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Frequently Asked Questions and Answers

 

How does PowerTeaching address students that are below grade level?

Is Active Instruction scripted or do teachers have creative control during that time?

Is there flexibility within the instructional days for teachers to include activities of their own in addition to the PowerTeaching framework?

How often and for how long will SFAF coaches be available? How often will they be on site?

What happens if classes or the school doesn't show improvement or show success in student achievement?  Are the individual teachers held accountable and what actions would be taken?

Do we have to use the assessments provided or can we create our own?

Do we have to use PowerTeaching all of the time?

Does PowerTeaching work for large classes?

How does PowerTeaching fit into a district's scope and sequence/pacing guide?

 

How does PowerTeaching address students that are below grade level?

PowerTeaching works best in a heterogeneous classroom where students of all abilities are allowed to work together to construct meaning of the grade-level content being presented. This use of “kid language” often allows students to make connections to concepts that they already know without the barrier of formal math language. Because of the gradual release model, students who truly need remediation can be pulled during Team Mastery and instructed individually or in small groups as the teacher deems fit. [top]


Is Active Instruction scripted or do teachers have creative control during that time?

A framework for Active Instruction is provided to the teachers. Concepts are outlined and the teacher has the option to expand the concepts using the language presented, or can use their own language to articulate the information. [top]


Is there flexibility within the instructional days for teachers to include activities of their own in addition to the PowerTeaching framework?
Teachers can make adjustments to Active Instruction to incorporate their own activities, however we ask that the PowerTeaching framework be used in concept presentation. [top]


How often and for how long will SFAF coaches be available? How often will they be on site?
During the first year, SFAF coaches will provide a 2-day program introduction and a set number of support coaching visits. [top]


What happens if classes or the school doesn't show improvement or show success in student achievement?  Are the individual teachers held accountable and what actions would be taken?

Districts are responsible for implementation and current teacher expectations should be upheld. To help support implementation, SFAF uses a Snapshot document to monitor student achievement data throughout the year and set goals accordingly. Snapshots provide a picture of the moment. The PowerTeaching Status Report and Snapshot tools offer an image of success and create a picture of what is possible for a school to accomplish. Schools use these reports to build a sense of urgency, identify the need for action, celebrate success, highlight progress and change, and focus on a different way of looking at something familiar.


PowerTeaching implementation includes a quarterly review of schoolwide summary data related to attendance, math achievement, and proficiency results. This data provides a context for evaluating and connecting the implementation of PowerTeaching to achievement results. Collectively, all the Snapshot objectives represent a full and complete use of Success for All programs that results in the highest possible levels of student achievement.

 

The PowerTeaching Snapshot is maintained by the school-based PowerTeaching coach and SFAF coach. Ideally, SFAF coaches and school leaders work together to review the status report data summaries and to verify and rate the PowerTeaching Snapshot objectives for schoolwide structures, instructional processes, and student engagement. The  Snapshot is divided into 18 objectives that are separated into Instructional Process and Student Engagement:

  • Objectives for Instructional Process
    • PowerTeaching uses a particular instructional process. These objectives reflect the most powerful processes that are evident in the PowerTeaching framework and should be consistently monitored for quality. These objectives define expectations for teachers and are directly related to student outcomes. There are 11 Snapshot objectives for the PowerTeaching instructional process. 
  • Objectives for Student Engagement
    • The purpose of PowerTeaching instructional processes is to empower student learning. Students must be engaged in learning to achieve success. In PowerTeaching, active student participation through high-quality cooperative learning is essential to high performance. There are 7 Snapshot objectives for Student Engagement in a refined PowerTeaching implementation.

The school-based portfolio is also built around these 18 objectives, and teachers work simultaneously with both to end up with a complete support/accountability structure. [top]


Do we have to use the assessments provided or can we create our own?
Each lesson comes with a pre-determined Get the Goof (error analysis) and an optional Quick Check (exit ticket) assessment. Each lesson cycle has an assessment already planned which is administered every 3-7 lessons. Typically, Quick Check student responses become Get the Goof opportunities after the teachers become familiar with the PowerTeaching framework. Cycle assessments should be given as-is as they are based on the pre-determined work that has been completed by the students. The sample lesson plans show the lesson framework and the procedures for the assessment day. Generally speaking, all elements of PowerTeaching should be presented and utilized as directed to ensure the quality of the implementation. [top]


Do we have to use PowerTeaching all of the time?
PowerTeaching is a framework that is designed to be used continually. To ensure the greatest success, it is important for teachers to stick with the model during the entire class, and for every class. It contains layers of cooperative learning that only work when used as a whole. Students encounter difficulty and confusion when presented with only some components of the framework, or when it is used inconsistently. [top]


Does PowerTeaching work for large classes?
PowerTeaching can be used in classrooms of any size. In fact, larger classrooms often benefit more from the process, as it allows the teacher to facilitate fewer individual questions and concerns. It also provides students with the opportunity to ask more questions and talk about their thinking in a safe environment with peers, as supported by their teams. [top]


How does PowerTeaching fit into a district's scope and sequence/pacing guide?
The district would adopt the PowerTeaching scope and sequence, which is aligned to the Common Core State Standards. [top]