applies to Lesson 2.
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4

through:
● a presentation to the
class of their visual
representation of the
authentic assessment
● engaging in a
discussion regarding a
classmates’
presentation and peer
review
● a metacognitive
awareness of their
epistemic stance,
positionality, and
intersectionality as it
applies to Lesson 2.
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

30 Review and re-motivate:
Review the “take aways”
from this lesson:
● epistemology
● positionality
● intersectionality
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: Philosophy of
Education? The readings
for M1.U1.L2 will be
outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M1.U1.L1 and the big ideas
in M1.U1.L2. Instructor
previews and draws
learners attention to
important issues in the
readings.
Learners will write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M1.U1.L2.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(16 hours)
960
mins

RECONSTRUCTING TEACHER PREPARATION
202

ANSWER KEY

Sta

b

c

d

e

f

Who is a convicted murder?
F: Shayna Hubers killed her ex-boyfriend, Ryan Poston, in 2012. Sentenced to 40 years in prison.

Who is a Pastor?
B: Nadia Bolz Weber: A pastor for America's outsiders

Who is a member of the LGBT community?
C: A black judge and openly gay member of the LGBT Community

Who is a billionaire?
D: Billionaire Snapchat co-founder and CEO Evan Spiegel.

Who is a doctor?
E: Muslim Dr. Zakir Naik

Who has been convicted of sexual assault?
A: Kailyn Bonia was found guilty of sexual assault of an intoxicated teenage girl.

RECONSTRUCTING TEACHER PREPARATION
203

Module 1: How to Become a Social Justice Educator

Unit 1: Know Thyself
Lesson 2: Philosophy of Education
Duration: 16 hours (960 minutes)

Introduction: This unit, Know Thyself, has three lessons: (1) Positionality and Epistemology; (2) Philosophy of
Education; (3) Creating a Personal Statement. The lesson below is the second lesson in the unit and will require two
consecutive eight-hour days of instruction. In this lesson, learners will write a personal philosophy of education
statement. In addition to classroom meetings, there will be nightly homework. This program relies heavily on the
flipped classroom model. Learners will be responsible for the readings prior to class.

Learning Objective
Terminal Objective: Given their epistemic stance and its intersectionality with their positionality and personal
philosophy of education, learners will complete Section 1 of the Digital Portfolio per the rubric: (1) visually
represent, in a digital format, an answer to the question “Who am I?” (2) write a personal statement.
Enabling Objective(s):
Lesson 2: Philosophy of Education (16 hours)
● Know what philosophy of education means
● Know what personal philosophy of education means
● Articulate a personal philosophy of education

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 6: Developing As a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning

Lesson Materials
M1.U1.L2 Philosophy of Education Handout

Readings
1. Dweck, C. S., 1946. (2008). Mindset: The new psychology of success (Ballantine Books trade pbk. ed.).
New York: Ballantine Books. (Excerpts)
2. Hattie, J. (2012). Visible learning for teachers : Maximizing impact on learning. London ; New York:
Routledge. (Experts)
3. Freire, P. (1993). Pedagogy of the oppressed (30th anniversary ed.). New York: Continuum. (Excerpts)
4. Mehta, J. (2013). From Bureaucracy to profession: Remaking the educational sector for the twenty-first
century. Harvard Educational Review, 83(3), 463-486.
5. Kim, B. (2001). Social constructivism. Emerging perspectives on learning, teaching, and technology, 1(1),
16.

Image 1: Traditional Classroom [Image] Retrieved from
https://www.flickr.com/photos/53993949@N04/5032369902
Image 2: 21st Century Classroom [Image] Retrieved from http://www.digitalpromise.org/page/-
/dpimages/league/districtphotos/meridian/meridian.casestudy.blendedclassroomwide2.jpg

Video 1: Reynolds, C. (2013, September 25). Hattie's 8 Mindframes [Video File]. Retrieved from
https://youtu.be/6xpcXobZF1k
Video 2: TEDx Talks (2014, October 17). How to Think, Not What to Think [Video File]. Retrieved from
https://youtu.be/6dluwVks444?list=PL-Jb8ZcIPqVaheVhRxdspG4mHAC-z-4ru
Access to computer with internet
Student Response Journal

RECONSTRUCTING TEACHER PREPARATION
204

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two Notes: At the start of Day 2, review and reactivate the EQ, and
reassess prior knowledge before moving on to new material.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
60 Learners will engage their
biases, assumptions, and
beliefs during this activity
and be given an opportunity
to reflect orally how their
positionality and epistemic
stance influences the
instructional decisions they
make in the classroom.
Instructor will display
Image 1. After some time
for learners to observe the
image, the instructor will
facilitate a class discussion
on what they observed in
the image. Instructor will
display Image 2. After
some time for learners to
observe the image, the
instructor will facilitate a
class discussion on the
similarities and differences
between the two images.
Learners will observe and
discuss Image 1. Learners
will observe and discuss
Image 2.

Quick Write: How does
who you are affect what
you see in the images? How
does your positionality and
epistemic stance influence
what you see versus what
another classmate saw?
Essential
Question

15 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

How does your
positionality and
epistemic stance influence
your personal philosophy
of education?
Learners will complete their
initial response to the EQ in
their journals.
Learning
Objectives
15 Lesson 2 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives
Reasons for
Learning

15 Benefits: Being able to
articulate one’s philosophy
of education is essential for
a social justice educator.
Knowledge of one’s
philosophy of education
Instructor states the reasons
for learning the material
and the risks. Key points
will be stated aloud while
others will be bullet points
on screen.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial

RECONSTRUCTING TEACHER PREPARATION
205

will inform instructional
decisions and pedagogical
judgement in the classroom.

Risks: Not knowing or
being able to articulate a
personal philosophy of
education creates as sense
of disequilibrium among
instructional decisions
because there is a lack of a
coherent focus.
motivational scenario.
Overview

15 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will articulate
their personal
philosophy of education

Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
30 After introductions and
attention activities, assess
prior knowledge of:
● Philosophy of
Education
● Personal philosophy of
education
Instructor will use
socrative.com or the like to
assess prior knowledge.
Answers are displayed after
all learners have responded.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com
Guided
Learning:
Lecture 1:
Philosophy of
Education

180 Lecture 1: Philosophy of
Education
Objective: Learners will be
able to compare and
contrast different
philosophies of education.

The instructor will:
● Remind learners of the
EQ
● Present Video 1
● Facilitate a discussion
about Video 1 as it
relates to the EQ
● Define philosophy of
education
● Facilitate a discussion
on Readings 1 & 2 as it
relates to philosophy of
education & the EQ
● Present examples and
nonexamples of
philosophies of
education
● Ask learners to form
small groups to
The learners will:
● Watch Video 1
● Participate in a
discussion regarding
Video 1 as it relates to
the EQ
● Take notes on the
meaning of philosophy
of education
● Participate in a
discussion on Readings
1 & 2 as it relates to
philosophy of
education & the EQ
● Take notes as examples
and nonexamples of
philosophies of
education are presented
● Form small groups to

RECONSTRUCTING TEACHER PREPARATION
206

research different
philosophies of
education
● Ask learners to present,
in small groups, the
philosophy of
education they
researched
research philosophies
of education
● Present, in a small
group, the philosophy
of education they
researched
Practice and
Feedback
Lecture 1:
Philosophy of
Education
120 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will work in pairs to
compare and contrast two
philosophies of education.
The instructor will:
● Model how to compare
and contrast two
philosophies of
education
● Provide feedback as
learners engage in this
activity
● Listen as groups
present the philosophy
of education that they
researched
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as instructor
models how to compare
and contrast two
philosophies of
education
● Respond to feedback
from instructor as they
engage in this activity
● Present the philosophy
of education that their
group researched
● Respond to feedback
from instructor as they
engage in this activity
Guided
Learning:
Lecture 2:
Personal
Philosophy of
Education

180 Lecture 2: Personal
Philosophy of Education
Objective: Learners will be
able to articulate their
personal philosophy of
education.

The instructor will:
● Remind learners of the
EQ
● Present Video 2
● Facilitate a discussion
about Video 2 as it
relates to the EQ
● Define philosophy of
education
● Facilitate a discussion
on Readings 3-5 as it
relates to personal
philosophies of
education & the EQ
● Discuss the main five
philosophies of
education
● Present examples and
nonexamples of
personal philosophies
of education
The learners will:
● Watch Video 2
● Participate in a
discussion regarding
Video 2 as it relates to
the EQ
● Take notes on the
meaning of philosophy
of education
● Participate in a
discussion on Readings
3-5 as it relates to
personal philosophies
of education & the EQ
Practice and
Feedback
Lecture 2:
Personal
Philosophy of
Education
120 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will work to develop
their own philosophy of
education statement.
The instructor will:
● Model how to articulate
a personal philosophy
of education
● Provide feedback as
learners engage in this
activity
The learners will:
● Articulate a personal
philosophy of
education
● Respond to feedback
from instructor as they
engage in this activity

RECONSTRUCTING TEACHER PREPARATION
207

Authentic
Assessment
90 Learners will demonstrate
their understanding of the
learning objectives and the
EQ by presenting their
personal philosophy of
education to the class.
The instructor will:
● Model how to present a
personal philosophy of
education.
● Engage in a discussion
and provide feedback
after learners present
their personal
philosophy of
education.
The learners will:
● Present and defend
their personal
philosophy of
education to their
peers.
● Peers will respond
through oral and
written feedback.
Retention
and
Transfer
90 Learners will demonstrate
retention and transfer of
these concepts through a
presentation of their
personal philosophy of
education, their reflection
journals, as well as
throughout the program.

Instructor will monitor
learners retention and
transfer through:
● Learners peer review
of classmates’ personal
philosophy of
education
● a metacognitive
awareness of their
philosophy education
as is relates to other
philosophies of
education
● Model how to create a
learning log in order to
gather anecdotal
records on
philosophies of
education during
observations and
interviews
● Student response
journals
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4

Learners will demonstrate
retention and transfer by:
● presenting and
defending their
personal philosophy of
education
● engaging in a
discussion regarding
classmates’
presentations of their
philosophy of
education
● a metacognitive
awareness of their
philosophy education
as is relates to other
philosophies of
education
● creating a learning log
in order to gather
anecdotal records on
philosophies of
education during
observations and
interviews
● written responses in
their student response
journals
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● Philosophy of
Education
● Personal Philosophy of
Education
Connect the importance of
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.
Optional: Instructor asks
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

RECONSTRUCTING TEACHER PREPARATION
208

the conceptual knowledge
to the goals of the unit and
module.
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question

Advance
Organizer
for the Next
Unit
15 +
HW
Connections made to the
next lesson: Creating a
Personal Statement. The
readings for M1.U1.L3 will
be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M1.U1.L2 and the big ideas
in M1.U1.L3. Instructor
previews and draws
learners attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M1.U1.L3.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(16 hours)
960
mins

RECONSTRUCTING TEACHER PREPARATION
209

Module 1: How to Become a Social Justice Educator

Unit 1: Know Thyself
Lesson 3: Creating a Personal Statement
Duration: 8 hours (480 minutes)

Introduction: This unit, Know Thyself, has three lessons: (1) Positionality and Epistemology; (2) Philosophy of
Education; (3) Creating a Personal Statement. The lesson below is the third lesson in the unit and will require one
eight-hour day of instruction. In this lesson, learners will write a personal statement and complete Section 1 of their
Digital Portfolio. In addition to classroom meetings, there will be nightly homework. This program relies heavily on
the flipped classroom model. Learners will be responsible for the readings prior to class.

Learning Objective
Terminal Objective: Given their epistemic stance and its intersectionality with their positionality and personal
philosophy of education, learners will complete Section 1 of the Digital Portfolio per the rubric: (1) visually
represent, in a digital format, an answer to the question “Who am I?” (2) write a personal statement.
Enabling Objective(s):
Lesson 3: Creating a Personal Statement (8 hours)
● Know what personal statement means
● Analyze the relationship between their epistemic stance and its intersectionality with their positionality and
personal philosophy of education as it relates to their personal statement
● Write a personal statement
● Know what a Digital Portfolio means
● Complete Section 1 of their Digital Portfolio

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning
● 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and
development

Lesson Materials
M1.U1.L3 Creating a Personal Statement Handout

Readings
1. Review readings from M1.U1.L1 and M1.U1.L2
2. Writing a Great Personal Statement (n.d.). [Website]. Retrieved from
https://www.essayedge.com/personal-statement
3. Evans, M (n.d.). How to write a great personal statement for a teaching job [Website] Retrieved from
https://targetjobs.co.uk/career-sectors/teaching-and-education/advice/330635-how-to-write-a-great-
personal-statement-for-a-teaching-job
4. Purdue OWL (2018). Writing a personal statement. Retrieved from
https://owl.english.purdue.edu/owl/resource/642/01/
5. Portfoliogen (2018). Sample portfolios [Online digital portfolio website]. Retrieved from
https://www.portfoliogen.com/sample/

Images: Review images from M1.U1.L1 and M1.U1.L2

Video 1: Review videos from M1.U1.L1 and M1.U1.L2
Video 2: Purdue OWL (2012, May 8). Purdue OWL: Personal statements [Video File]. Retrieved from

RECONSTRUCTING TEACHER PREPARATION
210

https://youtu.be/ZFLibDGVTj8
Video 3: UWContinuingEd (2014, January 13). 10 tips for writing a personal statement [Video File]. Retrieved
from https://youtu.be/OE1HQYzkSGQ

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge of lessons
M1.U1.L1 and M1.U1.L2
by reviewing notes,
assignments, and readings.
Instructor will display
Images 1 & 2 from
M1.U1.L1, as well as
Images 1 & 2 from
M1.U1.L2 and ask learners
to do a quick write.
Learners will observe all
four images from lessons
one and two then engage in
a quick write:

How does who you are
affect what you see in
others and what you
perceive them to be? How
do these biases,
assumptions, and beliefs
affect your teaching?
Essential
Question

15 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

How does the intersection
of your positionality,
epistemic stance, and
personal philosophy of
education help you craft
your personal statement?
Learners will complete their
initial response in their
journals.
Learning
Objectives
15 M1.U1.L3 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives
Reasons for
Learning
15 Benefits: Being able to
articulate the intersection of
Instructor states the reasons
for learning the material
Learner listens and reads
the reasons for learning.

RECONSTRUCTING TEACHER PREPARATION
211

one’s positionality,
epistemic stance, and
personal philosophy of
education is essential for a
social justice educator.
Knowledge of one’s
personal statement will
inform instructional
decisions and pedagogical
judgement in the classroom.

Risks: Not knowing or
being able to articulate a
personal statement creates
as sense of disequilibrium
among instructional
decisions because there is a
lack of a coherent focus.
and the risks. Key points
will be stated aloud while
others will be bullet points
on screen.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

15 A review of the module,
unit, and lesson will be
discussed.

Learning Activities:
● Learners will articulate
their personal statement
● Learners will create a
digital portfolio

Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Personal Statement
● Digital Portfolio
Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge. Engage in
a short discussion.
Learner engages in this pre-
assessment via
socrative.com and a short
discussion.
Guided
Learning:
Lecture 1:
Personal
Statement
60 Lecture 1: Personal
Statement
Objective: Learners will
write a personal statement.
The instructor will:
● Remind learners of the
EQ
● Review Videos from
M1.U1.L1 and
M1.U1.L2
● Present Video 2
● Facilitate a discussion
about Videos 1 & 2 as
they relate to the EQ
● Define the term
personal statement
● Facilitate a discussion
on Readings as they
relate to personal
The learners will:
● Watch Video 2
● Participate in a
discussion regarding
Videos 1 & 2 as they
relate to the EQ
● Take notes on the term
personal statement
● Participate in a
discussion on the
Readings as they relate
to a personal statement
& the EQ
● Take notes as examples
and nonexamples of

RECONSTRUCTING TEACHER PREPARATION
212

statements & the EQ
● Present examples and
nonexamples of
personal statements
● Ask learners to form
small groups to unpack
the worked examples
and nonexamples of
personal statements
● Guide learners as they
create a criteria for a
personal statement
personal statements are
presented
● Form small groups to
unpack the worked
examples and
nonexamples of
personal statements
● Create criteria for a
personal statement
Practice and
Feedback
Lecture 1:
Personal
Statement
60 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will develop their
personal statement.
The instructor will:
● Model how to write a
personal statement
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as instructor
models how to write a
personal statement
● Write a personal
statement
● Respond to feedback
from instructor as they
engage in this activity
Guided
Learning:
Lecture 2:
Digital
Portfolio

60 Lecture 2: Digital Portfolio
Objective: Learners will
complete Section 1 of their
Digital Portfolio.

The instructor will:
● Remind learners of the
EQ
● Present Video 3
● Facilitate a discussion
on the Readings as it
relates to the EQ and
digital portfolios
● Define teaching
portfolios
● Define digital teaching
portfolios
● Present examples and
nonexamples of digital
portfolios
The learners will:
● Watch Video 3
● Participate in a
discussion regarding
Video 3 as it relates to
digital portfolios & the
EQ
● Take notes on the
meaning of digital
teaching portfolio and
the examples/ non-
examples
Practice and
Feedback
Lecture 2:
Digital
Portfolio
60 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will complete Section
1 of their Digital Portfolio.
The instructor will:
● Model how to complete
Section 1 of the Digital
Portfolio
● Provide feedback as
learners engage in this
activity
The learners will:
● Complete Section 1 of
the Digital Portfolio
● Respond to feedback
from instructor as they
engage in this activity
Authentic
Assessment
60 Learners will demonstrate
their understanding of the
learning objectives and the
EQ by presenting Section 1
of their Digital Portfolio.
As listed above, the
instructor will provide a
worked example for Section
1 of the Digital
Portfolio/authentic
assessment.
Learners will present &
defend Section 1 of their
Digital Portfolio to their
peers. Peers will respond
through oral feedback.
Retention
and
Transfer
60 Learners will demonstrate
retention and transfer of
these concepts through a
Instructor will monitor
learners retention and
transfer through:
Learners will demonstrate
retention and transfer by:
● presenting and

RECONSTRUCTING TEACHER PREPARATION
213

presentation of their digital
portfolio, their reflection
journals, as well as
throughout the program.

● Learners peer review
of classmates’ digital
portfolio
● a metacognitive
awareness of personal
statement
● Student response
journals
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4

defending Section 1 of
their digital portfolio
to peers
● engaging in a
discussion regarding
classmates’
presentations of their
digital portfolios
● a metacognitive
awareness of their
personal statement
● written responses in
their student response
journals
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

15 +
HW
Review and re-motivate:
Review the “take aways”
from this lesson:
● Personal Statement
● Digital Portfolio
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: Assessment of
Learners. The readings for
M1.U2.L1 will be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M1.U1.L3 and the big ideas
in M1.U2.L1. Instructor
previews and draws
learners attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M1.U2.L1.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(8 hours)
480
mins

RECONSTRUCTING TEACHER PREPARATION
214

Module 1: How to Become a Social Justice Educator

Unit 2: Know Thy Learner
Lesson 1: Assessment of Learners
Duration: 8 hours/480 minutes

Introduction: This unit, Know Thy Learner, has two lessons: (1) Assessment of Learners; (2) Creating a Class
Profile. The lesson below is the first lesson in the unit and will require one eight-hour day of instruction. In this
lesson, learners will create a Home Survey of individual learner profiles. In addition to classroom meetings, there
will be nightly homework. This program relies heavily on the flipped classroom model. Learners will be responsible
for the readings prior to class.

Learning Objective
Principle 2: Know Thy Learner. Given the appropriate background information (i.e. grade level, gender, content,
classroom context, etc.), learners will conduct a thorough analysis of their learners and their context in order to
create: (1) a learner profile for each member of the class; (2) a class profile.
Enabling Objective(s):
Lesson 1 (8 hours)
● Know the background information (i.e. grade level, gender, content, classroom context, etc.) of their
learners
● Analyze the background information of their learners
● Know what learner context means
● Know what funds of knowledge means
● Recognize that all learners have funds of knowledge
● Know what a Home Survey means
● Create a Home Survey that considers:
○ Background information
○ Learner context
○ Funds of knowledge

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 1: Engaging and Supporting All Learners in Learning
● 1.1 Using knowledge of learners to engage them in learning
● 1.2 Connecting learning to learners prior knowledge, backgrounds, life experiences, and interest
Standard 5: Assessing Learners For Learning
● 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
Standard 6: Developing as a Professional Educator
● 6.4 Working with families to support student learning

Lesson Materials
M1.U2.L1 Assessment of Learners Handout

Readings
1. NAME (n.d.). The national association for multicultural education: Advancing and advocating for social
justice & equity. [Website] Retrieved from
https://www.nameorg.org/learn/how_do_i_know_if_my_biases_aff.php (Note: We will take the IAT in
class. Please do not take the IAT before class.)
2. Ryan, C. L., Patraw, J. M., & Bednar, M. (2013). Discussing princess boys and pregnant men: Teaching
about gender diversity and transgender experiences within an elementary school curriculum. Journal of
LGBT Youth, 10(83-2), 83-105.

RECONSTRUCTING TEACHER PREPARATION
215

3. Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a
qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.
In Class Reading 1: colorincolorado (n.d.). Learning about your students' backgrounds [Website] Retrieved from
http://www.colorincolorado.org/article/learning-about-your-learner-backgrounds#video
In Class Reading 2: Anderson, M. (n.d.). The first 6 weeks: Strategies for getting to know your students [Website]
Retrieved from https://www.teachthought.com/pedagogy/the-first-6-weeks-strategies-for-getting-to-know-your-
learner/
In Class Reading 3: Michael-Luna, S. (2015, November). What parents have to teach us about their dual language
children [Website] Retrieved from https://www.naeyc.org/resources/pubs/yc/nov2015/what-parents-have-teach-us-
about-their-dual-language-children

Image 1: [Image] Retrieved from 1*uPdej1BRgbCZQEmk1xg9xA.jpeg

Video 1: TEDx Talks (2016, December 1). What kids wish their teachers knew [Video File]. Retrieved from
https://youtu.be/8pcKbf_vpHg
Video 2: Dateline (2012, July 9). Living a transgender childhood, Part 1 [Video File]. Retrieved from
http://www.nbcnews.com/video/dateline/48121998/
Video 3: colorincolorado (2012, December 13). Reaching out to Latino families [Video File]. Retrieved from
https://www.youtube.com/watch?v=DT664G_HmDs
Video 4 (5:15 only): QEP (2016, February 19). Introduction to differentiation: Relationships, relevance, and rigor
[Video File]. Retrieved from https://youtu.be/nUCDs5gWy-A

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge of
M1.U1.L1-3 by reviewing
notes, assignments, and
readings.
Instructor will display
Image 1 and ask learners to
do a quick write.
Learners will observe
Image 1 then engage in a
quick write:

What do you know about
this student? What are your
assumptions about this
student? What are your
questions about this
student? (You will learn
more about this student in
Video 2)

RECONSTRUCTING TEACHER PREPARATION
216

Essential
Question
(EQ)

15 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

What is important to
know about your
learners? How will you
find this information?

Learners will complete their
initial response to the EQ in
their journals.
Learning
Objectives
15 M1.U2.L1 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

15 Benefits: Knowing your
learners is essential for a
social justice educator.
Knowledge of one’s
learners will inform
instructional decisions and
pedagogical judgement in
the classroom.

Risks: Not knowing or
being able to articulate
knowledge of one’s learners
creates as sense of
disequilibrium among
instructional decisions
because there is a lack of a
coherent focus.
Instructor states the reasons
for learning the material
and the risks. Key points
will be stated aloud while
others will be bullet points
on screen.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

15 A review of the module,
unit, and lesson will be
discussed.

Learning Activities:
● Learners will analyze
the background
knowledge of their
learners, through the
lens of bias
● Learners will analyze
their learners’ context.
● Learners will analyze
their learners’ funds of
knowledge
● Learners will create a
home survey
Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.

RECONSTRUCTING TEACHER PREPARATION
217

Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Background
knowledge
● Learner context
● Funds of knowledge
● Home Survey

Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge. Engage in
a short discussion.
Learner engages in this pre-
assessment via
socrative.com and a short
discussion.
Guided
Learning:
Lecture 1:
Decoding
Background
Knowledge

60 Lecture 1: Decoding
Background Knowledge
Objective: Learners will
analyze the background
knowledge of their learners,
through the lens of bias.
The instructor will:
● Remind learners of the
EQ
● Watch Video 1
● Facilitate a discussion
about Video 1 as it
relates to the EQ
● Define the term
background knowledge
● Watch Video 2
● Facilitate a discussion
on the Readings and In
Class Readings as they
relate to background
knowledge, the video,
and the EQ
● Ask learners to take the
IAT test on “Race”
● Ask learners to share
their results from IAT
with a partner
● Ask learners to reflect
on the information
from the IAT
● Engage learners in a
discussion regarding
how biases (i.e. racial
and gender) impacts the
interpretation of a
student's’ background
information.
The learners will:
● Watch Video 1
● Participate in a
discussion regarding
Video 1 as it relates to
the EQ
● Take notes on the term
background knowledge
● Participate in a
discussion on the
Readings as they relate
to background
knowledge & the EQ
● Take the IAT test on
Race
● Share results of IAT
test with a partner
● Reflect on the
information from the
IAT
● Engage in a class
discussion regarding
how one’s racial biases
impacts the
interpretation of
student’s background
information.
Practice and
Feedback
Lecture 1:
Decoding
Background
Knowledge
60 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will analyze the
background knowledge of
their learners.
The instructor will:
● Model how to analyze
the background
knowledge of their
learners
● Unpack terms on the
Electronic Class Profile
and Class Profile 1 as
needed
● Provide feedback as
learners engage in
The learners will:
● Take notes as instructor
models how to analyze
the background
knowledge of their
learners
● Analyze the
background knowledge
of their learners
● Clarify the terms on the
Electronic Class Profile

RECONSTRUCTING TEACHER PREPARATION
218

analyzing and
interpreting the
background
information presented
in the class profile.
and Class Profile 1 as
needed
● Respond to feedback
from instructor as they
engage in this activity
Guided
Learning:
Lecture 2:
Understanding
Learners’
Context

60 Lecture 2: Understanding
Learners’ Context
Objective: Learners will
analyze their learners’
context and create a home
survey.

The instructor will:
● Remind learners of the
EQ
● Present Video 3
● Facilitate a discussion
about Video 3 as it
relates to the EQ
● Define the term
learners’ context
● Facilitate a discussion
on the Readings and In
Class Readings as they
relate to the learners’
context & the EQ
● Provide guiding
questions: What is
important to know
about learners and their
learning context? How
will you collect this
information?
● Model how to analyze
the worked sample
from M1.U2.L1
Handout
● Engage learners in the
analysis of the worked
sample
The learners will:
● Watch Video 3
● Participate in a
discussion regarding
Video 3 as it relates to
the EQ
● Take notes on the term
learners’ context
● Participate in a
discussion on Readings
as they relate to the
learners’ context & the
EQ
● Take notes on the
guiding questions and
how the instructor
analyzes the worked
sample from M1.U2.L1
Handout
● Engage in the analysis
of the worked sample

Guided
Learning:
Lecture 3:
Funds of
Knowledge

60 Lecture 3: Funds of
Knowledge
Objective: Learners will
analyze their learners’
funds of knowledge in
order to gather information
about the learners’ context.

The instructor will:
● Remind learners of the
EQ
● Present Video 4
● Facilitate a discussion
about Video 4 as it
relates to the EQ
● Define the term funds
of knowledge
● Facilitate a discussion
on the Readings and In
Class Readings as they
relate to funds of
knowledge & the EQ
● Ask learners to
examine their
“learners” visual
representation of Who
Am I? from M1.U1.L1
The learners will:
● Watch Video 4
● Participate in a
discussion regarding
Video 4 as it relates to
the EQ
● Take notes on the term
funds of knowledge
● Participate in a
discussion on
Readings as they relate
to funds of knowledge
& the EQ
● Examine learners
visual representation
of Who Am I? from
M1.U1.L1
● Respond to the guiding
questions

RECONSTRUCTING TEACHER PREPARATION
219

● Provide guiding
questions:
What is important to
know about your
learners and the rich
knowledge they bring
to the classroom? How
will you collect this
information?
How does Tomlinson
define the three “R’s”?
Why do we need to
build relationships with
learners? How does
that support relevance
and rigor in the
classroom?
Authentic
Assessment
120 Learners will demonstrate
their understanding of the
learning objectives by
creating a Home/Student
Survey to gather
information about the
learners’ context and their
funds of knowledge, and
then presenting their Home/
Student Survey to the class.
The instructor will:
● Revisit the worked
sample from M1.U2.L1
Handout
● Engage learners in the
analysis of the worked
sample with a new lens
of funds of knowledge
● Model how to analyze
questions regarding
family engagement
from In Class Reading
3 for use in a Home
Survey
● Model how to use the
Funds of Knowledge
concept to create
questions for a Student
Survey
● Model how to create a
Home/Student Survey
for parents and or
learners (depending on
age/grade) in order to
gather information
about the learners’
context
● Group learners in pairs
or triads to create a
Home/Student Survey
● Provide feedback as
learners engage in this
activity
The learners will:
● Revisit the worked
sample from M1.U2.L1
Handout
● Engage in the analysis
of the worked sample
with a new lens of
funds of knowledge
● Take notes as the
instructor models how
to analyze questions
regarding family
engagement from In
Class Reading 3 for use
in a Home Survey
● Take notes as the
instructor models how
to use the Funds of
Knowledge concept to
create questions for a
Student Survey
● Take notes as the
instructor models how
to create a Home/
Student Survey for
parents and or learners
(depending on
age/grade) in order to
gather information
about the learners’
context
● In pairs or triads, create
a Home/Student Survey
● Respond to feedback

RECONSTRUCTING TEACHER PREPARATION
220

Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts through the
authentic assessment, their
reflection journals, as well
as throughout the program.

Instructor will monitor
learners retention and
transfer through:
● authentic assessment
● Learners peer review
of classmates’ analysis
of their learners’
background knowledge
and their context
● a metacognitive
awareness of their
learners’ background
knowledge and context
● Student response
journals
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Learners will demonstrate
retention and transfer by:
● presenting and
defending an analysis
of their learners’
background knowledge
and their context
● engaging in a
discussion regarding
classmates’ analysis of
their learners’
background knowledge
and their context
● a metacognitive
awareness of their
learners’ background
knowledge and context
● written responses in
their student response
journals
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● Background
Knowledge
● Learner Context
● Funds of Knowledge
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: Creating a
Class Profile. The readings
for M1.U2.L2 will be
outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M1.U2.L1 and the big ideas
in M1.U2.L2. Instructor
previews and draws
learners attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M1.U2.L2.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(8 hours)
480
mins

RECONSTRUCTING TEACHER PREPARATION
221

Module 1: How to Become a Social Justice Educator

Unit 2: Know Thy Learner
Lesson 2: Creating a Class Profile
Duration: 8 hours/480 minutes

Introduction: This unit, Know Thy Learner, has two lessons: (1) Assessment of Learners; (2) Creating a Class
Profile. The lesson below is the second lesson in the unit and will require one eight-hour day of instruction. In this
lesson, learners will create a class profile and present their analysis of the class profile to the class. In addition to
classroom meetings, there will be nightly homework. This program relies heavily on the flipped classroom model.
Learners will be responsible for the readings prior to class.

Learning Objective
Principle 2: Know Thy Learner. Given the appropriate background information (i.e. grade level, gender, content,
classroom context, etc.), learners will conduct a thorough analysis of their learners and their context in order to
create: (1) a learner profile for each member of the class; (2) a class profile.
Enabling Objective(s):
Lesson 2 (8 hours)
● Know what a learner profile means
● Create a learner profile (for yourself as a learner in this class)
● Interview a classmate to create a learner profile on one member of the class
● Create a class profile

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 1: Engaging and Supporting All Learners in Learning
● 1.1 Using knowledge of learners to engage them in learning
● 1.2 Connecting learning to learners prior knowledge, backgrounds, life experiences, and interests
Standard 6: Developing as a Professional Educator
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning

Lesson Materials
M1.U2.L2 Creating a Class Profile Handout

Readings
1. Weale, S. (2017). Teacher must ditch ‘neuromyth’ of learning styles, say scientists. The Guardian. [Online
news article]. Retrieved from https://www.theguardian.com/education/2017/mar/13/teachers-neuromyth-
learning-styles-scientists-neuroscience-education
2. Kirschner, P. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171.

Video 1: Memorize Academy (2017, January 26). Learning styles - A complete myth [Video File]. Retrieved from
https://youtu.be/o_SQrRa73U0
Video 2: Brown, K. (2016, April 2). The myth of learning styles [Video File]. Retrieved from
https://youtu.be/OcvMt_HoEpY

Access to computer with internet
Student Response Journal

RECONSTRUCTING TEACHER PREPARATION
222

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings.
Instructor will engage in a
discussion regarding the
learning, recalling concepts
and skills taught
Learners will engage in a
discussion regarding the
learning thus far, recalling
concepts and skills learned.
Essential
Question
(EQ)

15 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

How does knowing your
learners inform your
instructional decisions?

Learners will complete their
initial response to the EQ in
their journals.
Learning
Objectives
15 M1.U2.L2 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

15 Benefits: Knowing your
learners is essential for a
social justice educator.
Knowledge of one’s
learners will inform
instructional decisions and
pedagogical judgement in
the classroom.

Risks: Not knowing or
being able to articulate
knowledge of one’s learners
creates as sense of
disequilibrium among
instructional decisions
because there is a lack of a
coherent focus.
Instructor states the reasons
for learning the material
and the risks. Key points
will be stated aloud while
others will be bullet points
on screen.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.

RECONSTRUCTING TEACHER PREPARATION
223

Overview

15 A review of the module,
unit, and lesson will be
discussed.

Learning Activities:
● Learners will create
learner profiles for
themselves, then
interview a member of
the class to learn about
their learner profile.
● Learners and instructor
will collaborate to
create a class profile
using the information
from the learner
profiles.
Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Learner Profiles
● Class Profiles

Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge. Engage
learners in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and a short
discussion.
Guided
Learning
Lecture 1:
Learner
Profiles
60 Lecture 1: Learner Profiles
Objective: Learners will
create a learner profile for
each learner in the class.
The instructor will:
● Remind learners of the
EQ
● Define the term learner
profile
● Present Video 1 and
Video 2
● Engage learners in a
discussion regarding
the Readings
● Ask learners to form
small groups to
generate a list of things
they will need to know
in order to learn about
the learners in their
class
● Ask small groups to
share their
lists/ideas/questions
● Lead class in creating a
learner profile
The learners will:
● Take notes on the
meaning of learner
profile
● Engage in a discussion
regarding the Readings
● Work in small groups
to generate questions
for the learner profile
● Share
lists/ideas/questions
● Collaborate with the
whole group to
generate a list of things
they need to know
about their learners
● Collaborate with the
whole group to create a
learner profile
Practice and
Feedback
Lecture 1:
Learner
Profiles
60 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will create a learner
profile on themselves, then
interview a peer to learn
The instructor will:
● Model how to create a
learner profile (on
yourself, as the
instructor) using the
learner profile form
created by the class
The learners will:
● Take notes as instructor
models how to create a
learner profile for
him/herself using the
learner profile form
created by the class

RECONSTRUCTING TEACHER PREPARATION
224

about their learner profile. ● Monitor learners as
they create a learner
profile (for themselves)
using the learner profile
form created by the
class
● Ask each student to
upload their learner
profile to a shared
document (created by
the instructor)
● Guide learners as they
interview one
classmate and interpret
the information on their
partners’ learner profile
● Complete the learner
profile for themselves
● Upload your learner
profile to a shared
document (created by
the instructor)
● Interview a peer to
learn about their learner
profile
● Respond to feedback
from instructor as they
engage in this activity
Guided
Learning:
Lecture 2:
Class Profiles

30 Lecture 2: Class Profiles
Objective: Learners and
instructor will collaborate
to create a class profile
using the information from
all the learner profiles in the
class.

The instructor will:
● Remind learners of the
EQ
● Define the term class
profile
● Engage learners in an
analysis of the
information contained
in the learner profiles
● Engage learners in a
discussion on how to
create a class profile
● Lead learners in
creating a class profile
The learners will:
● Take notes on the
meaning of the term
class profile
● Engage in an analysis of
the information
contained in the learner
profiles
● Engage in a discussion
on how to create a class
profile
● Collaborate in creating
a class profile in
Practice and
Feedback
Lecture 2:
Class Profiles

90 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will create a class
profile.
The instructor will:
● Model how to complete
one section of the class
profile using the
information from each
of the learner profiles
● Monitor and guide
learners as they
collaborate to create a
class profile for the
learners in the class
The learners will:
● Take notes as instructor
models how to complete
one section of the class
profile using the
information from each
of the learner profiles
created in Google
Sheets
● Collaborate to create a
class profile for the
learners in the class
Authentic
Assessment
60 Learners will demonstrate
their understanding of the
learning objectives and the
EQ by presenting their
analysis of the class profile
to the class.
Instructor will present the
guiding question: What will
you do with the information
about your learners in the
class profile? How will this
inform your teaching?
facilitate discussion after
each learner creates a class
profile.
Learners will present their
analysis of the class profile.
Peers will respond through
oral feedback.

RECONSTRUCTING TEACHER PREPARATION
225

Retention
and
Transfer
60 Learners will demonstrate
retention and transfer of
these concepts through the
authentic assessment, their
reflection journals, as well
as throughout the program.

Instructor will monitor
learners retention and
transfer through:
● authentic assessment
● Learners peer review
of classmates’ analysis
of their learners’
background knowledge
and their context
● a metacognitive
awareness of their
learners’ background
knowledge and context
● Student response
journals
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Learners will demonstrate
retention and transfer by:
● presenting and
defending an analysis
of their learners’
background knowledge
and their context
● engaging in a
discussion regarding
classmates’ analysis of
their learners’
background knowledge
and their context
● a metacognitive
awareness of their
learners’ background
knowledge and context
● written responses in
their student response
journals
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

15 +
HW
Review and re-motivate:
Review the “take aways”
from this lesson:
● Learner Profiles
● Class Profiles
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: What is Social
Justice Education? The
readings for M1.U3.L1 will
be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in this
lesson and the big ideas in
the next. Instructor previews
and draws learners attention
to the readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M1.U3.L1.
Total Time
(8 hours)
480
mins

RECONSTRUCTING TEACHER PREPARATION
226

Module 1: How to Become a Social Justice Educator

Unit 3: Critical Reflection for Social Justice Education
Lesson 1: What is Social Justice Education?
Duration: 16 hours/960 minutes

Introduction: This unit, Critical Reflection for Social Justice Education, has three lessons: (1) What is Social
Justice Education? (2) The Critical Reflection Cycle; (3) Social Justice in the Classroom. The lesson below is the
first lesson in the unit and will require two consecutive eight-hour days of instruction. In this lesson, learners will
create a Social Justice Creed (SJC). In addition to classroom meetings, there will be nightly homework. This
program relies heavily on the flipped classroom model. Learners will be responsible for the readings prior to class.

Learning Objective
Principle 3: Critical Reflection for Social Justice Education. Given their knowledge of social justice education, their
learners, and themselves, learners will engage in the act of critical reflection in order to (1) write a personal
reflection paper per the rubric; (2) create an Action Plan for Social Justice in the Classroom (Section 2 of the Digital
Portfolio).
Enabling Objective(s):
Lesson 1 (16 hours)
● Know what social justice education means
● Create a rubric for SJEd
● Create a Social Justice Creed (SJC)

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.1Promoting social development and responsibility within a caring community where each student is
treated fairly and respectfully
● 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among learners
● 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally
safe
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning

Lesson Materials
M1.U3.L1 What is Social Justice Education? Handout

Readings
1. Hackman, H. W. (2005). Five essential components for social justice education. Equity & Excellence in
Education, 38(2), 103-109
2. Lynn, M. & Maddox, R. S. (2007). Preservice teacher inquiry: Creating a space to dialogue about
becoming a social justice educator. Teaching and Teacher Education, 23, 94–105.
3. Merino, B. J., & Holmes, P. (2006). Student teacher inquiry as an “entry point” for advocacy. Teacher
Education Quarterly, 33(3), 79-96.

In Class Reading: Kuttner, P. (2016, October 29). The problem with that equity vs. equality graphic you’re using
[Website]. Retrieved from the-problem-with-that-equity-vs-equality-graphic

Image 1: [Image] Retrieved from 1000 × 750 - culturalorganizing.org

RECONSTRUCTING TEACHER PREPARATION
227

Video 1: K-State College of Education (2016, October 4). A walk in my shoes: Social justice in education (Full
Documentary) [Video File]. Retrieved from https://youtu.be/QWdcN2RSHhI
Video 2: GMSThisVileKingdom 3 (2017, October 7). The race of life (white privilege) [Video File]. Retrieved from
https://youtu.be/FBQx8FmOT_0

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two Notes: At the start of Day 2, review and reactivate the EQ, and
reassess prior knowledge before moving on to new material.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
25 Learners will engage their
prior knowledge of
M1.U2.L2 by reviewing
notes, assignments, and
readings.
Instructor will display
Image 1. Learners will
respond to the image during
a quick write, followed by a
whole class discussion.
Learners will view Image 1.
Learners will engage in a
quick write:

What is message is this
image trying to convey?

Learners will engage in a
whole class discussion
regarding Image 1.
Essential
Question
(EQ)

25 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

What is Social Justice
Education?

Learners will complete their
initial response to the EQ in
their journals.
Learning
Objectives
10 M1.U3.L1 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning
10 Benefits: Being able to
create a Social Justice
Instructor states the reasons
for learning the material
Learner listens and reads
the reasons for learning.

RECONSTRUCTING TEACHER PREPARATION
228

Creed (SJC) is essential for
a social justice educator.
Knowledge of one’s SJC
will inform instructional
decisions and pedagogical
judgement in the classroom.

Risks: Not knowing or
being able to articulate a
SJC creates as sense of
disequilibrium among
instructional decisions
because there is a lack of a
coherent focus.
and the risks. Key points
will be stated aloud while
others will be bullet points
on screen.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

10 A review of the module,
unit, and lesson will be
discussed.

Learning Activities:
● Learners will articulate
their own definition of
Social Justice
Education.
● Learners will create a
SJC.
Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
10 After introductions and
attention activities, assess
prior knowledge of:
● Social Justice
Education (SJEd)
○ Equity
○ Equality
● Social Justice Creed
(SJC)
Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge. Engage in
a short discussion.
Learner engages in this pre-
assessment via
socrative.com and a short
discussion.
Guided
Learning
Lecture 1:
What is
Social Justice
Education?

180 Lecture 1: What is Social
Justice Education?
Objective: Learners will
articulate their own
definition of Social Justice
Education.
The instructor will:
● Remind learners of the
EQ
● Present Video 1
● Facilitate a discussion
about Video 1 as it
relates to the EQ
● Define the term Social
Justice Education
(SJEd)
● Facilitate a discussion
on the Readings as they
relate to SJEd & the
EQ
● Present examples and
The learners will:
● Watch Video 1
● Participate in a
discussion regarding
Video 1 as it relates to
the EQ
● Take notes on the term
SJEd
● Participate in a
discussion on the
Readings as they relate
to SJEd & the EQ
● Take notes as examples
and nonexamples of
SJEd are presented

RECONSTRUCTING TEACHER PREPARATION
229

nonexamples of SJEd
● Ask learners to form
small groups to unpack
the worked examples
and nonexamples of
SJEd
● Ask learners to
research and present, in
small groups, one
example and
nonexample of SJEd
and why they are good
samples of each
● Form small groups to
unpack the worked
examples and
nonexamples of SJEd
● Present, in a small
group, one example
and nonexample of
SJEd and why they are
good samples of each
Practice and
Feedback
Lecture 1:
What is
Social Justice
Education?

90 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will create a personal
definition of SJEd.
The instructor will:
● Model how to write a
personal definition of
SJEd
● Guide learners as they
create a personal
definition of SJEd
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as instructor
models how to write a
personal definition of
SJEd
● Construct a personal
definition of SJEd
● Respond to feedback
from instructor as they
engage in this activity
Guided
Learning &
Practice and
Feedback
Lecture 2:
SJEd Rubric
120 Lecture 2: Rubric for SJEd
Objective: Learners will
collaborate to develop a
rubric for SJEd.
The instructor will:
● Show examples and
nonexamples of rubrics
● Define the five
categories in the rubric
● Emerging
● Exploring
● Applying
● Integrating
● Innovating
● Ask small groups to
use the template to
create a rubric
● Using the rubrics
created in small groups,
collaborate as a whole
class to develop one
rubric for SJEd
The learners will:
● Define the terms on
the rubric
● In small groups, use
the template to create a
SJ rubric
● Using the rubrics
created in small
groups, collaborate as
a whole class to
develop one rubric for
SJEd

RECONSTRUCTING TEACHER PREPARATION
230

Guided
Learning
Lecture 3:
What is a
SJC?

180 Lecture 3: What is a SJC?
Objective: Learners will
create a SJC.

The instructor will:
● Remind learners of the
EQ
● Define the terms SJC,
equality, and equity
● Take students to an
open space on campus
● Ask students to engage
in this white privilege
activity (do not show
the video to the class
before the activity).
● Return to class and
discuss/reflect on
activity
● Guide learners to an
understanding about
why we need SJEd
● Handout the In Class
Reading
● Facilitate a discussion
about the In Class
Reading as it relates to
the EQ
● Ask learners create a
new graphic to
represent equality vs
equity
● Ask learners to present
their new graphic for
equality vs equity
● Ask learners to read
through the three
selections (M1.U3.L1
Handout) for
consideration when
creating an original
SJC
● Ask learners to form
small groups to unpack
the worked examples of
SJC using M1.U3.L1
Handout to determine if
they are examples or
non-examples
● Ask groups to present
arguments for or
against the examples of
SJC
The learners will:
● Take notes on the terms
SJC, equality, and
equity
● Read the In Class
Reading
● Participate in a
discussion on the In
Class Reading as it
relates to SJEd & the
EQ
● Create a new graphic to
represent equality vs
equity
● Present their graphic for
equality vs equity
● Read through the three
selections for
consideration when
creating an original SJC
● Form small groups to
unpack the selections
for consideration SJC
using M1.U3.L1
Handout to determine if
they are examples or
non-examples of SJC
● Present their arguments
for or against the
examples of SJC

Practice and
Feedback
Lecture 3:
180 Immediately following
Lecture 3, the instructor
will guide learners during a
The instructor will:
● Using the selections for
consideration in
The learners will:
● Take notes as instructor
models how to create an

RECONSTRUCTING TEACHER PREPARATION
231

What is a
SJC?

workshop period where
they will work
collaboratively to create a
(first draft) of a SJC.
M1.U3.L1 Handout
model how to create an
original SJC
● Guide learners as they
work collaboratively to
create an original SJC
with a small group
● Provide feedback as
learners engage in this
activity
original SJC
● Work collaboratively to
create an original SJC
with a small group
● Respond to feedback
from instructor as they
engage in this activity
Authentic
Assessment
90 Learners will demonstrate
their understanding of the
learning objectives and the
EQ by presenting their
definition of SJEd and the
first draft of their SJC.
Learners will then
incorporate the feedback
from the instructor and
peers to create a final draft
of their SJC (Section 2 of
their Digital Portfolio).
As listed above, the
instructor will model
writing a definition of SJEd
and an original SJC for the
authentic assessment.
Learners will present their
definition and SJC to their
peers. Peers will respond
through oral feedback.
Learners will incorporate
the feedback from the
instructor and peers to
edit/revise/
modify their definitions of
SJEd and/or SJC.
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts through the
authentic assessment, their
reflection journals, as well
as throughout the program.

Instructor will monitor
learners retention and
transfer through:
● the graded authentic
assessment, per the
rubric
● Learners peer review
of classmates’ SJC
● a metacognitive
awareness of their SJC
● Student response
journals
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Learners will demonstrate
retention and transfer by:
● presenting and
defending Section 2 of
the Digital Portfolio to
peers
● engaging in a
discussion regarding
classmates’ Section 2
of the Digital Portfolio
● a metacognitive
awareness of their SJC
● written responses in
their student response
journals
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

20 Review and re-motivate:
Review the “take aways”
from this lesson:
● Social Justice
Education (SJEd)
○ Equity
○ Equality
● Social Justice Creed
(SJC)
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

RECONSTRUCTING TEACHER PREPARATION
232

Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Advance
Organizer
for the Next
Unit
10 Connections made to the
next lesson: What is Social
Justice Education? The
readings for M1.U3.L2 will
be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M1.U3.L1 and the big ideas
in M1.U3.L2. Instructor
previews and draws
learners attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M1.U3.L2.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(16 hours)
960
mins

RECONSTRUCTING TEACHER PREPARATION
233

Module 1: How to Become a Social Justice Educator

Unit 3: Critical Reflection for Social Justice Education
Lesson 2: The Critical Reflection Cycle
Duration: 24 hours/2,400 minutes

Introduction: This unit, Critical Reflection for Social Justice Education, has three lessons: (1) What is Social
Justice Education? (2) The Critical Reflection Cycle; (3) Social Justice in the Classroom. The lesson below is the
second lesson in the unit and will require three consecutive eight-hour days of instruction. In this lesson, learners
will write a personal critical reflection paper. In addition to classroom meetings, there will be nightly homework.
This program relies heavily on the flipped classroom model. Learners will be responsible for the readings prior to
class.

Learning Objective
Principle 3: Critical Reflection for Social Justice Education. Given their knowledge of social justice education, their
learners, and themselves, learners will engage in the act of critical reflection in order to (1) write a personal
reflection paper per the rubric; (2) create an Action Plan for Social Justice in the Classroom.
Enabling Objective(s):
Lesson 2 (24 hours)
● Know the four stages in the critical reflection cycle
○ Learning to See
○ Analysis
○ A New Lens
○ Taking Action
● Be able to engage in the critical reflection cycle
● Know what a personal reflection means
● Write a personal reflection paper per the rubric

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practice in support of student learning
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning
Standard 2 Creating and Maintaining Effective Environments for Student Learning
● 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among learners
● 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally
safe

Lesson Materials
M1.U3.L2 The Critical Reflection Cycle Handout

Readings
1. Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher
education. Teaching and Teacher Education, 18(1), 73-85.
2. Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory Into
Practice, 42(3), 195-202.
3. Rodgers, C. R. (2002). Seeing student learning: Teacher change and the role of reflection. Harvard
Educational Review, 72(2), 230-253.
4. Brookfield, S. (2010). Critical reflection as an adult learning process. In Lyons, N. (ed.) Handbook of

RECONSTRUCTING TEACHER PREPARATION
234

reflection and reflective inquiry: Mapping a way of knowing for professional reflective inquiry (pp. 215-
236). New York: Springer

Website 1 for Lecture 5: Tcher’s Voice (2017, August 18). Social Justice and Equity [Blog]. Retrieved from
https://www.teachingchannel.org/blog/2017/08/18/talk-about-race/
Website 2 for Lecture 5: Davis, S. (n.d.). 6 elements of SJE [Image] Retrieved from
http://www.usingtheirwords.org/6elements/ (2nd look)

Video 1: TEDx Talks (2014, October 16). Implicit bias -- How it affects us and how we push through [Video File].
Retrieved from
https://youtu.be/Fr8G7MtRNlk?list=PL-Jb8ZcIPqVaheVhRxdspG4mHAC-z-4ru
Video 2: TEDx Talks (2016, April 15). Unpacking and transforming your biases for a better community [Video
File]. Retrieved from https://youtu.be/FU4CDFFy77g
Video 3: TEDx Talks (2013, April 25). How your unconscious mind rules your behaviour: Leonard Mlodinow at
TEDxReset 2013 [Video File]. Retrieved from
https://youtu.be/vcJm-y7UnLY?list=PL-Jb8ZcIPqVaheVhRxdspG4mHAC-z-4ru
Video 4: TEDx Talks (2016, August 30). Are you biased? I am [Video File]. Retrieved from
https://youtu.be/Bq_xYSOZrgU

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two Notes: At the start of Day 2, review and reactivate the EQ, and
reassess prior knowledge before moving on to new material.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge of
M1.U3.L2 by reviewing
notes, assignments, and
readings.
Instructor will engage
learners in a discussion
regarding the learning thus
far, recalling concepts and
skills taught.
Learners will engage in a
discussion regarding the
learning thus far, recalling
concepts and skills learned.
Essential
Question
(EQ)

60 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

What is critical reflection
and how is it different
from reflection? Why is
CR important for SJEd?
Learners will complete their
initial response to the EQ in
their journals.

RECONSTRUCTING TEACHER PREPARATION
235

Learning
Objectives
20 M1.U3.L2 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

20 Benefits: Being able to
engage in the act of critical
reflection is essential for a
social justice educator. An
awareness of one’s own
beliefs, assumptions, and
biases and how they impact
instructional decisions and
pedagogical judgement in
the classroom is an integral
part of being a SJEd.

Risks: Not knowing or
being able to articulate how
one’s beliefs, biases, and
assumptions impact
instructional decisions can
lead to marginalization and
inequities in the classroom.
Instructor states the reasons
for learning the material
and the risks. Key points
will be stated aloud while
others will be bullet points
on screen.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

30 A review of the module,
unit, and lesson will be
discussed.

Learning Activities:
● Learners will articulate
the difference between
reflection and critical
reflection.
● Learners will describe
their beliefs,
assumptions, and biases
in respect to the topic.
● Learners will analyze
their beliefs,
assumptions, and biases
in respect to the topic.
● Learners will articulate
the beliefs,
assumptions, and biases
in respect to the topic of
two or three
perspectives different
from their own.
● Learners will state how
their beliefs,
Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question: How
does your philosophy of
education impact your
instructional decisions?
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.

RECONSTRUCTING TEACHER PREPARATION
236

assumptions, and/or
biases regarding the
topic have changed.
Prerequisite
Knowledge
20 After introductions and
attention activities, assess
prior knowledge of:
● Reflection
● Critical reflection
● The CR Cycle
○ Learning to See
○ Analysis
○ A New Lens
○ Taking Action

Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge. Engage in
a short discussion.
Learner engages in this pre-
assessment via
socrative.com and a short
discussion.
Guided
Learning:
Lecture 1:
What is
Critical
Reflection?
185 Lecture 1: What is Critical
Reflection?
Objective: Learners will be
able to articulate the
difference between
reflection and critical
reflection.
The instructor will:
● Remind learners of the
EQ
● Present Video 1
● Facilitate a discussion
about Video 1 as it
relates to the EQ and
the Readings
● Pose the question: How
are reflection and
critical reflection
different or the same?
Create one definition
for reflection and one
for critical reflection.
● Allow learners, in a
small group, to create a
definition for reflection
and one for critical
reflection. Note: At this
point, it is important
not to interfere with
learners and their joint
construction of this
concept. Learners need
to experience the
productive struggle in
creating these
definitions.
● Ask learners to present,
in small groups, their
definitions for
reflection and critical
reflection by writing
them on the board,
chart paper, etc.
● Ask learners to draw
conclusions about the
The learners will:
● Watch Video 1
● Participate in a
discussion regarding
Video 1 as it relates to
the EQ
● Participate in a
discussion on the
Readings and the
question
● Work in small groups
to create one definition
for reflection and one
for critical reflection.
● Present, in small
groups, the definitions
for reflection and
critical reflection by
writing them on the
board, chart paper, etc.
● Draw conclusions
about the
commonalities between
groups and concepts.
● Work collaboratively
with the class to
combine the small
group definitions into
one class definition for
each concept.

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237

commonalities between
groups and concepts.
● Tell learners that you
will try to combine
their group definitions
into one class
definition.
● Ask learners to tell you
how they would like to
combine the
commonalities in the
group definitions to
create one class
definition for each
concept. Note: At this
point, act only as a
scribe. Record student
responses on a board.
Practice and
Feedback
Lecture 1:
What is
Critical
Reflection?

130 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will write a brief
compare and contrast essay
at articulates the differences
and similarities between
reflection and critical
reflection, citing the
research.
The instructor will:
● Provide ample time to
complete this
assignment in class
● Provide feedback as
learners engage in this
activity
The learners will:
● Work to complete is
assignment in class
● Respond to feedback
from instructor as they
engage in this activity
Guided
Learning:
Lecture 2:
Learning to
See
185 Lecture 2: Learning to See
Objective: Learners will
describe their beliefs,
assumptions, and biases in
respect to the topic.

The instructor will:
● Remind learners of the
EQ
● Define the first stage in
the Critical Reflection
Cycle “Learning to
See”
● Present Video 2
● Facilitate a discussion
about Video 2 and how
it relates to the EQ and
the Readings
● Collectively choose a
topic to discuss (i.e.
racism, sexism,
classism, religion, food,
homosexuality, etc).
● Ask learners to
describe, in pairs, their
beliefs, assumptions,
and biases in respect to
the topic, encouraging
them to be as explicit
The learners will:
● Take notes on the
definition of the first
stage in the Critical
Reflection Cycle
“Learning to See”
● Watch Video 2
● Participate in a
discussion about the
Video 2 and how it
relates to the EQ and
the Readings
● Collectively choose a
topic to discuss (i.e.
racism, sexism,
classism, religion, food,
homosexuality, etc).
● Ask learners to
describe, in pairs, their
beliefs, assumptions,
and biases in respect to
the topic, encouraging
them to be as explicit

RECONSTRUCTING TEACHER PREPARATION
238

and raw as possible. Set
expectations that the
partner is not to
“judge” wrong or right,
but to be a
mirror/reflect their
description back to
them by using “Talk
Moves” such as:
● What I hear you
saying is ___.
● Did I understand
____ correctly?
● Model how to describe
your beliefs,
assumptions, and biases
in respect to the topic,
in writing
● Ask student to
individually write a
description of their
beliefs, assumptions,
and biases in respect to
the topic
● Ask learners to form
pairs to give feedback
to their partners about
their description
● Allow time for learners
to incorporate feedback
from their partners into
their description
and raw as possible. Set
expectations that the
partner is not to “judge”
wrong or right, but to be
a mirror/reflect their
description back to
them by using “Talk
Moves” such as:
● What I hear you
saying is ___.
● Did I understand
____ correctly?
● Take notes as the
instructor models how
to describe his/her
beliefs, assumptions,
and biases in respect to
the topic (in writing)
● Individually write a
description of their
beliefs, assumptions,
and biases in respect to
the topic
● Give feedback to their
partners about their
description
● Incorporate feedback
from their partners into
their description
Practice and
Feedback
Lecture 2:
Learning to
See

130 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will will engage in the
first stage of the CR cycle.

The instructor will:
● Model how to
participate in the first
stage of the CR cycle
● Provide feedback as
learners engage in this
activity
The learners will:
● Participate in the first
stage of the CR cycle
● Respond to feedback
from instructor as they
engage in this activity
Guided
Learning:
Lecture 3:
Analysis
185 Lecture 3: Analysis
Objective: Learners will
analyze their beliefs,
assumptions, and biases in
respect to the topic.

The instructor will:
● Remind learners of the
EQ
● Define the second stage
in the Critical
Reflection Cycle
“Analysis”
● Present Video 3
● Facilitate a discussion
about Video 3 and how
it relates to the EQ and
the Readings
● In pairs, ask learners to
The learners will:
● Take notes on the
definition of the second
stage in the Critical
Reflection Cycle
“Analysis”
● Watch Video 3
● Participate in a
discussion about the
Video 3 and how it
relates to the EQ and
the Readings
● In pairs, discuss their

RECONSTRUCTING TEACHER PREPARATION
239

discuss their
perspectives on the
topic
● Model how to analyze
beliefs, assumptions,
and biases in respect to
the topic
● Ask learners to
individually write their
analysis of their beliefs,
assumptions, and biases
in respect to the topic
● Ask learners to form
pairs to give feedback
to their partners about
their analysis
● Allow time for learners
to incorporate feedback
from their partners into
their analysis
perspectives on the
topic
● Individually write an
analysis of their beliefs,
assumptions, and biases
in respect to the topic
● In pairs, give each other
feedback on their
analysis
● Spend time
incorporating the
feedback into their
analysis
Practice and
Feedback
Lecture 3:
Analysis

130 Immediately following
Lecture 3, the instructor
will guide learners during a
workshop period where
they will engage in the
second stage of the CR
cycle, analyzing their
beliefs, assumptions, and
biases in respect to the
topic.
The instructor will:
● Model how to engage
in the second stage of
the Critical Reflection
Cycle
● Provide feedback as
learners engage in this
activity
The learners will:
● Participate in the second
stage of the critical
reflection cycle
● Respond to feedback
from instructor as they
engage in this activity
Guided
Learning:
Lecture 4:
A New Lens
185 Lecture 4: A New Lens
Objective: Learners will
articulate the beliefs,
assumptions, and biases in
respect to the topic of two
or three perspectives
different from their own.

The instructor will:
● Remind learners of the
EQ
● Define the third stage
in the Critical
Reflection Cycle “A
New Lens”
● Present Video 4
● Facilitate a discussion
about Video 4 and how
it relates to the EQ and
the Readings
● Ask learners to form
small groups to discuss
their different
perspectives on the
topic
● Ask learners to create a
visual or drama to
represent the different
perspectives of learners
on the topic
The learners will:
● Take notes on the
definition of the third
stage in the Critical
Reflection Cycle “A
New Lens”
● Watch Video 4
● Participate in a
discussion about the
Video 4 and how it
relates to the EQ and
the Readings
● Form small groups to
discuss the different
perspectives on the
topic
● Create a visual or drama
to represent the
different perspectives of
learners on the topic
● Groups present
● Reflect on the different

RECONSTRUCTING TEACHER PREPARATION
240

● Ask the groups to
present
● Ask learners to reflect
on the different
perspectives of others
● Ask student quick write
to articulate the beliefs,
assumptions, and biases
in respect to the topic
of two or three
perspectives different
from their own.
perspectives of others
● Engage in a quick write
to articulate the beliefs,
assumptions, and biases
in respect to the topic of
two or three
perspectives different
from their own.
Practice and
Feedback
Lecture 4:
A New Lens

130 Immediately following
Lecture 4, the instructor
will guide learners during a
workshop period where
they will engage in the third
stage of the CR cycle,
articulating the beliefs,
assumptions, and biases in
respect to the topic of two
or three perspectives
different from their own.
The instructor will:
● Model how to engage
in the third stage of the
Critical Reflection
Cycle
● Provide feedback as
learners engage in this
activity
The learners will:
● Participate in the third
stage of the critical
reflection cycle
● Respond to feedback
from instructor as they
engage in this activity
Guided
Learning:
Lecture 5:
Taking
Action
240 Lecture 5: Taking Action
Objective: Learners will
state how their beliefs,
assumptions, and/or biases
regarding the topic have
changed.
The instructor will:
● Remind learners of the
EQ
● Define the fourth stage
in the Critical
Reflection Cycle
“Taking Action”
● Present Website 1 for
Lecture 5 with attention
also paid to the link “be
sure you’re prepared”
● Present Website 2 for
Lecture 5 focusing on
the “Tags” and
“Categories” on the
right side of the
website
● Allow learners to
explore these resources
● Facilitate a discussion
about the Websites for
Lecture 5 as they relate
to the EQ and the
readings
● Model how to state
how beliefs,
assumptions, and/or
biases regarding the
topic have changed.
The learners will:
● Take notes on the
definition of the fourth
stage in the Critical
Reflection Cycle
“Taking Action”
● View Website 1 for
Lecture 5 with attention
paid to the link “be sure
you’re prepared”
● View Website 2 for
Lecture 5 focusing on
the “Tags” and
“Categories” on the
right side of the website
● Participate in a
discussion about the
Websites for Lecture 5
as they relate to the EQ
and the Readings
● Take notes as the
instructor models
stating how his/her
beliefs, assumptions,
and/or biases regarding
the topic have change
● Individually state, in
writing, how their
beliefs, assumptions,

RECONSTRUCTING TEACHER PREPARATION
241

● Ask learners to
individually state, in
writing, how their
beliefs, assumptions,
and biases in respect to
the topic have changed
● Ask learners to form
pairs to give & receive
feedback from their
partners about their
statement of change
● Allow time for learners
to incorporate feedback
from their partners into
their statement of
change
and biases in respect to
the topic have changed
● In pairs, give & receive
feedback from their
partners about their
statement of change
● Work to incorporate
feedback from their
partners into their
statement of change
Practice and
Feedback
Lecture 5:
Taking
Action

120 Immediately following
Lecture 5, the instructor
will guide learners during a
workshop period where
they will engage in the
fourth stage of the critical
reflection cycle.
The instructor will:
● Model how to engage
in the fourth stage of
the Critical Reflection
Cycle
● Provide feedback as
learners engage in this
activity
The learners will:
● Participate in the fourth
stage of the critical
reflection cycle
● Respond to feedback
from instructor as they
engage in this activity
Authentic
Assessment
480 Learners will collaborate to
develop a rubric for CR.
Learners will write a
critical reflection paper,
according to the rubric.
The instructor will:
● Collaborate to create a
rubric that defines the
four stages of the
critical reflection cycle
● Model how to write a
critical reflection paper,
combining the excerpts
from Lectures 1-5
● Allow learners time to
complete this
assignment
The learners will:
● Collaborate to create a
rubric that defines the
four stages of the
critical reflection cycle
● Take notes as the
instructor models how
to write a critical
reflection paper,
combining the excerpts
from Lectures 1-5
● Work to complete this
assignment during this
period
Retention
and
Transfer
90 Learners will demonstrate
retention and transfer of
these concepts throughout
the program. During this
time, allow learners to
add/revise their original
compare and contrast essay
from Lecture 1.

Instructor will monitor
learners retention and
transfer as through:
● CR rubric
● Final draft of CR paper
● A metacognitive
awareness of CR
● The SLC process
during Module 2, the
DLC process during
Module 3, and the TLC
process during Module
4
Learners will demonstrate
retention and transfer
through:
● CR rubric
● Final draft of CR paper
● A metacognitive
awareness of CR while
teaching
● The SLC process during
Module 2, the DLC
process during Module
3, and the TLC process
during Module 4

RECONSTRUCTING TEACHER PREPARATION
242

Big Ideas

30 Review and re-motivate:
Review the “take aways”
from this lesson:
● Reflection
● Critical reflection
● The CR Cycle
○ Learning to See
○ Analysis
○ A New Lens
○ Taking Action
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: Social Justice
in the Classroom. The
readings for M1.U3.L3 will
be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M1.U3.L2 and the big ideas
in M1.U3.L3. Instructor
previews and draws
learners attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M1.U3.L3.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(24 hours)
2,400
mins

RECONSTRUCTING TEACHER PREPARATION
243

Module 1: How to Become a Social Justice Educator

Unit 3: Critical Reflection for Social Justice Education
Lesson 3: Social Justice in the Classroom
Duration: 16 hours/960 minutes

Introduction: This unit, Critical Reflection for Social Justice Education, has three lessons: (1) What is Social
Justice Education? (2) The Critical Reflection Cycle; (3) Social Justice in the Classroom. The lesson below is the
third lesson in the unit and will require two consecutive eight-hour days of instruction. In this lesson, learners will
create an action plan for SJEd in the classroom. In addition to classroom meetings, there will be nightly homework.
This program relies heavily on the flipped classroom model. Learners will be responsible for the readings prior to
class.

Learning Objective
Principle 3: Critical Reflection for Social Justice Education. Given their knowledge of social justice education, their
learners, and themselves, learners will engage in the act of critical reflection in order to (1) write a personal
reflection paper per the rubric; (2) Create an action plan for Social Justice in the Classroom.
Enabling Objective(s):
Lesson 3 (16 hours)
● Know what an action plan means
● Know what social justice in the classroom means
● Create an action plan for social justice in the classroom

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 1: Engaging and Supporting ALL Learners in Learning
● 1.1 Using knowledge of learners to engage in learning
● 1.4 Using a variety of instructional strategies, resources, and technologies to meet learners diverse learning
needs
Standard 6: Developing as a Professional Educator
● 6.1 Using knowledge of learners to engage in learning
● 6.3 Connecting subject matter to meaningful, real-life contexts

Lesson Materials
M1.U3.L3 Social Justice in the Classroom Handout

Readings
1. Picower, B. (2012). Using their words: Six elements of social justice curriculum design for the elementary
classroom. International Journal of Multicultural Education, 14(1)
2. Souto-Manning, M. (2009). Negotiating culturally responsive pedagogy through multicultural children’s
literature: Towards critical democratic literacy practices in a first grade classroom. Journal of Early
Childhood Literacy 9 (1), 50-74.
3. Choudhury, M., & Share, J. (2014). Critical media literacy: A pedagogy for new literacies and urban youth.
Voices from the Middle, 19(4), 39-44.

Video 1: Cucinelli, G. (n.d.). Seeing through Paulo’s Glasses: Political Clarity, Courage, and Humility [Video
File]. Retrieved from https://vimeo.com/47117497#share
Freire Video Library: Freire Video Project (n.d.). [Video Library] Retrieved from
http://www.freireproject.org/freire-project-tv/ (choose 2-3 videos to watch)
Video 2: Examples of Social Justice Teaching (2011, July 28). [Video File]. Retrieved from

RECONSTRUCTING TEACHER PREPARATION
244

https://youtu.be/vCkMlXEUFsM
Video 3: Teaching Tolerance (2016, February 2). Classroom Activities: “Secret Identity” (Justice) [Video File].
Retrieved from https://youtu.be/dhihOMaz1kE

Access to the Internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two Notes: At the start of Day 2, review and reactivate the EQ, and
reassess prior knowledge before moving on to new material.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
60 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will present
Video 1 then ask learner to
engage in a quick write,
followed by a class
discussion.
Learners will view the
video, then engage in a
quick write:

What was Paulo’s mission?
What did he want to
accomplish?

Following the quick write,
Learners will engage in a
class discussion.
Essential
Question
(EQ)

45 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

How can we empower our
learners to take action for
Social Justice?
Learners will complete their
initial response to the EQ in
their journals.
Learning
Objectives
15 M1.U3.L3 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning
15 Benefits: Being able to
create an action plan for
Instructor states the reasons
for learning the material
Learner listens and reads
the reasons for learning.

RECONSTRUCTING TEACHER PREPARATION
245

social justice in the
classroom is essential for a
social justice educator. An
awareness of one’s own
beliefs, assumptions, and
biases and how they impact
instructional decisions and
pedagogical judgement in
the classroom is an integral
part of being a SJEd and
will positively impact
student outcomes.

Risks: Not being able to
create an action plan for
social justice in the
classroom is essential for a
social justice educator. A
lack of awareness of one’s
own beliefs, assumptions,
and biases and how they
impact instructional
decisions and pedagogical
judgement in the classroom
is an integral part of being a
SJEd and will negatively
impact student outcomes.
and the risks. Key points
will be stated aloud while
others will be bullet points
on screen.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

15 A review of the module,
unit, and lesson will be
discussed.
Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question: How
does your philosophy of
education impact your
instructional decisions?
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
20 After introductions and
attention activities, assess
prior knowledge of:
● The CR Cycle
○ Learning to See
○ Analysis
○ A New Lens
○ Taking Action
Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge. Engage in
a short discussion.
Learner engages in this pre-
assessment via
socrative.com and a short
discussion.

RECONSTRUCTING TEACHER PREPARATION
246

● Social Justice in the
classroom
● Action Plan
Guided
Learning:
Lecture 1:
Social Justice
in the
Classroom
240 Lecture 1: Social Justice in
the Classroom
Objective: Learners will
critique examples and
nonexamples of social
justice in the classroom.
The instructor will:
● Remind learners of the
EQ
● Pose the question: How
will the principles of
SJEd impact your
teaching?
● Allow learners, in a
small group, to discuss
this question and time
to explore the Freire
Video Library
(recommend they
watch 2-3 videos from
this library).
● Ask learners to share
thoughts about how
SJEd will impact their
teaching
● Front Load: What
evidence of SJEd do
you see in this video?
Take notes as you
watch.
● Present Video 2
● Ask learners to form
small groups and
discuss evidence of
SJEd, or lack thereof,
in the video
● Facilitate a whole class
discussion about Video
2 as it relates to the EQ
and the Readings and
lecture questions.
● Repeat with Video 3
The learners will:
● In small groups,
discuss the question:
How will the principles
of SJEd impact your
teaching?
● Share thoughts about
how SJEd will impact
their teaching
● Think: What evidence
of SJEd do you see in
this video? Take notes
as you watch.
● Present Video 2
● Form small groups and
discuss evidence of
SJEd, or lack thereof,
in the video
● Facilitate a whole class
discussion about Video
2 as it relates to the EQ
and the Readings and
lecture questions.
● Repeat with Video 3
Practice and
Feedback
Lecture 1:
Social Justice
in the
Classroom

60 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will critique examples
and nonexamples of social
justice in the classroom.

The instructor will:
● Model how to critique,
in writing, the two
Video examples of
SJEd
● Allow time for learners
to critique, in writing,
the two video examples
of SJEd
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as the
instructor models how
to critique, in writing,
the two Video
examples of SJEd
● Critique, in writing, the
two video examples of
SJEd
● Respond to feedback as
learners engage in this
activity

RECONSTRUCTING TEACHER PREPARATION
247

Guided
Learning:
Lecture 2:
Taking
Action
90 Lecture 2: Taking Action
Objective: Learners will
state how their beliefs,
assumptions, and/or biases
regarding the topic (from
M1.U3.L3) have changed
and create an action plan
for social justice in the
classroom.
The instructor will:
● Remind learners of the
EQ
● Review the fourth stage
of the CR cycle
“Taking Action”
● Engage in a discussion
regarding “Taking
Action” and how it
relates to the learners
● Engage in a discussion
regarding “Taking
Action” in regard to
empowering K-12
learners to take action
for SJ
● Revisit: Website 1 for
Lecture 5 with attention
also paid to the link “be
sure you’re prepared”
and Website 2 for
Lecture 5 focusing on
the “Tags” and
“Categories” on the
right side of the
website
● Allow time for learners
to revisit these
resources
● Discuss different
opportunities to “Take
Action” in a classroom
in response to one’s
beliefs, assumptions,
and/or biases regarding
the topic
The learners will:
● Review the fourth stage
of the CR cycle “Taking
Action”
● Engage in a discussion
regarding “Taking
Action” and how it
relates to the learners
● Engage in a discussion
regarding “Taking
Action” in regard to
empowering K-12
learners to take action
for SJ
● Revisit: Website 1 for
Lecture 5 with attention
also paid to the link “be
sure you’re prepared”
and Website 2 for
Lecture 5 focusing on
the “Tags” and
“Categories” on the
right side of the website
● Discuss different
opportunities to “Take
Action” in a classroom
in response to one’s
beliefs, assumptions,
and/or biases regarding
the topic review
“Taking Action”
Practice and
Feedback
Lecture 2:
Taking
Action
180 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will create an action
plan for social justice in the
classroom. Learners can
work individually or in
small groups.

The instructor will:
● Guide learners as they
develop an action plan
(i.e. a project, a
presentation, a
sequence of lessons)
for SJ in their
classroom.
● Provide feedback as
learners engage in this
activity
The learners will:
● Develop an action plan
(i.e. a project, a
presentation, a
sequence of lessons)
for SJ in their
classroom.
● Respond to feedback
from instructor as they
engage
Authentic
Assessment
180 Learners will present their
action plan for SJEd in their
classroom and receive
feedback from their peers.
The instructor will:
● Allow learners to
present their action
plan for SJEd in their
classroom.
The learners will:
● Present their action
plan for SJEd in their
classroom.
● Give and receive

RECONSTRUCTING TEACHER PREPARATION
248

● Give feedback as
learners present their
action plan for SJEd in
their classroom
feedback as peers
present their action
plan for SJEd in their
classroom
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts throughout
the program.
Instructor will monitor
learners retention and
transfer through:
● Presentation of their
action plan for SJEd in
the classroom
● A metacognitive
awareness of SJ while
teaching
● The SLC process
during Module 2, the
DLC process during
Module 3, and the TLC
process during Module
4
Learners will demonstrate
retention and transfer
through:
● Presentation of their
action plan for SJEd in
the classroom
● A metacognitive
awareness of SJ while
teaching
● The SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

30 Review and re-motivate:
Review the “take aways”
from this lesson:
● The CR Cycle
● Learning to See
● Analysis
● A New Lens
● Taking Action
● Social Justice in the
classroom
● Action Plan
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question

Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
10 Connections made to the
next lesson: What is
Culturally Relevant
Pedagogy? The readings for
M1.U4.L1 will be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M1.U3.L3 and the big ideas
in M1.U4.L1. Instructor
previews and draws
learners attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M1.U4.L1.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(16 hours)
960
mins

RECONSTRUCTING TEACHER PREPARATION
249

Module 1: How to Become a Social Justice Educator

Unit 4: Be Culturally Relevant
Lesson 1: What is Culturally Relevant Pedagogy?
Duration: 16 hours/960 minutes

Introduction: This unit, Be Culturally Relevant, has two lessons: (1) What is Culturally Relevant Pedagogy (CRP)?
(2) Evaluating Lessons for CRP (CRT + CC). The lesson below is the first lesson in the unit and will require two
eight-hour days of instruction. In this lesson, learners will analyze lessons for CRP (CRT+CC). In addition to
classroom meetings, there will be nightly homework. This program relies heavily on the flipped classroom model.
Learners will be responsible for the readings prior to class.

Learning Objective
Principle 4: Be Culturally Relevant. Given the learners’ ability to articulate their personal statement, create learner
profiles, and their ability to engage in critical reflection, learners will evaluate lessons for CRP.
Enabling Objective(s):
Lesson 1 (16 hours)
● Know the theoretical basis of culturally relevant pedagogy (CRP)
○ Know the formula for CRP = Culturally Responsive Teaching (CRT) + Cultural Competence (CC)
● Articulate the rationale for CRP (CRT + CC)
● Articulate what CRP (CRT + CC) looks like in the K-12 setting by creating a rubric
● Analyze lessons for CRP (CRT + CC)

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among learners
● 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally
safe
Standard 4: Planning Instruction and Designing Learning Experiences for All Learners
● 4.1 Using knowledge of learners’ academic readiness, language proficiency, cultural backgrounds, and
individual development to plan instruction
● 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all learner
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning

Lesson Materials
M1.U4.L1 What is Culturally Relevant Pedagogy? Handout

Readings
1. Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory Into
Practice, 42(3), 195-202. (R
2. Coffey, H., & Farinde-Wu. (2016). Navigating the journey to culturally responsive teaching: Lessons from
the success and struggles of one first-year, Black female teacher of Black learners in an urban school.
Teaching and Teacher Education, 60, 24-33.
3. Coffey, H. (2012). Moving Into Communities: Developing Cultural Competence with Pre-service
Educators through Community Service-Learning Experiences. Partnerships : A Journal of Service-
Learning and Civic Engagement, Partnerships : A Journal of Service-Learning and Civic Engagement, 01

RECONSTRUCTING TEACHER PREPARATION
250

April 2012.
Video 1: Queensland Department of Education (2016, November 14). Embedding culture in practice for
kindergarten teaching and learning [Video File]. Retrieved from https://youtu.be/SJ_Ra8MnFe8
Video 2: Teaching Tolerance (2010, July 17). Introduction to Culturally Relevant Pedagogy [Video File]. Retrieved
from https://youtu.be/nGTVjJuRaZ8
Video 3: Trimner, S. (2016, December 13). Culturally responsive teaching [Video File]. Retrieved from
https://youtu.be/jQEwxgnVEfI
Video 4: Teaching Tolerance (2014, July 14). 2014 Teaching Tolerance award winner Christopher Hoeh [Video
File]. Retrieved from https://youtu.be/jQ91GN5kHSg
Video 5: Queensland Department of Education (2016, November 14). Embedding culture in practice for
Kindergarten teaching and learning [Video File]. Retrieved from https://youtu.be/SJ_Ra8MnFe8

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two Notes: At the start of Day 2, review and reactivate the EQ, and
reassess prior knowledge before moving on to new material.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
30 Learners will engage their
prior knowledge of Units 1,
2 and 3 by reviewing notes,
assignments, and readings.
Instructor will present
Video 1. Learners will
respond to the video during
a quick write, followed by a
whole class discussion.
Learners will watch Video
1. Learners will engage in a
quick write:

What evidence can you cite
for the teacher's relationship
with the learners and how it
impacts teaching? Be
mindful of your beliefs,
assumptions, and biases.

Learners will engage in a
whole class discussion
regarding Video 1.
Essential
Question
(EQ)

30 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
Instructor will present the
essential question:

What is Culturally
Relevant Pedagogy?
Learners will complete their
initial response to the EQ in
their journals.

RECONSTRUCTING TEACHER PREPARATION
251

initial response at the close
of the lesson.
Learning
Objectives
10 Lesson objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

10 Benefits: Being able to
teach in ways that culturally
relevant to your specific
student population is
essential for a social justice
educator. An awareness of
one’s own beliefs,
assumptions, and biases and
how they impact
instructional decisions and
pedagogical judgement in
the classroom is an integral
part of being a SJEd and
will positively impact
student outcomes.

Risks: Not being able to
teach in ways that culturally
relevant to your specific
student population will
negatively impact student
outcomes.
Instructor states the reasons
for learning the material
and the risks. Key points
will be stated aloud while
others will be bullet points
on screen.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

10 A review of the module,
unit, and lesson will be
discussed.

Learning Activities:
● Learners will articulate
a rationale for CRP
(CRT + CC) in the
classroom
● Learners will articulate
what CRP (CRT + CC)
looks like in the K-12
setting by creating a
rubric
● Learners will analyze
lessons for CRP (CRT +
CC)
Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question: How
does your philosophy of
education impact your
instructional decisions?
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
10 After introductions and
attention activities, assess
prior knowledge of:
● Culturally Relevant
Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge. Engage in
Learner engages in this pre-
assessment via
socrative.com and a short
discussion.

RECONSTRUCTING TEACHER PREPARATION
252

Pedagogy (CRP)
● Culturally Responsive
Teaching (CRT)
● Cultural Competency
(CC)
a short discussion.
Guided
Learning:
Lecture 1:
CRP (CRT +
CC)
200 Lecture 1: CRP (CRT +
CC)
Objective: Learners will
articulate a rationale for
CRP in the classroom.

The instructor will:
● Remind learners of the
EQ
● Present Video 2 and
Video 3.
● Facilitate a discussion
about Video 2 & 3
● Ask: What are the
tangible and intangible
aspects of culture that
are mentioned in the
video? What is meant
by this? Why do we
need to know about our
learners’ culture?
● Facilitate a discussion
on Readings as they
relate to CRP, CRT,
CC, and the EQ
● Collectively define
CRP, CRT, and CC
● Ask small groups to
create a visual
representation of how
these concepts relate
● Invite small groups to
present their visual
representations to the
class
● Guide learners in
understanding the
formula for CRP (CRT
+ CC)
The learners will:
● Watch Videos 2 & 3
● Participate in a
discussion regarding
Video 2 & 3 as they
relate to the EQ
● Participate in a
discussion on Readings
as they relate to CRP,
CRT, CC, and the EQ
● Collectively define
CRP, CRT, and CC
● In small groups, create
a visual representation
of how these concepts
relate
● Present visual
representations to the
class

Practice and
Feedback
Lecture 1:
CRP (CRT +
CC)
90 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will articulate a
rationale for CRP (CRT +
CC) in the classroom.

The instructor will:
● Model writing a
rationale for CRP (CRT
+ CC) in the classroom
● Guide learners as they
articulate their rationale
for CRP (CRT + CC) in
the classroom
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as instructor
models how to write a
rationale for CRP (CRT
+ CC) in the classroom
● Articulate their
rationale for CRP (CRT
+ CC) in the classroom
● Provide feedback as
learners engage in this
activity
Guided
Learning:
Lecture 2:
200 Lecture 2: CRP Rubric
Objective: Learners will
articulate what it CRP looks
The instructor will:
● Remind learners of the
EQ
The learners will:
● Discuss in small groups
the essential items that

RECONSTRUCTING TEACHER PREPARATION
253

CRP (CRT +
CC) Rubric

like in a K-12 setting by
creating a rubric for CRP
(CRT + CC).
● Remind learners of
how to build a rubric
● Discuss in small groups
the essential to include
on a CRP rubric (CRT
+ CC)
● Collaboratively create a
rubric for CRP (CRT +
CC)
must be included on a
rubric for CRP (CRT +
CC)
● Collaboratively create a
rubric for CRP (CRT +
CC)
Practice and
Feedback
Lecture 2:
CRP (CRT +
CC) Rubric

90 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will articulate what it
CRP looks like in a K-12
setting by creating a rubric
for CRP (CRT + CC) and
practice using the rubric for
CRP (CRT + CC).
The instructor will:
● Present Video 4
● Guide learners as they
collaboratively score
the video lesson using
the rubric
● Adjust the rubric as
necessary
● Repeat with Video 5

The learners will:
● Watch Video 3
● Collaboratively score
the video lesson using
the rubric
● Adjust the rubric as
necessary
● Repeat with Video 4
Authentic
Assessment
250 Learners will analyze
lessons for CRP (CRT +
CC), using the CRP (CRT +
CC) rubric, and present
their analysis their peers.
The instructor will:
● Ask small groups to find
one example and one
non-example of CRP
(CRT + CC)
with/without specific
evidence of CRT and
CC.
● Groups will present their
examples and non-
examples of CRP (CRT
+ CC) to the class, with
emphasis on the non-
examples
● Learners will use the
previously created rubric
to analyze the examples
and non-examples that
other groups present
● After each presentation,
engage learners in
discussion regarding the
scoring of each video
The learners will:
● In small groups, find
one example and one
non-example of CRP
(CRT + CC)
with/without specific
evidence of CRT and
CC.
● Present their examples
and non-examples of
CRP (CRT + CC) to the
class, with emphasis on
the non-examples
● Use the previously
created rubric to
analyze the examples
and non-examples that
other groups present
● After each presentation,
engage in discussion
regarding the scoring of
each video
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts throughout
the program.
Instructor will monitor
learners’ retention and
transfer through:
● Presentation of their
analysis of examples
and non-examples of
CRP (CRT + CC)
● A metacognitive
awareness of CRP
(CRT + CC) while
Learners will demonstrate
retention and transfer
through:
● Presentation of their
analysis of examples
and non-examples of
CRP (CRT + CC)
● A metacognitive
awareness of CRP
(CRT + CC) while

RECONSTRUCTING TEACHER PREPARATION
254

teaching
● The SLC process
during Module 2, the
DLC process during
Module 3, and the TLC
process during Module
4
teaching
● The SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● Culturally Relevant
Pedagogy (CRP)
● Culturally Responsive
Teaching (CRT)
● Cultural Competency
(CC)
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: Evaluating
Lessons for CRP (CRT +
CC)? The readings for
M1.U4.L2 will be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M1.U4.L1 and the big ideas
in M1.U4.L2. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M1.U4.L2.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(16 hours)
960
mins

RECONSTRUCTING TEACHER PREPARATION
255

Module 1: How to Become a Social Justice Educator

Unit 4: Be Culturally Relevant
Lesson 2: Evaluating Lessons for CRP
Duration: 8 hours/480 minutes

Introduction: This unit, Be Culturally Relevant, has two lessons: (1) What is Culturally Relevant Pedagogy (CRP)?
(2) Evaluating Lessons for CRP (CRT + CC). The lesson below is the second lesson in the unit and will require one
eight-hour days of instruction. In this lesson, learners will be able to critique micro-teaching samples for CRP (CRT
+ CC). In addition to classroom meetings, there will be nightly homework. This program relies heavily on the
flipped classroom model. Learners will be responsible for the readings prior to class.

Learning Objective
Principle 4: Be Culturally Relevant. Given the learners’ ability to articulate their personal statement, create learner
profiles, and their ability to engage in critical reflection, learners will evaluate lessons for CRP (CRT + CC).
Enabling Objective(s):
Lesson 2 (8 hours)
● Evaluate lessons for CRP (CRT + CC)

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 1: Engaging and Supporting All Learners in Learning
● 1.1 Using knowledge of learners to engage them in learning
● 1.2 Connecting learning to learners’ prior knowledge, backgrounds, life experiences, and interests
Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.1 Promoting social development and responsibility within a caring community where each student is
treated fairly and respectfully
● 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally
safe
Standard 4: Planning Instruction and Designing Learning Experiences for ALL Learners
● 4.1 Using knowledge of learners’ academic readiness, language proficiency, cultural backgrounds, and
individual development to plan instruction
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning

Lesson Materials
M1.U4.L2 Evaluating Lessons for CRP Handout

Readings
Review Readings from M1.U4.L1

Video 1: Southern Poverty Law Center (2013, January 7). Darnell Fine - Teaching Tolerance awards [Video File].
Retrieved from https://youtu.be/6Itt8ltHbFA
Video 2: Kindergarten- Culturally Responsive Teaching (2014, July 22). [Video File]. Retrieved from
https://youtu.be/BKpJ_Q0sjxA

Access to computer with internet
Student Response Journal

RECONSTRUCTING TEACHER PREPARATION
256

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question
(EQ)

30 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

Why do we need to learn
to teach responsively?
Learners will complete their
initial response to the EQ in
their journals.
Learning
Objectives
10 Lesson objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

10 Benefits: Being able to
teach in ways that culturally
relevant to your specific
student population is
essential for a social justice
educator. An awareness of
one’s own beliefs,
assumptions, and biases and
how they impact
instructional decisions and
pedagogical judgement in
Instructor states the reasons
for learning the material
and the risks. Key points
will be stated aloud while
others will be bullet points
on screen.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.

RECONSTRUCTING TEACHER PREPARATION
257

the classroom is an integral
part of being a SJEd and
will positively impact
student outcomes.

Risks: Not being able to
teach in ways that culturally
relevant to your specific
student population will
negatively impact student
outcomes.
Overview

10 A review of the module,
unit, and lesson will be
discussed.

Learning Activities:
● Learners will evaluate
lessons for CRP (CRT
+ CC)
Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question: How
does your philosophy of
education impact your
instructional decisions?
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Culturally Relevant
Pedagogy (CRP)
● Culturally Responsive
Teaching (CRT)
● Cultural Competence
(CC)
Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge. Engage in
a short discussion.
Learner engages in this pre-
assessment via
socrative.com and a short
discussion.
Guided
Learning:
Lecture 1:
Evaluating
Lessons for
CRP
(CRT + CC)
120 Lecture 1: Evaluating
Lessons for CRP (CRT +
CC)

Objective: Learners will
critique examples of CRP
(CRT + CC) in the
classroom using the rubric
designed in M1.U4.L1.
The instructor will:
● Remind learners of the
EQ
● Pose the question: How
does CRP (CRT + CC)
impact your teaching?
● Allow learners, in a
small group, to discuss
this question
● Front Load: What
evidence of CRP (CRT
+ CC) do you see in
this video? Take notes
as you watch.
● Watch Video 1 and
The learners will:
● Respond to the
question: How does
CRP (CRT + CC)
impact your teaching?
● In a small group,
discuss this question
● Share thoughts about
how CRP (CRT + CC)
will impact teaching
● Present Video 1
● Take notes of evidence
for CRP (CRT + CC)
in the video
● Form small groups and

RECONSTRUCTING TEACHER PREPARATION
258

take notes of CRP
(CRT + CC)
● Ask learners to discuss
evidence of CRP (CRT
+ CC) from the video
● Ask learners to share
thoughts about how
CRP (CRT + CC) will
impact their teaching
● Facilitate a whole class
discussion about
Video 1 as it relates to
the EQ and the
Readings and lecture
questions.
● Repeat this process
with Video 2.
discuss evidence of
CRP (CRT + CC) in
the classroom.
● Participate in a whole
class discussion about
Video 1 as it relates to
the EQ and the
Readings and lecture
questions.
● Repeat this process
with Video 2.
Practice and
Feedback
Lecture 1:
Evaluating
Lessons for
CRP
(CRT + CC)

120 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will critique examples
of CRP (CRT + CC)
in the classroom using the
rubric designed in
M1.U4.L1.
The instructor will:
● Model how to critique,
in writing, the two
video examples of CRP
(CRT + CC)
● Allow time for learners
to critique, in writing,
the two video examples
of CRP (CRT + CC)
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as the
instructor models how
to critique, in writing,
the two video
examples of CRP
(CRT + CC)
● Critique, in writing,
the two video
examples of CRP
(CRT + CC)
● Respond to feedback
as learners engage in
this activity
Authentic
Assessment
120 Learners will present their
critique of CRP (CRT +
CC) in Videos 1 & 2, and
receive feedback from their
peers.
The instructor will:
● Allow learners to
present their critique of
CRP (CRT + CC) in
Videos 1 & 2
● Give feedback as
learners present their
critique of CRP (CRT
+ CC) in Videos 1 & 2
The learners will:
● Present their critique of
CRP (CRT + CC) in
Videos 1 & 2
● Give and receive
feedback as peers
present their critique of
CRP (CRT + CC) in
Videos 1 & 2
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts throughout
the program.
Instructor will monitor
learners’ retention and
transfer through:
● Presentation of their
critique of CRP (CRT
+ CC) in Videos 1 & 2
● A metacognitive
awareness of CRP
(CRT + CC) while
teaching
● The SLC process
during Module 2, the
Learners will demonstrate
retention and transfer
through:
● Presentation of their
critique of CRP (CRT +
CC) in Videos 1 & 2
● A metacognitive
awareness of CRP
(CRT + CC) while
teaching
● The SLC process during
Module 2, the DLC

RECONSTRUCTING TEACHER PREPARATION
259

DLC process during
Module 3, and the TLC
process during
Module 4
process during Module
3, and the TLC process
during Module 4
Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● Culturally Relevant
Pedagogy (CRP)
● Culturally Responsive
Teaching (CRT)
● Cultural Competence
(CC)
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: Challenge and
Rigor. The readings for
M1.U5.L1 will be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M1.U4.L2 and the big ideas
in M1.U5.L1. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M1.U5.L1.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(16 hours)
480
mins

RECONSTRUCTING TEACHER PREPARATION
260

Module 1: How to Become a Social Justice Educator

Unit 5: Be an Ambitious Teacher
Lesson 1: Challenge and Rigor
Duration: 8 hours/480 minutes

Introduction: This unit, Be an Ambitious Teacher, has four lessons: (1) Challenge and Rigor (2) Evaluating Lesson
Plans and Assessments for Challenge and Rigor; (3) What is Ambitious Teaching? (4) SLC 1. The lesson below is
the first lesson in the unit and will require one eight-hour day of instruction. In this lesson, learners will analyze a
lesson for challenge and rigor. In addition to classroom meetings, there will be nightly homework. This program
relies heavily on the flipped classroom model. Learners will be responsible for the readings prior to class.

Learning Objective
Principle 5: Be an Ambitious Teacher. Given the principles of developing culturally relevant lesson plans through a
social justice lens, learners will embed appropriate levels of challenge and rigor into lesson plans and assessments in
order to ambitiously teach peers in an approximation of practice setting per the rubric.
Enabling Objective(s):
Lesson 1 (8 hours)
● Know what lesson plan means
● Know what challenge means
● Know what rigor means
○ Bloom’s Taxonomy (revised)
○ Webb’s Depth of Knowledge (DoK)
○ 16 Habits of Mind
○ 8 Mathematical Practices
○ Piaget's stages of cognitive development
○ Vygotsky’s Zone of Proximal Development (ZPD)

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 1: Engaging and Supporting All Learners in Learning
● 1.2 Connecting learning to learners’ prior knowledge, backgrounds, life experiences, and interests
● 1.3 Connecting subject matter to meaningful, real-life contexts
● 1.4 Using a variety of instructional strategies, resources, and technologies to meet learners’ diverse learning
needs
● 1.5 Promoting critical thinking through inquiry, problem solving, and reflection
Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all learners
Standard 3: Understanding and Organizing Subject Matter for Student Learning
● 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum framework
● 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of
subject matter
● 3.3 Organizing curriculum to facilitate student understanding of the subject matter
● 3.4 Utilizing instructional strategies that are appropriate to the subject matter
● 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including
adopted materials, to make subject matter accessible to all learners
● 3.6 Addressing the needs of English learners and learners with special needs to provide equitable access to
the content
Standard 4: Planning Instruction and Designing Learning Experiences for ALL Learners
● 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning

RECONSTRUCTING TEACHER PREPARATION
261

● 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all learners
● 4.5 Adapting instructional plans and curricular materials to meet assessed learning needs of all learners

Lesson Materials
M1.U5.L1 Challenge and Rigor Handout

Readings
Bloom’s Taxonomy vs. Webb’s DoK (Choose 1)
1. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-
218.
2. Hess, K. (2013). A guide for using Webb’s depth of knowledge with common core state standards. The
Common Core Institute, Center for College and Career Readiness.
3. Hess, K. K., Jones, B. S., Carlock, D., & Walkup, J. R. (2009). Cognitive Rigor: Blending the Strengths of
Bloom's Taxonomy and Webb's Depth of Knowledge to Enhance Classroom-Level Processes. Online
Submission.
4. Webb, N. L. (2002). Depth-of-knowledge levels for four content areas. Language Arts.

Habits of Mind vs. Mathematical Practices (Choose 1)
1. Costa, A. L., & Kallick, B. (2009). Habits of mind across the curriculum: Practical and creative strategies
for teachers. ASCD.
2. Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in classroom mathematical
practices. The journal of the Learning Sciences, 10(1-2), 113-163.
3. Moschkovich, J. (2007). Examining mathematical discourse practices. For the learning of mathematics,
27(1), 24-30.
4. Heck, T. (2012). Integrating the 16 habits of mind [Website]. Retrieved from
https://www.edutopia.org/blog/habits-of-mind-terrell-heick

Piaget vs. Vygotsky (Choose 1)
1. Isaacs, N., & Lawrence, E. (2015). A brief introduction to Piaget : The growth of understanding in the
young child and new light on children's ideas of number. (Chapter 1)
2. Weber, K. M. (1995). A pilot study using literature as an alternate way to evaluate Piaget's stages of
development.
3. Smagorinsky, P., & Ebrary, Inc Content Provider. (2011). Vygotsky and Literacy Research. A
Methodological Framework (Practice of Research Method). (Part 1)

Bloom’s Taxonomy vs. Webb’s DoK
In Class Reading 1: Aungs, G. (2014, September 4). Using Webb's Depth of Knowledge to increase rigor
[Website]. Retrieved from https://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst
In Class Reading 2: Iowa State University (n.d.). Revised Bloom’s Taxonomy [Website] Retrieved from
http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy
Video 1: Teachings in Education (2017, March 28). Bloom’s Taxonomy vs. Webb’s Depth of Knowledge [Video
File]. Retrieved from https://youtu.be/P_0kJcxJxI8
Images 1: Bloom’s Taxonomy [Image]. Retrieved from https://goo.gl/P9z9W1
Image 2: Revised Bloom’s Taxonomy [Image]. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-
taxonomy/
Image 3: 3-D Revised Bloom’s Taxonomy [Image]. Retrieved from
https://www.learningsolutionsmag.com/articles/1105/elearning-guild-research-reconsidering-blooms-taxonomy-old-
and-new

Habits of Mind vs. Mathematical Practices
Video 2: Math Conversation 3C (2016, January 21). [Video File]. Retrieved from https://youtu.be/4FxvCDDRY0M
Image: Habits of Mind Chart [Image]. Retrieved from http://www.habitsofmindinstitute.org/wp-

RECONSTRUCTING TEACHER PREPARATION
262

content/uploads/2014/05/HOM.Chart_.Horizontal.pdf
Piaget vs. Vygotsky
Video 3: Davidson Films, Inc. (2010, June 21). Piaget’s developmental theory: An overview [Video File]. Retrieved
from https://youtu.be/QX6JxLwMJeQ
Video 4: Piaget’s Stages of Development (2011, April 26). [Video File]. Retrieved from
https://youtu.be/TRF27F2bn-A
Video 5: Davidson Films, Inc. (2010, June 21). Vygotsky’s developmental theory: An introduction [Video File].
Retrieved from https://youtu.be/InzmZtHuZPY
Video 6: FreshChapleton (2009, November 25). Piaget & Vygotsky [Video File]. Retrieved from
https://youtu.be/zNArHZr9Qoc

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
30 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will present
Image 1, Image 2, and
Image 3. Ask learners to
engage in a quick write,
followed by a class
discussion.
Learners will view the
video, then engage in a
quick write:

Compare and contrast
theses images. How might
they be useful when
designing lessons?

Following the quick write,
learners will engage in a
class discussion.
Essential
Question

30 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

Why is it necessary to
embed lessons with the
appropriate amount of
challenge and rigor?
Learners will complete their
initial response in their
journals.
Learning
Objectives
15 M1.U5.L1 objectives are
presented in writing and
Instructor states the
objectives aloud through
Learner listens to and reads
objectives.

RECONSTRUCTING TEACHER PREPARATION
263

repeated orally. audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Reasons for
Learning

15 Benefits: Being able to
effectively design lessons
that embed the appropriate
amount of challenge and
rigor promotes the
conditions for positive
student outcomes.

Risks: Not knowing how to
effectively design lessons
that embed the appropriate
amount of challenge and
rigor promotes the
conditions for negative
student outcomes.
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

15 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will analyze
lessons for challenge
and rigor

Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of terms
from M1.U5.L1:
● Challenge
● Rigor
● Bloom’s Taxonomy
(revised)
● Webb’s Depth of
Knowledge (DoK)
● 16 Habits of Mind
● 8 Mathematical
Practices
● Piaget's stages of
cognitive development
● Vygotsky’s Zone of
Proximal Development
(ZPD)
Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge of terms.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and engages
in a short discussion after
answers are displayed.

RECONSTRUCTING TEACHER PREPARATION
264

Guided
Learning
Lecture 1:
Bloom’s vs.
Webb
60 Lecture 1: Bloom’s vs.
Webb
Objective: Given
knowledge challenge and
rigor, learners analyze a
lesson for Bloom and
Webb.

The instructor will:
● Remind learners of the
EQ
● Engage learners in a
discussion about
challenge and rigor
● Present Video 1
● Engage learners in a
discussion regarding
the Readings for
Bloom’s vs. Webb,
examining the
differences between
them
● Collectively analyze
Hess’s Cognitive
Rigor Matrix (the last
page)
● Give learners time to
review the In Class
Readings (1&2)
● Define when it is
appropriate to use
Bloom’s vs. Webb
during a lesson
The learners will:
● Participate in
discussion regarding
challenge and rigor
● Watch Video 1
● Engage in a
discussion regarding
the Readings for
Bloom’s vs. Webb,
examining the
differences between
them
● Collectively define
when it is appropriate
to use Bloom’s vs.
Webb during a lesson

Practice and
Feedback
Lecture 1:
Bloom’s vs.
Webb
30 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will analyze a lesson
for Bloom and Webb.

The instructor will:
● Present the third grade
lesson on main idea
and supporting details
● Model thinking aloud
as the instructor
analyzes the lesson for
Bloom and Web
● Guide learners as they
analyze the lesson for
Bloom and Webb
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as the
instructor models how
to analyze the lesson
for Bloom and Web
● Analyze the lesson for
Bloom and Webb
● Respond to feedback as
they engage in this
activity
Guided
Learning
Lecture 2:
The 16
Habits of
Mind vs. The
8
Mathematical
Practices

60 Lecture 2: The 16 Habits
of Mind vs. The 8
Mathematical Practices
Objective: Given
knowledge challenge and
rigor, learners analyze a
lesson for the 16 Habits of
Mind and the 8
Mathematical Practices.

The instructor will:
● Remind learners of the
EQ
● Engage learners in a
discussion about
challenge and rigor
● Engage learners in a
discussion regarding
the Readings for The
16 Habits of Mind vs.
The 8 Mathematical
Practices and the
differences between
The learners will:
● Participate in
discussion regarding
challenge and rigor
● Watch Video 2
● Engage in a
discussion regarding
the video and the
Readings for The 16
Habits of Mind vs.
The 8 Mathematical
Practices, examining
the differences

RECONSTRUCTING TEACHER PREPARATION
265

them
● Front load: Where do
you see evidence of
The 16 Habits of
Mind vs. The 8
Mathematical
Practices
● Present Video 2
● Engage learners in a
discussion Video 2
● Collectively define
when it is appropriate
to use The 16 Habits
of Mind vs. The 8
Mathematical
Practices during
instruction
between them
● Collectively define
when it is appropriate
to use The 16 Habits
of Mind vs. The 8
Mathematical
Practices during
instruction

Practice and
Feedback
Lecture 2:
The 16
Habits of
Mind vs. The
8
Mathematical
Practices

30 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will analyze a lesson
for The 16 Habits of Mind
vs. The 8 Mathematical
Practices.

The instructor will:
● Present the third grade
multiplication lesson
● Model thinking aloud
as the instructor
analyzes the lesson for
The 16 Habits of Mind
vs. The 8 Mathematical
Practices
● Guide learners as they
analyze the lesson for
The 16 Habits of Mind
vs. The 8 Mathematical
Practices
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as the
instructor models
how to analyze the
lesson for The 16
Habits of Mind vs.
The 8 Mathematical
Practices
● Analyze the lesson
for The 16 Habits of
Mind vs. The 8
Mathematical
Practices
● Respond to feedback
as they engage in this
activity
Guided
Learning
Lecture 3:
Piaget vs.
Vygotsky

60 Lecture 2: Piaget vs.
Vygotsky
Objective: Given
knowledge challenge and
rigor, learners analyze a
lesson for influences of
Piaget and Vygotsky.

The instructor will:
● Remind learners of the
EQ
● Engage learners in a
discussion about
challenge and rigor
● Watch and discuss
Video 3 and Video 4
● Engage learners in a
discussion regarding
the Readings for
Piaget
● Watch and discuss
Video 5
● Engage learners in a
discussion regarding
the Readings for
Vygotsky
The learners will:
● Participate in
discussion regarding
challenge and rigor
● Watch the videos and
engage in discussion
regarding the
Readings for Piaget
vs. Vygotsky,
examining the
differences between
them
● Collectively define
when it is appropriate
to incorporate the
influences of Piaget
and Vygotsky during
instruction

RECONSTRUCTING TEACHER PREPARATION
266

● Watch Video 6
● Engage learners in a
discussion regarding
the Readings for
Piaget and Vygotsky,
and the differences
between them
● Collectively define
when it is appropriate
to incorporate the
influences of Piaget
and Vygotsky during
instruction

Practice and
Feedback
Lecture 3:
Piaget vs.
Vygotsky

30 Immediately following
Lecture 3, the instructor
will guide learners during a
workshop period where
they will analyze a lesson
for the influences of Piaget
and Vygotsky.

The instructor will:
● Chose either the third
grade lesson on main
idea and supporting
details or the third
grade multiplication
lesson to analyze for
influences of Piaget
and Vygotsky
● Model thinking aloud
as the instructor
analyze a lesson for the
influences of Piaget
and Vygotsky
● Guide learners as they
analyze a lesson for the
influences of Piaget
and Vygotsky.
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as the
instructor models
how to analyze a
lesson for the
influences of Piaget
and Vygotsky
● Analyze a lesson for
the influences of
Piaget and Vygotsky.
● Respond to feedback
as they engage in this
activity
Authentic
Assessment
60 Learners will demonstrate
their understanding of the
learning objectives and the
EQ by presenting their
analysis of the lesson for
challenge and rigor.
Instructor will:
● Ask learner to form
small groups
● Choose one of the In
Class Readings
● Discuss as a small
group the In Class
Reading
● Based on the In Class
Reading, analyze the
lesson plan
In small groups, learners
will complete their analysis
of the lesson for challenge
and rigor based on the In
Class Reading they choose.

RECONSTRUCTING TEACHER PREPARATION
267

Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● Challenge
● Rigor
● Bloom’s Taxonomy
(revised)
● Webb’s Depth of
Knowledge (DoK)
● 16 Habits of Mind
● 8 Mathematical
Practices
● Piaget's stages of
cognitive development
● Vygotsky’s Zone of
Proximal Development
(ZPD)
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout)
● 3 “take-aways”
● 2 goals
● 1 question

Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: Evaluating
Lesson Plans and
Assessments for Challenge
and Rigor. The readings for
M1.U5.L2 will be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M1.U5.L1 and the big ideas
in M1.U5.L2. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M1.U5.L2.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(8 hours)
480
mins

RECONSTRUCTING TEACHER PREPARATION
268

Module 1: How to Become a Social Justice Educator

Unit 5: Be an Ambitious Teacher
Lesson 2: Evaluating Lesson Plans and Assessments for Challenge and Rigor
Duration: 16 hours/960 minutes

Introduction: Introduction: This unit, Be an Ambitious Teacher, has four lessons: (1) Challenge and Rigor (2)
Evaluating Lesson Plans and Assessments for Challenge and Rigor; (3) What is Ambitious Teaching? (4) SLC 1.
The lesson below is the second lesson in the unit and will require two eight-hour days of instruction. In this lesson,
learners will evaluate a lesson and assessment for challenge and rigor. In addition to classroom meetings, there will
be nightly homework. This program relies heavily on the flipped classroom model. Learners will be responsible for
the readings prior to class.

Learning Objective
Principle 5: Be an Ambitious Teacher. Given the principles of developing culturally relevant lesson plans through a
social justice lens, learners will embed appropriate levels of challenge and rigor into lesson plans and assessments in
order to ambitiously teach peers in an approximation of practice setting per the rubric.
Enabling Objective(s):
Lesson 2 (8 hours)
● Know what CCSS means
○ CCSS ELA
○ CCSS Math
● Know what unpacking a standard means
● Know what a learning target (e.g. learning objective) means
○ Be able to write student friendly lesson objectives
● Know the different types of lesson delivery
○ Inquiry/Discovery
○ Direct Instruction
● Know what assessment means
○ formative
○ Summative
● Evaluate different lessons and assessments for appropriate levels of challenge and rigor

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among learners
● 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all learners
Standard 3: Understanding and Organizing Subject Matter for Student Learning
● 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum framework
● 3.4 Utilizing instructional strategies that are appropriate to the subject matter
Standard 4: Planning Instruction and Designing Learning Experiences for ALL learners
● 4.2 Establishing and articulating goals for student learning
● 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
● 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all learners
● 4.5 Adapting instructional plans and curricular materials to meet assessed learning needs of all learners
Standard 5: Assessing Learners for Learning
● 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessment

RECONSTRUCTING TEACHER PREPARATION
269

Lesson Materials
M1.U5.L2 Evaluating Lesson Plans and Assessments for Visible Learning Handout

Readings
1. Common Core State Standards Initiative [CSS] (2018). English language arts [ELA] standards [Website].
Retrieved from http://www.corestandards.org/ELA-Literacy/
2. Common Core State Standards Initiative [CSS] (2018). Mathematics standards [Website]. Retrieved from
http://www.corestandards.org/Math/
3. Wiggins, G., & McTighe, J. (2012). Understanding by design guide to advanced concepts in creating and
reviewing units.

Methods of Instruction Video Library
Video 1: Edutopia (2015, December 16). Inquiry-based learning: From teacher-guided to student-driven [Video
File]. Retrieved from https://youtu.be/mAYh4nWUkU0
Video 2: NIFDIINFO (2017, May 18). Intro to DI: What is direct instruction? [Video File]. Retrieved from
https://youtu.be/TkjxO3PSzwk

Unpacking Standards Video Library
Video 1: Let's TEACH (2016, August 7). Unpacking academic standards [Video File]. Retrieved from
https://youtu.be/-USpAIMm2oU
Video 2: CLAS Network (2015, October 21). Unpacking the standards [Video File]. Retrieved from
https://youtu.be/OYprTv90avQ
Video 3: CLAS Network (2015, November 30). Unpacking standards in the elementary school PLC [Video File].
Retrieved from https://youtu.be/AqQBQtlGCM4

Types of Assessment Video Library
Video 1: Cheuk, T. (2012, April 8). Margaret Heritage: Formative assessment [Video File]. Retrieved from
https://youtu.be/prkWcGLDzRA
Video 2: Teachings in Education (2017, January 16). Summative assessment: Overview and examples [Video File].
Retrieved from https://youtu.be/SjnrI3ZO2tU

In Class Reading 1: Miller, A. (2015, April 6). Feedback for thinking: Working for the answer [Website].
Retrieved from https://www.edutopia.org/blog/feedback-for-thinking-working-for-answer-andrew-miller
In Class Reading 2: Finely, T. (2015, December 15). 22 powerful closure activities [Website]. Retrieved from
https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two & Three Notes: At the start of Days 2 and 3, review and reactivate the
EQ, and reassess prior knowledge before moving on to new material.

RECONSTRUCTING TEACHER PREPARATION
270

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question

30 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

How do we ensure that
lessons and assessments
have the appropriate
amount of challenge and
rigor?
Learners will complete their
initial response in their
journals.
Learning
Objectives
10 M1.U5.L2 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

10 Benefits: Being able to
effectively design lessons
that embed the appropriate
amount of challenge and
rigor promotes the
conditions for positive
student outcomes.

Risks: Not knowing how to
effectively design lessons
that embed the appropriate
amount of challenge and
rigor promotes the
conditions for negative
student outcomes.
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

10 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will be able
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.

RECONSTRUCTING TEACHER PREPARATION
271

to identify the different
methods of instruction.
● Learners will unpack
standards.
● Learners will be able
to write student
friendly learning
objectives
● Learners will evaluate
lessons for challenge
and rigor.
● Learners will evaluate
assessments for
appropriate challenge
and rigor.
lecture, practice, and
assessment
Instructor also provides the
essential question.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of terms
from M1.U5.L2:
● Methods of instruction
● CCSS
● Unpacking a standard
● Learning target
● types of assessment
○ Formative
○ Summative
Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge of terms.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and engages
in a short discussion after
answers are displayed.
Guided
Learning
Lecture 1:
Methods of
Instruction
90 Lecture 1: Methods of
Instruction
Objective: Learners will be
able to identify the features
of inquiry vs. direction
instruction.

The instructor will:
● Remind learners of the
EQ
● Present any or all
videos from the
Methods of
Instruction Video
Library
● Engage learners in a
discussion regarding
the Readings for
CCSS and inquiry vs.
direction instruction
● Collaboratively define
inquiry vs. direction
instruction
The learners will:
● Watch any or all
videos from the
Methods of
Instruction Video
Library
● Participate in
discussion regarding
the Readings for
CCSS and inquiry vs.
direction instruction
● Collaboratively
define inquiry vs.
direction instruction
Practice and
Feedback
Lecture 1:
Methods of
Instruction

60 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will identify the
features of inquiry vs.
direction instruction.

The instructor will:
● Ask learners to form
small groups to review
the lesson plans to
identify the features of
inquiry vs. direction
instruction
● Guide learners as they
identify the features of
inquiry vs. direction
The learners will:
● Form small groups to
review the lesson plans
to identify the features
of inquiry vs. direction
instruction
● Identify the features of
inquiry vs. direction
instruction
● Respond to feedback as

RECONSTRUCTING TEACHER PREPARATION
272

instruction
● Provide feedback as
learners engage in this
activity
they engage in this
activity
Guided
Learning
Lecture 2:
Unpacking
Standards
and Setting
Learning
Targets
90 Lecture 2: Unpacking
Standards and Setting
Learning Targets
Objective: Given of the
CCSS, learners will unpack
a standard and write a
learning target.

The instructor will:
● Remind learners of the
EQ
● Engage learners in a
discussion about
CCSS
● Present any or all
videos from the
Unpacking Standards
Video Library
● Engage learners in a
discussion regarding
the Readings for
CCSS and Unpacking
Standards
● Define unpacking
standards
● Model how to unpack
a standard
● Collectively define
learning targets
● Collectively write a
learning target
● Collectively define
when it is appropriate
to use learning targets
during instruction.
The learners will:
● Participate in
discussion regarding
CCSS
● Engage in a discussion
regarding the Readings
for CCSS and
● Watch Video(s)
● Define unpacking
standards
● Engage in a discussion
regarding Video(s)
and the Readings
learning targets
● Collectively define
learning targets
● Collectively write a
learning target
● Collectively define
when it is appropriate
to use learning targets
during instruction.
Practice and
Feedback
Lecture 2:
Unpacking
Standards
and Setting
Learning
Targets

60 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will analyze and
evaluate a microteaching
sample for clear learning
targets.

The instructor will:
● Review relevant video
clips
● Model thinking aloud
as the instructor
analyzes and evaluates
a microteaching
sample for clear
learning targets
● Guide learners as they
analyze and evaluate a
microteaching sample
for clear learning
targets
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as the
instructor models how
to analyze and evaluate
a microteaching
sample for clear
learning targets
● Analyze and evaluate a
microteaching sample
for clear learning
targets
● Respond to feedback
as they engage in this
activity
Guided
Learning
Lecture 3:
Evaluate a
90 Lecture 3: Evaluate a
Lesson
Objective: Given
knowledge of CCSS and
The instructor will:
● Remind learners of the
EQ
● Engage learners in a
The learners will:
● Participate in
discussion regarding
challenge and rigor

RECONSTRUCTING TEACHER PREPARATION
273

Lesson

unpacking standards,
learners will evaluate a
lesson for challenge and
rigor.

discussion about
challenge and rigor
● Engage learners in a
discussion regarding
the Readings for
challenge and rigor
(M1.U5.L1)
● Model evaluating a
lesson for challenge
and rigor
● Engage in a discussion
regarding the Readings
for challenge and rigor
(M1.U5.L1)
● Take notes as the
instructor models
evaluating a lesson for
challenge and rigor
Practice and
Feedback
Lecture 3:
Evaluate a
Lesson

60 Immediately following
Lecture 3, the instructor
will guide learners during a
workshop period where
they will evaluate a lesson
for challenge and rigor.

The instructor will:
● Present the lesson
● Guide learners as they
evaluate a lesson for
challenge and rigor
● Provide feedback as
learners engage in this
activity
The learners will:
● Evaluate a lesson for
challenge and rigor
● Respond to feedback as
they engage in this
activity
Guided
Learning
Lecture 4:
Types of
Assessment

90 Lecture 4: Types of
Assessment
Objective: Given
knowledge of challenge and
rigor, learners will identify
types of assessment.

The instructor will:
● Remind learners of the
EQ
● Engage learners in a
discussion about types
of assessment
● Engage learners in a
discussion regarding
the Readings for types
of assessment
● Collectively define
when to use different
types of assessment
The learners will:
● Participate in
discussion regarding
challenge and rigor
● Engage in a discussion
regarding the types of
assessment
● Collectively define
when it is appropriate
to use different types of
assessment

Practice and
Feedback
Lecture 4:
Types of
Assessment

60 Immediately following
Lecture 4, the instructor
will guide learners during a
workshop period where
they will identify types of
assessment.

The instructor will:
● Present the assessment
● Model thinking aloud
as the instructor
identifies the type of
assessment
● Guide learners as they
identify type of
assessment
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as the
instructor models how
to identify types of
assessment
● Identify types of
assessment
● Respond to feedback as
they engage in this
activity
Guided
Learning
Lecture 5:
Evaluating
Assessments

90 Lecture 5: Evaluating
Assessments
Objective: Given
knowledge of CCSS and
unpacking standards,
learners will evaluate an
assessment for challenge
and rigor, as well as its
alignment with the lesson
The instructor will:
● Remind learners of the
EQ
● Engage learners in a
discussion regarding
CCSS, unpacking
standards, and
challenge and rigor
● Present any or all
The learners will:
● Participate in
discussion regarding
CCSS, unpacking
standards, and
challenge and rigor
● Watch any or all videos
from the Types of
Assessment Video

RECONSTRUCTING TEACHER PREPARATION
274

plans and the standard.

videos from the Types
of Assessment Video
Library
● Engage learners in a
discussion regarding
the Readings for types
of assessment
Library
● Engage in a discussion
regarding the Readings
for types of assessment

Practice and
Feedback
Lecture 5:
Evaluating
Assessments

60 Immediately following
Lecture 5, the instructor
will guide learners during a
workshop period where
they will evaluate an
assessment for challenge
and rigor, as well as its
alignment with the lesson
plans and the standard.

The instructor will:
● Present the lesson plan
and assessment
● Guide learners as they
collectively evaluate an
assessment for
challenge and rigor, as
well as its alignment
with the lesson plans
and the standard
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as the
instructor models how
to evaluate an
assessment for
challenge and rigor, as
well as its alignment
with the lesson plans
and the standard
● Collectively evaluate
an assessment for
challenge and rigor, as
well as its alignment
with the lesson plans
and the standard
● Respond to feedback as
they engage in this
activity
Authentic
Assessment
150 Learners will demonstrate
their understanding of the
learning objectives and the
EQ by presenting their
evaluation of an assessment
for challenge and rigor, as
well as its alignment with
the lesson plans and the
standard.

Instructor will:
● Provide time for
learners to individually
evaluate an assessment
for challenge and rigor,
its alignment with the
lesson plans as well as
the standard
● Provide feedback as
learners present their
evaluation of an
assessment to the class
Learners will individually
present their evaluation of
an assessment for challenge
and rigor, as well as its
alignment with the lesson
plans and the standard.

Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● Methods of instruction
● CCSS
● Unpacking a standard
● types of assessment
○ Formative
○ Summative
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout)
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

RECONSTRUCTING TEACHER PREPARATION
275

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: What is
Ambitious Teaching? The
readings for M1.U5.L3 will
be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M1.U5.L2 and the big ideas
in M1.U5.L3. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M1.U5.L3.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(16 hours)
960
mins

RECONSTRUCTING TEACHER PREPARATION
276

Module 1: How to Become a Social Justice Educator

Unit 5: Be an Ambitious Teacher
Lesson 3: What is Ambitious Teaching?
Duration: 8 hours/480 minutes

Introduction: This unit, Be an Ambitious Teacher, has four lessons: (1) Challenge and Rigor (2) Writing and
Evaluating Lesson Plans and Assessments; (3) What is Ambitious Teaching? (4) SLC 1. The lesson below is the
third lesson in the unit and will require one eight-hour day of instruction. In this lesson, learners will analyze and
evaluate microteaching samples for ambitious teaching. In addition to classroom meetings, there will be nightly
homework. This program relies heavily on the flipped classroom model. Learners will be responsible for the
readings prior to class.

Learning Objective
Principle 5: Be an Ambitious Teacher. Given the principles of developing culturally relevant lesson plans through a
social justice lens, learners will embed appropriate levels of challenge and rigor into lesson plans and assessments in
order to ambitiously teach peers in an approximation of practice setting per the rubric.
Enabling Objective(s):
Lesson 3 (8 hours)
● Know what ambitious teaching means
● Know what approximation of practice means
● Know what a teaching event means

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 1: Engaging and Supporting All Learners in Learning
● 1.1 Using knowledge of learners to engage them in learning
● 1.2 Connecting learning to learners’ prior knowledge, backgrounds, life experiences, and interests
● 1.3 Connecting subject matter to meaningful, real-life contexts
● 1.6 Monitoring student learning and adjusting instruction while teaching
Standard 3: Understanding and Organizing Subject Matter for Student Learning
● 3.3 Organizing curriculum to facilitate student understanding of the subject matter
● 3.4 Utilizing instructional strategies that are appropriate to the subject matter
Standard 4: Planning Instruction and Designing Learning Experiences for ALL Learners
● 4.2 Establishing and articulating goals for student learning
● 4.5 Adapting instructional plans and curricular materials to meet assessed learning needs of all learners
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning

Lesson Materials
M1.U5.L3 What is Ambitious Teaching? Handout

Readings
1. Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe,
K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching.
Journal of Teacher Education, 64(3), 226-243.
2. Waddell, L. R. (2014). Using culturally ambitious teaching practices to support urban mathematics teaching
and learning. Journal of Praxis in Multicultural Education, 8(2), 2.

Video 1: TEDx Talks (2016, May 10). Teachers create what they experience [Video File]. Retrieved from
https://youtu.be/rcDpDPwRxvU

RECONSTRUCTING TEACHER PREPARATION
277

Video 2: Smedley-Warren, G. (2015, January 13). Guided Reading Lesson [Video File]. Retrieved from
https://youtu.be/rMl650CJzGQ
Video 3: Uncommon Schools (2012, June 23). Student Culture: Day One Rehearsal [Video File]. Retrieved from
https://youtu.be/2-594dVzfEI

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question

30 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

What is ambitious
teaching?
Learners will complete their
initial response in their
journals.
Learning
Objectives
10 M1.U5.L3 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

10 Benefits: Being able to
ambitiously teach promotes
the conditions for positive
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for

RECONSTRUCTING TEACHER PREPARATION
278

student outcomes.

Risks: Not knowing how
ambitiously teach promotes
the conditions for negative
student outcomes.
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

10 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will know
what ambitious
teaching means.
● Learners will know
what approximation of
practice means.
● Learners will know
what a teaching event
means.
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● ambitious teaching
● approximation of
practice
● Teaching event

In addition, assess prior
knowledge of terms from
M1.U5.L1:
● Challenge
● Rigor
● Bloom’s Taxonomy
(revised)
● Webb’s Depth of
Knowledge (DoK)
● 16 Habits of Mind
● 8 Mathematical
Practices
● Piaget's stages of
cognitive development
● Vygotsky’s Zone of
Proximal Development
(ZPD)

Assess prior knowledge of:
● Methods of instruction
Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge of terms.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and engages
in a short discussion after
answers are displayed.

RECONSTRUCTING TEACHER PREPARATION
279

● CCSS
● Unpacking a standard
● types of assessment
○ Formative
○ Summative
Guided
Learning
Lecture 1:
What is
Ambitious
Teaching?
150 Lecture 1: What is
Ambitious Teaching?
Objective: Given
knowledge challenge and
rigor, learners will analyze
and evaluate a
microteaching sample for
ambitious teaching.

The instructor will:
● Remind learners of the
EQ
● Present Video 1
● Engage learners in a
discussion regarding
Video 1 and the
Readings for
ambitious teaching
● Collectively define
ambitious teaching
● Collectively define
when it is appropriate
to use ambitious
teaching techniques in
the classroom
The learners will:
● Watch Video 1
● Engage in a
discussion regarding
Video 1 and the
Readings for
ambitious teaching
● Collectively define
ambitious teaching
● Collectively define
when it is appropriate
to use ambitious
teaching techniques
in the classroom

Practice and
Feedback
Lecture 1:
What is
Ambitious
Teaching?
60 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will analyze and
evaluate a microteaching
sample for ambitious
teaching.

The instructor will:
● Review relevant clips
of Video 1
● Model thinking aloud
as you analyze and
evaluate the
microteaching sample
for ambitious teaching
● Present Video 2
● Guide learners as they
analyze and evaluate a
microteaching sample
for ambitious teaching
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as the
instructor models how
to analyze and evaluate
a microteaching sample
for ambitious teaching
● Watch Video 2
● Analyze and evaluate a
microteaching sample
for ambitious teaching
● Respond to feedback as
they engage in this
activity
Guided
Learning
Lecture 2:
What is an
Approximation
of Practice?

150 Lecture 2: What is an
Approximation of
Practice?
Objective: Learners will
define when it is
appropriate to use an
approximation of practice
for a teaching event.
The instructor will:
● Remind learners of the
EQ
● Define teaching event
● Present Video 3
● Engage learners in a
discussion regarding
the video and the
Readings for
approximation of
practice
● Collectively define
when it is appropriate
to use an
approximation of
The learners will:
● Take notes as instructor
defines teaching event
● Engage in a discussion
regarding the Readings
for approximation of
practice
● Collectively define
when it is appropriate to
use an approximation of
practice for a teaching
event.

RECONSTRUCTING TEACHER PREPARATION
280

practice for a teaching
event
Authentic
Assessment
n/a See SLC M1.U5.L4
Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● ambitious teaching
● learning target
● approximation of
practice
● Teaching event
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout)
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: SLC. There
will be no readings for
M1.U5.L4.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M1.U5.L3 and the big ideas
in the SLC.
Learners write notes
connecting the big ideas in
each lesson.
Total Time
(16 hours)
480
mins

RECONSTRUCTING TEACHER PREPARATION
281

Module 1: How to Become a Social Justice Educator

Unit 5: Be an Ambitious Teacher
Lesson 4: SLC 1
Duration: 16 hours/960 minutes

Introduction: This unit, Be an Ambitious Teacher, has four lessons: (1) Challenge and Rigor (2) Writing and
Evaluating Lesson Plans and Assessments; (3) What is Ambitious Teaching? (4) SLC 1. The lesson below is the
fourth lesson in the unit and will require two eight-hour days of instruction. In this lesson, learners will participate in
the first SLC and write a critical reflection paper. In addition to classroom meetings, there will be nightly
homework. This program relies heavily on the flipped classroom model. Learners will be responsible for the
readings prior to class.

Learning Objective
Principle 5: Be an Ambitious Teacher. Given the principles of developing culturally relevant lesson plans through a
social justice lens, learners will embed appropriate levels of challenge and rigor into lesson plans and assessments in
order to ambitiously teach peers in an approximation of practice setting per the rubric.
Enabling Objective(s):
Lesson 4 (16 hours)
● Engage in the Surface Learning Cycle (SLC)
○ Know what observe means
○ Be able to observe a teaching event
○ Know what collectively analyze means
○ Be able to collectively analyze a teaching event
○ Be able to plan a lesson
○ Be able to teach a lesson to their peers in an approximation of practice setting
■ teach in response to what learners say and do as they engage in problem solving
■ hold learners accountable to learning targets
○ Be able to give and receive feedback regarding a teaching event
○ Be able to critically reflect on their own teaching event using social justice lens

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 1: Engaging and Supporting All Learners in Learning
● 1.4 Using a variety of instructional strategies, resources, and technologies to meet learners’ diverse learning
needs
● Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among learners
Standard 3: Understanding and Organizing Subject Matter for Student Learning
● 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum framework
● 3.3 Organizing curriculum to facilitate student understanding of the subject matter
● 3.4 Utilizing instructional strategies that are appropriate to the subject matter
● 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including
adopted materials, to make subject matter accessible to all learners
● 3.6 Addressing the needs of English learners and learners with special needs to provide equitable access to
the content
Standard 4: Planning Instruction and Designing Learning Experiences for ALL Learners
● 4.1 Using knowledge of learners’ academic readiness, language proficiency, cultural backgrounds, and
individual development to plan instruction
Standard 6: Developing as a Professional Educator

RECONSTRUCTING TEACHER PREPARATION
282

● 6.1 Reflecting on teaching practices in support of student learning
● 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and
development
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning

Lesson Materials
M1.U5.L4 SLC 1 Handout

Readings
No Readings for SLC

Video 1: Nichols, C. (2015, November 18). Culturally Responsive Lesson [Video File]. Retrieved from
https://youtu.be/FoRdadlgYVw

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question

45 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

What is your focus for
SLC 1?
Learners will complete their
initial response in their
journals.

RECONSTRUCTING TEACHER PREPARATION
283

Learning
Objectives
15 M1.U5.L4 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

15 Benefits: Being able to
effectively engage all
stakeholders in the SLC
process promotes the
conditions for positive
student outcomes.

Risks: Not knowing how to
effectively engage all
stakeholders in the SLC
process promotes the
conditions for negative
student outcomes.
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

30 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will participate
in the SLC process
● Learners will create a
self-evaluation rubric
● Learners will score
peers using their peers’
rubric
● Learners will write a
personal critical
reflection based on the
outcome of the SLC
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Steps in the SLC
process

Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge of terms.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and engages
in a short discussion after
answers are displayed.
Guided
Practice
Lecture 1:
Creating a
Rubric for
Ambitious
120 Lecture 1: Creating an
Ambitious Teaching
Rubric for the SLC

Objective: Given
knowledge of ambitious
Instructor will:
● Remind learners of the
EQ
● Engage learners in a
discussion regarding
ambitious teaching
Learners will:
● Participate in a
discussion regarding
ambitious teaching
● Form small groups to
create a rubric for

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284

Teaching for
the SLC
teaching, learners will
create a ambitious teaching
rubric to be used by their
peers in scoring their lesson
during the SLC.
● Ask small groups to
create a rubric for
ambitious teaching
according to the
template
● Create a rubric for
ambitious teaching
ambitious teaching
according to the
template
● Collaborate to create a
rubric for ambitious
teaching
SLC Day 1:
240
mins

Day 2:
300
mins
All stakeholders will
participate in the SLC
process in a simulated
setting.
Day 1
Instructor will guide
learners in developing
ambitious teaching routines
in a simulated setting by
participating in the SLC
process. Each student will
have an opportunity to
teach a lesson in a
simulated setting, while all
others observe:
● Observe a teaching
event (Video 1)
● Collectively analyze
the teaching event for
ambitious teaching
● Guide learners as they
develop a lesson plan
in response to Video 1

Day 2
● Ambitiously teach a
fully developed lesson
to peers in a simulated
setting
● Give and receive
feedback regarding the
teaching event
● Critically reflect on
own teaching event
Day 1
Learners will demonstrate
their knowledge of SJEd
and ambitious teaching in a
simulated setting by
participating in the SLC
process:
● Observe a teaching
event (i.e. a
microteaching sample)
● Collectively analyze
the teaching event for
ambitious teaching
● Develop a lesson plan
in response to Video 1

Day 2
● Ambitiously teach
lesson to peers in a
simulated setting
● Give and receive
feedback regarding the
teaching event
● Critically reflect on
own teaching event
Authentic
Assessment
120 The authentic assessment
will be driven by the peer
review via SLC rubrics,
followed by a written
critical self-reflection.
Instructor will score
learners using the rubric
and provide feedback for
each student following their
approximation of practice.
Learners will present their
scored rubric and specific
feedback following each
classmate’s approximation
of practice.
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts through their
lesson plans, reflection
journals, as well as
throughout the program.

Instructor will monitor
learners’ retention and
transfer as through:
● authentic assessment
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Learners will demonstrate
retention and transfer
through:
● Authentic assessment
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4

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285

Big Ideas

30 Review and re-motivate:
Review the “take aways”
from this lesson:
● Steps in the SLC
process
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
30 Connections made to the
next lesson: Creating and
Maintaining Effective
Environments for Learning.
The readings for M2.U1.L1
will be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
Module 1 and the big ideas
in M2.U1.L1. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M2.U1.L1.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(16 hours)
960
mins

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286

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 1: Creating and Maintaining Effective Learning Environments
Lesson 1: Planning and Creating an Effective Environment for Learning in a Simulated Setting
Duration: 16 hours/960 minutes

Introduction: This unit, Creating and Maintaining Effective Learning Environments, has two lessons: (1) Planning
and Creating an Effective Environment for Learning in a Simulated Setting; (3) SLC 2. The lesson below is the first
lesson in the unit and will require two eight-hour days of instruction. In this lesson, learners will create an effective
learning environment for ambitious teaching in a simulated setting. In addition to classroom meetings, there will be
nightly homework. This program relies heavily on the flipped classroom model. Learners will be responsible for the
readings prior to class.

Learning Objective
HLCP 1: Create and Maintain Effective Learning Environments. Given knowledge of the SJEd Principles, learners
will digitally design a classroom model that creates effective learning environments for ambitious teaching in a
simulated setting per the rubric.
Enabling Objective(s):
Lesson 1 (16 hours)
● Know the essential components of effective learning environments:
○ Know what classroom geography means
○ Know what access, equity, and efficiency mean
○ Know what a positive classroom climate means
○ Know what positive relationships means
○ Know what classroom community means
○ Know what high expectations for behavior means
○ Know what routines means
○ Know what procedures means
● Plan an effective learning environment for ambitious teaching in the SJ classroom by:
○ designing the classroom geography for equity, access, and efficiency using the learning profiles of
learners, guided by learners’ personal statement
○ creating and maintaining a positive classroom climate
■ building positive relationships among all members of the classroom community
■ setting and maintaining high expectations for learners (behavior)
■ setting and maintaining effective classroom routines and procedures
○ managing classroom materials for efficiency
● Know what a digital design means
● Create a digital plan of an effective learning environment for ambitious teaching in the SJ classroom

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 1: Engaging and Supporting All Learners in Learning
● 1.1 Using knowledge of learners to engage them in learning
● 1.2 Connecting learning to learners’ prior knowledge, backgrounds, life experiences, and interests
● 1.3 Connecting subject matter to meaningful, real-life contexts
Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among learners
● 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally
safe
● 2.5 Developing, communicating, and maintaining high standards for individual and group behavior

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287

● 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a
climate in which all learners can learn
Standard 3: Understanding and Organizing Subject Matter for Student Learning
● 3.3 Organizing curriculum to facilitate student understanding of the subject matter
● 3.4 Utilizing instructional strategies that are appropriate to the subject matter
● 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including
adopted materials, to make subject matter accessible to all learners
● 3.6 Addressing the needs of English learners and learners with special needs to provide equitable access to
the content
Standard 4: Planning Instruction and Designing Learning Experiences for ALL Learners
● 4.1 Using knowledge of learners’ academic readiness, language proficiency, cultural backgrounds, and
individual development to plan instruction
Standard 6: Developing as a Professional Educator
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning

Lesson Materials
M2.U1.L1 Planning and Creating an Effective Environment for Learning in a Simulated Setting Handout

Readings
1. Fraser, B. (2015). Classroom learning environments. In Encyclopedia of Science Education (pp. 154-157).
Springer Netherlands.
2. Salend, S. J. (2015). Creating inclusive classrooms: Effective, differentiated and reflective practices.
Pearson.

In Class Readings:
1. Edutopia (2015, August 4). Flexible seating elevates student engagement
https://www.edutopia.org/practice/flexible-classrooms-providing-learning-environment-kids-need
2. Edutopia (2015, September 4). Classroom management: Resource roundup [Website] Retrieved from
https://www.edutopia.org/article/classroom-management-resources
3. Finely, T. (2017, June 6). 19 big and small classroom management strategies [Website] Retrieved from
https://www.edutopia.org/blog/big-and-small-classroom-management-strategies-todd-finley

Image 1: A traditional classroom [Image] Retrieved from http://www.jsutim.org/blended-instruction.html
Image 2: 21st century classroom [Image] Retrieved from https://1.bp.blogspot.com/-mcr5M_sU-
bU/V8Ww6BC4a7I/AAAAAAAABEg/zyXx5KOfpKIfMfkLxLo3Mv3nuBzJbnBsACLcB/s1600/IMG_4237.jpg

Video 1: Edutopia (2015, August 3). Flexible Classrooms: Providing the Learning Environment That Kids Need
[Video File]. Retrieved from https://youtu.be/4cscJcRKYxA
Video 2: One FAB Teacher (2017, March 24). Classroom Management Building Relationships [Video File].
Retrieved from https://youtu.be/X25a8GGxip0
Video 3: One FAB Teacher (2017, April 1). Classroom Management: Procedures and Routines [Video File].
Retrieved from https://youtu.be/0-n3ZncKAcU
Video 4: Agape Management (2014, March 1). Classroom Management - Meet Mr. Hester [Video File]. Retrieved
from https://youtu.be/LdF5ry5g5-w
Video 5: Kristin Greer (2015, March 12). Ineffective Classroom Management [Video File]. Retrieved from
https://youtu.be/XMhIUo2a1iE

Access to computer with internet
Student Response Journal

RECONSTRUCTING TEACHER PREPARATION
288

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
30 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will display
Image 1 & Image 2 and ask
learners to engage in a
quick write, followed by a
class discussion.
Learners will view the
images, then engage in a
quick write:

What is similar about these
classroom environments?
What is different? What can
you conclude from the
images? What questions do
you have?

Following the quick write,
learners will engage in a
class discussion.
Essential
Question

30 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

How are classroom
management and
behavior management
related? Why are both
necessary for creating and
maintaining effective
learning environments?
Learners will complete their
initial response in their
journals.
Learning
Objectives
10 M2.U1.L1 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

10 Benefits: Being able to
create an effective
environment for learning
promotes the conditions for
positive student outcomes.

Risks: Not knowing how to
Instructor states the reasons
for learning the material
and the risks. Key points
will be stated aloud while
others will be bullet points
on screen.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.

RECONSTRUCTING TEACHER PREPARATION
289

create an effective
environment for learning
promotes the conditions for
negative student outcomes.
Overview

10 A review of the module,
unit, and lesson will be
discussed.

Learning Activities:
● Create a digital plan of
an effective learning
environment for
ambitious teaching in
the SJ classroom
● Present their digital plan
of an effective learning
environment for
ambitious teaching in
the SJ classroom
Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Effective Learning
Environments (with
attention to theses
terms):
● classroom
geography
● access, equity, and
efficiency
● positive classroom
climate
● positive
relationships
● classroom
community
● high expectations
for behavior
● routines
● procedures
Instructor will use
socrative.com to develop a
three question quiz to
assess prior knowledge.
● What is an effective
learning environment?
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and a short
discussion.
Guided
Learning:
Lecture 1:
Know the
Essential
Components
of Effective
Learning
Environment
s

300 Lecture 1: Know the
Essential Components of
Effective Learning
Environments
Objective: Learners will
articulate the essential
components of effective
learning environments.
The instructor will:
● Remind learners of the
EQ
● Define the term
effective learning
environments
● Facilitate a discussion
on the Readings as they
relate to effective
learning environments
& the EQ
The learners will:
● Take notes as the term
effective learning
environments is
defined
● Engage in a discussion
on the readings as they
relate to effective
learning environments
& the EQ
● Watch Video 1

RECONSTRUCTING TEACHER PREPARATION
290

● Explain that creating an
effective learning
environment
necessitates attention
to:
● classroom
geography
● access, equity, and
efficiency
● Present Video 1
● Facilitate a discussion
about Video 1 as it
relates to creating an
effective learning
environment that calls
attention to: classroom
geography; access,
equity, and efficiency
● Explain that creating an
effective learning
environment with
attention to:
● a positive
classroom climate
● building positive
relationships
● building a
classroom
community
● Present Video 2
● Facilitate a discussion
about Video 2 as it
relates to Video 1 and
creating an effective
learning environment
with attention to: a
positive classroom
climate; building
positive relationships;
and building a
classroom community
● Explain that creating an
effective learning
environment with
attention to:
● high expectations
for behavior
● routines
● procedures
● Present Video 3
● Facilitate a discussion
about Video 3 as it
● Engage in a discussion
about Video 1 as it
relates to creating an
effective learning
environment that calls
attention to: classroom
geography; access,
equity, and efficiency
● Watch Video 2
● Engage in a discussion
about Video 2 as it
relates to Video 1 and
creating an effective
learning environment
with attention to: a
positive classroom
climate; building
positive relationships;
and building a
classroom community
● Watch Video 3
● Engage in a discussion
about Video 3 as it
relates to Videos 1 & 2
and creating an
effective learning
environment with
attention to: high
expectations for
behavior; routines; and
procedures.
● Watch Video 4 and
Video 5 as examples
and nonexamples of
effective learning
environments
● Discuss examples and
nonexamples of
effective learning
environments
● Take notes as examples
and nonexamples of
effective learning
environments are
presented

RECONSTRUCTING TEACHER PREPARATION
291

relates to Videos 1 & 2
and creating an
effective learning
environment with
attention to: high
expectations for
behavior; routines; and
procedures.
● Present Video 4 and
Video 5 as examples
and nonexamples of
effective learning
environments
● Discuss examples and
nonexamples of
effective learning
environments
Practice and
Feedback
Lecture 1:
Know the
Essential
Components
of Effective
Learning
Environment
s
30 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will articulate the
essential components of
effective learning
environments.

The instructor will:
● Present the prompt:
What is an effective
learning environment?
● Provide feedback as
learners articulate, first
in small group, then in
writing, the essential
components of
effective learning
environments
The learners will:
● Respond to the prompt:
What is an effective
learning environment?
● Respond to feedback as
they engage in a small
group, then write, the
essential components
of effective learning
environments
Guided
Learning:
Lecture 2:
Planning an
Effective
Learning
Environment
for
Ambitious
Teaching in
the SJ
Classroom

300 Lecture 2: Planning an
Effective Learning
Environment for
Ambitious Teaching in the
SJ Classroom

Objective: Learners will
plan an effective learning
environment for ambitious
teaching in the SJ
classroom.

The instructor will:
● Remind learners of the
EQ
● Remind learners of
effective learning
environments (with
attention to):
● classroom
geography
● access, equity, and
efficiency
● positive classroom
climate
● positive
relationships
● classroom
community
● high expectations
for behavior
● routines
● procedures
● Assign small groups
one of the In Class
Readings
The learners will:
● Read assigned In Class
Reading
● In small groups,
discuss In Class
Reading & develop a
short presentation of
the reading
● Present the In Class
Reading to the class
● Facilitate a discussion
following the
presentations
● Work in small groups
to plan an effective
learning environment
for ambitious teaching
in the SJ classroom.

RECONSTRUCTING TEACHER PREPARATION
292

● Allow learners time to
complete their assigned
In Class Reading
● Allow small groups
time to discuss their In
Class Reading &
develop a short
presentation of their
reading
● Ask learners to present
their In Class Reading
to the class
● Facilitate a discussion
following each of the
presentations
● Guide learners as they
work in small groups to
plan an effective
learning environment
for ambitious teaching
in the SJ classroom.
Practice and
Feedback
Lecture 2:
Planning an
Effective
Learning
Environment
for
Ambitious
Teaching in
the SJ
Classroom
90 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will create a digital
representation of an
effective learning
environment for ambitious
teaching in the SJ
classroom.
The instructor will:
● Model how to create a
digital representation of
an effective learning
environment for
ambitious teaching in
the SJ classroom
● Guide learners as they
create a digital
representation of an
effective learning
environment for
ambitious teaching in
the SJ classroom.
● Provide feedback as
learners engage in this
activity
The learners will:
● Create a digital
representation of an
effective learning
environment for
ambitious teaching in
the SJ classroom
● Create a digital
representation of an
effective learning
environment for
ambitious teaching in
the SJ classroom.
● Respond to feedback
from instructor as they
engage in this activity
Authentic
Assessment
n/a See SLC 2
Retention
and
Transfer
90 Learners will demonstrate
retention and transfer of
these concepts throughout
the program.

Instructor will monitor
learners’ retention and
transfer as through:
● Digital representation
of a classroom model
● How the learner
creates and maintains
an effective
environment for
learning in a simulated
setting
● Response journal
Learners will demonstrate
retention and transfer
through:
● Digital representation
of a classroom model
● Creating and
maintaining an
effective environment
for learning in a
simulated setting
● Response journal
● the SLC process

RECONSTRUCTING TEACHER PREPARATION
293

● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

30 Review and re-motivate:
Review the “take aways”
from this lesson:
● Effective Learning
Environments (with
attention to):
● classroom
geography
● access, equity, and
efficiency
● positive classroom
climate
● positive
relationships
● classroom
community
● high expectations
for behavior
● routines
● procedures
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question

Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: SLC. There
will be no readings for the
SLC.
Instructor “previews” the
SLC by drawing
connections between the
big ideas in M2.U1.L1 and
the SLC.
Learners write notes
connecting the big ideas in
each lesson.
Total Time
(16 hours)
960
mins

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294

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 1: Creating and Maintaining Effective Learning Environments
Lesson 2: SLC 2
Duration: 16 hours/480 minutes

Introduction: This unit, Creating and Maintaining Effective Learning Environments, has two lessons: (1) Planning
and Creating an Effective Environment for Learning in a Simulated Setting; (2) SLC 2. The lesson below is the
second lesson in the unit and will require two eight-hour days of instruction. In this lesson, learners will participate
in the second SLC and write a critical reflection paper. In addition to classroom meetings, there will be nightly
homework. This program relies heavily on the flipped classroom model. Learners will be responsible for the
readings prior to class.

Learning Objective
HLCP 1: Create and Maintain Effective Learning Environments. Given knowledge of the SJEd Principles, learners
will digitally design a classroom model that creates effective learning environments for ambitious teaching in a
simulated setting per the rubric.
Enabling Objective(s):
Lesson 3 (8 hours)
● Participate in the SLC process in a simulated setting by:
○ Observing a teaching event that creates effective learning environments for ambitious teaching
○ Collectively analyzing the teaching event that creates effective learning environments for
ambitious teaching
○ Digitally design a classroom model that creates effective learning environments for ambitious
teaching
○ Giving and receiving feedback regarding the digital designs of others
○ Critically reflecting on their own digital design of a classroom model that creates effective
learning environments for ambitious teaching

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.1 Promoting social development and responsibility within a caring community where each student is
treated fairly and respectfully
● 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among learner
● 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally
safe
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning

Lesson Materials
M2.U1.L2 SLC 2 Handout

Readings
No readings for the SLC

Video 1: Teaching Tolerance (2010, June 17). Culturally Responsive Teaching and Learning [Video File].
Retrieved from https://youtu.be/nGTVjJuRaZ8

RECONSTRUCTING TEACHER PREPARATION
295

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two Notes: At the start of Day 2, review and reactivate the EQ, and
reassess prior knowledge before moving on to new material.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question

45 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

What is your focus for
SLC 2?
Learners will complete their
initial response in their
journals.
Learning
Objectives
15 M2.U1.L2 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

15 Benefits: Being able to
effectively engage all
stakeholders in the SLC
process promotes the
conditions for positive
student outcomes.

Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.

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296

Risks: Not knowing how to
effectively engage all
stakeholders in the SLC
process promotes the
conditions for negative
student outcomes.
Overview

15 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will participate
in the SLC process
● Learners will create a
rubric
● Learners will score
peers using the rubric
● Learners will write a
personal critical
reflection based on the
outcome of the SLC
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Steps in the SLC
process

Instructor will use
socrative.com to develop a
quiz to assess prior
knowledge of terms.
Answers are displayed after
all learners have responded.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and engages
in a short discussion after
answers are displayed.
Guided
Practice
Lecture 1:
Creating a
Rubric for
Effective
Learning
Environment
s for the SLC

120 Lecture 1: Creating a
Rubric for Effective
Learning Environments
for the SLC

Objective: Given
knowledge of ambitious
teaching, learners will
create a rubric for effective
learning environments to be
used by their peers in
scoring their lesson during
the SLC.
Instructor will:
● Remind learners of the
EQ
● Engage learners in a
discussion regarding
effective learning
environments
● Ask small groups to
create a rubric for
effective learning
environments
according to the
template
● Collaborate to create a
rubric for effective
learning environments
Learners will:
● Participate in a
discussion regarding
effective learning
environments
● Form small groups to
create a rubric for
effective learning
environments according
to the template
● Collaborate to create a
rubric for effective
learning environments
SLC Day 1:
300
mins
All stakeholders will
participate in the SLC
process.
Day 1
Instructor will guide
learners in developing
Day 1
Learners will demonstrate
their knowledge of SJEd

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297

Day 2:
240
mins
ambitious teaching routines
in a simulated setting by
participating in the SLC
process. Each student will
have an opportunity to
teach a lesson in a
simulated setting, while all
others observe:
● Observe a teaching
event (Video 1)
● Collectively analyze
the teaching event for
effective learning
environments
● Guide learners as they
digitally design a
classroom model that
creates effective
learning environments
for ambitious teaching
in response to Video 1

Day 2
● Ask learners to present
the digital design of a
classroom model that
creates effective
learning environments
for ambitious teaching
and the rationale
● Give and receive
feedback regarding the
classroom design
● Ask learners to
critically reflect on the
classroom design
and ambitious teaching in a
simulated setting by
participating in the SLC
process:
● Observe a teaching
event (i.e. a
microteaching sample)
● Collectively analyze the
teaching event for
ambitious teaching
● Digitally design a
classroom model that
creates effective
learning environments
for ambitious teaching
in response to Video 1

Day 2
● Present the digital
design of a classroom
model that creates
effective learning
environments for
ambitious teaching and
the rationale
● Give and receive
feedback regarding the
classroom design
● Critically reflect on the
classroom design

Authentic
Assessment
120 The authentic assessment
will be driven by the peer
review via SLC rubrics,
followed by a written
critical self-reflection.
Instructor will score
learners using the rubric
and provide feedback for
each student following their
approximation of practice.
Learners will present their
scored rubric and specific
feedback following each
classmate’s approximation
of practice.
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts through their
lesson plans, reflection
journals, as well as
throughout the program.

Instructor will monitor
learners’ retention and
transfer as through:
● authentic assessment
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Learners will demonstrate
retention and transfer
through:
● Authentic assessment
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4

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298

Big Ideas

30 Review and re-motivate:
Review the “take aways”
from this lesson:
● Steps in the SLC
process
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
30 Connections made to the
next lesson: What is VL?
The readings for M2.U2.L1
will be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
Unit 1 and the big ideas in
M2.U2.L1. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M2.U2.L1.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(16 hours)
960
mins

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299

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 2: Be a Visible Learner to Create Visible Learners
Lesson 1: What is Visible Learning?
Duration: 16 hours/960 minutes

Introduction: This unit, Be a Visible Learner to Create Visible Learners, has three lessons: (1) What is Visible
Learning (VL)? (2) Designing Lessons for VL; (3) SLC 3. The lesson below is the first lesson in the unit and will
require two eight-hour days of instruction. In this lesson, learners will analyze lessons for VL. In addition to
classroom meetings, there will be nightly homework. This program relies heavily on the flipped classroom model.
Learners will be responsible for the readings prior to class.

Learning Objective
HLCP 2: Be a Visible Learner to Create Visible Learners. Given knowledge of the SJEd Principles and HLCP 1,
learners will ambitiously teach a lesson that incorporates the concepts of VL through a social justice lens to peers, in
an approximation of practice setting, and participate in the SLC per the rubric.
Enabling Objective(s):
Lesson 1 (16 hours)
● Know what a learner means
● Know what a knower means
● Articulate the difference between a learner and a knower
● Know what VL means
○ know what meta-analysis means
○ know what influences means
○ know what learning outcome means
○ know what effect size (ES) means
● Articulate the relationship between influences, effect size, and learning outcomes
● Know the Elements of VL (EoVL):
○ know what learning target means
○ know what high (learning) expectations means
○ know what success criteria means
○ know what meaningful learning experiences means
○ know what engagement strategies means
○ know what metacognition means
○ know what assessment means
○ know what feedback means
○ know the different types of feedback
● Analyze a lesson for EoVL

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 1: Engaging and Supporting All Learners in Learning
● 1.3 Connecting subject matter to meaningful, real-life contexts
● 1.4 Using a variety of instructional strategies, resources, and technologies to meet learners’ diverse learning
needs
● 1.5 Promoting critical thinking through inquiry, problem solving, and reflection
Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among learners
● 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all learners
● 2.5 Developing, communicating, and maintaining high standards for individual and group behavior

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Standard 3: Understanding and Organizing Subject Matter for Student Learning
● 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of
subject matter
● 3.4 Utilizing instructional strategies that are appropriate to the subject matter
Standard 4: Planning Instruction and Designing Learning Experiences for ALL Learners
● 4.2 Establishing and articulating goals for student learning
● 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all learners
Standard 5: Assessing Learners for Learning
● 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessment

Lesson Materials
M2.U2.L1 What is Visible Learning? Handout

Readings
1. Osborne, M. (1998). Teacher as knower and learner: Reflections on situated knowledge in science teaching.
Journal of Research in Science Teaching, 35(4), 427-439.
2. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London ; New York:
Routledge. (Part 2, p. 35-138).
3. Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on
achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational
Psychology, 34(3), 269-290.

Opening Video 1: TEDx Talks (2013, November 22). Why are so many of our teachers and schools so successful?
[Video File]. Retrieved from https://youtu.be/rzwJXUieD0U
Opening Video 2: Math Conversation 3C (2016, January 21). [Video File]. Retrieved from
https://youtu.be/4FxvCDDRY0M

Visible Learning Video Library

Setting Clear Learning Targets
Video 1: MaineDOEComm (2013, August 16). A teacher’s perspective: Unpacking the standards [Video File].
Retrieved from https://youtu.be/qagRTp-wPGw

Setting High Expectations
Video 1: Stand for Children (2015, May 4). Great Teachers Challenge learner to Succeed [Video File]. Retrieved
from https://youtu.be/-H9Z5qcjr4Q
Video 2: Gates Foundation (2014, September 8). A Teacher’s Perspective [Video File]. Retrieved from
https://youtu.be/pjeRxW5QHZ4
Video 3: WRDSB (2013, August 23). Challenging All learners [Video File]. Retrieved from
https://youtu.be/4ivNbPo6QSU

Success Criteria and Worked Examples
Video 1: Lori Loehr (2015, February 27). John Hattie Learning Intentions & Success Criteria [Video File].
Retrieved from https://youtu.be/dvzeou_u2hM
Video 2: Knatim (2011, November 23). Precision Teaching: Success Criteria and Exemplars [Video File].
Retrieved from https://youtu.be/IiTsPPSqZfQ

Meaningful Learning Experiences
Video 1: Edutopia (2017, October 3). Station Rotation: Differentiating instruction to reach all learners [Video
File]. Retrieved from https://youtu.be/Kg38A1ggYiE

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301

Using Student Engagement Strategies
Video 1: Reading Rockets (2013, January 29). Think-Pair-Share [Video File]. Retrieved from https://youtu.be/-
9AWNl-A-34
Video 2: Hughes, H. (2014, October 21). 3 Ways to Engage Early [Video File]. Retrieved from
https://youtu.be/Jy9RobEaqUc
Video 3: Freundlichteaching (2010, October 28). Whole Brain Teaching: Grade 1 Classroom [Video File].
Retrieved from https://youtu.be/aaweXw03kQI

Metacognitive Strategies
Video 1: Smithsonian Science Education Center (2015, November 10). Good Thinking! --That’s so Meta(Cognitive)
[Video File]. Retrieved from https://youtu.be/f-4N7OxSMok
Video 2: eMedia Workshop (2012, September 17). Teaching Matters: Metacognition [Video File]. Retrieved from
https://youtu.be/tgPzWaYhol8

Types of Assessment
Video 1: Teachings in Education (2016, December 18). Assessment in Education [Video File]. Retrieved from
https://youtu.be/zTkQjH-_97c

Giving Specific Feedback
Video 1: BRGSTube (2015, September 14). Austin’s Butterfly [Video File]. Retrieved from
https://youtu.be/dOSiU42P8Gc
Video 2: Smedley-Warren, G. (2015, January 13). Guided Reading Lesson [Video File]. Retrieved from
https://youtu.be/rMl650CJzGQ (revist).
Video 3: Naatjes, A. (2012, May 14). Math CGI Money Problem [Video File]. Retrieved from
https://youtu.be/8K_kocdUon4?list=PLz_Rf8eNNejvEiRsQbyDDvntZ1SJyR2Lt

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two Notes: At the start of Day 2, review and reactivate the EQ, and
reassess prior knowledge before moving on to new material.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
45 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
Instructor will display the
Opening Video 1 and ask
learners to engage in a
quick write, followed by a
class discussion.
Learners will watch the
Opening Video then engage
in a quick write:

John Hattie asks: Why are
so many of our teachers and
schools so successful? How
would you answer that,
after watching the video?

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302

preparation for the lesson.
Following the quick write,
learners will engage in a
class discussion.
Essential
Question

30 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

Should a teacher be a
learner or a knower?
Explain your rationale
with examples and
conditions.
Learners will complete their
initial response in their
journals.
Learning
Objectives
10 M2.U2.L1 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

10 Benefits: Being able to
effectively design lessons
that engage all stakeholders
as learners and knowers
promotes the conditions for
positive student outcomes.

Risks: Not knowing how to
effectively design lessons
that engage all stakeholders
as learners and knowers
promotes the conditions for
negative student outcomes.
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

10 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.
Learning Activities:
● Learners will develop a
common language for
learners vs. knowers
● Learners will develop a
common language for
Visible Learning
● Learners will develop a
lesson that provides
opportunities for VL
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.

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303

Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Learner
● Knower
● Meta-analysis
● Influences
● learning outcome
● Effect size (ES)
● Learning target
● High (learning)
expectations
● Success criteria
● Meaningful learning
experiences
● Engagement strategies
● Metacognition
● Assessment
● Feedback
Instructor will use
socrative.com to develop a
three question quiz to
assess prior knowledge of
terms.
Answers are displayed after
all learners have responded.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and engages
in a short discussion after
answers are displayed.
Guided
Learning:
Lecture 1:
Learner vs.
Knower
60 Lecture 1: Learner vs.
Knower
Objective: Given
knowledge of mindsets,
learners will create an
original audio, video, or
visual representation (i.e.
skit, drawing, cartoon,
multimedia, etc.) of a
scenario where a Learner
and a Knower interact.

The instructor will:
● Remind learners of the
EQ
● Front load: Is this
teacher a learner or a
knower?
● Present Opening Video
2
● Facilitate a discussion
about the video as it
relates to the EQ
● Facilitate a discussion
on the Readings as they
relate to learner vs.
knower
● Ask learners to form
small groups to create
definitions for both
terms and record their
definition on a
whiteboard,
chalkboard, poster
paper, etc.
● Invite groups to go on a
gallery walk to view
the definitions
● Guide the whole class
as they collaborate on a
final definition of each
term
The learners will:
● Watch Video 1
● Participate in a
discussion regarding
Video 1 as it relates to
the EQ
● Participate in a
discussion on Readings
as they relate to learner
vs. knower
● Form small groups to
create a definition of
each term
● Participate in a gallery
walk, reading all the
definitions
● Engage in the
collaborative effort to
create a definition for
each term

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304

Practice and
Feedback
Lecture 1:
Learner vs.
Knower

120 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will work to complete
their original audio, video,
or visual representation (i.e.
drawing, cartoon,
multimedia, etc.) of a
scenario where a learner
and a knower interact.

The instructor will:
● Guide learners as they
create an original
audio, video, or visual
representation (i.e.
drawing, cartoon,
multimedia, etc.) of a
scenario where a
learner and a knower
interact.
● Provide feedback as
learners engage in this
activity
The learners will:
● Create an original
audio, video, or visual
representation (i.e.
drawing, cartoon,
multimedia, etc.) of a
scenario where a
learner and a knower
interact.
● Respond to feedback
from instructor as they
engage in this activity
Guided
Learning:
Lecture 2:
What is
Visible
Learning?
120 Lecture 2: What is Visible
Learning?

Objective: Given
knowledge of John Hattie’s
research, learners will be
able to articulate their own
definition of Visible
Learning.

The instructor will:
● Remind learners of the
EQ
● Define terms as they
relate to John Hattie’s
work:
● Meta-analysis
● Influences
● learning outcome
● Effect size (ES)
● Facilitate a discussion
on Reading 2 as it
relates to the
relationship between
influences, effect size,
and learning outcomes
● Ask learners to form
small groups to create a
definition for VL and
record their definition
on a whiteboard,
chalkboard, poster
paper, etc.
● Invite groups to go on a
gallery walk to view
the definitions
● Guide the whole class
as they collaborate on a
final definition of VL
The learners will:
● Review notes and terms
● Watch Video 2
● Participate in a
discussion regarding
Video 2 as it relates to
the EQ
● Participate in a
discussion on Reading
2 as it relates to the
relationship between
influences, effect size,
and learning outcomes
● Form small groups to
create a definition of
VL
● Participate in a gallery
walk, reading all the
definitions for VL
● Engage in the
collaborative effort to
create a definition for
VL
Practice and
Feedback
Lecture 2:
What is
Visible
Learning
60 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will articulate their
own definition of visible
learning that explains the
relationship between
influences, effect size, and
learning outcomes.
The instructor will:
● Guide learners as they
articulate their own
definition of visible
learning that explains
the relationship
between influences,
effect size, and learning
outcomes
● Provide feedback as
The learners will:
● Articulate their own
definition of visible
learning that explains
the relationship
between influences,
effect size, and learning
outcomes
● Respond to feedback
from instructor as they

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305

learners engage in this
activity
engage in this activity
Guided
Learning:
Lecture 3:
Analyze
Lessons for
VL

240 Lecture 3: Analyze Lessons
for VL
Objective: Learners will be
able to analyze a lesson for
VL opportunities.

The instructor will:
● Remind learners of the
EQ
● Define the EoVL
terms, either through
Option A or Option B
(see below)
● Learning target
● High (learning)
expectations
● Success criteria
● Meaningful
learning
experiences
● Engagement
strategies
● Metacognition
● Assessment
● Feedback
Option A
● Choose some or all of
the video links listed
under the VL VIDEO
LIBRARY to illustrate
these terms as you
define them.
Option B
● Ask learners to form
small groups and to
watch some or all of
the video links listed
under their assigned
EoVL from the VL
VIDEO LIBRARY
● Ask learners to create a
presentation for their
EoVL
The learners will:
● Participate in either
option per the class
vote
Practice and
Feedback
Lecture 3:
Analyze
Lessons for
VL

90 Immediately following
Lecture 3, the instructor
will guide learners during a
workshop period where
they will analyze a lesson
for VL.

The instructor will:
● Guide learners as they
choose a video to
analyze, in pairs
● Guide learners as they
analyze the lesson for
VL opportunities
● Provide feedback as
learners engage in this
activity
The learners will:
● Choose a video that
creates opportunities
for VL
● Analyze the lesson for
VL opportunities
● Respond to feedback
from that instructor as
they engage in this this
activity
Authentic
Assessment
120 Learners will demonstrate
their understanding of the
Elements of Visual
The instructor will model
how to present the analysis
of a lesson, highlighting the
Learners will present their
analysis of a lesson,
highlighting the

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306

Learning (EoVL) via an
authentic assessment and
peer review.
opportunities for VL or the
missed opportunities for
VL.

opportunities for VL or the
missed opportunities for
VL. Peers will give
feedback of their
evaluation.
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts throughout
the program.

Instructor will monitor
learners’ retention and
transfer as through:
● authentic assessment
● Learners peer review
of classmates’
evaluation
● a metacognitive
awareness of the EoVL
while teaching
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4

Learners will demonstrate
retention and transfer
through:
● a presentation to the
class of their
evaluation
● engaging in a
discussion regarding
their classmates’
presentation and peer
review
● a metacognitive
awareness of the EoVL
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● Learner
● Knower
● Meta-analysis
● Influences
● learning outcome
● Effect size (ES)
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: Designing
Lessons for VL. The
readings for M2.U2.L2 will
be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M2.U2.L1 and the big ideas
in M2.U2.L2. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M2.U2.L2.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(16 hours)
960
mins

RECONSTRUCTING TEACHER PREPARATION
307

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 2: Be a Visible Learner to Create Visible Learners
Lesson 2: Designing Lessons for Visible Learning
Duration: 8 hours/480 minutes

Introduction: This unit, Be a Visible Learner to Create Visible Learners, has three lessons: (1) What is Visible
Learning? (2) Designing Lessons for VL; (3) SLC 3. The lesson below is the second lesson in the unit and will
require one eight-hour day of instruction. This lesson builds on the foundation that was laid in M1.U5.L2 and
M2.U2.L1. In this lesson, learners will design lessons for VL. In addition to classroom meetings, there will be
nightly homework. This program relies heavily on the flipped classroom model. Learners will be responsible for the
readings prior to class.

Learning Objective
HLCP 2: Be a Visible Learner to Create Visible Learners. Given knowledge of the SJEd Principles and HLCP 1,
learners will ambitiously teach a lesson that incorporates the concepts of VL through a social justice lens to peers, in
an approximation of practice setting, and participate in the SLC per the rubric.
Enabling Objective(s):
Lesson 2 (8 hours)
● Revisit M1.U5.L2 and M2.U2.L1
● Know what teaching ambitiously means
● Design a lesson that incorporates the EoVL and ambitious teaching by:
○ setting clear learning targets
○ setting and maintaining high (learning) expectations of learners with appropriate levels of
challenge and rigor
○ defining success criteria with worked examples
○ designing meaningful learning experiences
○ using student engagement strategies
○ using metacognitive strategies to make the learning visible
○ using different types of assessment for and of learning
○ giving specific feedback

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 1: Engaging and Supporting All Learners in Learning
● 1.3 Connecting subject matter to meaningful, real-life contexts
● 1.5 Promoting critical thinking through inquiry, problem solving, and reflection
Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all learners
● 2.5 Developing, communicating, and maintaining high standards for individual and group behavior
Standard 3: Understanding and Organizing Subject Matter for Student Learning
● 3.4 Utilizing instructional strategies that are appropriate to the subject matter
Standard 4: Planning Instruction and Designing Learning Experiences for ALL Learners
● 4.1 Using knowledge of learners’ academic readiness, language proficiency, cultural backgrounds, and
individual development to plan instruction
● 4.2 Establishing and articulating goals for student learning
Standard 5: Assessing Learners for Learning
● 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessment
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning

RECONSTRUCTING TEACHER PREPARATION
308

Lesson Materials
M2.U2.L2 Designing Lessons for Visible Learning Handout

Readings
Review readings from M2.U2.L1

Review Videos from the VL VIDEO LIBRARY (M2.U2.L1), as necessary

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question

45 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

How will the EoVL help
you become a more
ambitious teacher?
Learners will complete their
initial response in their
journals.
Learning
Objectives
15 M2.U2.L2 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.

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309

Reasons for
Learning

15 Benefits: Being able to
effectively design lessons
that engage all stakeholders
in the EoVL for ambitious
teaching promotes the
conditions for positive
student outcomes.

Risks: Not knowing how to
effectively design lessons
that engage all stakeholders
in the EoVL for ambitious
teaching promotes the
conditions for negative
student outcomes.
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

1 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will develop a
VL lesson that will be
used in the Unit 2 SLC
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of terms
from M2.U2.L1:
● Learning target
● High (learning)
expectations
● Success criteria
● Meaningful learning
experiences
● Engagement strategies
● Metacognition
● Assessment
● Feedback
Instructor will use
socrative.com to develop a
quiz to assess prior
knowledge of terms.
Answers are displayed after
all learners have responded.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and engages
in a short discussion after
answers are displayed.
Guided
Learning:
Lecture 1:
Designing
Lessons for
VL
330 Lecture 1: Designing
Lessons for VL
Objective: Given
knowledge of the EoVL
and ambitious teaching,
learners will design a VL
lesson.

The instructor will:
● Remind learners of the
EQ
● Engage learners in a
discussion about EoVL
● Model how to design a
VL lesson
● Guide learners as they
design a VL lesson
The learners will:
● Participate in
discussion regarding
EoVL
● Take notes as instructor
models how to design a
VL lesson
● Design a VL lesson
● Respond to feedback

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310

● Provide feedback as
learners engage in this
activity
from instructor as they
engage in this activity
Authentic
Assessment
n/a The VL lesson created in
M2.U2.L2 will be used and
assessed in the SLC 3 in
M2.U2.L3.
Instructor will guide
learners through the SLC
process in M2.U2.L3, using
the lesson they developed
in M2.U2.L2.
Learners will demonstrate
their understanding of the
learning objectives and the
EQ during the SLC in
M2.U2.L3.

Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts through their
lesson plans, reflection
journals, as well as
throughout the program.

Instructor will monitor
learners’ retention and
transfer as through:
● authentic assessment
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Learners will demonstrate
retention and transfer
through:
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● Learning target
● High (learning)
expectations
● Success criteria
● Meaningful learning
experiences
● Engagement strategies
● Metacognition
● Assessment cxA
● Feedback
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout)
● 3 “take-aways”
● 2 goals
● 1 question

Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: SLC. The
readings for M2.U2.L3 will
be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M2.U2.L2 and the big ideas
in M2.U2.L3. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M2.U2.L3.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(8 hours)
480
mins

RECONSTRUCTING TEACHER PREPARATION
311

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 2: Be a Visible Learner to Create Visible Learners
Lesson 3: SLC 3
Duration: 16 hours/960 minutes

Introduction: This unit, Be a Visible Learner to Create Visible Learners, has three lessons: (1) What is Visible
Learning? (2) Designing Lessons for VL; (3) SLC 3. The lesson below is the third lesson in the unit and will require
two eight-hour days of instruction. In this lesson, learners will participate in the second SLC and write a critical
reflection paper. In addition to classroom meetings, there will be nightly homework. This program relies heavily on
the flipped classroom model. Learners will be responsible for the readings prior to class.

Learning Objective
HLCP 2: Be a Visible Learner to Create Visible Learners. Given knowledge of the SJEd Principles and HLCP 1,
learners will ambitiously teach a lesson that incorporates the concepts of VL through a social justice lens to peers, in
an approximation of practice setting, and participate in the SLC per the rubric.
Enabling Objective(s):
Lesson 3 (16 hours)
● Know what approximation of practice means
● Know the sequence of the SLC process
● Participate in the SLC process as a critically reflective Visual Learner in a simulated setting by:
○ Observing a VL teaching event
○ Collectively analyzing a VL teaching event
○ Planning a lesson that incorporates the elements of VL
○ Ambitiously teaching a VL lesson to their peers in an approximation of practice setting
○ Giving and receiving feedback regarding the VL teaching event
○ Critically reflecting on their own VL event

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.1 Promoting social development and responsibility within a caring community where each student is
treated fairly and respectfully
● 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among learners
● 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally
safe
● 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all learners
● 2.5 Developing, communicating, and maintaining high standards for individual and group behavior
● 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a
climate in which all learners can learn
● 2.7 Using instructional time to optimize learning
Standard 3: Understanding and Organizing Subject Matter for Student Learning
● 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum framework
● 3.3 Organizing curriculum to facilitate student understanding of the subject matter
Standard 4: Planning Instruction and Designing Learning Experiences for ALL Learners
● 4.2 Establishing and articulating goals for student learning
● 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
● 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all learners
Standard 5: Assessing Learners for Learning
● 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessment
Standard 6: Developing as a Professional Educator

RECONSTRUCTING TEACHER PREPARATION
312

● 6.1 Reflecting on teaching practices in support of student learning
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning

Lesson Materials
M2.U2.L3 SLC 3 Handout

Readings
No Readings

Video 1: Stanislowski, A. (2013, October 4). Whole Brain Teaching 3rd Grade [Video File]. Retrieved from
https://youtu.be/yxC6EpePnH4

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two Notes: At the start of Day 2, review and reactivate the EQ, and
reassess prior knowledge before moving on to new material.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question

60 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.

Instructor will present the
essential question:

What is your focus for
SLC 3?
Learners will complete their
initial response in their
journals.

RECONSTRUCTING TEACHER PREPARATION
313

Learning
Objectives
15 M2.U2.L3 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

15 Benefits: Being able to
effectively engage all
stakeholders in the SLC
process promotes the
conditions for positive
student outcomes.

Risks: Not knowing how to
effectively engage all
stakeholders in the SLC
process promotes the
conditions for negative
student outcomes.
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

15 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will participate
in the SLC process
● Learners will create a
self-evaluation rubric
● Learners will score
peers using their peers’
rubric
● Learners will write a
personal critical
reflection based on the
outcome of the SLC
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Steps in the SLC
process
● Disturbing practice
Instructor will use
socrative.com to develop a
quiz to assess prior
knowledge of terms.
Answers are displayed after
all learners have responded.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and engages
in a short discussion after
answers are displayed.
Guided
Practice
Lecture 1:
Creating a
120 Lecture 1: Creating Rubric
for VL for the SLC
Objective: Given
knowledge of ambitious
Instructor will:
● Remind learners of the
EQ
● Engage learners in a
Learners will:
● Participate in a
discussion regarding VL
● Form small groups to

RECONSTRUCTING TEACHER PREPARATION
314

Rubric for
VL for the
SLC
teaching, learners will
create a VL rubric to be
used by their peers in
scoring their lesson during
the SLC.
discussion regarding VL
● Ask small groups to
create a rubric for VL
according to the
template
● Collaborate to create a
rubric for VL
create a rubric for VL
according to the
template
● Collaborate to create a
rubric for VL
SLC Day 1:
240
mins

Day 2:
300
mins
All stakeholders will
participate in the SLC
process in a simulated
setting.
Day 1
Instructor will guide
learners in developing
ambitious teaching routines
in a simulated setting by
participating in the SLC
process. Each student will
have an opportunity to
teach a lesson in a
simulated setting, while all
others observe:
● Observe a teaching
event (Video 1)
Collectively analyze
the teaching event for
VL
● Guide learners as they
develop a lesson plan
in response to Video 1

Day 2
● Ambitiously teach a
VL lesson to peers in a
simulated setting
● Give and receive
feedback regarding the
teaching event
● Critically reflect on the
teaching event
Day 1
Learners will demonstrate
their knowledge of SJEd
and ambitious teaching in a
simulated setting by
participating in the SLC
process:
● Observe a teaching
event (i.e. a
microteaching sample)
● Collectively analyze the
teaching event for VL
● Develop a lesson plan
in response to Video 1

Day 2
● Ambitiously teach a VL
lesson to peers in a
simulated setting
● Give and receive
feedback regarding the
teaching event
● Critically reflect on
your own teaching
event
Authentic
Assessment
120 The authentic assessment
will be driven by the peer
review via SLC rubrics,
followed by a written
critical self-reflection.
Instructor will score
learners using the rubric
and provide feedback for
each student following their
approximation of practice.
Learners will present their
scored rubric and specific
feedback following each
classmate’s approximation
of practice.
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts through their
lesson plans, reflection
journals, as well as
throughout the program.

Instructor will monitor
learners’ retention and
transfer as through:
● Authentic assessment
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Learners will demonstrate
retention and transfer
through:
● Authentic assessment
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4

RECONSTRUCTING TEACHER PREPARATION
315

Big Ideas

30 Review and re-motivate:
Review the “take aways”
from this lesson:
● Learning target
● High (learning)
expectations
● Success criteria
● Meaningful learning
experiences
● Engagement strategies
● Metacognition
● Assessment
● Feedback
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.
Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question

Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: Curriculum and
Instruction. The readings
for M2.U3.L1 will be
outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
Units 1-2 and the big ideas
in M2.U3.L1. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M2.U3.L1.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(16 hours)
960
mins

RECONSTRUCTING TEACHER PREPARATION
316

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 3: Enact Pedagogical Judgement
Lesson 1: Curriculum and Instruction
Duration: 24 hours/1,440 minutes

Introduction: This unit, Enact Pedagogical Judgement, has three lessons: (1) Curriculum and Instruction; (2) What
is Pedagogical Judgement? (3) SLC 4. The lesson below is the first lesson in the unit and will require three
consecutive eight-hour days of instruction. In this lesson, learners will be able to analyze the relationship between
curriculum and instruction. In addition to classroom meetings, there will be nightly homework. This program relies
heavily on the flipped classroom model. Learners will be responsible for the readings prior to class.

Learning Objective
HLCP 3: Enact Pedagogical Judgement. Given knowledge of SJEd principles and the previous HLCPs for
Ambitious Teaching, learners will enact appropriate pedagogical judgement for ambitious teaching in a simulated
setting per the rubric.
Enabling Objective(s):
Lesson 1 (24 hours)
● Know the three curricula
○ Explicit
○ Null
○ Hidden
● Know what explicit curriculum means
○ Know the CCSS
○ Know the NGSS
○ Know the ELD
○ Know the C3 Framework
● Know what vertical alignment means
● Know what instruction/pedagogy means
○ Know what direct instruction means
■ Know the elements of the direct instruction model
○ Know what student centered learning means
■ Know the different student centered models of instruction
○ Know what cognitively guided instruction means
■ Know the principles of cognitively guided instruction
○ Know what differentiated instruction means
■ Know the five steps in the differentiated instruction model
● Know the relationship between curriculum and instruction

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 1: Engaging and Supporting All Learners in Learning
● 1.2 Connecting learning to learners’ prior knowledge, backgrounds, life experiences, and interests
● 1.3 Connecting subject matter to meaningful, real-life contexts
● 1.5 Promoting critical thinking through inquiry, problem solving, and reflection
Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.1 Promoting social development and responsibility within a caring community where each student is
treated fairly and respectfully
● 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among learners
● 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all learners

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317

● 2.5 Developing, communicating, and maintaining high standards for individual and group behavior
● 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a
climate in which all learners can learn
Standard 3: Understanding and Organizing Subject Matter for Student Learning
● 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum framework
● 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of
subject matter
● 3.4 Utilizing instructional strategies that are appropriate to the subject matter
● 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including
adopted materials, to make subject matter accessible to all learners
Standard 4: Planning Instruction and Designing Learning Experiences for ALL Learners
● 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
● 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all learners
Standard 5: Assessing Learners for Learning
● 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessment
● 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
● 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning

Lesson Materials
M2.U3.L1 Curriculum and Instruction Handout

Readings
Curriculum (Review all)
1. Common Core State Standards Initiative [CSS] (2018). English language arts [ELA] standards [Website].
Retrieved from http://www.corestandards.org/ELA-Literacy/
2. Common Core State Standards Initiative [CSS] (2018). Mathematics standards [Website]. Retrieved from
http://www.corestandards.org/Math/
3. Next Generation Science Standards (n.d.). Understanding the standards [PDF]. Retrieved from
https://www.nextgenscience.org/understanding-standards/understanding-standards
a. Watch the video on this link: Achieve (2016, June 8). How to read the Next Generation Science
Standards [Video File]. Retrieved from https://youtu.be/Q6eoRnrwL-A
4. California Department of Education (2014). California English Language Development [ELD] Framework
[PDF]. Retrieved from https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
5. National Council for the Social Studies [NCSS], (2013). The College, Career, and Civic Life (C3)
Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics,
Economics, Geography, and History. Silver Spring, MD. [PDF] Retrieved from
https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf

Direct Instruction (Review all)
1. Worksheet Library (n.d.) Direct Instruction [Website]. Retrieved from
http://www.worksheetlibrary.com/teachingtips/directinstruction.html
2. NIFDI (n.d.). Implementing direct instruction successfully: An online tutorial [Website]. Retrieved from
https://www.nifdi.org

Student Centered Learning (Choose 1)
1. Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-based learning. Handbook of research on
educational communications and technology, 3, 485-506.

RECONSTRUCTING TEACHER PREPARATION
318

2. Kwan, A. (2009). Problem-based learning. The Routledge international handbook of higher education, 91-
107.
3. Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning (pp. 317-34). na.
4. Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher,
70(1), 30-35.
5. Garcia, E. (2015, March 12). Preparing a classroom culture for deeper learning [Website]. Retrieved from
https://www.edutopia.org/blog/preparing-classroom-culture-deeper-learning-elizabeth-garcia
6. Edutopia (2008, February 28). Why teach with project-based learning? Providing students with a well-
rounded classroom cxperience [Website]. Retrieved from https://www.edutopia.org/project-learning-
introduction

Cognitively Guided Instruction (Choose 1)
1. Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe,
K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching.
Journal of Teacher Education, 64(3), 226-243.
2. Waddell, L. R. (2014). Using culturally ambitious teaching practices to support urban mathematics teaching
and learning. Journal of Praxis in Multicultural Education, 8(2), 2.
3. Kazemi, E., Franke, M., & Lampert, M. (2009, July). Developing pedagogies in teacher education to
support novice teachers’ ability to enact ambitious instruction. In Crossing divides: Proceedings of the
32nd annual conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 12-30).
Adelaide, SA: MERGA.

Differentiated Instruction (Review all)
1. De Neve, Devos, & Tuytens. (2015). The importance of job resources and self-efficacy for beginning
teachers' professional learning in differentiated instruction. Teaching and Teacher Education, 47, 30-41.
2. Doubet, K. J., & Hockett, J. (2015, December 17). 5 tips for making group work manageable [Website].
Retrieved from https://www.edutopia.org/blog/tips-making-group-work-manageable-kristina-doubet-
jessica-hockett
3. McCarthy, J. (2016, July 18). 100+ tools for differentiating instruction through social media [Website].
Retrieved from https://www.edutopia.org/blog/differentiated-instruction-social-media-tools-john-mccarthy

Curriculum
Video 1: 3 Curricula all Schools Teach (2016, February 8). [Video File]. Retrieved from
https://youtu.be/KYX_vq2_Ms0
Video 2: The Hidden Curriculum (2011, July 26). [Video File]. Retrieved from https://youtu.be/eY2hpAOJTRQ
Video 3: Voorhees, M. (2012, November 8). Munch, munch math [Video File]. Retrieved from
https://youtu.be/NxoZtzS11t4?list=PLz_Rf8eNNejvEiRsQbyDDvntZ1SJyR2Lt

Direct Instruction
Video 1: NIFDIINFO (2017, May 18). What is direct instruction?[Video File]. Retrieved from
https://youtu.be/TkjxO3PSzwk

Student Centered Learning
Video 1: Jacobs Educators (2011, October 20). PBL at a glance [Video File]. Retrieved from
https://youtu.be/FQ8C1b2OmIk
Video 2: Pasco County Schools (2015, November 16). Problem based learning in first grade [Video File].
Retrieved from https://youtu.be/EBjf6pw9t4s
Video 3: Foss, K. (2016, January 15). Problem based learning in middle school [Video File]. Retrieved from
https://youtu.be/-hBZBTYRxuM
Video 4: Edutopia (2010, August 5). Common sense: An overview of integrated studies [Video File].
Retrieved from https://youtu.be/HdIVCuBR_NY

RECONSTRUCTING TEACHER PREPARATION
319

Cognitively Guided Instruction:
Video 1: El Segundo ED Foundation (2015, April 16). Cognitively guided instruction program in El Segundo
schools [Video File]. Retrieved from https://youtu.be/YBo6f7c23_s
Video 2: Naatjes, A. (2012, October 7). CGI math presentation [Video File]. Retrieved from
https://youtu.be/uIwfwvW9ugk

Differentiated Instruction
Image 1: http://differentiated-instruction.wiki.inghamisd.org/
Video 1: Hawker Brownlow Education (2013, July 30). Differentiation and the brain [Video File]. Retrieved from
https://youtu.be/mLzCqoPFxRw
Video 2: Petruzzelli, B. (2017, May 24).Differentiated instruction [Video File]. Retrieved from
https://youtu.be/0R6CsMFSiCM
Video 3: Edutopia (2017, October 3). Station rotation: Differentiating instruction to reach all learners [Video File].
Retrieved from https://youtu.be/Kg38A1ggYiE (repeat)

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two Notes: At the start of Days 2 & 3, review and reactivate the EQ, and
reassess prior knowledge before moving on to new material.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question

60 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

What is curriculum?
What is instruction? How
are they related?
Learners will complete their
initial response in their
journals.
Learning
Objectives
15 M2.U3.L1 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
Learner listens to and reads
objectives.

RECONSTRUCTING TEACHER PREPARATION
320

question to the learning
objectives and purpose of
the lessons.
Reasons for
Learning

15 Benefits: Being able to
effectively design lessons
that engage all stakeholders
as learners and knowers
promotes the conditions for
positive student outcomes.

Risks: Not knowing how to
effectively design lessons
that engage all stakeholders
as learners and knowers
promotes the conditions for
negative student outcomes.
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

15 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will
differentiate between
the state adopted
curriculums (CCSS,
NGSS, ELD, C3
Framework.).
● Learners will
differentiate between
four models of
instruction (direct
instruction, student
centered learning, CGI,
differentiated
instruction).
● Given knowledge of
curriculum and
instruction, learners will
be able to analyze the
relationship between
curriculum and
instruction.
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Null Curriculum
● Hidden Curriculum
● Explicit Curriculum
Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge. Answers
are displayed after all
learners have responded.
Learner engages in this pre-
assessment via
socrative.com

RECONSTRUCTING TEACHER PREPARATION
321

● CCSS
● NGSS
● ELD
● C3 Framework
● Vertical alignment
● Instruction
● Pedagogy
● Direct instruction
● Student centered
learning
● Cognitively guided
instruction (CGI)
● Differentiated
Instruction
Engage in a short
discussion.
Guided
Learning:
Lecture 1:
What is
Curriculum?
360 Lecture 1: What is
Curriculum?
Objective: Learners will
differentiate between the
explicit curriculums (CCSS,
NGSS, ELD, C3
Framework.).

The instructor will:
● Remind learners of the
EQ
● Present Curriculum
Video 1 and
Curriculum Video 2
● Facilitate a discussion
about the videos as it
relates to the EQ
● Define explicit
curriculum, null
curriculum, and hidden
curriculum
● Explain the four main
explicit curriculums
and their
structure/purpose
● CCSS (ELA)
● NGSS
● ELD
● C3 Framework
● Define the term vertical
alignment
● Ask learners to form
groups to explore one
of the curriculas in
depth
● Ask groups to create a
chart/diagram/visual/
presentation to
highlight the vertical
alignment of one strand
within a grade range, if
applicable
The learners will:
● Watch videos
● Participate in a
discussion regarding
the videos as it relates
to the EQ
● Take notes on the
meaning of explicit
curriculum, null
curriculum, and hidden
curriculum
● Take notes on the four
main explicit
curriculums and their
structure/purpose
● CCSS (ELA)
● NGSS
● ELD
● C3 Framework
● Take notes on the
meaning of vertical
alignment
● Ask learners to form
groups to explore one of
the curriculas in depth
● Ask groups to create a
chart/diagram/visual/
presentation to highlight
the vertical alignment of
one strand within a
grade range, if
applicable

RECONSTRUCTING TEACHER PREPARATION
322

Practice and
Feedback
Lecture 1:
What is
Curriculum?
60 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will differentiate
between the state adopted
curriculums (CCSS, NGSS,
ELD, C3 Framework.).
The instructor will:
● Ask learners to present
their curriculum and
vertical alignment (if
applicable) to the class
● Ask learners to
differentiate between
the curriculasvia
discussion
● Provide feedback as
learners engage in this
activity
The learners will:
● Present their
curriculum and vertical
alignment (if
applicable) to the class
● Take notes as other
groups present
● Differentiate between
the state adopted
curriculums via
discussion
● Respond to feedback as
learners engage in this
activity
Guided
Learning:
Lecture 2:
What is
Instruction/
Pedagogy?
360 Lecture 2: What is
Instruction/Pedagogy?

Objective: Learners will
differentiate between four
models of instruction
(direct instruction, student
centered learning, CGI,
differentiated instruction).

The instructor will:
● Remind learners of the
EQ
● Define instruction/
pedagogy
● Choose videos from
direct instruction
● Facilitate a discussion
regarding the video(s)
as it relates to the EQ
● Collectively define
direction instruction
● Facilitate a discussion
on the Readings from
direct instruction
● Present one or all of the
videos from student
centered learning
● Facilitate a discussion
regarding the video(s)
as it relates to the EQ
● Collectively define
student centered
learning
● Facilitate a discussion
on the Readings from
student centered
learning
● Present one or all of the
videos from CGI
● Facilitate a discussion
regarding the video(s)
as it relates to the EQ
● Collectively define
CGI
● Facilitate a discussion
on the Readings from
CGI
The learners will:
● Watch videos from
direct instruction
● Participate in a
discussion regarding the
video(s) as it relates to
the EQ
● Collectively define
direction instruction
● Participate in a
discussion on the
Readings from direct
instruction
● Watch one or all of the
videos from student
centered learning
● Participate in a
discussion regarding the
video(s) as it relates to
the EQ
● Collectively define
student centered
learning
● Participate in a
discussion on the
Readings from student
centered learning
● Watch one or all of the
videos from CGI
● Participate in a
discussion regarding the
video(s) as it relates to
the EQ
● Collectively define CGI
● Participate in a
discussion on the
Readings from CGI
● Watch one or all of the

RECONSTRUCTING TEACHER PREPARATION
323

● Present one or all of the
videos and image from
differentiated
instruction
● Facilitate a discussion
regarding the image
and video(s) as it
relates to the EQ
● Collectively define
differentiated
instruction
● Facilitate a discussion
on the Readings from
differentiated
instruction
videos from
differentiated
instruction
● Participate in a
discussion regarding the
video(s) as it relates to
the EQ
● Collectively define
differentiated
instruction
● Participate in a
discussion on the
Readings from
differentiated
instruction
Practice and
Feedback
Lecture 2:
What is
Instruction/
Pedagogy?
60 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will differentiate
between four models of
instruction (direct
instruction, student centered
learning, CGI,
differentiated instruction).
The instructor will:
● Ask learners to form
groups to explore one
of the models in depth
● Ask groups to create a
chart/diagram/visual/
presentation to
highlight the model
● Ask learners to present
their model of
instruction to the class
● Provide feedback as
learners engage in this
activity
● Ask learners to
differentiate between
the models of
instruction via
discussion
The learners will:
● Form groups to explore
one of the models in
depth
● Create a chart/diagram/
visual/presentation to
highlight the model
● Present their model of
instruction to the class
● Respond to feedback as
learners engage in this
activity
● Take notes as other
groups present
● Differentiate between
the models of
instructions via
discussion

Guided
Learning:
Lecture 3:
The
Relationship
Between
Curriculum
and
Instruction
300 Lecture 3: The
Relationship Between
Curriculum and
Instruction
Objective: Given
knowledge of curriculum
and instruction, learners
will be able to analyze the
relationship between
curriculum and instruction.

The instructor will:
● Remind learners of the
EQ
● Revisit the terms
curriculum and
instruction
● Present Curriculum
Video 3
● Facilitate a discussion
about video as it relates
to the EQ
● Ask learners to
collectively analyze the
video for the
relationship between
curriculum and
instruction
● Model analyzing an
The learners will:
● Watch Curriculum
Video 3
● Participate in a
discussion regarding
video as it relates to
the EQ
● Collectively analyze
the video for the
relationship between
curriculum and
instruction
● Take notes as the
instructor models
analyzing a
video/microteaching
example
● Form small groups and

RECONSTRUCTING TEACHER PREPARATION
324

additional video/
microteaching example
● Ask learners to form
small groups and
choose a video to
analyze the relationship
between curriculum
and instruction
● Ask groups to create a
chart/diagram/visual/
presentation to analyze
the relationship
between curriculum
and instruction.
● Guide learners as they
analyze the video
choose a video to
analyze the relationship
between curriculum
and instruction
● Create a chart/diagram/
visual/presentation to
analyze the relationship
between curriculum
and instruction.
● Analyze the video
Practice and
Feedback
Lecture 3:
The
Relationship
Between
Curriculum
and
Instruction
120 Immediately following
Lecture 3, the instructor
will guide learners during a
workshop period where
they will analyze the
relationship between
curriculum and instruction.
The instructor will:
● Ask groups to present
their video and analysis
to the class
● Provide feedback as
learners engage in this
activity

The learners will:
● Ask groups to present
their video and analysis
to the class
● Provide feedback as
learners engage in this
activity

Authentic
Assessment
n/a See SLC 4
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts throughout
the program.

Instructor will monitor
learners’ retention and
transfer as through:
● Presentations during
Lectures 1, 2, and 3
● A metacognitive
awareness of the
relationship between
curriculum and
instruction
● Student response
journal
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Learners will demonstrate
retention and transfer
through:
● Presentations during
Lectures 1, 2, and 3
● A metacognitive
awareness of the
relationship between
curriculum and
instruction
● Student response
journal
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

30 Review and re-motivate:
Review the “take aways”
from this lesson:
● Null Curriculum
● Hidden Curriculum
● Explicit Curriculum
● CCSS
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

RECONSTRUCTING TEACHER PREPARATION
325

● NGSS
● ELD
● C3 Framework
● Vertical alignment
● Instruction
● Direct instruction
● Student centered
learning
● Cognitively guided
instruction (CGI)
● Differentiated
Instruction
● Pedagogy
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: What is
Pedagogical Judgement?
The readings for M2.U3.L2
will be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M2.U3.L1 and the big ideas
in M2.U3.L2. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M2.U3.L2.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(24 hours)
1,440
mins

RECONSTRUCTING TEACHER PREPARATION
326

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 3: Enact Pedagogical Judgement
Lesson 2: What is Pedagogical Judgement?
Duration: 8 hours/480 minutes

Introduction: This unit, Enact Pedagogical Judgement, has three lessons: (1) Curriculum and Instruction; (2) What
is Pedagogical Judgement? (3) SLC 4. The lesson below is the second lesson in the unit and will require one eight-
hour day of instruction. In this lesson, learners will evaluate lessons for PJ. In addition to classroom meetings, there
will be nightly homework. This program relies heavily on the flipped classroom model. Learners will be responsible
for the readings prior to class.

Learning Objective
HLCP 3: Enact Pedagogical Judgement. Given knowledge of SJEd principles and the previous HLCPs for
Ambitious Teaching, learners will enact appropriate pedagogical judgement for ambitious teaching in a simulated
setting per the rubric.
Enabling Objective(s):
Lesson 2 (8 hours)
● Know what pedagogy means
● Know what pedagogical judgment means
● Know what monitor and adjust means
○ Know the different models of instruction (listed above) and when to use them
○ Articulate when it is appropriate to use a particular model of instruction
● Know what disturbing practice means

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 3: Understanding and Organizing Subject Matter for Student Learning
● 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum framework
● 3.3 Organizing curriculum to facilitate student understanding of the subject matter
● 3.4 Utilizing instructional strategies that are appropriate to the subject matter
Standard 4: Planning Instruction and Designing Learning Experiences for ALL Learners
● 4.1 Using knowledge of learners’ academic readiness, language proficiency, cultural backgrounds, and
individual development to plan instruction
● 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all learners
● 4.5 Adapting instructional plans and curricular materials to meet assessed learning needs of all learners
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning

Lesson Materials
M2.U3.L2 What is Pedagogical Judgement? Handout

Readings
1. Horn, I. S., & Campbell, S. S. (2015). Developing pedagogical judgment in novice teachers: mediated field
experience as a pedagogy for teacher education, Pedagogies: An International Journal, 10(2), 149-176.
2. Ovens, A., Fletcher, A., Attard, T., Fletcher, Tim, & Attard, Karl. (2014). Self-study in physical education
teacher education : Exploring the interplay of practice and scholarship (Self-Study of Teaching and
Teacher Education Practices).

RECONSTRUCTING TEACHER PREPARATION
327

Video 1: Lampkin, M. (2015, January 15). Teacher evaluation model training (Video 3) [Video File]. Retrieved
from https://youtu.be/CjqOZhWxltU
Video 2: Arthur May, A. (2013, March 22). Science Lesson on Sound [Video File]. Retrieved from
https://youtu.be/FG152JGTHzg

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question

30 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

What is pedagogical
judgement?
Learners will complete their
initial response in their
journals.
Learning
Objectives
10 M2.U3.L2 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

10 Benefits: Being able to
effectively execute
pedagogical judgement
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for

RECONSTRUCTING TEACHER PREPARATION
328

before, during, and after a
lesson promotes the
conditions for positive
student outcomes.

Risks: Not knowing how to
effectively execute
pedagogical judgement
before, during, and after a
lesson promotes the
conditions for negative
student outcomes.
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

10 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will evaluate
PJ in a lesson.
● Learners will disturb
practice during a
microteaching sample.
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Pedagogy
● Pedagogical judgment
● Monitor and adjust
● Disturbing practice
● The four different
models of instruction
● Direct instruction
● Student centered
learning
● Cognitively guided
instruction (CGI)
● Differentiated
Instruction
● Articulate when it is
appropriate to use a
particular model of
instruction
● Curriculum
● CCSS
● NGSS
● ELD
● C3 Framework

Instructor will use
socrative.com (or the like)
to develop a quiz to assess
prior knowledge. Answers
are displayed after all
learners have responded.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com

RECONSTRUCTING TEACHER PREPARATION
329

Guided
Learning:
Lecture 1:
What is
Pedagogical
Judgement?
90 Lecture 1: What is
Pedagogical Judgement?
Objective: Given prior
knowledge of curriculum
and instruction, learners
evaluate PJ in a lesson.
The instructor will:
● Remind learners of the
EQ
● Review the four main
curriculums and their
structure/purpose
● CCSS (ELA)
● NGSS
● ELD
● C3 Framework
● Review the four
different models of
instruction
● Direct instruction
● Student centered
learning
● Cognitively guided
instruction (CGI)
● Differentiated
Instruction
● Define pedagogical
judgement
● Define monitor and
adjust
● Facilitate a discussion
on the Readings as it
relates to the EQ and PJ
● Ask learners to
articulate when it is
appropriate to use a
particular model of
instruction
The learners will:
● Remind learners of the
EQ
● Review the four main
curriculums and their
structure/purpose
● Review the four
different models of
instruction
● Take notes as instructor
defines pedagogical
judgement and monitor
and adjust
● Participate in a
discussion on the
Readings as it relates to
the EQ and PJ
● Articulate when it is
appropriate to use a
particular model of
instruction

Practice and
Feedback
Lecture 1:
What is
Pedagogical
Judgment?
90 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will evaluate PJ in a
lesson.

The instructor will:
● Present Video 1
● Facilitate a discussion
about the video and the
evidence /or lack
thereof of PJ
● Model evaluating PJ in
the video
● In small groups, ask
learners to evaluate PJ
in the video
● Ask the groups to
present their evaluation
to the class
● Provide feedback as
learners present their
evaluation
The learners will:
● Watch Video 1
● Engage in a discussion
about the video and the
evidence /or lack
thereof of PJ
● Take notes as instructor
models evaluating PJ in
the video
● In small groups,
evaluate PJ in the video
● Present evaluation to
the class
● Respond to/give
feedback after each
presentation

RECONSTRUCTING TEACHER PREPARATION
330

Guided
Learning:
Lecture 2:
Disturbing
Practice
60 Lecture 2: Disturbing
Practice
Objective: Learners will
disturb practice during a
microteaching sample.

The instructor will:
● Remind learners of the
EQ
● Define disturbing
practice
● Facilitate a discussion
on the Readings as it
relates to the EQ and
disturbing practice
● Present Video 2
● Play the video again
and model how to
disturb practice (during
the video)
● Facilitate a discussion
about disturbing
practice during the
video
The learners will:
● Take notes as the
instructor defines
disturbing practice
● Participate in a
discussion on the
Readings as it relates to
the EQ and disturbing
practice
● WatchVideo 2
● Watch the video again
and take notes as the
instructor models how
to disturb practice
(during the video)
● Participate in a
discussion about
disturbing practice
during the video
Practice and
Feedback
Lecture 2:
Disturbing
Practice

120 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will disturb practice
during a microteaching
sample.

The instructor will:
● In small groups, ask
learners to choose a
teaching video (any
curriculum area)
● Ask groups to evaluate
the video and find at
least three instances
where they will disturb
practice
● Ask groups to present
their video and when
they would disturb
practice
● Provide feedback while
learners engage in this
activity
The learners will:
● In small groups, choose
a video (any curriculum
area)
● Evaluate the video and
find at least three
instances to disturb
practice
● Present video and
opportunities to disturb
practice
● Respond to feedback on
disturbing practice
Authentic
Assessment
n/a See SLC 4
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts throughout
the program.

Instructor will monitor
learners’ retention and
transfer as through:
● Presentations of video
and disturbing practice
● A metacognitive
awareness of disturbing
practice
● Student response journal
● the SLC process during
Module 2, the DLC
process during Module
3, and the TLC process
during Module 4
Learners will demonstrate
retention and transfer
through:
● Presentations of video
and disturbing practice
● A metacognitive
awareness of disturbing
practice
● Student response
journal
● the SLC process during
Module 2, the DLC
process during Module
3, and the TLC process

RECONSTRUCTING TEACHER PREPARATION
331

during Module 4
Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● Pedagogy
● Pedagogical judgment
● Disturbing practice
● The four different
models of instruction
● Direct instruction
● Student centered
learning
● Cognitively guided
instruction (CGI)
● Differentiated
Instruction
● Articulate when it is
appropriate to use a
particular model of
instruction
● Curriculum
● CCSS
● NGSS
● ELD
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question

Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: SLC 4
Instructor “previews” next
lesson drawing connections
between the big ideas in
M2.U3.L2 and the big ideas
in SLC 4.
Learners will write notes
connecting the big ideas in
each lesson.
Total Time
(8 hours)
480
mins

RECONSTRUCTING TEACHER PREPARATION
332

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 3: Enact Pedagogical Judgement
Lesson 3: SLC 4
Duration: 16 hours/960 minutes

Introduction: This unit, Enact Pedagogical Judgement, has three lessons: (1) Curriculum and Instruction; (2) What
is Pedagogical Judgement? (3) SLC 4. The lesson below is the third lesson in the unit and will require two eight-
hour days of instruction. In this lesson, learners will participate in the fourth SLC and write a critical reflection
paper. In addition to classroom meetings, there will be nightly homework. This program relies heavily on the flipped
classroom model. Learners will be responsible for the readings prior to class.

Learning Objective
HLCP 3: Enact Pedagogical Judgement. Given knowledge of SJEd principles and the previous HLCPs for
Ambitious Teaching, learners will enact appropriate pedagogical judgement for ambitious teaching in a simulated
setting per the rubric.
Enabling Objective(s):
Lesson 3 (16 hours)
● Know what disturbing practice means
● Demonstrate appropriate pedagogical judgment in a simulated setting by participating in the SLC process:
○ Observe a teaching event (i.e. a peer)
○ Disturb practice, as necessary
○ Collectively analyze the teaching event for appropriate pedagogical judgement
○ Ambitiously teach a lesson (developed in a previous lesson) to peers in a simulated setting while
TE engages in disturbing practice for the purpose of the learner enacting pedagogical judgment
○ Give and receive feedback regarding the teaching event
○ Critically reflect on own teaching event

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning
● 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and
development
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning
● 6.6 Managing professional responsibilities to maintain motivation and commitment to all learners
● 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Lesson Materials
M2.U3.L4 SLC 4 Handout

Readings
No Readings

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

RECONSTRUCTING TEACHER PREPARATION
333

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two Notes: At the start of Day 2, review and reactivate the EQ, and
reassess prior knowledge before moving on to new material.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question

60 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

What is your focus for
SLC 4?
Learners will complete their
initial response in their
journals.
Learning
Objectives
15 M2.U3.L3 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

15 Benefits: Being able to
effectively engage all
stakeholders in the SLC
process promotes the
conditions for positive
student outcomes.

Risks: Not knowing how to
effectively engage all
stakeholders in the SLC
process promotes the
conditions for negative
student outcomes.

Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.

RECONSTRUCTING TEACHER PREPARATION
334

Overview

15 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will participate
in the SLC process
● Learners will create a
rubric
● Learners will score
peers using their peers’
rubric
● Learners will write a
personal critical
reflection based on the
outcome of the SLC
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Steps in the SLC
process
● Pedagogical judgement
● Disturbing practice
Instructor will use
socrative.com to develop a
quiz to assess prior
knowledge of terms.
Answers are displayed after
all learners have responded.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and engages
in a short discussion after
answers are displayed.
Guided
Practice
Lecture 1:
Creating a
Rubric for PJ
120 Lecture 1: Creating Rubric
for PJ
Objective: Given
knowledge of ambitious
teaching, learners will
create a PJ rubric to be used
by their peers in scoring
their lesson during the SLC.
Instructor will:
● Remind learners of the
EQ
● Engage learners in a
discussion regarding PJ
● Ask small groups to
create a rubric for PJ
according to the
template
● Collaborate to create a
rubric for PJ
Learners will:
● Participate in a
discussion regarding PJ
● Form small groups to
create a rubric for PJ
according to the
template
● Collaborate to create a
rubric for PJ
SLC Day 1:
240
mins

Day 2:
300
mins
All stakeholders will
participate in the SLC
process in a simulated
setting.
Day 1
Learners will demonstrate
their knowledge of SJEd
and ambitious teaching in a
simulated setting by
participating in the SLC
process:
● Guide learners as they
plan a VL lesson
Day 2
● Observe a teaching
event (i.e. a peer)
● One peer will practice
Day 1
Learners will demonstrate
their knowledge of SJEd
and ambitious teaching in a
simulated setting by
participating in the SLC
process:
● Plan a VL lesson
Day 2
● Observe a teaching
event (i.e. a peer)
● One peer will practice
disturbing practice

RECONSTRUCTING TEACHER PREPARATION
335

disturbing practice
during the teaching
event
● Collectively analyze
the teaching event for
PJ and disturbing
practice
● Give and receive
feedback regarding the
teaching event
● Critically reflect on
own teaching event
during the teaching
event
● Collectively analyze the
teaching event for PJ
and disturbing practice
● Give and receive
feedback regarding the
teaching event
● Critically reflect on own
teaching event
Authentic
Assessment
120 The authentic assessment
will be driven by the peer
review via SLC rubrics,
followed by a written
critical self-reflection.
Instructor will score
learners using the rubric
and provide feedback for
each student following their
approximation of practice.
Learners will present their
scored rubric and specific
feedback following each
classmate’s approximation
of practice.
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts through their
lesson plans, reflection
journals, as well as
throughout the program.

Instructor will monitor
learners’ retention and
transfer as through:
● authentic assessment
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Learners will demonstrate
retention and transfer
through:
● Authentic assessment
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

30 Review and re-motivate:
Review the “take aways”
from this lesson:
● Disturbing practice
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: Teacher as
Learner. The readings for
M2.U4.L1 will be outlined.
Instructor “previews” next
lesson drawing connections
between prior units and the
big ideas in M2.U4.L1.
Instructor previews and
draws learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M2.U4.L1.
Learner complete the
readings before next class.
Total Time
(16 hours)
960
mins

RECONSTRUCTING TEACHER PREPARATION
336

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 4: Engage in Communities of Practice
Lesson 1: Teacher as Learner
Duration: 16 hours/960 minutes

Introduction: This unit, Engage in Communities of Practice, has three lessons: (1) Teacher as Learner; (2) SLC 5;
(3) Building School-Community Partnerships. The lesson below is the first lesson in the unit and will require two
eight-hour days of instruction. In this lesson, learners will create rubrics for collaborative learning in a PLC setting,
and in the classroom. In addition to classroom meetings, there will be nightly homework. This program relies
heavily on flipped classroom model. Learners will be responsible for the readings prior to class.

Learning Objective
HLCP 4: Engage in Communities of Practice. Given knowledge of SJEd principles and the previous HLCPs for
Ambitious Teaching, learners will engage in communities of practice for ambitious teaching in a simulated setting
by: (1) participating in a Professional Learning Community (PLC) event; (2) facilitating a collaborative classroom
discourse experience; (3) creating a plan to build a new/strengthen school-community partnership.
Enabling Objective(s):
Lesson 1 (16 hours)
● Know what teacher as learner means
● Know what a community of practice means
● Know what PLC means
● Know what collaborative learning means
● Know what collaborative learning in a PLC means
○ Know what collective teacher efficacy means
○ Create a concept map for collaborative learning in a PLC
○ Create a rubric for collaborative learning in a PLC
● Know what collaborative learning in a classroom means
○ Create a concept map for collaborative learning in a classroom
○ Create a rubric for collaborative learning in a classroom

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 2: Creating and Maintaining Effective Environments for Student Learning
● 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among learners
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning
● 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and
development
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning

Lesson Materials
M2.U4.L1 Teacher as Learner Handout

Readings
Collaborative Learning in a PLC
1. Webster-Wright, A. (2009). Reframing professional development through understanding authentic
professional learning. Review of Educational Research, 79(2), 702-739.
2. Cochran-Smith, M., & Lytle, S. (1999) Relationships of knowledge and practice: Teacher learning in

RECONSTRUCTING TEACHER PREPARATION
337

communities. Review of Research in Education, 24, 249-305.
3. Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about
research on teacher learning? Educational Researcher, 29(1), 4-15.
4. Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and
impact on student achievement. American Educational Research Journal, 37(2), 479-507.

Collaborative Learning in the Classroom
1. Smart, K. L., & Csapo, N. (2003). Team-based learning: Promoting classroom collaboration. Issues in
Information Systems, 4(1), 316-322.
2. Wells, G., & Arauz, R. M. (2006). Dialogue in the classroom. The journal of the learning sciences, 15(3),
379-428.
3. Webb, N. M. (2009). The teacher's role in promoting collaborative dialogue in the classroom. British
Journal of Educational Psychology, 79(1), 1-28.
4. Edutopia (2012, December 6). Building Collaborative Problem Solvers [Website] Retrieved from
https://www.edutopia.org/stw-collaborative-learning-math-english-video

Opening Video 1: Southern Poverty Law Center (2013, January 7). Darnell Fine - Teaching tolerance awards
[Video File]. Retrieved from https://youtu.be/6Itt8ltHbFA (revisit)

Collaborative Learning in a PLC
Video 1: Mallon, K. (2016, December 15). Collective teacher efficacy and PLCs [Video File]. Retrieved from
https://youtu.be/S7HO_gahmqc
Video 2: Corwin (2015, August 3). What matters most in raising student achievement [Video File]. Retrieved from
https://youtu.be/dzoqVYtL3ao
Video 3: Teaching Channel (n.d.). Professional learning: Problem of practice “Invisible work of teaching” [Video
File]. Retrieved from https://www.teachingchannel.org/videos/problem-of-practice

Collaborative Learning in the Classroom
Video 1: Thompson, T. A. (2014, March 25). Student centered discussion [Video File]. Retrieved from
https://youtu.be/N99Mg5LfFf
Video 2: TEDx Talks (2017, February 2). What makes a good teacher great? [Video File]. Retrieved from
https://youtu.be/vrU6YJle6Q4
Video 3: Edutopia (2012, December 5). Collaborative learning builds deeper understanding [Video File].
Retrieved from https://youtu.be/rWEwv_qobpU

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

RECONSTRUCTING TEACHER PREPARATION
338

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
60 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will present
Opening Video 1 (revisit)
ask learners to engage in a
quick write, followed by a
class discussion.

Learners will watch
Opening Video 1, then
engage in a quick write:

What does teacher as
learner mean?

Following the quick write,
learners will engage in a
class discussion.
Essential
Question

30 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

What is a collaborative
learning?
Learners will complete their
initial response in their
journals.
Learning
Objectives
15 M2.U4.L1 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

15 Benefits: Being able to
engage all stakeholders as a
community of learners in a
given context promotes the
conditions for positive
student outcomes.

Risks: Not knowing how to
effectively engage all
stakeholders as a
community of learners in a
given context promotes the
conditions for negative
student outcomes.
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

15 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies

RECONSTRUCTING TEACHER PREPARATION
339

will also be discussed.

Learning Activities:
● Create a concept map
for collaborative
learning in a PLC
● Create a rubric for
collaborative learning in
a PLC
● Create a concept map
for collaborative
learning in a classroom
● Create a rubric for
collaborative learning in
a classroom
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● teacher as learner
● collective teacher
efficacy
● community of practice
● PLC
● collaborative learning
Instructor will use
socrative.com (or the like)
to develop a three question
quiz to assess prior
knowledge of terms.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and engages
in a short discussion after
answers are displayed.
Guided
Learning:
Lecture 1:
Collaborative
Learning in a
PLC

240 Lecture 1: Collaborative
Learning in a PLC
Objective: Given
knowledge of teacher as
learner, teachers will create
a rubric for collaborative
learning in a PLC.
The instructor will:
● Remind learners of the
EQ
● Ask: What are the
essential components
of effective
collaborative learning
in a PLC?
● Engage in a short
discussion
● Present Collaborative
Learning in a PLC
Videos 1-3
● Facilitate a discussion
about the videos as it
relates to the EQ and
collaborative learning
in a PLC
● Facilitate a discussion
on the Readings
regarding collaborative
learning in a PLC
● Ask again: What are
the essential
components of
effective collaborative
learning in the
classroom?
The learners will:
● Watch Collaborative
Learning in a PLC
Videos 1-3
● Participate in a
discussion about the
videos as it relates to
the EQ, new question,
and collaborative
learning in a PLC
● Participate in a
discussion on the
Readings regarding
collaborative learning
in a PLC
● Form small groups to
create a concept map
for a PLC and record
their definition on a
whiteboard,
chalkboard, poster
paper, etc.
● Participate in a gallery
walk, reading all the
concept maps
● Engage in a
collaborative
discussion regarding

RECONSTRUCTING TEACHER PREPARATION
340

● Collectively define the
components of an
effective PLC through
discussion
● Ask learners to form
small groups to create a
concept map for a PLC
and record their
definition on a
whiteboard,
chalkboard, poster
paper, etc.
● Invite groups to go on a
gallery walk to view
the concept maps
● Guide the whole class
as they engage in a
collaborative
discussion regarding
the concept maps
● Create one common
concept map that
represents the PLC
the concept maps
● Create one common
concept map that
represents the PLC
Practice and
Feedback
Lecture 1:
Collaborative
Learning in a
PLC

180 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will create a rubric for
collaborative learning in a
PLC.

The instructor will:
● Review the term rubric
● Review examples of
rubrics from previous
lessons
● Using the common
concept map that was
created during Lecture
1, guide learners as
they create a rubric for
collaborative learning
in a PLC
● Provide feedback as
learners engage in this
activity
The learners will:
● Review the term rubric
● Review examples of
rubrics from previous
lessons
● Using the common
concept map that was
created during Lecture
1, create a rubric for
collaborative learning
in a PLC
● Respond to feedback as
they engage in this
activity
Guided
Learning:
Lecture 2:
Collaborative
Learning in a
Classroom
240 Lecture 2: Collaborative
Learning in a Classroom
Objective: Given
knowledge of teacher as
learner, teachers will create
a rubric for collaborative
learning in a classroom.
The instructor will:
● Remind learners of the
EQ
● Ask: What are the
essential components
of effective
collaborative learning
in the classroom?
● Present Collaborative
Learning in the
Classroom Videos 1-3,
and facilitate a
discussion about the
videos as it relates to
The learners will:
● Watch Collaborative
Learning in the
Classroom Videos 1-3
● Participate in a
discussion about the
videos as it relates to
the EQ, new question,
and collaborative
learning in a classroom
● Participate in a
discussion on the
Readings regarding
collaborative learning

RECONSTRUCTING TEACHER PREPARATION
341

the EQ and
collaborative learning
in a classroom
● Facilitate a discussion
on the Readings
regarding collaborative
learning in a classroom
● Ask again: What are
the essential
components of
effective collaborative
learning in the
classroom?
● Collectively define the
components of
effective collaborative
learning and when it is
appropriate to use in
the classroom
● Ask learner to form
small groups to create a
concept map
collaborative learning
in the classroom and
record their definition
on a whiteboard,
chalkboard, poster
paper, etc.
● Invite groups to go on a
gallery walk to view
the concept maps
● Guide the whole class
as they engage in a
collaborative
discussion regarding
the concept maps
● Create one common
concept map that
represents effective
collaborative learning
in a classroom
in a classroom
● Form small groups to
create a concept map
for collaborative
learning in a classroom
and record their
definition on a
whiteboard,
chalkboard, poster
paper, etc.
● Participate in a gallery
walk, reading all the
concept maps
● Engage in a
collaborative
discussion regarding
the concept maps
● Create one common
concept map that
represents effective
collaborative learning
in a classroom
Practice and
Feedback
Lecture 2:
Collaborative
Learning in a
Classroom
120 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will create a rubric for
collaborative learning in a
classroom.

The instructor will:
● Review the term rubric
● Review examples of
rubrics from previous
lessons
● Using the common
concept map that was
created during Lecture
2, guide learner as they
create a rubric for
collaborative learning
The learners will:
● Review the term rubric
● Review examples of
rubrics from previous
lessons
● Using the common
concept map that was
created during Lecture
1, create a rubric for
collaborative learning
in a PLC

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342

in a classroom
● Provide feedback as
learners engage in this
activity
● Respond to feedback
as they engage in this
activity
Authentic
Assessment
n/a See SLC 5
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts throughout
the program.

Instructor will monitor
learners’ retention and
transfer as through:
● authentic assessment
(see SLC 5)
● a metacognitive
awareness of
collaborative learning
during lesson planning
and teaching
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Learners will demonstrate
retention and transfer
through:
● authentic assessment
(see SLC 5)
● a metacognitive
awareness of
collaborative learning
during lesson planning
and teaching
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● teacher as learner
● collective teacher
efficacy
● community of practice
● PLC
● collaborative learning
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: SLC 5. There
will be no readings for
SLC 5.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M2.U4.L1 and the big ideas
in SLC 5.
Learners write notes
connecting the big ideas in
each lesson.
Total Time
(16 hours)
960
mins

RECONSTRUCTING TEACHER PREPARATION
343

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 4: Engage in Communities of Practice
Lesson 2: SLC 5
Duration: 16 hours/960 minutes

Introduction: This unit, Engage in Communities of Practice, has three lessons: (1) Teacher as Learner; (2) SLC 5;
(3) Building School-Community Partnerships. The lesson below is the second lesson in the unit and will require two
eight-hour days of instruction. In this lesson, learners will participate in the fifth SLC and write a critical reflection
paper. In addition to classroom meetings, there will be nightly homework. This program relies heavily on flipped
classroom model. Learners will be responsible for the readings prior to class.

Learning Objective
HLCP 4: Engage in Communities of Practice. Given knowledge of SJEd principles and the previous HLCPs for
Ambitious Teaching, learners will engage in communities of practice for ambitious teaching in a simulated setting
by: (1) participating in a Professional Learning Community (PLC) event; (2) facilitating a collaborative classroom
discourse experience; (3) creating a plan to build a new/strengthen school-community partnership.
Enabling Objective(s):
Lesson 2 (16 hours)
● Know what collective teacher efficacy means
● Articulate a rationale for collective teacher efficacy
● Engage in a community of practice (CoP) for ambitious teaching by participating in a PLC event via the
SLC process:
○ Day One:
■ Plan a PLC event
○ Day Two:
■ Facilitate a PLC event
■ Collectively analyze the PLC event for collective teacher efficacy
■ Evaluate the facilitator’s (learner’s) ability to build collective teacher efficacy during the
PLC event
■ Give and receive feedback regarding the facilitator’s (learner’s) ability to build collective
teacher efficacy during the PLC event
■ Critically reflect on their own participation in the PLC event
● Engage in a CoP for ambitious teaching by facilitating collaborative classroom discourse via the SLC:
○ Day One:
■ Plan a collaborative classroom conversation for peers (as learners)
○ Day Two
■ Facilitate the collaborative conversation for peers (as learners)
■ Collectively analyze the collaborative conversation for peers (as learners)
■ Give and receive feedback regarding the facilitator’s (learner’s) ability to facilitate the
collaborative conversation for peers (as learners)
■ Critically reflect on their own facilitation of the collaborative classroom conversation

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning
● 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and
development
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning

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344

Lesson Materials
M2.U4.L2 SLC 5 Handout

Readings
No Readings for M2.U4.L2

Video 1: Edutopia (2017, April 6). Teacher labs: Making professional development collaborative [Video File].
Retrieved from https://youtu.be/gf5KcyHGhRA

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction). Day Two Notes: At the start of Day 2, review and reactivate the EQ, and
reassess prior knowledge before moving on to new material.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question

60 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

What is your focus for
SLC 5?
Learners will complete their
initial response in their
journals.
Learning
Objectives
15 M2.U3.L3 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
Learner listens to and reads
objectives.

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345

objectives and purpose of
the lessons.
Reasons for
Learning

15 Benefits: Being able to
effectively engage all
stakeholders in the SLC
process promotes the
conditions for positive
student outcomes.

Risks: Not knowing how to
effectively engage all
stakeholders in the SLC
process promotes the
conditions for negative
student outcomes.
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

15 An general overview and
expectations of the Pre-
Residency Summer
Academy will be discussed.
An introduction to the
module, unit, and lesson
will also be discussed.

Learning Activities:
● Learners will participate
in the SLC process
● Learners will create a
self-evaluation rubric
● Learners will score
peers using their peers’
rubric
● Learners will write a
personal critical
reflection based on the
outcome of the SLC
Instructor describes and
explains prior knowledge
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question.
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Steps in the SLC
process
● Pedagogical judgement
● Disturbing practice
● Collective teacher
efficacy
Instructor will use
socrative.com to develop a
quiz to assess prior
knowledge of terms.
Answers are displayed after
all learners have responded.
Engage in a short
discussion.
Learner engages in this pre-
assessment via
socrative.com and engages
in a short discussion after
answers are displayed.
Guided
Practice
Lecture 1:
What is
Collective
Teacher
Efficacy?
120 Lecture 1: What is
Collective Teacher
Efficacy?
Objective: Given
knowledge of communities
of practice, learners will
articulate a rationale for
collective teacher efficacy.
Instructor will:
● Remind learners of the
EQ
● Define collective
teacher efficacy
● Watch Video 1
● Engage learners in a
discussion regarding
Learners will:
● Take notes as instructor
defines collective
teacher efficacy
● Watch Video 1
● Participate in a
discussion regarding
collective teacher

RECONSTRUCTING TEACHER PREPARATION
346

collective teacher
efficacy
● Collaborate to
articulate a rationale for
collective teacher
efficacy
efficacy
● Collaborate to
articulate a rationale for
collective teacher
efficacy
SLC Day 1:
120
mins

Day 2:
360
mins
All stakeholders will
participate in the SLC
process in a simulated
setting (choose one).
Choice 1
Engage in a community of practice for ambitious teaching
by participating in a PLC event via the SLC process:
Day 1
● Plan a PLC event

Day 2
● Facilitate a PLC event
● Collectively analyze the PLC event for collective
teacher efficacy
● Evaluate the facilitator’s (learner’s) ability to build
collective teacher efficacy during the PLC event
● Give and receive feedback regarding the facilitator’s
(learner’s) ability to build collective teacher efficacy
during the PLC event
● Critically reflect on their own participation in the PLC
event
-OR-
Choice 2
Engage in a community of practice for ambitious teaching
by facilitating collaborative classroom discourse (for
peers) via the SLC process by:

Day 1:
● Plan a collaborative classroom conversation for peers
(as learners)

Day 2:
● Facilitate the collaborative conversation for peers (as
learners)
● Collectively analyze the collaborative conversation for
peers (as learners)
● Give and receive feedback regarding the facilitator’s
(learner’s) ability to facilitate the collaborative
conversation for peers (as learners)
● Critically reflect on their own facilitation of the
collaborative classroom conversation
Authentic
Assessment
180 The authentic assessment
will be driven by the peer
review via rubrics, followed
by a written critical self-
reflection.
Instructor will score
learners using the rubric
and critical reflection paper.
Learners will provide
specific feedback to peers
via the rubric.
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts through their
lesson plans, reflection
Instructor will monitor
learners’ retention and
transfer as through:
● authentic assessment
Learners will demonstrate
retention and transfer
through:
● Authentic assessment

RECONSTRUCTING TEACHER PREPARATION
347

journals, as well as
throughout the program.

● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
● the SLC process
during Module 2, the
DLC process during
Module 3, and the
TLC process during
Module 4
Big Ideas

30 Review and re-motivate:
Review the “take aways”
from this lesson:
● Disturbing practice
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: Teacher as
Learner. The readings for
M2.U4.L1 will be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
Units 1-3 and the big ideas
in M2.U4.L1. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M2.U4.L1.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(16 hours)
960
mins

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348

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 4: Engage in Communities of Practice
Lesson 3: Building School-Community Partnerships
Duration: 8 hours/480 minutes

Introduction: This unit, Engage in Communities of Practice, has three lessons: (1) Teacher as Learner; (2) SLC 5;
(3) Building School-Community Partnerships. The lesson below is the third lesson in the unit and will require one
eight-hour day of instruction. In this lesson, learners will develop a plan to create/strengthen a school-community
partnership. In addition to classroom meetings, there will be nightly homework. This program relies heavily on
flipped classroom model. Learners will be responsible for the readings prior to class.

Learning Objective
HLCP 4: Engage in Communities of Practice. Given knowledge of SJEd principles and the previous HLCPs for
Ambitious Teaching, learners will engage in communities of practice for ambitious teaching in a simulated setting
by: (1) participating in a Professional Learning Community (PLC) event; (2) facilitating a collaborative classroom
discourse experience; (3) creating a plan to build a new/strengthen school-community partnership.
Enabling Objective(s):
Lesson 3 (8 hours)
● Know what it means to determine a need
● Engage in communities of practice by determining a need for creating/strengthening a school-community
partnership
○ Develop a plan for creating/strengthening a school-community partnership

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 6: Developing as a Professional Educator
● 6.1 Reflecting on teaching practices in support of student learning
● 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and
development
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning
● 6.4 Working with families to support student learning

Lesson Materials
M2.U4.L3 Building School-Community Partnerships Handout

Readings
1. Adamski, A., Fraser, B. J., & Peiro, M. M. (2013). Parental involvement in schooling, classroom
environment and student outcomes. Learning Environments Research, 16(3), 315.
2. Teaching for Change (n.d.). Parent engagement [Website]. Retrieved from
http://www.teachingforchange.org/parent-organizing/parent-engagement

Video 1: TEDx Talks (2016, December 1). What kids wish their teachers knew [Video File]. Retrieved from
https://youtu.be/8pcKbf_vpHg
Video 2: teachingforchange (2017, January 17). Building stronger schools with parent power [Video File].
Retrieved from https://youtu.be/_8Ca9cKOVbk?list=PLIz9n37euGFgucZhbCmIfoO8oSioRZU86
Video 3: Teaching Channel (n.d.). Professional learning: Problem of practice “Invisible Work of Teaching” [Video
File]. Retrieved from https://www.teachingchannel.org/videos/problem-of-practice

RECONSTRUCTING TEACHER PREPARATION
349

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
30 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor present Video 1
and ask learners to engage
in a quick write, followed
by a class discussion.
Learners will view the
images, then engage in a
quick write:

What do your wish your
teachers knew about you?

Following the quick write,
learners will engage in a
class discussion.
Essential
Question

30 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

Why do we need to
involve the community in
our schools?
Learners will complete their
initial response in their
journals.
Learning
Objectives
15 M2.U4.L3 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

15 Benefits: Being able to
effectively engage all
stakeholders promotes the
conditions for positive
student outcomes.

Risks: Not knowing how to
effectively engage all
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.

RECONSTRUCTING TEACHER PREPARATION
350

stakeholders promotes the
conditions for negative
student outcomes.
Overview

15 A review of the module,
unit, and lesson will be
discussed.

Learning Activities:
● Learners will engage in
communities of practice
by determining a need
for creating/
strengthening a school-
community partnership
● Learners will develop a
plan for creating/
strengthening a school-
community partnership
Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question: How
does your philosophy of
education impact your
instructional decisions?
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.
Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● Determine a need
● Communities of
practice
● School-community
partnership
Instructor will use
socrative.com (or the like)
to develop a three question
quiz to assess prior
knowledge. Engage in a
short discussion.
Learner engages in this pre-
assessment via
socrative.com and a short
discussion.
Guided
Learning:
Lecture 1:
Determine a
Need

90 Lecture 1: Determine a
Need
Objective: Learners will
engage in communities of
practice by determining a
need for creating/
strengthening a school-
community partnership at
their school of Residency.

The instructor will:
● Remind learners of the
EQ
● Ask: How do you
determine a need for
creating/strengthening
a school-community
partnership?
● Define terms:
● Determine a need
● Communities of
practice
● School-community
partnership
● Engage in a short
discussion
● Present Video 2 and
Video 3
● Facilitate a discussion
about the videos as
they relate to the EQ
and determining a need
for creating/
strengthening a school-
The learners will:
● Watch Videos 2 & 3
while thinking about
the question: How do
you determine a need
for
creating/strengthening
a school-community
partnership?
● Participate in a
discussion about the
videos as they relate to
the EQ and determining
a need for creating/
strengthening a school-
community partnership
● Facilitate a discussion
on the Readings
regarding determining
a need for creating/
strengthening a school-
community partnership
● Collectively define
how to determine a

RECONSTRUCTING TEACHER PREPARATION
351

community partnership
● Facilitate a discussion
on the Readings
regarding determining
a need for creating/
strengthening a school-
community partnership
● Ask again: How do you
determine a need for
creating/strengthening
a school-community
partnership?
● Collectively define
how to determine a
need for
creating/strengthening
a school-community
partnership
● Ask learners to form
small groups to create a
list of possible needs
and possible solutions
for building/
strengthening school-
community
partnerships on a
whiteboard,
chalkboard, poster
paper, etc.
● Invite groups to go on a
gallery walk to view
the lists
● Guide the whole class
as they engage in a
collaborative
discussion regarding
the lists
● Create one common list
that will act as a
resource for teachers
during their Residency
Year
need for
creating/strengthening
a school-community
partnership
● Form small groups to
create a list of possible
needs and possible
solutions for creating/
strengthening school-
community
partnerships on a
whiteboard,
chalkboard, poster
paper, etc.
● Invite groups to go on a
gallery walk to view
the lists
● Guide the whole class
as they engage in a
collaborative
discussion regarding
the lists
● Create one common list
that will act as a
resource for teachers
during their Residency
Year
Practice and
Feedback
Lecture 1:
Determine a
Need

120 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will determine a need
and develop a plan for
creating/strengthening a
school-community
partnership at their school
of Residency.
The instructor will:
● Model how to
determine a need at a
school site using
internet resources,
interviews, and records
● Guide learners during a
workshop period where
they will determine a
need for creating/
The learners will:
● Take notes as instructor
models how to
determine a need at a
school site using
internet resources,
interviews, and records
● Determine a need for
creating/strengthening
a school-community

RECONSTRUCTING TEACHER PREPARATION
352

strengthening a school-
community partnership
at their school of
Residency
● Model how to develop
a plan for creating/
strengthening a school-
community partnership
based on the identified
need
● Guide learners during a
workshop period where
they will develop a
plan for creating/
strengthening a school-
community partnership
based on the identified
need
● Provide feedback as
learners engage in this
activity
partnership at their
school of Residency
● Take notes as the
instructor models how
to develop a plan for
creating/strengthening
a school-community
partnership based on
the identified need
● Develop a plan for
creating/strengthening
a school-community
partnership based on
the identified need
● Respond to feedback as
learners engage in this
activity
Authentic
Assessment
120 Learners will demonstrate
their understanding of the
learning objectives and the
EQ by presenting their plan
for creating/strengthening a
school-community
partnership.

The instructor will:
● Model how to present a
plan for creating/
strengthening a school-
community partnership
● Provide feedback as
learners present their
plan for creating/
strengthening a school-
community partnership,
highlighting the
opportunities for
strengthening a
partnership or the
missed opportunities
strengthening
partnerships
The learners will:
● Take notes as the
instructor models how
to present a plan for
creating/strengthening
a school-community
partnership
● Respond to feedback as
learners present their
plan for creating
/strengthening a
school-community
partnership
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts through a
presentation of their plan
for creating/strengthening a
school-community
partnership, their reflection
journals, as well as
throughout the program.

Instructor will monitor
learners’ retention and
transfer through:
● their plan for
creating/strengthening
a school-community
partnership.
● a metacognitive
awareness of
strengthening school-
community
partnerships
● Student response
journals
Learners will demonstrate
retention and transfer by:
● their plan for
creating/strengthening a
school-community
partnership.
● a metacognitive
awareness of
strengthening school-
community partnerships
● Student response
journals
● the SLC process during
Module 2, the DLC

RECONSTRUCTING TEACHER PREPARATION
353

● the SLC process during
Module 2, the DLC
process during Module
3, and the TLC process
during Module 4
process during Module
3, and the TLC process
during Module 4
Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● Determine a need
● Communities of
practice
● School-community
partnership
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question
Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: What is
Pedagogical Judgement?
The readings for M2.U5.L1
will be outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M2.U4.L2 and the big ideas
in M2.U4.L3. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M2.U5.L1.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(8 hours)
480
mins

RECONSTRUCTING TEACHER PREPARATION
354

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 5: Know Thy Impact
Lesson 1: Evaluating Student Outcomes
Duration: 8 hours/480 minutes

Introduction: This unit, Know Thy Impact, has three lessons: (1) Evaluating Student Outcomes; (2) Teacher
Evaluation; (3) Action Research. The lesson below is the first lesson in the unit and will require one eight-hour day
of instruction. In this lesson, learners will interpret the CA Dashboard results for their current school/district
placement to evaluate its impact on student outcomes. In addition to classroom meetings, there will be nightly
homework. This program relies heavily on the flipped classroom model. Learners will be responsible for the
readings prior to class.

Learning Objective
HLCP 5: Know Thy Impact. Given knowledge of SJEd principles and the previous HLCPs for Ambitious Teaching,
learners will evaluate their impact on student outcomes via action research per the rubric.
Enabling Objective(s):
Lesson 2 (8 hours)
● Know SJEd principles
● Know HLCPs for Ambitious Teaching 1-4
● Know what impact means
● Know what student outcomes means
● Know different forms of assessment:
○ formative
○ common formative
○ summative
○ district level assessments
○ state level assessments
○ informal vs formal
● Articulate when to use the different forms of assessment
● Know what multiple measures means
● Know what CA Assessment of Student Performance and Progress (CAASPP) means
● Know what Smarter Balanced Assessment Consortium (SBAC) means
● Know what Value-Added Model (VAM) means
● Know what the English Language Proficiency Assessment for California (ELPAC) means
● Know what Physical Fitness Test (PFT) means
● Know what the CA Dashboard means
● Interpret the CA Dashboard results for current school/district placement

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 6: Developing as a Professional Educator
● 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and
development
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning
● 6.6 Managing professional responsibilities to maintain motivation and commitment to all learners
● 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

RECONSTRUCTING TEACHER PREPARATION
355

Lesson Materials
M2.U5.L1 Evaluating Student Outcomes Handout

Readings
1. Hattie, J. (2016). Know thy impact. On Formative Assessment: Readings from Educational Leadership (EL
Essentials), 36.
2. Marsh, J. A. (2012). Interventions promoting educators’ use of data: Research insights and gaps. Teachers
College Record, 114, 1-48.
3. Horn, I. S., & Little, J. W. (2009). Attending to problems of practice: Routines and resources for
professional learning in teachers’ workplace interactions. American Educational Research Journal, 47(1),
181-217.
4. Horn, I. S., Kane, B. D., & Wilson, J. (2015). Making sense of student performance data: Data use logics
and mathematics teachers’ learning opportunities. American Educational Research Journal, 52(2), 208-242

Video 1: Teachings in Education (2016, December 18). Assessment in education: Top 14 examples [Video File].
Retrieved from https://youtu.be/zTkQjH-_97c
Video 2: CASLT ACPLS (2015, July 24). Using assessment and evaluation strategies to support learners [Video
File]. Retrieved from https://youtu.be/-wePut0cfzA
Video 3: PCG (2014, April 7). Common core: Summative assessments [Video File]. Retrieved from
https://youtu.be/mX5eWEU1D7A
Video 4: Mcloughlin, C. (2017, March 15). California school dashboard [Video File]. Retrieved from
https://youtu.be/xQmQ4B1eqFk

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question

30 An essential question will
be presented for this lesson.
It will serve as a guiding
Instructor will present the
essential question:

Learners will complete their
initial response in their
journals.

RECONSTRUCTING TEACHER PREPARATION
356

question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Why do we need to
evaluate the impact on
student outcomes?
Learning
Objectives
10 M2.U5.L1 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

10 Benefits: Being able to
effectively engage all
stakeholders promotes the
conditions for positive
student outcomes.

Risks: Not knowing how to
effectively engage all
stakeholders promotes the
conditions for negative
student outcomes.
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

10 A review of the module,
unit, and lesson will be
discussed.

Learning Activities:
● Learners will know the
different forms of
assessment:
○ formative
○ common formative
○ summative
○ district level
assessments
○ state level
assessments
○ informal vs formal
○ interim
● Learners will articulate
when to use the
different forms of
assessment
● Learners will learn how
to interpret the CA
Dashboard results for
current school/district
placement
Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the order of
instructional activities
● related tasks including
outside readings,
lecture, practice, and
assessment
Instructor also provides the
essential question: How
does your philosophy of
education impact your
instructional decisions?
Learner listens and watches
presentation of overview
with essential question,
downloads any supporting
materials and handouts, and
reviews learning strategies
needed in order to be
successful.

RECONSTRUCTING TEACHER PREPARATION
357

Prerequisite
Knowledge
15 After introductions and
attention activities, assess
prior knowledge of:
● SJEd principles
● HLCPs (1-4)
● Impact
● Student outcomes
● Know different forms of
assessment:
○ formative
○ common formative
○ summative
○ district level
assessments
○ state level
assessments
○ informal vs formal
○ interim
● Multiple measures
● CA Assessment of
Student Performance
and Progress
(CAASPP)
● Smarter Balanced
Assessment Consortium
(SBAC)
● Value-Added Model
(VAM)
● English Learner
Proficiency Assessment
for California (ELPAC)
● CAST
● PFT
● The CA Dashboard
Instructor will use
socrative.com (or the like)
to develop a three question
quiz to assess prior
knowledge. Engage in a
short discussion.
Learner engages in this pre-
assessment via
socrative.com and a short
discussion.
Guided
Learning:
Lecture 1:
Assessment

90 Lecture 1: Assessment
Objective: Learners will
know the different forms of
assessment:
○ formative
○ common formative
○ summative
○ district level
assessments
○ state level assessments
○ informal vs formal
and be able to articulate
when to use the different
forms of assessment.

The instructor will:
● Remind learners of the
EQ
● Present Video 1 and
Video 2
● Define the different
forms of assessment:
● formative
● common formative
● summative
● district level
assessments
● state level
assessments
● informal vs formal
● Facilitate a discussion
regarding the Readings
and the EQ as they
The learners will:
● Present Video 1
● Take notes as the
instructor defines the
different forms of
assessment:
● formative
● common formative
● summative
● district level
assessments
● state level
assessments
● informal vs formal
● Participate in a
discussion regarding
the Readings and the
EQ as they relate to the

RECONSTRUCTING TEACHER PREPARATION
358

relate to the different
forms of assessment
● Ask student to form
small groups to unpack
the different types of
assessments, their
purposes, and when to
use them
● Ask groups to present
the above information
about their
chosen/assigned type of
assessment, along with
an example (i.e.
paper/pencil; digital;
image; video; etc.)
● Ask those who are not
presenting to take notes
on this information
● Provide feedback as
learners engage in this
activity
different forms of
assessment
● Form small groups to
unpack one type of
assessment, its purpose,
and when to use it
● Groups will present the
above information
about their
chosen/assigned type of
assessment, along with
an example (i.e.
paper/pencil; digital;
image; video; etc.)
● When not presenting,
take notes on the
different types of
assessment
● Respond to feedback
Practice and
Feedback
Lecture 1:
Assessment

30 Immediately following
Lecture 1, the instructor
will guide learners during a
workshop period where
they will articulate when to
use the different forms of
assessment.

The instructor will:
● Model how to articulate
when to use the
different forms of
assessment
● Guide learners during a
workshop period where
they will articulate
when to use the
different forms of
assessment
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as instructor
models when to use the
different forms of
assessment
● Articulate when to use
the different forms of
assessment
● Respond to feedback as
learners engage in this
activity
Guided
Learning:
Lecture 2:
Evaluating
Impact

90 Lecture 2: Evaluating
Impact
Objective: Given
knowledge of assessment
tools, learners will interpret
the CA Dashboard results
for their current
school/district placement to
evaluate its impact on
student outcomes.

The instructor will:
● Remind learners of the
EQ
● Define CAASPP
● Watch Video 3
● Define the different
assessment tools:
● SBAC
● VAM
● ELPAC
● CAST
● PFT
● Facilitate a discussion
regarding the Readings
and the EQ as they
relate to the different
The learners will:
● Watch Video 3
● Take notes as the
instructor defines:
● CAASPP
● SBAC
● VAM
● ELPAC
● CAST
● PFT
● Participate in a
discussion regarding
the Readings and the
EQ as they relate to the
different forms of
assessment

RECONSTRUCTING TEACHER PREPARATION
359

forms of assessment
● Ask student to form
small groups to unpack
the different
assessment tools, their
purposes, and when to
use them
● Ask groups to present
the above information
about their
chosen/assigned type of
assessment, along with
an example (i.e.
paper/pencil; digital;
image; video; etc.)
● Ask those who are not
presenting to take notes
on this information
● Provide feedback as
learners engage in this
activity
● Define multiple
measures
● Define the CA
Dashboard
● Ask: What is the
purpose of the CA
Dashboard?
● Facilitate a discussion
on the CA Dashboard
● Form small groups to
unpack one type of
assessment, its
purpose, and when to
use it
● Groups will present the
above information
about their
chosen/assigned type
of assessment, along
with an example (i.e.
paper/pencil; digital;
image; video; etc.)
● When not presenting,
take notes on the
different types of
assessment
● Respond to feedback
● Define multiple
measures
● Define the CA
Dashboard
● Answer: What is the
purpose of the CA
Dashboard?
● Participate in a
discussion on the CA
Dashboard
Practice and
Feedback
Lecture 2:
Evaluating
Impact

60 Immediately following
Lecture 2, the instructor
will guide learners during a
workshop period where
they will interpret the CA
Dashboard results for their
current school/district
placement to evaluate its
impact on student
outcomes.

The instructor will:
● Model how to interpret
the CA Dashboard
results for a the
school/district to
evaluate its impact on
student outcomes
● Guide learners as they
interpret the CA
Dashboard results for
their current
school/district
placement to evaluate
its impact on student
outcomes
● Provide feedback as
learners engage in this
activity
The learners will:
● Take notes as
instructor models how
to interpret the CA
Dashboard results for
their current
school/district
placement to evaluate
its impact on student
outcomes
● Interpret the CA
Dashboard results for
their current
school/district
placement to evaluate
its impact on student
outcomes
● Respond to feedback
as learners engage in
this activity
Authentic
Assessment
90 Learners will demonstrate
their understanding of the
The instructor will:
● Model how to present
The learners will:
● Take notes as the

RECONSTRUCTING TEACHER PREPARATION
360

learning objectives and the
EQ by presenting the CA
Dashboard results for their
current school/district
placement and the
evaluation of its impact on
student outcomes.

the CA Dashboard
results for a
school/district
placement to evaluate
its impact on student
outcomes
● Provide feedback as
learners present their
CA Dashboard results
for their current
school/district
placement to evaluate
its impact on student
outcomes
instructor models how
to present the CA
Dashboard results for a
random school/district
placement to evaluate
its impact on student
outcomes
● Present their CA
Dashboard results for
their current school/
district placement to
evaluate its impact on
student outcomes
● Respond to feedback as
learners engage in this
activity
Retention
and
Transfer
n/a Learners will demonstrate
retention and transfer of
these concepts through a
presentation of the CA
Dashboard results for their
current school/district
placement and the
evaluation of its impact on
student outcomes.

Instructor will monitor
learners’ retention and
transfer through:
● their presentation of the
CA Dashboard results
for their current
school/district
placement and the
evaluation of its impact
on student outcomes
● a metacognitive
awareness of student
outcomes
● Student response
journals
● the SLC process during
Module 2, the DLC
process during Module
3, and the TLC process
during Module 4
Learners will demonstrate
retention and transfer by:
● their presentation of the
CA Dashboard results
for their current
school/district
placement and the
evaluation of its impact
on student outcomes
● a metacognitive
awareness of student
outcomes
● Student response
journals
● the SLC process during
Module 2, the DLC
process during Module
3, and the TLC process
during Module 4
Big Ideas

15 Review and re-motivate:
Review the “take aways”
from this lesson:
● SJEd principles
● HLCPs (1-4)
● Impact
● Student outcomes
● Know different forms of
assessment:
○ formative
○ common formative
○ summative
○ district level
assessments
○ state level
assessments
Allow time for learners to
reevaluate their initial
response to the EQ by
adding, deleting, and/or
modifying their initial
response in their digital
student response journal.

Optional: Instructor asks
the learners to complete the
“3-2-1” Exit Ticket (see
M1.U1.L1 Handout):
● 3 “take-aways”
● 2 goals
● 1 question

Learners will:
● respond to the essential
question in their digital
student response
journals.
● complete the “3-2-1”
Exit Ticket (optional)

RECONSTRUCTING TEACHER PREPARATION
361

○ informal vs formal
○ interim
● Multiple measures
● CA Assessment of
Student Performance
and Progress
(CAASPP)
● Smarter Balanced
Assessment Consortium
(SBAC)
● Value-Added Model
(VAM)
● English Learner
Proficiency Assessment
for California (ELPAC)
● CAST
● PFT
● The CA Dashboard
Connect the importance of
the conceptual knowledge
to the goals of the unit and
module.
Advance
Organizer
for the Next
Unit
15 Connections made to the
next lesson: Teacher
Evaluation. The readings
for M2.U5.L2 will be
outlined.
Instructor “previews” next
lesson drawing connections
between the big ideas in
M2.U5.L1 and the big ideas
in M2.U5.L2. Instructor
previews and draws
learners’ attention to
important issues in the
readings.
Learners write notes
connecting the big ideas in
each lesson. Learners will
make notes regarding the
important issues in the
readings for M2.U5.L2.
Learners will complete the
readings for homework,
prior to the next class.
Total Time
(8 hours)
480
mins

RECONSTRUCTING TEACHER PREPARATION
362

Module 2: How to Enact the HLCPs for Ambitious Teaching in a Simulated Setting

Unit 5: Know Thy Impact
Lesson 2: Teacher Evaluation
Duration: 8 hours/480 minutes

Introduction: This unit, Know Thy Impact, has three lessons: (1) Evaluating Student Outcomes; (2) Teacher
Evaluation; (3) Action Research. The lesson below is the second lesson in the unit and will require one eight-hour
day of instruction. In this lesson, learners will know and articulate the difference between: (1) teacher evaluation and
teacher observation; (2) professional development and professional growth. In addition to classroom meetings, there
will be nightly homework. This program relies heavily on the flipped classroom model. Learners will be responsible
for the readings prior to class.

Learning Objective
HLCP 5: Know Thy Impact. Given knowledge of SJEd principles and the previous HLCPs for Ambitious Teaching,
learners will evaluate their impact on student outcomes via action research per the rubric.
Enabling Objective(s):
Lesson 3 (8 hours)
● Know what teacher evaluation means vs teacher observation means
● Know different ways in which teachers are evaluated
○ CA Standards for the Teaching Profession (CSTP)
○ Teacher Performance Expectations (TPEs)
● Know what professional development vs professional growth/learning means

California Standards for the Teaching Profession (CSTPs) Covered:
Standard 6: Developing as a Professional Educator
● 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and
development
● 6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning
● 6.6 Managing professional responsibilities to maintain motivation and commitment to all learner
● 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Lesson Materials
M2.U5.L2 Teacher Evaluation Handout

Readings
Teacher Evaluation vs Teacher Observation
1. Popham, W. (2013). On Serving TWO MASTERS: Formative and Summative Teacher Evaluation.
Principal Leadership, 13(7), 18-22.
2. The New Teacher Project (2010). Teacher evaluation 2.0. [PDF] Retrieved from
https://tntp.org/assets/documents/Teacher-Evaluation-Oct10F.pdf
3. Sawchuk, S. (2015, September 3). Teacher evaluation: An issue overview [Website] Retrieved from
4. https://www.edweek.org/ew/section/multimedia/teacher-performance-evaluation-issue-
overview.html#Evolution
5. Marzano, R. J., (2012). The two purposes of teacher evaluation. Educational Leadership, 70(3), 14-19.
6. Educational Leadership (2012, November). Teacher evaluation: What’s fair? What’s effective? [Video
File] Retrieved from http://www.ascd.org/publications/educational-leadership/nov12/vol70/num03/The-
Two-Purposes-of-Teacher-Evaluation.aspx (interview with Robert Marzano at the bottom of the article)
7. The New Teacher Project (2011). Rating a teacher observation tool [PDF] Retrieved from

RECONSTRUCTING TEACHER PREPARATION
363

https://tntp.org/assets/documents/TNTP_RatingATeacherObservationTool_Feb2011.pdf

California Teaching Performance Expectations (TPEs) vs Standards for the Teaching Profession (CSTP)
1. California Commission on Teacher Credentialing [CTC] (2013, March). California Teaching Performance
Expectations [PDF] Retrieved from https://www.ctc.ca.gov/docs/default-source/educator-prep/tpa-
files/tpes-full-version.pdf
2. CTC, CDE, New Teacher Center (2012, June). Continuum of Teaching Practice [PDF] Retrieved from
https://www.ctc.ca.gov/docs/default-source/educator-prep/ca-ti/final-continuum-of-teaching-
practice.pdf?sfvrsn=9b400217_0

Professional Development vs Professional Growth
1. Review readings from M2.U4.L1
2. Education World (n.d.). Teachers observing teachers: A professional development tool for every school
[Website] Retrieved from http://www.educationworld.com/a_admin/admin/admin297.shtml
3. Kelly, M. (2017, November 24). Methods of professional growth for teachers [Website] Retrieved from
4. https://www.thoughtco.com/methods-of-professional-growth-for-teachers-7634

Teacher Evaluation vs Teacher Observation
Video 1: TED (2013, May 8). Our teachers deserve better [Video File]. Retrieved from
https://youtu.be/81Ub0SMxZQo
Video 2: Bedley, T. (2008, August 28). Lesson observation [Video File]. Retrieved from
https://youtu.be/0akVmCfUJiQ
Video 3: AITSL (2015, September 28). Classroom observation strategies: Peer observation [Video File]. Retrieved
from https://youtu.be/c_W6tb35r3M

California Teaching Performance Expectations vs Standards for the Teaching Profession (CSTP)
Video 1: California Commission on Teacher Credentialing [CTC] (2016, August 22). Teaching performance
expectations [Video File]. Retrieved from https://youtu.be/mmu8xgTFujg
Video 2: O'Connor, E. (2015, July 26). Year 1 section 2 CSTP video [Video File]. Retrieved from
https://youtu.be/nKxpymQnI6Y
Video 3: O'Connor, E. (2015, July 28). Year 2 section 2 CSTP and ELD overview video [Video File]. Retrieved
from https://youtu.be/zcJegNGRgkE

Professional Development vs Professional Growth
Video 1: Edutopia (2017, April 6). Teacher labs: Making professional development collaborative [Video File].
Retrieved from https://youtu.be/gf5KcyHGhRA (revist)
Video 2: TEDx Talks (2013, November 13). Professional development - nurturing the teacher as learner: Tai
Basurto [Video File]. Retrieved from https://youtu.be/_Go5DytVEOg

Access to computer with internet
Student Response Journal

Learner Characteristic Accommodations
Learners will take the course in a university classroom setting. Audio/visual or physical accommodations will be
made based on need, and upon request, per the university's Accommodation Policy.

Facilitator’s Notes
The presentation, practice, and feedback actions are facilitated by an instructor. The instructor needs to provide
timely feedback during practice and assessments. See the table below for specific Instructor Action/Decision
(Supplantive events of instruction).

RECONSTRUCTING TEACHER PREPARATION
364

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision (Generative)
Gain
Attention
15 Learners will engage their
prior knowledge by
reviewing notes,
assignments, and readings
from previous lessons.
Learners will view images
and engage in discussion to
gain attention and activate
prior knowledge in
preparation for the lesson.
Instructor will gain
attention via a short class
discussion.
Learners will engage their
prior knowledge via a short
class discussion.
Essential
Question

30 An essential question will
be presented for this lesson.
It will serve as a guiding
question throughout the
lesson. Learners will have
an opportunity to give an
initial response at the
beginning of the lesson and
then reflect on/add to their
initial response at the close
of the lesson.
Instructor will present the
essential question:

Why do we need to study
our own practice?
Learners will complete their
initial response in their
journals.
Learning
Objectives
10 M2.U5.L2 objectives are
presented in writing and
repeated orally.
Instructor states the
objectives aloud through
audio/video narration,
relating the guiding
question to the learning
objectives and purpose of
the lessons.
Learner listens to and reads
objectives.
Reasons for
Learning

10 Benefits: Being able to
effectively analyze student
outcomes promotes the
conditions for positive
student outcomes.

Risks: Not knowing how to
effectively analyze student
outcomes promotes the
conditions for negative
student outcomes.
Instructor states the reasons
for learning the material
and the risks.
Learner listens and reads
the reasons for learning.
Visual symbols/icons for
benefits and risks will be
used and will reference
back to the initial
motivational scenario.
Overview

10 A review of the module,
unit, and lesson will be
discussed.

Learning Activities:
● Learners will articulate
the difference between
teacher evaluation and
teacher observation.
Instructor describes and
explains prior knowledge,
connection to new
knowledge as well as
learning strategies
including:
● the orde