© TNTP 2014 March Principal Training

/ 2 Do Now Reflect on your progress from the last session: How successful were you in supporting a teacher to identify a complex text and teach a Close Reading lesson? What challenges did you face in the process? What did you learn from engaging with the teacher?

/ 3 Session Overview By the end of the session, participants will be able to: Analyze instructional practices that lead to all students having access to complex texts and tasks Develop feedback and an action plan for how to improve literacy instruction in both specific classrooms and a grade level as a whole. Feedback and action plans should be grounded in the Core Actions.

/ 4 Session Overview Opening (10 min) Introduction to Core Action 3 (10 min) Core Action 3 Model (40 min) Case Study (60 min) Planning (15 min) Closing (10 min)

/ 5 Introduction to Core Action 3 Review Core Action 3 in the Instructional Practice Guide: What do you notice about Core Action 3? What evidence do you have of strong practices in your schools in Core Action 3? What evidence do you have of the need for growth in your schools in Core Action 3? Why is Core Action 3 vital for student success?

/ 6 Session Overview Opening (10 min) Introduction to Core Action 3 (10 min) Core Action 3 Model (40 min) Case Study (60 min) Planning (15 min) Closing (10 min)

/ 7 Core Action 3 Model - Elementary Meet Ms. Greco –Grade 1: As you watch the video, capture evidence of Core Action 3 criteria in your notes. After the video, turn and talk with your elbow partner about the evidence you collected and answer the following questions: What evidence did you collect of Core Action 3 practices? How does this look similar or different from the classrooms in your building?

/ 8 Core Action 3 Model – Middle/Intermediate Meet Ms. Wellbrock: Grade 5 As you watch the video, capture evidence of Core Action 3 criteria in your notes. After the video, turn and talk with your elbow partner about the evidence you collected and answer the following questions: What evidence did you collect of Core Action 3 practices? How does this look similar or different from the classrooms in your building?

/ 9 Core Action 3 Model – High School Meet Ms. Wu – Grades 9-12: As you watch the video, capture evidence of Core Action 3 criteria in your notes. After the video, turn and talk with your elbow partner about the evidence you collected and answer the following questions: What evidence did you collect of Core Action 3 practices? How does this look similar or different from the classrooms in your building?

/ 10 Session Overview Opening (10 min) Introduction to Core Action 3 (10 min) Core Action 3 Model (40 min) Case Study (60 min) Planning (15 min) Closing (10 min)

/ 11 Review: Six Steps for Effective Feedback 1 Praise: Provide concrete and specific positive feedback. Probe: Start with a targeted question & add scaffolding as needed. Action Step: Use probing to lead to bite-sized action step. Practice: Role play how to implement action step in current or future situations. Plan Ahead: Create a plan to implement these actions. Follow-up: Set timeline for follow-up

/ 12 Practice: Finding Evidence of Core Actions 1-3

/ 13 Video Analysis #1 Grades 9-12: As you watch the video, capture evidence for Core Actions 1,2, and 3. After the video, turn and talk with your elbow partner about the evidence you collected and answer the following questions: What evidence did you collect for Core Actions 1,2, and 3? Where does this teacher need additional work in the Core Actions?

/ 14 Action Step: Is it…. Clear and Measurable Can anyone understand the action? Can you easily measure if the teacher has made the change? What evidence will you have of mastery? Bite-Sized If you can’t make the change in a week, the action step isn’t small enough Applicable Across Lessons Can the action step be applied to more than just the specific lesson you observed? Creating A Bite-Sized Action Step Create an action step based on your video notes and the Core Teacher Action you selected. Partners: Provide feedback using the questions below.

/ 15 Debrief What evidence did you collect for Core Actions 1, 2, and 3? Where does this teacher need additional work in the Core Actions? What action step(s) did you identify for her? 

/ 16 High leverage Clear & measurable Bite-sized (can be done in 1 week) Transferable Practice - Communicating a Strong Action Step  Communicating a clear action step requires confidence– in your decision about the action step and in your position as their manager. You might begin with: o Your action step is…. o By next Friday, I should see… o The one thing that I need you to do now is… o Based on the time I was in your classroom, you need to…

/ 17 Video Analysis #2 Grades 9&10 As you watch the video, capture evidence for Core Actions 1,2, and 3. After the video, turn and talk with your elbow partner about the evidence you collected and answer the following questions: What evidence did you collect for Core Actions 1,2, and 3? Where does this teacher need additional work in the Core Actions?

/ 18 Action Step: Is it…. Clear and Measurable Can anyone understand the action? Can you easily measure if the teacher has made the change? What evidence will you have of mastery? Bite-Sized If you can’t make the change in a week, the action step isn’t small enough Applicable Across Lessons Can the action step be applied to more than just the specific lesson you observed? Creating A Bite-Sized Action Step Create an action step based on your video notes and the Core Teacher Action you selected. Partners: Provide feedback using the questions below.

/ 19 Debrief What evidence did you collect for Core Actions 1, 2, and 3? Where does this teacher need additional work in the Core Actions? What action step(s) did you identify for him? 

/ 20 Video Analysis #3 Grade 9 As you watch the video, capture evidence for Core Actions 1,2, and 3. After the video, turn and talk with your elbow partner about the evidence you collected and answer the following questions: What evidence did you collect for Core Actions 1,2, and 3? Where does this teacher need additional work in the Core Actions?

/ 21 Action Step: Is it…. Clear and Measurable Can anyone understand the action? Can you easily measure if the teacher has made the change? What evidence will you have of mastery? Bite-Sized If you can’t make the change in a week, the action step isn’t small enough Applicable Across Lessons Can the action step be applied to more than just the specific lesson you observed? Creating A Bite-Sized Action Step Create an action step for based on your video notes and the Core Teacher Action you selected. Partners: Provide feedback using the questions below.

/ 22 Debrief What evidence did you collect for Core Actions 1, 2, and 3? Where does this teacher need additional work in the Core Actions? What action step(s) did you identify for him? 

/ 23 Develop a Grade Level Action Plan Look back at the action steps you identified and the evidence you collected for all three teachers. What trends do you notice? How do these trends help inform what action step(s) should be taken at grade level? What action step(s) would you recommend for this grade level? Why? (Ground your answers in the Core Actions).

/ 24 Session Overview Opening (10 min) Introduction to Core Action 3 (10 min) Core Action 3 Model (40 min) Case Study (60 min) Planning (15 min) Closing (10 min)

/ 25 Planning Reflect on the following: How will you take this information back to your school? What are your next steps to make sure key school personnel get this information?

/ 26 Session Overview Opening (10 min) Introduction to Core Action 3 (10 min) Core Action 3 Model (40 min) Case Study (60 min) Planning (15 min) Closing (10 min)

/ 27 Closing By the end of the session, participants will be able to: Analyze instructional practices that lead to all students having access to complex texts and tasks Develop feedback and an action plan for how to improve literacy instruction in both specific classrooms and a grade level as a whole. Feedback and action plans should be grounded in the Core Actions.