Effective+ELA+Program

====//Being a reflective practitioner is an important part of the teaching profession. Opportunities to reflect before, during, and after planning, at the end of a unit, and at the end of the year, can be guided by the following questions.//====

Some Reflections Before, During and After:

 * What outcomes (in whole or part) will guide your planing?
 * How will students demonstrate the desired understandings, abilities, skills, processes, strategies, thinking?
 * How will students' achievement be formally evaluated and reported?
 * How have you planned for and identified students' readiness levels, prior knowledge, and background experience at the beginning of key lesson segments?
 * How have you facilitated/planned for student engagement with and exploration of the questions for deeper understanding (Q4DU)?
 * How have you facilitated students' ongoing reflection on and consideration of Q4DU?
 * How have you attended to Before, During, and After Learning organizational structure for each lesson?
 * How have you modelled strategies and scaffolded instruction for CR, CC, and AR within the lessons?
 * Have you provided guided practice opportunities for strategies?
 * Have you planned for and facilitated co-construction of models, rubrics, self-assessment tools?
 * How have you capitalized on the texts as vehicles for contextualized, meaningful language study for each text/each lesson?
 * How have you facilitated/planned for student exploration of the questions for deeper understanding?
 * How have you facilitated self-reflection among students? How have you scaffolded, modelled, and integrated student self-reflection and goal setting within lessons?
 * Have the learning experiences you have planned take students to the Broad Areas of Learning, the Cross Curricular Competencies and the aim of ELA?
 * How have you engaged students in challenging their own thinking and inquiring further into injustice and social action?

**Reflection on an Effective Language Arts Program**
Use the following reflective prompts to help you identify strengths and areas to improve your own ELA Program. The levels are based on Sun West's reporting process: Consistenly, Usually, Sometimes, Rarely


 * C || U || S || R || I provided meaningful contexts that addressed "big idea" and questions for deeper understanding. ||
 * C || U || S || R || I focused on grade-specific outcomes to achieve the K-12 aim and goals of the program. ||
 * C || U || S || R || I focused on language and helped students understand how it worked. ||
 * C || U || S || R || I taught students through powerful cognitive and communication strategies. ||
 * C || U || S || R || I included a range of texts (oral, print, and other forms). ||
 * C || U || S || R || I encouraged student inquiry, social responsibility and personal agency, and self-reflection. ||