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Handouts: 1.Plng ref guide p. 1-2 2.CFS obj para 3.Sample obj paras 4.4MAT 5.Effects of having/not literal data (from How to make Sup and Eval Really Work)

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Presentation on theme: "Handouts: 1.Plng ref guide p. 1-2 2.CFS obj para 3.Sample obj paras 4.4MAT 5.Effects of having/not literal data (from How to make Sup and Eval Really Work)"— Presentation transcript:

1 Handouts: 1.Plng ref guide p CFS obj para 3.Sample obj paras 4.4MAT 5.Effects of having/not literal data (from How to make Sup and Eval Really Work) 6.HW 7.Standards-based teaching (optional) 8.Three-column notes (NB p. 80; optional) 9.Blank paper for Handful summarizer (optional) Italics indicate standard HOs, stored in Terry’s office. Content:  Review of D1 HW  Sup/eval and the PGS  Planning/MO  Obj para  Literal notes/data  Clarity / framing Etc:  Video: Catherine / Valerie / Carol (pick one), Mara  Posters: standards, beliefs, recipe, EBB  Books: TST  Notebook  Cards for seating  O&I table tents  Name tags Seating: Random with playing cards

2 By the end of the day you will be able to: Explain how supervision and evaluation support the purpose of the Professional Growth System. Explain different levels of thinking about lesson planning and their implications for student learning. Evaluate objectives based on the criteria for a mastery objective. Analyze evidence to determine if a teacher is planning and instructing for mastery. Write an objective paragraph in a post-observation conference report. Identify components of a teacher’s repertoire for framing learning and explain their importance to students. Explain the importance of literal note-taking and determine whether notes are literal or descriptive.

3 Community builder / framing Building our leadership vision Planning for mastery Writing about planning: the objective/planning paragraph Clarity: framing the big picture Data sources / literal notes Summary

4 Teacher beliefs influence teacher decisions and behaviors, and impact student opportunities and achievement. Clear understanding of standards by supervisors and those they supervise is the most direct path to superior teacher performance and thereby student achievement. The more we practice observing, note-taking, and analyzing teaching, the better at it we become. Feedback – information about our current level of performance as compared to a standard – is the only way to improve. In a standards-based classroom there are no secrets about what matters most. When teachers are clear on what student mastery will look like and sound like, they are able to share this clarity with students, and plan lessons that lead to mastery. When a lesson is taught for mastery, students are more engaged and more likely to learn. As supervisors/instructional leaders, we must lead our staff to a focus on student mastery. Teachers who frame the learning for students increase the likelihood of student learning. Different types of learners need different elements of framing. Since all types are present in our classes, we must frame in multiple ways. We cannot simply focus on what has the greatest meaning for us individually. There is a repertoire of strategies in each of the skill areas of clarity. We can all increase our repertoires, and be conscious of the match we’re making to our students and curricula.

5 page xiii FOUNDATION OF ESSENTIAL BELIEFS Overarching Objectives Curriculum Design Planning Assessment Learning Experiences Personal Relationship Building Class Climate Expectations Clarity Principles of Learning Models of Teaching SpaceTimeRoutines AttentionMomentumDiscipline Objectives ▲ Objectives ▲ Personal relationships ▲ Climate ▲ Expectations ▲ Principles of learning ▲ Clarity ▲ Attention ▲ Momentum ▲ Beliefs

6

7 Welcome! Sign in. Wear your name tag. Pick the top card and sit at that numbered table. (A=1)

8 What practices or concepts have become clearer to you as a result of today’s class? How will this knowledge support your growth as an instructional leader?

9 The knowledge base on teaching / triangle (10) Scripting – what it is, why we do it (8) The components of a report AKA “the recipe” (5) CEIJ (5) The six standards of the PGS (3) Practices or concepts that have become clearer to you and that will support your growth on the first steps on the journey :

10 +

11 Pluses + Sharing with partners, in groups, at tables (9) + Pacing/momentum (3) + Exemplars (4) + Class climate (4) + Presenters +

12 Deltas Δ Provide more processing time (2) Δ Go faster / go slower

13 Tell your partner your phone number. They will call you. Share the name of your ring tone and why you chose it. Change roles. Be prepared to report on your partner’s choice.

14 Framing our learning

15 By the end of the day you will be able to: Explain how supervision and evaluation support the purposes of the Professional Growth System. Explain different levels of thinking about lesson planning and their implications for student learning. Evaluate objectives based on the criteria for a mastery objective. Analyze evidence to determine if a teacher is planning and instructing for mastery. Write an objective paragraph in a post-observation conference report. Identify components of a teacher’s repertoire for framing learning and explain their importance to students. Explain the importance of literal note-taking and determine whether notes are literal or descriptive.

16 Community builder / framing Building our leadership vision Planning for mastery Writing about planning: the objective/planning paragraph Clarity: framing the big picture Data sources / literal notes Summary

17 KNOWLEDGE ABOUT TEACHING EFFECTIVE COMMUNICATION DATA ABOUT TEACHING & LEARNING HIGH EXPECTATIONS FOR ADULTS OAT I RBT Instructional Leadership

18 CURRICULUMPLANNINGCURRICULUMPLANNING MOTIVATIONMOTIVATION INSTRUCTIONALSTRATEGIESINSTRUCTIONALSTRATEGIES MANAGEMENTMANAGEMENT FOUNDATION OF ESSENTIAL BELIEFS KEY CONCEPTS Areas of Performance Repertoire Matching Overarching Objectives Curriculum Design Planning Assessment Learning Experiences Personal Relationship Building Class Climate Expectations Clarity Principles of Learning Models of Teaching SpaceTimeRoutines AttentionMomentumDiscipline Objectives The Knowledge Base on Teaching

19 19 Source: Adapted from Efficacy Institute, Lexington, MA. ACHIEVEMENT CONFIDENCE EFFECTIVE EFFORT ABILITY Hard Work Strategies + + TST p. 270

20 Smart is not something you just are; smart is something you can get. Jeff Howard The Efficacy Institute

21 n Which of the seven beliefs are alive, well, and in evidence in your workplace? What effect do you see them having on student learning? n Which are least evident? Why? How does their absence influence student learning? n Discuss the implications of your responses for your leadership role. TST Chapter 2

22 KNOWLEDGE ABOUT TEACHING EFFECTIVE COMMUNICATION DATA ABOUT TEACHING & LEARNING HIGH EXPECTATIONS FOR ADULTS OAT I RBT Instructional Leadership

23 Objective By the end of this portion of the day, you will be able to explain how supervision and evaluation support the purposes of the Professional Growth System.

24 Review: The Six Standards  Stand. Find your EXPECTATIONS partner.  Recite the six standards to him or her.  Share the strategy you used to be able to remember them.

25 I.Teachers are committed to students and their learning. II.Teachers know the subjects they teach and how to teach those subjects to students. III.Teachers are responsible for establishing and managing student learning in a positive environment. IV.Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement. V.Teachers are committed to continuous improvement and professional development. VI.Teachers exhibit a high degree of professionalism. MCPS Teacher Standards

26  Discuss which of the major purposes of supervision and evaluation have been most and least successfully addressed in MCPS.  How do your strategies for working with your staff match these descriptors? Purposes of Supervision and Evaluation

27 NB p. 27

28 Where is the balance of these three aspects of leadership in your current work? What goals might you set for yourself in relationship to these three aspects?

29 Claim – area of performance Evidence Interpretation of impact on students ( thus, as a result, therefore) Judgment included or implied Recipe for a Post- Observation Conference Report 1.Context paragraph 2.Objective/mastery planning paragraph 3.C E I J paragraphs 4.Post-observation conference summary (including goal-setting) 5.Summary

30 Provides information about…  Teacher  Students  Course or unit of study  Special factors  Announced or unannounced Teacher:Observation Date: Observer:Observation Time: School:Conference Date: Subject / Grade:

31 Feedback: Information on the ways in which a product or performance meets or does not meet established criteria for success. Peer Feedback: The Context Paragraph

32 Claim – area of performance Evidence Interpretation of impact on students ( thus, as a result, therefore) Judgment included or implied Recipe for a Post- Observation Conference Report 1.Context paragraph 2.Objective/mastery planning paragraph 3.C E I J paragraphs 4.Post-observation conference summary (including goal-setting) 5.Summary

33 CEIJ Compare your labeling of the CEIJ in paragraphs three through five in the Sarah Smith report. Come to consensus, if possible.

34 Mrs. Smith effectively presented information through explanatory devices. She created a graphic organizer on the overhead projector to guide the students through defining run-off. She translated the words dissolved and suspended into simpler language by way of a class discussion (“Spring-time…fertilizer on grass to make it greener…that salt fertilizer will mix with water and dissolve…we need to talk about what that word suspended means…okay we’re talking about debris..anything that doesn’t get dissolved…”). She also presented the students with environmental pictures (“To get started I have pictures with pretend news articles about the Chesapeake Bay…”). As a result, students with a variety of learning styles were focused and engaged. Sarah Smith CEIJ Paragraph 1

35 Mrs. Smith used several instructional strategies to help the students make cognitive connections.  She used questioning as a way to prompt a resemblance to the students’ experiences (“What’s usually included with pictures?...If something gets dissolved, what does that mean?”).  She used a personal experience to help the students related the content to their own lives (“I took my cup of coffee and put sugar in it. It got dissolved in the coffee...” ).  She asked the students to compare and contrast in order to make a connection to today’s learning (“Think about the pictures we looked at yesterday…”). Thus, students’ prior learning was utilized and connected with the new information given during this lesson. Sarah Smith CEIJ Paragraph 2

36 Mrs. Smith has built a classroom climate in which students feel safe to take risks. She made several comments throughout the lesson to promote risk taking (“..could be…you could make that up…you don’t have to be perfect…”). She stated, “…as long as someone at your table has something to share we’re good.” After the students were told to write captions for given pictures, a student asked, “What’s a caption?” Mrs. Smith did not chastise the student for not knowing or remembering the meaning of the word caption, but answered her calmly and respectfully. Another student asked a question and Mrs. Smith replied quietly. Therefore, students could safely communicate their level of understanding and signal their need to move on or request help. Sarah Smith CEIJ Paragraph 3

37 CLAIM statement that a teacher performs a certain teaching skill EVIDENCE a quote or literal description of something said or done; at least three pieces of evidence are needed to constitute sufficient documentation to support a claim IMPACT statement of what the behavior accomplished; the effect on students; “the students” are the subject JUDGMENT adjective, adverb, sentence, phrase that lets the reader know what the writer thought of the teacher’s behavior; most often found IN the claim

38 Is a statement of what was accomplished by the behavior just described in the claims and evidence. Establishes what was significant about the move in terms of students. Has “the students” as its subject.

39 Effective impact statements: As a result, students remained unclear as to the desired standard of work. Thus, students were able to reiterate the standards for their projects.  Show a logical cause-effect relationship with the claim.  Match the evidence.  Have the students as their subject.  May include judgment by stating the quality (positive or negative) of the impact on students and their learning.

40 Review NB pp Evaluate each of the sample impact statements. Does it clearly communicate the effect of teacher behavior on students? Does it use the students as the subject? Discuss with your partner.

41 Let’s take a break!

42 Objectives By the end of this part of the day, you will be able to: Explain different levels of thinking about lesson planning and their implications for student learning. Evaluate objectives based on the criteria for a mastery objective. Analyze evidence to determine if a teacher is planning and instructing for mastery.

43 KNOWLEDGE ABOUT TEACHING EFFECTIVE COMMUNICATION DATA ABOUT TEACHING & LEARNING HIGH EXPECTATIONS FOR ADULTS OAT I RBT Instructional Leadership

44 CURRICULUMPLANNINGCURRICULUMPLANNING MOTIVATIONMOTIVATION INSTRUCTIONALSTRATEGIESINSTRUCTIONALSTRATEGIES MANAGEMENTMANAGEMENT FOUNDATION OF ESSENTIAL BELIEFS KEY CONCEPTS Areas of Performance Repertoire Matching Overarching Objectives Curriculum Design Planning Assessment Learning Experiences Personal Relationship Building Class Climate Expectations Clarity Principles of Learning Models of Teaching SpaceTimeRoutines AttentionMomentumDiscipline Objectives The Knowledge Base on Teaching

45 Activator 45 What are the characteristics of standards-based instruction?

46 “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now, so that the steps you take are always in the right direction.” Steven Covey The Seven Habits of Highly Effective People

47 Use the text marking strategy to read the handout. Got it. (I could explain it to someone else.) ! This is important. (This is a key point.) ? What??? (I don’t understand it yet.)

48 Thinking Behind OBJECTIVES COVERAGE What knowledge, skill, or concept am I teaching? ACTIVITIES What activities could students do to gain understanding or to develop these skills? INVOLVEMENT How can I get students really engaged? MASTERY OBJECTIVES What do I want students to know or be able to do when the lesson is over? How will I know if they know it or can do it? THINKING SKILLS OBJECTIVES What thinking skills do I want students to be able to use?

49 Data From Pre-Assessment: Objectives and Criteria for Success Number assessed: 22 Met standard NY (not yet) Objectives 32%68% Criteria for Success 10%90% 49

50 The language of a mastery objective… is specific in terms of curricular knowledge (declarative or procedural) names an active performance (observable behavior) that demonstrates mastery 50 Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p TST p. 377

51 51 Mastery objectives do not use mental action words that do not inform students about what they will have to do to demonstrate mastery, such as… A Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p TST p. 377

52 Activities: 1.Research and take notes about infectious diseases. 2.Work as a group to ask and answer questions about infectious diseases. 3.Complete today’s Learning Log. Mastery Objective: By the end of class, you will be able to identify an infectious disease, the pathogen that causes it, and how the pathogen is spread.

53 Students will be able to draw and explain the life cycle of a butterfly using a cycle graphic organizer. (ES science) You will be able to identify the physical traits of a character and support each with at least two pieces of evidence from the text. (MS English) We will be able to make an accurate scale drawing of a room or apartment given actual dimensions. (HS math)

54 Parents will be able to describe ways that they can support their children with homework. (Parent meeting) Students will be able to identify strategies for resolving conflict and apply them to a given scenario. (Counseling session) Staff will be able to describe three interactive strategies and how they can apply them in class. (Department meeting)

55  Work with a job-alike partner, if possible.  Select at least two objectives.  Discuss how you might coach a teacher to revise the objective for a focus on mastery. What questions would you ask?

56 1.Put your name on an index card. 2.Write at least two original mastery objectives. 3.Put the index card into the table folder.

57 KNOWLEDGE ABOUT TEACHING EFFECTIVE COMMUNICATION DATA ABOUT TEACHING & LEARNING HIGH EXPECTATIONS FOR ADULTS OAT I RBT Instructional Leadership

58 Objective By the end of this portion of the day, you will be able to write an objective paragraph in a post-observation conference report.

59 Claim – area of performance Evidence Interpretation of impact on students ( thus, as a result, therefore) Judgment included or implied Recipe for a Post- Observation Conference Report 4.Post-observation conference summary (including goal-setting) 5.Summary 1.Context paragraph 2.Objective/mastery planning paragraph 3.C E I J paragraphs

60 What might a student experience in a lesson planned for mastery?

61 What do we want students to know and be able to do? How will they get there? What task will tell us they can do it? What should successful performance look like? Mastery objective (target) Activities (learning experiences) Assessment (product or performance) Criteria for success (characteristics of exemplary work; highest point on a rubric)

62 The Objective / Planning Paragraph capture the teacher’s thinking, planning, and delivery of instruction; record the activities that were planned to lead students to the mastery objective; and explicitly present the data on student achievement of the mastery objective. The purposes of the objective paragraph are to:

63 The objective paragraph must answer… Was the lesson planned for mastery or not? What was the objective? How was it communicated? What activities did the teacher do to lead students to mastery of the objective? What are the assessment data on student mastery or progress toward mastery of the objective?

64 A lesson with a clear, communicated mastery objective is not always taught for mastery. A lesson without a clearly or clearly communicated mastery objective can be taught for mastery.

65 the stated objective; the lived/delivered lesson; and the worthiness of the objective and lesson.

66 Giving Objective-Focused Feedback: The Stoplight RED: The objective does not reflect mastery thinking or planning (based on coverage, activity, or involvement thinking). The delivery of instruction does not match or support the intended objective. YELLOW- The objective MAY reflect mastery thinking or planning. The delivery of instruction does not match or support the intended objective. GREEN- The objective reflects mastery thinking or planning. The delivery of instruction and teacher actions fully match and support the intended mastery objective.

67 How will you, as an instructional leader, ensure that teachers plan lessons focused on student mastery? Leadership Connections

68

69 KNOWLEDGE ABOUT TEACHING EFFECTIVE COMMUNICATION DATA ABOUT TEACHING & LEARNING HIGH EXPECTATIONS FOR ADULTS OAT I RBT Instructional Leadership

70 Objective By the end of this part of the day, you will be able to identify components of a teacher’s repertoire for framing learning and explain their importance to students.

71 CURRICULUMPLANNING MOTIVATION INSTRUCTIONALSTRATEGIES MANAGEMENT FOUNDATION OF ESSENTIAL BELIEFS KEY CONCEPTS Areas of Performance Repertoire Matching Overarching Objectives Curriculum Design Planning Assessment Learning Experiences Personal Relationship Building Class Climate Expectations Clarity Principles of Learning Models of Teaching SpaceTimeRoutines AttentionMomentumDiscipline Objectives The Knowledge Base on Teaching

72 How do skillful teachers make concepts and skills clear and accessible to students?

73 Framing the big picture Getting ready for instruction Presenting information through well-chosen explanatory devices Monitoring and matching speech Being explicit Making connections Checking for understanding Unscrambling confusion Making student thinking audible Summarizing TST p. 163 NB p. 304

74 Being sure students understand the…  Mastery objective  Itinerary  Big idea/essential question  Reasons for activities  Reasons the work is worthwhile  Criteria for success Framing the Big Picture TST p. 163 NB p. 304

75 Nothing means anything until it connects to something. David Sousa How the Brain Learns

76 What does Catherine do to frame the lesson for her AP Biology students? TST p. 163; NB p. 304

77 What does Valerie do to frame the lesson for her math students? TST p. 163; NB p. 304

78

79 Bernice McCarthy - About Learning, Inc.

80 Which question do you MOST want answered in a new learning situation?

81

82 CLARITY What will you take away from today’s discussions of CLARITY? How will your work as an instructional leader be affected by what you’ve learned?

83 KNOWLEDGE ABOUT TEACHING EFFECTIVE COMMUNICATION DATA ABOUT TEACHING & LEARNING HIGH EXPECTATIONS FOR ADULTS OAT I RBT Instructional Leadership

84 Objective Explain the importance of literal note-taking and determine whether notes are literal or descriptive.

85 Read about the opportunities and obligations for using data. Work with your table group to make additions to the web.

86 quotes and descriptions important events, actions, conversations times specific names facts; not analysis characteristics of interactions and settings questions for follow-up

87 1 Cheerleading 1 Cheerleading 3 Improvement 3 Improvement 4 Real Problems 4 Real Problems 2 Enrichment 2 Enrichment The Effects of Having/Not Having Literal Notes

88 Literal Notes Example #1: NB p. 80

89 Literal Notes Example #2: Real Life

90

91 NB p. 81

92 Compare the literal notes on NB p What are the messages students receive from the teacher in each example? Which set of literal notes would be most valuable for giving a teacher feedback? Narrative notes from a 6th grade math observation: “The teacher went over the homework.”

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94 Read over and clean up your notes. Holistic impressions What do you infer the lesson objective to be? What teaching strategies stood out as positive, negative or missing? What questions might you want to ask? Label important events by asking yourself what the teachers words and actions accomplished or intended to accomplish (framing - TST p. 163; NB p. 304) What claim can you make based on the evidence?

95 Literal Notes Example #3: Real Life, Analyzed

96 1.Trace your hand. 2.On each finger write a key idea from today’s class. 3.On the palm, ask a question or comment on today’s topics.

97

98 1. 2.

99 See you on October 4 th !

100

101

102 See you tomorrow!

103 Indicator Recognize instances of propaganda and persuasive techniques ( ) Possible Mastery Objective analyze techniques You will be able to analyze magazine advertisements for techniques that advertisers use to convince people to buy their products.

104 NOYES You will understand and appreciate the dangers of eating disorders. You will be able to identify the signs and symptoms of anorexia and bulimia …and… to explain appropriate strategies to use if a friend or family member shows symptoms.

105 Students will demonstrate effective technique and rules when playing the game of basketball. Students will be able to dribble the ball continuously down the court without losing control of it. NOYES

106 37-90 After 30 minutes of sitting… the body needs 90 seconds of movement

107  Activating students’ current knowledge  Pre-assessing  Anticipating confusions and misconceptions TST p. 163 Getting ready for instruction

108 108 What purposes does activating serve? Engage students Make thinking public Pique curiosity Identify students’ current knowledge Surface misconceptions Empower the learner Gather data that might lead to adapting the lesson Create cognitive engagement Empower the learner: “I already know something…” Share fun and adventure

109 NB pp Class Examples: Activators

110 All activators can be warm-ups, but not all warm-ups are activators.

111 NB pp Class Examples: Summarizers

112 Learning is constructed as learners assimilate new experience with prior knowledge.


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