Joshua Parker, an instructional coach at Paul Laurence Dunbar Senior High School in Washington, shares how he supports and coaches Marquis Colquitt, a 9th grade English teacher. Parker and Colquitt meet before and after in-class observations to review and set new goals that promote independent learning and adapt to students' needs.
Anna Dearlove, a 2nd grade teacher at Glen Park Elementary School in San Francisco, uses her smartphone and other tech tools to collect and analyze formative assessment data. She records her students' conversations as they work in groups to evaluate their usage of academic language.
Elizabeth Iwaszewicz, a kindergarten teacher at Lafayette Elementary School in San Francisco, uses music to help students focus their attention as they line up. She uses Jeopardy!'s theme song to make the routine like a quick and timed game.
Anna Dearlove, a 2nd grade teacher at Glen Park Elementary School in San Francisco, prepares English-language learners as they investigate living organisms by having them practice using academic language with their peers. Students work individually and then in pairs to make shared claims about variations found in their research on the plants and animals.
Elizabeth Iwaszewicz, a kindergarten teacher at Lafayette Elementary School in San Francisco, pairs English-language learners with native English speakers so that they can work together to develop their use of academic language. She uses the pair-and-share exercise to manage transitions between activities.
Viet-ly Nguyen, a 6th grade English teacher at Westlake Middle School in Oakland, Calif., uses academic discussions to allow students to share and compare their interpretations on social justice issues within a complex text. Engaging in academic discourse prepares students to begin writing well-developed responses.
Antoinette Pippin, a 5th grade teacher at the Dr. Theodore T. Alexander Junior Science Center School in Los Angeles, utilizes artwork to teach students about sustainable ecosystems. Students compare and contrast scientific and artistic characteristics to make claims about the health of an ecosystem and to explore the balance found in nature and art.
Jen Saul, a 3rd grade teacher at East Palo Alto Charter School in California, creates a positive classroom culture by using a classroom pledge to help students remember learning expectations and by supporting students as they learn to work together toward academic success.
Mary Abdul Wajid, a kindergarten teacher at Aspire Berkley Maynard Academy in Oakland, Calif., uses visual aids to help her students recall classroom expectations and determine their needs before asking for help.
Chuck Pack, a math teacher at Tahlequah High School in Oklahoma, shares how he answers students' questions of when they are going to use his lessons beyond the classroom. He helps students make real-world connections to their work so they see the value of the learning process.