Science Leadership Support Network September 25, 2009 Supported by PIMSER and Kentucky Department of Education Welcome!

Your Facilitators for Today Kim Zeidler-Watters –Director, PIMSER Math/Science Outreach Unit Diane Johnson –Instructional Supervisor Lewis Co. Schools and PIMSER Regional Teacher Partner Karen Kidwell –Science Consultant Kentucky Department of Education Becky Smith –PIMSER Regional Teacher Partner

Housekeeping Sign In Procedures Binders Table Boxes Name Tags Homework Norms

Group Norms Stay on schedule; be on time Put cell phones on silent and close computers Stay present, giving full attention Listen actively as others are speaking Be engaged—Be IN the work Avoid sidebar conversations Balance advocacy and inquiry Keep name tags visible Rule of 2 feet Any others?

Goals of SLSN Deepen understanding of a balanced assessment system and its role in motivating students to higher levels of achievement. Understand and incorporate skills and strategies for transforming planning and practice in order to ensure that all students understand key concepts from the Energy Transformations big idea. Develop and act on a personal vision of leadership for sustainable improvement in their school or district.

Road Map for Today Heat And Temperature Housekeeping Community Building High Quality Teaching and Learning Climate

Tools T-chart –Things I want to remember –Things I want to share with administrators Impact/Implementation Form Reflections –Quantitative –Qualitative –Last 4 digits of social

Who is in the Room? Role Years of Experience SLSN Participation

Can you find them? Using the handout, find 16 different people that meet the criteria listed. Have each person sign your sheet. When finished, please sit down.

Learning Climate Learning target: I can write a concept definition for learning climate. –This means I can define learning climate by providing the relationship to a larger idea, examples, non-examples, and critical attributes.

Recipe for Success Imagine how frustrating culinary school would be if the only feedback a student chef received was “Make this taste better.” Now imagine the same problem applied to school improvement. –How does one become a ‘better’ teacher? – What are the characteristics of effective teaching that distinguish the most effective teachers? –How does one become a ‘better student’? –What are the characteristics of effective learning that distinguish the most effective students? Create a Recipe for Success –On an index card, jot down the key ingredients for school improvement

High Quality Teaching and Learning LEARNING CLIMATE Use the descriptors to rank order yourself in terms of Learning Climate

Learning Climate Complete the companion viewing guide as you watch the video.

Learning Climate Post-viewing: How did Ms. Morton show evidence of high expectations through her instruction and interactions with her students? Share examples of classroom management used during both instruction and transition. What strategies were used to increase student engagement and motivation? What feedback was provided to students that reinforced classroom expectations? What did you observe that you could immediately implement in your classroom to improve climate? How will you measure implementation impact?

What if we don’t attend to LC?

Learning Climate Find a partner at your table. –The shortest person will be A, tallest will be B. –A will read the KDE Science Newsletter, August issue on Learning Climate. –B will read pages from How Students Learn. As you read, identify the critical attributes of an effective learning climate and strategies for use in the classroom. When you finish with your section, summarize with a 10 word ‘get the gist’ sentence. Share your critical attributes, strategies, and summary sentence with your partner.

Learning Climate Category the word belongs to: Examples: Critical Attributes Comparative Examples Examples that share some, but not all, of the critical attributes Non-examples:

Additional Resources KDE – Instructional Resources –High Quality Teaching and Learning ASCD – PD 360 –

Time to Reflect

Energy Transformations: Heat and Temperature

Warming Water Complete the probe by yourself. Place a small post-it on the “Sticky Bars” bar graph based on your answer. What does this graph tell us?

Probe Deconstruction What knowledge does the probe require from students?

Let’s Gather Some Data Administer the probe to 30 students or to 10 adults. Record the results using the form. Bring back the results reporting form to the next meeting.

Time to Reflect

Road Map for Today in REVIEW Housekeeping Community Building High Quality Teaching and Learning Climate Heat And Temperature

For Next Time Please read the introduction and Ch. 1 in The Global Achievement Gap. Complete the organizer. Administer the probe and bring back results. Our next meeting will be October 23 rd at the Four Points Sheraton.