1. Focus: All Students 21st Century Ready
Nevada Educator Performance Framework Developing Teacher Expertise Teacher Standard 3
Focus: All Students 21st Century Ready

3. Goals – Standard 3
Define Teacher Standard 3
Evidence of Practice

4. Leading for impact Developing teacher Expertise Standard 3

6. What the Research Says…
According to a meta-analysis of the research, the discussion practices that have the greatest effects on improving students' text comprehension are (Murphy et al., 2009; Goldenberg, 1993)
Including a thematic focus (e.g., friendship);
Connecting the theme to background knowledge (e.g., using the text or personal experience);
Direct teaching of skills or concepts if necessary;
Using elicitation techniques to promote complex expression and understanding (e.g., "Tell me more. What do you mean by ___?");
Asking students to provide support for interpretations (e.g., "How do you know? Show me where it says that. What makes you think that?");
Asking questions with multiple answers and fewer questions with known answers;
Communicating with connected discourse, in which teachers and students make comments that build off of what others have said;
Fostering a nonthreatening environment and encouraging all to participate;
Allowing student-directed discourse, in which the teacher does not hold exclusive control over who talks; instead, students volunteer or select others to speak.

8. Key Ideas in Standard 3
Resources
Theory
Indicators
Description Notes

17. Elaborate and Clarify Questions
Can you elaborate on...?
What do you mean by...?
Can you tell me more about...?
What makes you think that?
Can you clarify the part about ...?
Can you be more specific?
How so?
How/Why is that important?
I wonder if ...?
I’m a little confused about the part...

18. Do you agree?
What are your ideas?
Can you tell me why you think that?

19. Based on , I think…
I want to add to your point that…
Connecting to that, …
Another way to look at that is…
If , then .
I wonder if….
I respectfully disagree because…

20. norm

21. Discuss what Standard 3 looks like in the classroom.
What is the teacher doing/saying?
What are students doing/saying? 39

22. Practice…

23. Recording Evidence from Observation of Standard 3
Take notes
What is the task(s)?
What is the teacher doing/saying?
What are the students doing/saying?

24. Focus on student-centered evidence
Strategies for Collecting Evidence…
Focus on student-centered evidence
Capture evidence of impact of teacher’s behavior on student learning
Record evidence, not judgment
Quotations, observed actions or movements by teacher and students, literal descriptors, etc. – No scoring during observation
Be an efficient note-taker
Capture evidence aligned to the Standards - Establish abbreviations - Think note-taking not scripting
Slide Template

25. Types of Evidence
Direct observation of teacher practice occurs when the evaluator is physically present in the classroom or venue where the teacher is present and teaching.
(Mandatory Evidence)
Additional Evidence supporting teacher practice that includes but is not limited to lesson plans, student work, teacher notes, and student feedback.
(Confirmatory Evidence) 34

26. Videos:

27. What specific evidence did you see during the observation?
Think & Share
What specific evidence did you see during the observation?
What confirmatory evidence did you collect/review during the observation?

28. More practice…

29. Additional Resources:?
More Questions
Additional Resources:
4 Ways for Structured Conversations
Supporting Discourse in Math
Edutopia Groupwork Roles
Reading Moves
Classroom Talk
Grouping
Helping Student Talk
Student Conversations

30. Turn and Talk How do I become more effective with Teacher Standard 3?
What support do I need? 43

31. EVERY STUDENT – Life Ready! College and Career Ready! Citizenship Ready!