OVEC/KDE Instructional Support Leadership Network Welcome Your facilitators are: Dr. Molly Sullivan Mr. Buddy Berry Mr. Thom Coffee Mr. Bill Hogan Mr. Seth Hunter Mrs. Denise Amos Mrs. Shannon Treece Ms. Tina Tipton Mrs. Carol Franks Mr. Jodie Zeller

AGENDA I.Welcome and Introductions Status Check: Where have we been? Where are we? Where are we going? II. Continuing “Rounds” to Examine HETL (Section Two)—Bill Hogan III.Teacher Effectiveness Update—Carol Franks & Jodie Zeller IV. Breakout Sessions: 1. Questions that Promote Reasoning in Math: A FAL Piece of the HETL Puzzle—Seth Hunter 2. ELA Literacy Design Collaborative—Denise Amos V. District Highlights & Group Debrief—Thom Coffee & Buddy Berry VI. Wrap-Up & Evaluations—Molly Sullivan

Kentucky Leadership Networks: Year-at-a-Glance

BACKCHANNELING

HETL Continuing “Rounds” to Examine HETL Section Two: Classroom Assessment & Reflection

HETL  Staff and Student Reflections  Section 2 of the HETL document references using reflection to improve teaching and learning  The draft evaluation instrument refers to student and staff reflection  We will discuss how we are currently using reflection and where we think it ought to go as a district and school team.

Reflection  Rate your own school/district from 1 to 5, 1 being never to 5 being daily on Section 2 of HETL.  Do you have areas you are doing well in?  Areas that you are weak?

Staff Reflection  How does your staff currently reflect on their practice?  What do you envision or what are your expectations?  How big of a gap between your current practices and where you want to be?  What steps do you need to take to get there?

Student Reflection  Heacox, Differentiating Instruction in the Regular Classroom (2002) “Teach students to assess their own work and to provide and receive peer evaluation, using your criteria for quality work….Learning to do self- evaluation and peer evaluation strengthens students’ independence and judgment.”  Moss and Brookhart, Advancing Formative Assessment in Every Classroom (2009) “Students self-assess when they compare their work against their own conception of what they were trying to accomplish. Students identify their own strengths and weaknesses, decide how they are progressing on their way to a goal, and decide what they think they should do next.”

Marzano  4 th Recommendation for capitalizing on the potential of effective feedback: 4. Students can effectively provide their own feedback. When teachers build frequent formative assessment into their classroom curriculum design, this process should not become a paper nightmare. Formative assessment can be informal as well as formal. Students can be taught to assess their own progress toward a learning goal when they are given clear criteria in the form of a rubric or scoring scale.

Current  Do your students currently reflect on their own learning:  Talk about times you have heard students talk about their learning.  Do you hear them talk more about grades or learning?  Is this good or bad?

Video  Watch the following video with an eye on how you could use this in your school  Middle and High, you may be thinking during the time if elementary started with this type of reflection where could we be by the time the student gets to you.  rRiKA rRiKA

Future  Take one minute to reflect on your thoughts on video.  Is this what you envision in your school/district?  How do you get where you want?

Kentucky ’ s Professional Growth and Effectiveness System January, 2012 ISLN Update

HETL and the Teacher Growth and Effectiveness System

Key Considerations Volunteer districts are the state’s “Goodwill Ambassadors”. Evidence is not being gathered on individuals during the field test, but on the process. The process and products remain “fluid”. Training will be based on Framework versions 3.3 currently still in review by the Steering Committees and Commissioner.

MULTIPLE MEASURES FOR TEACHER EFFECTIVENESS TO BE FIELD TESTED Teacher Effectiveness Framework Observation Peer Observation Professional Growth Self Reflection Student VoiceParent VoiceStudent Growth The field testing process will provide data on which measures of teacher effectiveness can best be documented with validity and reliability through artifacts and evidence.

FRAMEWORK DomainInstructionLearning ClimateLeadership & Professionalism Student Growth Standard 1.1 Content/Best Practice 1.2 Assessment 1.3 Learning Targets 1.4 Planning 1.5 Technology 2.1 Climate 2.2 Expectations 2.3 Equitable Resources 3.1 Leadership/ Responsibility 3.2 Growth Plan 3.3 Collaboration 4.1 Academic Growth MULTIPLE MEASURES supported by artifacts and evidence Observation Observation Protocols Student GrowthGoal Setting Student Voice TRIPOD Parent Voice TRIPOD Professional GrowthProfessional Growth Plan/TELL Survey Data Self ReflectionEmbedded Throughout Instrumentation Peer ObservationObservation Protocols Matrix of Standards for Teacher Effectiveness as Addressed by Multiple Measures

MULTIPLE MEASURES FOR PRINCIPAL EFFECTIVENESS TO BE FIELD TESTED Principal Effectiveness Framework Professional Growth Student Growth Student VoiceParent VoiceObservationSelf- Reflection Teacher Reflection The field testing process will provide data on which measures of principal effectiveness can best be documented with validity and reliability through artifacts and evidence. ValEd 360 Supervisor Reflection

CONSTRUCTION UNDERWAY Three Year Process of System Redesign Framework Design 2010 – 2011 ( 25 Districts) Field Testing (50+ Districts) State-wide Pilot Full State Implementation Framework Refinement )

BREAKOUT Questions that Promote Reasoning in Math: A FAL Piece of the HETL Puzzle—Seth Hunter OR ELA: Literacy Design Collaborative—Denise Amos

District Highlights & Group Debrief

Wrap-Up Select Date for MARCH ISLN March 14 th (Wednesday) or March 26 th (Monday)

EVALUATIONS Reminder: ELA Repeat 11:30 here in this room See you February 9 East Oldham Middle School