1. Nevada Leadership Institutes Las Vegas, NV | August 5-7, 2013 Margaret Heritage CRESST/UCLA Implementing the Nevada Educator Performance Framework: Evaluating and Supporting Teacher Success

2. Review of standards, indicators and performance levels Illustrations of standards Practice in applying protocol Questions and comments Plan

3. Standards Across Disciplines (H/O#1) New learning is connected to prior learning and experience Students engage in meaning-making through discourse and other strategies Students engage in metacognitive activity Assessment is integrated into instruction Learning tasks have high cognitive demand for diverse learners

4. Standards Weave Together

5. Standard 1 New learning is connected to prior learning and experience Add TC video – 3 rd grade Adrine – this is the video you captured that is about the children’s speeches – you added some more today (Tues)

6. Standard 2 Learning tasks have high cognitive demand for diverse learners This is the video of the students reading about the pilgrims – Persuasive point of view – teacher has blonde hair

7. Standard 3 Students engage in meaning-making through discourse and other strategies

8. Standard 4 Students engage in metacognitive activity

9. Standard 5 Assessment is integrated into instruction

10. Organization Handout 2

11. Ineffective (Level 1) Minimally Effective (Level 2) Effective (Level 3) Highly Effective (Level 4) Performance Levels

12. Descriptors and Performance Levels Descriptors correspond to Performance Levels

13. YOUR TURN Review Handout 2 Note anything that you are not sure about

14. Any questions/comments? Questions and Comments

15. Standards and Indicators

16. Standard 1: New Learning is Connected to Prior Learning and Experience Indicators

17. Standard 1: New Learning is Connected to Prior Learning and Experience Performance Levels *Methods = Teacher questions, provides tasks, asks for free recall, structures discussions; Modes = Students respond orally, make diagrams, write, draw, describe

18. Standard 2: Learning Tasks Have High Cognitive Demand for Diverse Learners Indicators

19. Standard 2: Learning Tasks Have High Cognitive Demand for Diverse Learners Performance Levels

20. Standard 3: Students Engage in Meaning-Making Through Discourse and Other Strategies Indicators

21. Standard 3: Students Engage in Meaning-Making Through Discourse and Other Strategies Performance Levels

22. Standard 4: Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility for Their Own Learning Indicators

23. Standard 4: Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility for Their Own Learning Performance Levels

24. Standard 5: Assessment is Integrated Into Instruction Indicators

25. Standard 5: Assessment is Integrated Into Instruction Performance Levels

26. YOUR TURN Review Handout 1 Note anything that you are not sure about

27. Any questions/comments? Questions and Comments

29. What Standards Do You See Here? This is the high school math Lesson from Georgia –blonde teacher with glasses

30. What Standards Do You See Here? This is the video of the students reviewing a piece of writing – teacher has short dark hair and glasses

31. What Standards Do You See Here? This video is in the Texas folder – number 12 – self and peer assessment

32. YOUR TURN Review one of the vignettes on Handout 4 Use the protocol to identify evidence of indicators and annotate

33. Any questions/comments? Questions and Comments

34. mheritag@ucla.edu