Nevada has adapted a new framework for teacher evaluation that was implemented during the 2014/2015 school year. It is called the Nevada Educator Performance Framework (NEPF). After reading through it I immediately realized that Whole Brain Teaching is in complete alignment with the framework. So I decided to create a chart showing which components of WBT fit with which performance indicators for each standard. Below is the chart:
NEPF and WBT
This is not meant to be
an exhaustive list, but simply a starting point when looking at how components
of Whole Brain Teaching fit into the Nevada Educator Performance Framework.
Standard 1: New Learning is Connected to Prior Learning and Experience
Indicator
1:
The teacher activates all students’ initial understandings of new
concepts and skills
|
·
The essential
question and answer (Steps one and two of five step lesson plan)
·
|
Indicator
2:
The teacher makes connections explicit between previous concepts and
new concepts and skills for all students
|
·
Teach Okay
·
Electronic
Super Speed Grammar
·
The Writing
Game
·
Red/Green
Writing Focus Skills
·
Smooth Bumpy
Planet
·
Super Speed
Rhyme
·
The Genius
Ladder
|
Indicator
3: The teacher makes clear the purpose and relevance of new learning for
all students
|
· Mirrors
·
Teach Okay
|
Indicator
4:
The teacher provides all students opportunities to build on or
challenge initial understandings
|
·
Teach Okay
·
Yes/No Way
(Step four of five step lesson plan)
|
Standard 2: Learning Tasks have High Cognitive Demand for Diverse
Learners
Indicator
1: The teacher assigns tasks that purposefully employ all students’
cognitive abilities and skills
|
·
Teach Okay
·
Critical
Thinking (Step five of five step lesson plan)
·
Oral Writing
·
Brainies/The
Brainy Game
·
Magic Mirror
·
Crazy Professor
Game
|
Indicator
2: The teacher assigns tasks that place appropriate demands on each
student
|
·
Super Speed
Reader 100
·
Super Speed
Reader 1,000
·
Super Speed
Math
·
“Help me!”
Brainy
|
Indicator
3:
The teacher assigns tasks that progressively develop all students’
cognitive abilities and skills
|
·
The Genius
Ladder
·
Electronic
Super Speed Grammar
·
Red/Green
Writing
·
Super Speed
Reader 100 and 1,000
·
Super Speed
Math
·
Super Speed
Rhyme
·
Electronic
Biffytoons
·
The Writing
Game
|
Indicator
4:
The teacher operates with the deep belief that all children can
achieve regardless of race, perceived ability and socio-economic status
|
·
Super Improvers
Team
·
Scoreboard
|
Standard 3:
Students Engage in Meaning-Making through Discourse and Other Strategies
Indicator
1: The teacher provides opportunities for extended, productive discourse
between the teacher and student(s) and among students
|
·
Teach Okay
·
Uh Oh Switch
·
Oral Writing
·
The Writing
Game
·
The Brainy Game
·
Prove It
·
The Bullseye
Game
·
The Agreement
Bridge
|
Indicator
2:
The teacher provides opportunities for all students to create and
interpret multiple representations
|
·
Critical
Thinking (Step five of five step lesson)
·
Brain Toys
·
The Crazy
Professor Game
·
Prove It
|
Indicator
3:
The teacher assists all students to use existing knowledge and prior
experience to make connections and recognize relationships
|
·
Critical
Thinking (Step five of five step lesson)
·
The Genius
Ladder
·
The Writing
Game
·
Electronic
Super Speed Grammar
·
Red/Green
Writing
|
Indicator
4: The teacher structures the classroom environment to enable
collaboration, participation, and a positive affective experience for all
students
|
This indicator in many ways defines
WBT; therefore, all components of WBT could fit under this indicator
|
Standard 4:
Students Engage in Metacognitive Activity to Increase Understanding of
and Responsibility for Their Own Learning
Indicator
1: The teacher and all students understand what students are learning,
why they are learning it, and how they will know if they have learned it
|
·
Language Arts
and Math Pics
·
Super Improver
Board
·
Super Speed
Math
·
Super Speed
Reading 100 and 1,000
·
Red/Green
Writing
·
Paperclip
Proofreading
|
Indicator
2: The teacher structures opportunities for self-monitored learning for
all students
|
·
Super Speed
Reading 100 and 1,000
·
Super Speed
Math
·
The Writing
Game
·
The Brainy Game
·
Paperclip
Proofreading
·
Super Improvers
Board
·
Universal
Homework Model
|
Indicator
3: The teacher supports all students to take actions based on the
students’ own self-monitoring processes
|
·
Super Speed
Reading 100 and 1,000
·
Super Speed
Math
·
The Writing
Game
·
The Brainy Game
·
Paperclip
Proofreading
·
Universal
Homework Model
|
Standard 5: Assessment is Integrated into Instruction
Indicator
1:
The teacher plans on-going learning opportunities based on evidence of
all students’ current learning status
|
·
The Five Step
Lesson Plan
·
Super Speed
Reading 100 and 1,000
·
Super Speed
Math
·
Red/Green
Writing
·
The Genius
Ladder
·
Oral Writing
|
Indicator
2: The teacher aligns assessment opportunities with learning goals and
performance criteria
|
·
Question Time
(Step four of five step lesson plan)
·
Paperclip Proofreading
in combination with red/green writing focus
|
Indicator
3: The teacher structures opportunities to generate evidence of learning
during the lesson of all students
|
·
Question Time (Step four of five step lesson plan)
·
Smart Cards
|
Indicator
4: The teacher adapts actions based on evidence generated in the lesson
for all students
|
·
Steps three and
four of five step lesson plan
·
Mirrors
|
