Georgia FIP is a blended learning opportunity that offers you access to online learning modules and facilitation materials based on some of the world’s best research. The Georgia Department of Education has made this learning experience available to educators across the state.

Overview of Online LearningThe online learning includes seven modules about the following topics:

1 Introducing Formative Instructional Practices

2 Using Clear Learning Targets

3 Collecting and Documenting Evidence of Student Learning

4 Analyzing Evidence and Providing Effective Feedback

5 Preparing Students to Take Ownership of Learning: Peer Feedback, Self-Assessment, and More

6 Leading Formative Instructional Practices

7 Coaching Formative Instructional Practices

These modules are organized into role-based learning paths designed to personalize your learning experience.

Facilitating Formative Instructional Practices GuideThis guide is designed to help facilitate collaborative learning about formative instructional practices. The guide contains materials corresponding to each of the modules, including: team agendas, activities and handouts designed to deepen learning, and detailed answer keys and tips for facilitators.

What is Georgia FIP?

The research is clear—formative instructional practices (FIP) are the keys to increasing student achievement, allowing all students to be successful in Georgia’s education system.

What are the Keys to Student Success?

The Georgia FIP learning experience can propel your growth—and impact your students’ success.

Propel Your Growth

• Engage in professional learning aligned with the Teacher and Leader Keys Effectiveness System.

• Plan for and deliver instruction of Georgia’s curriculum.

• Gather accurate and reliable evidence of student progress relative to the new standards.

• Use evidence informed decisions and provide students with feedback that moves their learning forward.

Impact Your Students

• Students know what they are expected to learn.

• Students self-assess and make decisions about where they need to go based on where they are.

• Students are motivated by their progress.

• Students are engaged and take ownership of their learning.

What are Formative Instructional Practices?

Educators across Georgia are working hard to implement initiatives aimed at ensuring all students achieve the target of college and career readiness.

Formative instructional practices are critical to connecting the dots between improvement efforts related to curriculum, instruction, and assessment.

How Does Georgia FIP Connect?

FIP

“ We have in hand a new vision of excellence in assessment that will tap the wellspring of confidence, motivation, and learning potential that resides within every student. The time has come to embrace it!”

– Stiggins, 2008 Want to enhance your knowledge and use of these high-impact practices?

Want to Learn More about Georgia FIP?

For more information about the online learning or how to implement Georgia FIP, please contact the Georgia Department of Education Office of Assessment and Accountability Division at 1.800.634.4106.

Need Technical Support?

Contact Battelle for Kids at Support@BattelleforKids.org or call 1-866-543-7555.

© 2013, Georgia Department of Education. All Rights Reserved.

Online learning modules about form

ative instructional practices are organized into personalized learning paths for:

Teachers | Leaders | Coaches

Contact your district or school leader for an access code and get started at:

ww

w.gadoe.org/G

eorgiaFIP

Online learning modules about form

ative instructional practices are organized into personalized learning paths for:

Teachers | Leaders | Coaches

Contact your district or school leader for an access code and get started at:

ww

w.gadoe.org/G

eorgiaFIP

Online learning modules about form

ative instructional practices are organized into personalized learning paths for:

Teachers | Leaders | Coaches

Contact your district or school leader for an access code and get started at:

ww

w.gadoe.org/G

eorgiaFIP

GET CO

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ECT A FRIEN

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ECT A FRIEN

D

Be clear about what students need to know and be able to do according to Georgia’s rigorous curriculum.

CLEAR LEARNING TARGETS

Collect evidence of your students’ progress relative to Georgia’s curriculum.

EVIDENCE OF STUDENT LEARNING

Ultimately, help students take ownership of their learning.

STUDENT OWNERSHIP

Provide the kind of feedback that drives learning forward.

EFFECTIVE FEEDBACK

for Teachers

TEACHER EDITION

Ho

w D

oes

Geo

rgia

FIP

Alig

n t

o t

he

Teac

her

Ass

essm

ent

on

Per

form

ance

Sta

nd

ard

s (T

AP

S)?

Geor

gia

FIP

is d

esig

ned

to e

nhan

ce k

now

ledg

e an

d us

e of

form

ativ

e in

stru

ctio

nal p

ract

ices

thro

ugh

seve

n on

line

lear

ning

mod

ules

that

alig

n to

TAP

S.

1. P

rofe

ssio

nal K

now

ledg

e: T

he te

ache

r dem

onst

rate

s an

und

erst

andi

ng o

f the

cur

ricul

um, s

ubje

ct c

onte

nt, p

edag

ogic

al k

now

ledg

e, a

nd th

e ne

eds

of

stud

ents

by

prov

idin

g re

leva

nt le

arni

ng e

xper

ienc

es.

Form

ativ

e In

stru

ctio

nal P

ract

ices

Onl

ine

Lear

ning

Mod

ules

Module 1

Module 2

Module 3

Module 4

Module 5

Module 6

Module 7

1.1

Addr

esse

s ap

prop

riate

cur

ricul

um s

tand

ards

and

inte

grat

es k

ey c

onte

nt e

lem

ents

.

1.2

Faci

litat

es s

tude

nts’

use

of h

ighe

r-lev

el th

inki

ng s

kills

in in

stru

ctio

n.

1.3

Dem

onst

rate

s ab

ility

to li

nk p

rese

nt c

onte

nt w

ith p

ast a

nd fu

ture

lear

ning

exp

erie

nces

, oth

er s

ubje

ct a

reas

, and

real

-wor

ld e

xper

ienc

es a

nd a

pplic

atio

ns.

1.4

Dem

onst

rate

s ac

cura

te, d

eep,

and

cur

rent

kno

wle

dge

of s

ubje

ct m

atte

r.

1.5

Exhi

bits

ped

agog

ical

ski

lls re

leva

nt to

the

subj

ect a

rea(

s) ta

ught

and

bes

t pra

ctic

e ba

sed

on c

urre

nt re

sear

ch.

1.6

Base

s in

stru

ctio

n on

goa

ls th

at re

flect

hig

h ex

pect

atio

ns fo

r all

stud

ents

and

a c

lear

und

erst

andi

ng o

f the

cur

ricul

um.

1.7

Disp

lays

an

unde

rsta

ndin

g of

the

inte

llect

ual,

soci

al, e

mot

iona

l, an

d ph

ysic

al d

evel

opm

ent o

f the

age

gro

up.

2. In

stru

ctio

nal P

lann

ing:

The

teac

her p

lans

usi

ng s

tate

and

loca

l sch

ool d

istri

ct c

urric

ula

stan

dard

s, e

ffect

ive

stra

tegi

es, r

esou

rces

, and

dat

a to

add

ress

the

diffe

rent

iate

d ne

eds

of a

ll st

uden

ts.

2.1

Anal

yzes

and

use

s st

uden

t lea

rnin

g da

ta to

info

rm p

lann

ing.

2.2

Deve

lops

pla

ns th

at a

re c

lear

, log

ical

, seq

uent

ial,

and

inte

grat

ed a

cros

s th

e cu

rricu

lum

(e.g

., lo

ng-te

rm g

oals

, les

son

plan

s, a

nd s

ylla

bi).

2.3

Plan

s in

stru

ctio

n ef

fect

ivel

y fo

r con

tent

mas

tery

, pac

ing,

and

tran

sitio

ns.

2.4

Plan

s fo

r ins

truct

ion

to m

eet t

he n

eeds

of a

ll st

uden

ts.

2.5

Alig

ns a

nd c

onne

cts

less

on o

bjec

tives

to s

tate

and

loca

l sch

ool d

istri

ct c

urric

ula

and

stan

dard

s, a

nd s

tude

nt le

arni

ng n

eeds

.

2.6

Deve

lops

app

ropr

iate

cou

rse,

uni

t, an

d da

ily p

lans

, and

is a

ble

to a

dapt

pla

ns w

hen

need

ed.

3. I

nstr

uctio

nal S

trat

egie

s: T

he te

ache

r pro

mot

es s

tude

nt le

arni

ng b

y us

ing

rese

arch

-bas

ed in

stru

ctio

nal s

trate

gies

rele

vant

to th

e co

nten

t to

enga

ge s

tude

nts

in a

ctiv

e le

arni

ng a

nd to

faci

litat

e th

e st

uden

ts’ a

cqui

sitio

n of

key

kno

wle

dge

and

skill

s.

3.1

Enga

ges

stud

ents

in a

ctiv

e le

arni

ng a

nd m

aint

ains

inte

rest

.

3.2

Build

s up

on s

tude

nts’

exi

stin

g kn

owle

dge

and

skill

s.

3.3

Rein

forc

es le

arni

ng g

oals

con

sist

ently

thro

ugho

ut th

e le

sson

.

3.4

Uses

a v

arie

ty o

f res

earc

h-ba

sed

inst

ruct

iona

l stra

tegi

es a

nd re

sour

ces.

3.5

Effe

ctiv

ely

uses

app

ropr

iate

inst

ruct

iona

l tec

hnol

ogy

to e

nhan

ce s

tude

nt le

arni

ng.

3.6

Com

mun

icat

es a

nd p

rese

nts

mat

eria

l cle

arly,

and

che

cks

for u

nder

stan

ding

.

3.7

Deve

lops

hig

her-o

rder

thin

king

thro

ugh

ques

tioni

ng a

nd p

robl

em-s

olvi

ng a

ctiv

ities

.

3.8

Enga

ges

stud

ents

in a

uthe

ntic

lear

ning

by

prov

idin

g re

al-li

fe e

xam

ples

and

inte

rdis

cipl

inar

y co

nnec

tions

.

4. D

iffer

entia

ted

Inst

ruct

ion:

The

teac

her c

halle

nges

and

sup

ports

eac

h st

uden

t’s le

arni

ng b

y pr

ovid

ing

appr

opria

te c

onte

nt a

nd d

evel

opin

g sk

ills

whi

ch a

ddre

ss in

divi

dual

lear

ning

diff

eren

ces.

4.1

Diffe

rent

iate

s th

e in

stru

ctio

nal c

onte

nt, p

roce

ss, p

rodu

ct, a

nd le

arni

ng e

nviro

nmen

t to

mee

t ind

ivid

ual d

evel

opm

enta

l nee

ds.

4.2

Prov

ides

rem

edia

tion,

enr

ichm

ent,

and

acce

lera

tion

to fu

rther

stu

dent

und

erst

andi

ng o

f mat

eria

l.

4.3

Uses

flex

ible

gro

upin

g st

rate

gies

to e

ncou

rage

app

ropr

iate

pee

r int

erac

tion

and

to a

ccom

mod

ate

lear

ning

nee

ds/g

oals

.

4.4

Uses

dia

gnos

tic, f

orm

ativ

e, a

nd s

umm

ativ

e as

sess

men

t dat

a to

info

rm in

stru

ctio

nal m

odifi

catio

ns fo

r ind

ivid

ual s

tude

nts.

4.5

Deve

lops

crit

ical

and

cre

ativ

e th

inki

ng b

y pr

ovid

ing

activ

ities

at t

he a

ppro

pria

te le

vel o

f cha

lleng

e fo

r stu

dent

s.

4.6

Dem

onst

rate

s hi

gh le

arni

ng e

xpec

tatio

ns fo

r all

stud

ents

com

men

sura

te w

ith th

eir d

evel

opm

enta

l lev

els.

5. A

sses

smen

t Str

ateg

ies:

The

teac

her s

yste

mat

ical

ly c

hoos

es a

var

iety

of d

iagn

ostic

, for

mat

ive,

and

sum

mat

ive

asse

ssm

ent s

trate

gies

and

inst

rum

ents

that

are

val

id a

nd a

ppro

pria

te fo

r the

con

tent

and

st

uden

t pop

ulat

ion.

5.1

Alig

ns s

tude

nt a

sses

smen

t with

the

esta

blis

hed

curri

culu

m a

nd b

ench

mar

ks.

5.2

Invo

lves

stu

dent

s in

set

ting

lear

ning

goa

ls a

nd m

onito

ring

thei

r ow

n pr

ogre

ss.

5.3

Varie

s an

d m

odifi

es a

sses

smen

ts to

det

erm

ine

indi

vidu

al s

tude

nt n

eeds

and

pro

gres

s.

5.4

Uses

form

al a

nd in

form

al a

sses

smen

ts fo

r dia

gnos

tic, f

orm

ativ

e, a

nd s

umm

ativ

e pu

rpos

es.

5.5

Uses

gra

ding

pra

ctic

es th

at re

port

final

mas

tery

in re

latio

nshi

p to

con

tent

goa

ls a

nd o

bjec

tives

.

5.6

Uses

ass

essm

ent t

echn

ique

s th

at a

re a

ppro

pria

te fo

r the

dev

elop

men

tal l

evel

of s

tude

nts.

5.7

Colla

bora

tes

with

oth

ers

to d

evel

op c

omm

on a

sses

smen

ts, w

hen

appr

opria

te.

6. A

sses

smen

t Use

s: T

he te

ache

r sys

tem

atic

ally

gat

hers

, ana

lyze

s, a

nd u

ses

rele

vant

dat

a to

mea

sure

stu

dent

pro

gres

s, to

info

rm in

stru

ctio

nal c

onte

nt a

nd d

eliv

ery

met

hods

, and

to p

rovi

de ti

mel

y an

d co

nstru

ctiv

e fe

edba

ck to

bot

h st

uden

ts a

nd p

aren

ts.

6.1

Uses

dia

gnos

tic a

sses

smen

t dat

a to

dev

elop

lear

ning

goa

ls fo

r stu

dent

s, to

diff

eren

tiate

inst

ruct

ion,

and

to d

ocum

ent l

earn

ing.

6.2

Plan

s a

varie

ty o

f for

mal

and

info

rmal

ass

essm

ents

alig

ned

with

inst

ruct

iona

l res

ults

to m

easu

re s

tude

nt m

aste

ry o

f lea

rnin

g ob

ject

ives

.

6.3

Uses

ass

essm

ent t

ools

for b

oth

form

ativ

e an

d su

mm

ativ

e pu

rpos

es to

info

rm, g

uide

, and

adj

ust i

nstru

ctio

n.

6.4

Syst

emat

ical

ly a

naly

zes

and

uses

dat

a to

mea

sure

stu

dent

pro

gres

s, to

des

ign

appr

opria

te in

terv

entio

ns, a

nd to

info

rm lo

ng- a

nd s

hort-

term

inst

ruct

iona

l dec

isio

ns.

6.5

Shar

es a

ccur

ate

resu

lts o

f stu

dent

pro

gres

s w

ith s

tude

nts,

par

ents

, and

key

sch

ool p

erso

nnel

.

6.6

Prov

ides

con

stru

ctiv

e an

d fre

quen

t fee

dbac

k to

stu

dent

s on

thei

r pro

gres

s to

war

d th

eir l

earn

ing

goal

s.

6.7

Teac

hes

stud

ents

how

to s

elf-a

sses

s an

d to

use

met

acog

nitiv

e st

rate

gies

in s

uppo

rt of

life

long

lear

ning

.

7. P

ositi

ve L

earn

ing

Envi

ronm

ent:

The

teac

her p

rovi

des

a w

ell-m

anag

ed, s

afe,

and

ord

erly

env

ironm

ent t

hat i

s co

nduc

ive

to le

arni

ng a

nd e

ncou

rage

s re

spec

t for

all.

7.1

Resp

onds

to d

isru

ptio

ns in

a ti

mel

y, ap

prop

riate

man

ner.

7.2

Esta

blis

hes

clea

r exp

ecta

tions

for c

lass

room

rule

s, ro

utin

es, a

nd p

roce

dure

s an

d en

forc

es th

em c

onsi

sten

tly a

nd a

ppro

pria

tely.

7.3

Mod

els

carin

g, fa

irnes

s, re

spec

t, an

d en

thus

iasm

for l

earn

ing.

7.4

Prom

otes

a c

limat

e of

trus

t and

team

wor

k w

ithin

the

clas

sroo

m.

7.5

Prom

otes

resp

ect f

or a

nd u

nder

stan

ding

of s

tude

nts’

div

ersi

ty, i

nclu

ding

– b

ut n

ot li

mite

d to

– ra

ce, c

olor

, rel

igio

n, s

ex, n

atio

nal o

rigin

, or d

isab

ility

.

7.6

Activ

ely

liste

ns a

nd p

ays

atte

ntio

n to

stu

dent

s’ n

eeds

and

resp

onse

s.

7.7

Crea

tes

a w

arm

, attr

activ

e, in

vitin

g, a

nd s

uppo

rtive

cla

ssro

om e

nviro

nmen

t.

7.8

Arra

nges

the

clas

sroo

m m

ater

ials

and

reso

urce

s to

faci

litat

e gr

oup

and

indi

vidu

al a

ctiv

ities

.

8. A

cade

mic

ally

Cha

lleng

ing

Envi

ronm

ent:

The

teac

her c

reat

es a

stu

dent

-cen

tere

d, a

cade

mic

env

ironm

ent i

n w

hich

teac

hing

and

lear

ning

occ

ur a

t hig

h le

vels

and

stu

dent

s ar

e se

lf-di

rect

ed le

arne

rs.

8.1

Max

imize

s in

stru

ctio

nal t

ime.

8.2

Conv

eys

the

mes

sage

that

mis

take

s sh

ould

be

embr

aced

as

a va

luab

le p

art o

f lea

rnin

g.

8.3

Enco

urag

es p

rodu

ctiv

ity b

y pr

ovid

ing

stud

ents

with

app

ropr

iate

ly c

halle

ngin

g an

d re

leva

nt m

ater

ial a

nd a

ssig

nmen

ts.

8.4

Prov

ides

tran

sitio

ns th

at m

inim

ize lo

ss o

f ins

truct

iona

l tim

e.

8.5

Com

mun

icat

es h

igh,

but

reas

onab

le, e

xpec

tatio

ns fo

r stu

dent

lear

ning

.

8.6

Prov

ides

aca

dem

ic ri

gor,

enco

urag

es c

ritic

al a

nd c

reat

ive

thin

king

, and

pus

hes

stud

ents

to a

chie

ve g

oals

.

8.7

Enco

urag

es s

tude

nts

to e

xplo

re n

ew id

eas

and

take

aca

dem

ic ri

sks.

9. P

rofe

ssio

nalis

m:

The

teac

her e

xhib

its a

com

mitm

ent t

o pr

ofes

sion

al e

thic

s an

d th

e sc

hool

’s m

issi

on, p

artic

ipat

es in

pro

fess

iona

l gro

wth

opp

ortu

nitie

s to

sup

port

stud

ent l

earn

ing,

and

con

tribu

tes

to th

e pr

ofes

sion

.

9.1

Carri

es o

ut d

utie

s in

acc

orda

nce

with

fede

ral a

nd s

tate

law

s, C

ode

of E

thic

s, a

nd e

stab

lishe

d st

ate

and

loca

l sch

ool b

oard

pol

icie

s, re

gula

tions

, and

pra

ctic

es.

9.2

Mai

ntai

ns p

rofe

ssio

nal d

emea

nor a

nd b

ehav

ior (

e.g.

, app

eara

nce,

pun

ctua

lity

and

atte

ndan

ce).

9.3

Resp

ects

and

mai

ntai

ns c

onfid

entia

lity.

9.4

Eval

uate

s an

d id

entifi

es a

reas

of p

erso

nal s

treng

ths

and

wea

knes

ses

rela

ted

to p

rofe

ssio

nal s

kills

and

thei

r im

pact

on

stud

ent l

earn

ing

and

sets

goa

ls fo

r im

prov

emen

t.

9.5

Parti

cipa

tes

in o

ngoi

ng p

rofe

ssio

nal g

row

th a

ctiv

ities

bas

ed o

n id

entifi

ed a

reas

for i

mpr

ovem

ent (

e.g.

, men

torin

g, p

eer c

oach

ing,

cou

rse

wor

k, c

onfe

renc

es) a

nd

inco

rpor

ates

lear

ning

into

cla

ssro

om a

ctiv

ities

.

9.6

Dem

onst

rate

s fle

xibi

lity

in a

dapt

ing

to s

choo

l cha

nge.

9.7

Enga

ges

in a

ctiv

ities

out

side

the

clas

sroo

m in

tend

ed fo

r sch

ool a

nd s

tude

nt e

nhan

cem

ent.

10.

Com

mun

icat

ion:

The

teac

her c

omm

unic

ates

effe

ctiv

ely

with

stu

dent

s, p

aren

ts o

r gua

rdia

ns, d

istri

ct a

nd s

choo

l per

sonn

el, a

nd o

ther

sta

keho

lder

s in

way

s th

at e

nhan

ce s

tude

nt le

arni

ng.

10.1

Use

s ve

rbal

and

non

-ver

bal c

omm

unic

atio

n te

chni

ques

to fo

ster

pos

itive

inte

ract

ions

and

pro

mot

e le

arni

ng in

the

clas

sroo

m a

nd s

choo

l env

ironm

ent.

10.2

Eng

ages

in o

ngoi

ng c

omm

unic

atio

n an

d sh

ares

inst

ruct

iona

l goa

ls, e

xpec

tatio

ns, a

nd s

tude

nt p

rogr

ess

with

fam

ilies

in a

tim

ely

and

cons

truct

ive

man

ner.

10.3

Col

labo

rate

s an

d ne

twor

ks w

ith c

olle

ague

s an

d co

mm

unity

to re

ach

educ

atio

nal d

ecis

ions

that

enh

ance

and

pro

mot

e st

uden

t lea

rnin

g.

10.4

Use

s pr

ecis

e la

ngua

ge, c

orre

ct v

ocab

ular

y an

d gr

amm

ar, a

nd a

ppro

pria

te fo

rms

of o

ral a

nd w

ritte

n co

mm

unic

atio

n.

10.5

Exp

lain

s di

rect

ions

, con

cept

s, a

nd le

sson

con

tent

to s

tude

nts

in a

logi

cal,

sequ

entia

l, an

d ag

e-ap

prop

riate

man

ner.

10.6

Adh

eres

to s

choo

l and

dis

trict

pol

icie

s re

gard

ing

com

mun

icat

ion

of s

tude

nt in

form

atio

n.

10.7

Cre

ates

a c

limat

e of

acc

essi

bilit

y fo

r par

ents

and

stu

dent

s by

dem

onst

ratin

g a

colla

bora

tive

and

appr

oach

able

sty

le.

10.8

Lis

tens

and

resp

onds

with

cul

tura

l aw

aren

ess,

em

path

y, an

d un

ders

tand

ing

to th

e vo

ice

and

opin

ions

of s

take

hold

ers

(par

ents

, com

mun

ity, s

tude

nts,

and

col

leag

ues)

.

10.9

Use

s m

odes

of c

omm

unic

atio

n th

at a

re a

ppro

pria

te fo

r a g

iven

situ

atio

n.

Teac

her

Ass

essm

ent

on

Per

form

ance

Sta

nd

ard

s

for T

each

ers

Not

e: P

erfo

rman

ce in

dica

tors

are

not

incl

usiv

e an

d sh

ould

not

be

used

as

a ch

eckl

ist.