1. Observing the Standards and Shifts in High School
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Leadership Pathway:
Observing the Standards and Shifts in High School
126 min. as designed:
58 min before lunch
68 min after lunch (15 min break included)
Materials:
4 pieces of chart paper with the headings Standards, Focus, Coherence, Rigor
markers
Day 2 handouts packet
1 video in this session: Be sure to load the video prior to participants’ arrival by opening the link and letting it begin to run. This should have the video ready to view without buffering.
11 min. video:
Markers
Winter 2017

2. Observing for Shifts and Standards
OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL Objectives and Agenda
Objectives:
Participants will be able to observe and coach teachers on the standards and the shifts in mathematics.
Agenda:
Observing for Shifts and Standards
Lunch
Coaching Role Play
Reflection
1 min.
Speaker Notes:
We’ll continue our study of what the standards and shifts look like in in the classroom—and what they don’t.
We’ll engage in a culminating video observation practice and role play.

3. Observing for Standards and Shifts
1 min.
Speaker’s Notes:
This next video observation is intended to be a culmination observation activity. For this video, we observe and capture evidence for the intended standards and all three shifts.

4. Observing for Standards and Shifts
OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
Observing for Standards and Shifts
Standard: HSG-SRT.C.8
Prepare:
Look up the standard.
Determine Focus.
Determine prerequisites (Coherence).
Determine aspects of Rigor.
Capture Evidence:
What standards are being taught?
Is the instruction addressing the intended standard?
Where do you see evidence of students learning? Students struggling?
What aspects of Rigor are emphasized?
21 min.
10 min. to prepare; 11 min. to view video
Speaker’s Notes:
1 min. – Let’s start by preparing—get your standards queued up for the standard and determine whether this is a major area of Focus for Geometry. Next, use the standards app and/or the Coherence Map to determine the prerequisites. Last, identify the aspects of Rigor that this standard demands.

5. After the Observation Step One: Focus Start with the Standard.
OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
After the Observation
Step One: Focus
Start with the Standard.
What standards are being taught?
Is the instruction addressing the intended standard?
12 min.
Speaker’s Notes:
8 min. – Click to show first step. Say: First, you will deconstruct what you saw just in terms of the standard, and the alignment of the instruction to that standard. Turn & Talk with partner. Make your discussions evidence-based.
4 min. – Whole group share discussion: ask whether Ms. Ravin is teaching the full standard as intended.
MAIN POINTS:
Standard: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
The students are not asked to use the Pythagorean Theorem in this lesson, but this is major work of the grade.
It is OK for this lesson not to show the full standard; the questions for the teacher would be about when the students will be learning it.

6. After the Observation Step Two: Coherence Review student evidence.
OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
After the Observation
Step Two: Coherence
Review student evidence.
Where do you see evidence of students learning? Students struggling?
Are the students who are getting it making connections to previous learning?
For students who are are not getting it, is the teacher leading students to make connections to previous learning?
What prerequisite knowledge and/or skills might be missing?
6 min.
Speaker’s Notes:
6 min - Whole group share discussion: ask whether the saw evidence of Coherence by Ms. Ravin—either across grade or within grade.

7. After the Observation Step Three: Rigor
OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
After the Observation
Step Three: Rigor
What aspects of Rigor are embedded
in the standards?
What evidence did you capture of:
Procedural skill and fluency
Conceptual understanding
Modeling/application
Is the instruction addressing Rigor appropriately?
17 min.
Speaker’s Notes:
8 min. – Click to show step three. Say: Now talk about the evidence you captured of different aspects of Rigor—and whether that matches the Rigor intended in the HSG-SRT.C.8 standard.
9 min. – Whole group share discussion: ask whether they saw evidence of Rigor by Ms. Ravin. Elicit answer to the Main Points below. When you get to the proceduralization of the application problem, you may want to replay parts of the video.
MAIN POINTS:
Focus Standard is an application standard: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
Coherence
Rigor: she proceduralizes this learning and it is unclear if students have the conceptual understanding of trigonometric ratios yet.
Transition: So, we’ve discussed a lot about what we have seen in ways big and small. Now that we’ve analyzed the whole lesson, after lunch, we will return list the priority areas of mis-alignment. This will also help us to check our understandings.

8. Lunch! Speaker’s Notes We will return at 1:00 IMAGE CREDIT:
Lunch!

9. Welcome Back
1 min.
Speaker’s Notes:
Before lunch, we analyzed the whole instructional video lesson for alignment to the standards and all three shifts. To begin our afternoon, we will go back and list the priority areas of mis-alignment. This will also help us to check our understandings.

10. So, what is not aligned in this instruction?
OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
So, what is not aligned in this instruction?
10 min. – Need 4 pieces of chart paper with the headings Standards, Focus, Coherence, Rigor; markers
One facilitator charts while the other elicits responses.
Speaker’s Notes:
Let’s start with the standard, ask the group to name what is not in alignment. Chart their answers. Correct any misconceptions.
Repeat with Focus, Coherence, and Rigor, probing and correcting any misconceptions along the way.
Be alert for inferences, conjecture, or premature conclusions; and ask them to stick with the evidence that they have. Any inferences can be probed through questioning in a coaching conference.
Transition: Let’s now use these as we practice how to coach and change the practices of this teacher who is not yet standards-aligned.

11. Coaching Role Play
1 min.
Speaker’s Notes:

12. Coaching Role Play: Purpose and Process
OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
Coaching Role Play: Purpose and Process
The objective of this activity is to give leaders practice coaching a teacher on standards and shifts alignment in the context of an authentic classroom situation.
Get Ready (4 min.)
Pair Up (2 min.)
Role Play & Feedback #1 (11 min.)
Role Play & Feedback #2 (11 min.)
2 min.
Speaker’s Notes:
State the purpose of this role play: Leaders have to practice talking about the changes they want to see. Leaders have to practice talking about content as well—especially if you don’t consider yourself a “math person.”
Provide an overview of the process:
You will have 4 minutes to prepare to coach the teacher. If it would be a better fit for your role, you may prepare to coach a principal with whom you have just observed this teacher. This will be quiet preparation time.
You will pair up and choose who goes first.
First role play, coach shares goals for the coaching sessions and sets the “heat” level.
5 min. – Role play.
1 min. – Gather your reflections and evidence for feedback.
5 min. – Reflection and feedback.
This will be intentionally quick—most leaders do not have a ton of time to debrief a quick observation, so we are practicing doing this quickly and efficiently.
I will manage time and signal when you move to a different part of the protocol.

13. in the context of an authentic classroom situation.
OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
Coaching Role Play
The objective of this activity is to give leaders a chance to practice coaching a teacher
in the context of an authentic classroom situation.
4 minutes – Everybody gets ready.
Identify your goals for this coaching session.
What do you want the teacher to know and try as a result of this interaction?
Draft entry question(s), clarifying questions, and probing questions.
Draft key learning and next steps you want the teacher to walk away ready to try.
2 minutes – Pair up.
Choose a partner.
Identify who will go first.
Role Play #1 shares goals and the level of “heat” you’d like to practice coaching.
11 min.
Speaker’s Notes:
Click though each part as the time stated
<Click> and give them 4 minutes to get ready.
<Click> and give them 2 minutes to partner and choose who goes first.
Next slide <Click> and give them 5 minutes for the role play

14. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
Role Play #1: 5 Minutes
5 min.
Speaker’s Notes:
IMAGE CREDITS:

15. Role Play #1: Reflect and Feedback
OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
Role Play #1: Reflect and Feedback
1 minute – Each role writes reflections of effectiveness of coaching conversation from their point of view.
2 minutes – Identify what worked.
Coach first:
Start with stating your goal(s) for the discussion and 1–2 moves you made that supported that goal.
Share 1–2 other pluses that you can identify.
Teacher:
1–2 moves that the coach made that deepened your understanding of Focus.
2 minutes – Identify suggestions for improvement.
1–2 things you’d like to do differently or improve.
1–2 things the coach should consider to strengthen practice.
5 min.
Speaker’s Notes:
Review directions and facilitate the time by calling it out.

16. Transition to Role Play #2
OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
Transition to Role Play #2
Review preparation notes.
Share coaching goals and the level of “heat” you’d like to practice coaching.
1 min.
Speaker’s Notes:
Time to switch roles.
#2, share your goals and level of heat
Be ready on my signal.
IMAGE CREDITS:

17. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
Role Play #2: 5 Minutes
5 min.
Speaker’s Notes:
IMAGE CREDITS:

18. Role Play #2: Reflect and Feedback
OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
Role Play #2: Reflect and Feedback
1 minute – Each role writes reflections of effectiveness of coaching conversation from their point of view.
2 minutes – Identify what worked.
Coach first:
Start with stating your goal(s) for the discussion and 1–2 moves you made that supported that goal.
Share 1–2 other pluses that you can identify.
Teacher:
1–2 moves that the coach made that deepened your understanding of Focus.
2 minutes – Identify suggestions for improvement.
1–2 things you’d like to do differently or improve.
1–2 things the coach should consider to strengthen practice.
5 min.
Speaker’s Notes:

19. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
Reflection
Think about your ability to coach others on the standards and the shifts in mathematics.
Based on your learning in this session and on your role, what do you now intend to do?
For example:
Your own learning and skill development
Professional development for others
Instructional planning
Observation, feedback, and supervision practices
8 min.
Speaker’s Notes:
4 min. – In whatever format you are using to track your reflections and action steps, take a few minutes to individually, or in district/school teams, reflect on how Focus is currently going in your context and what next steps for improvement you could take.
4 min. – Ask for a couple of reflections from the group.
Sum up: This is really about having standards front and center for teachers, observation, planning supports around lesson planning and delivery, and having a culture of intentionality around the selection or implementation of curriculum.
Transition: We’ll take a break now. When we return, we’ll dig into Adaptations for Struggling Learners.

20. Break.
Speaker’s Notes:
Reconvene in 15 minutes.
IMAGE CREDITS:

21. References OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL Slide
Source
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22. Image Credits OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL
Slide 8:
Slide 13, 15, 16:
Slide 20: