1. Denver Public Schools Understanding the Revised Framework

2. Content Objectives By the end of the training, participants will: Become familiar with the revised Framework (including incorporation of new symbols) Explain the connections between the Framework and the Common Core State Standards Identify elements of effective teaching in the revised Framework

3. Language Objectives By the end of the training, participants will: Be able to explain the purpose for the icons on the Revised Framework orally or in writing by using complete sentences, Be able to compare and contrast the original Framework and the Revised Framework by using conjunctions, and Be able to explain how the Revised Framework connects to Common Core Standards orally and in writing by using complete sentences.

4. Agenda Identify Connections in Denver Plan for Instruction Core Compare/Contrast Original Framework with Revised Framework Examine Revisions to PGPs Reflect on Impact of Revisions on Your Planning and Teaching

5. The Denver Plan TURN AND TALK: Use the graphic to make connections between ELA, CCSS, and the Framework for Effective Teaching

6. How Did We Go About Making Revisions that Embody the Connections? Worked closely with partners to ensure tight connection: – ELA – Teaching and Learning (for CCSS) – Special Education and Gifted and Talented – Educational Technology Critical input from Principals: – Spring 2011 Pilot Principals – Focus Groups – Design Teams – Superintendent and CAO sessions – ISs – February Beta test

7. What Informed the Revisions? Practitioner feedback from the field – Website (As of 4/4/12 there were 537 pieces of feedback) – 20 principals and teachers participated in focus groups with our consultant – Two Design Teams comprised of 7 principals and 9 teachers reviewed the revisions on multiple occasions – Met with Spring Pilot 2011 participants (4 principals and 13 teachers) to get their longer-term perspective – Met with 40 POs, some on multiple occasions – DCTA Outreach liaison visited 124 schools Research – Measures of Effective Teaching and other districts around the country Beta Test – 75 Professionals testing Revised Framework in classrooms (Principals, POs, Central Office Staff)

8. What should stay the same Maintain the Values that DPS stands for Continue to articulate the High Expectations for Teaching Be sure it’s inclusive of quality instruction for ALL kids What should change Too Long Too Repetitive Technology indicator - Difficult to observe consistently ELA indicator - Uncertainty as to when to apply Culturally Responsive Education lacked clarity Input from the Field Guiding Idea: Create a document that can easily and effectively be utilized as a tool to support teacher planning and instruction

9. Overview of Revised Framework You have 5 minutes Quickly review the revised Evidence Guide. This is for the purpose of getting an overview of the revised Framework. We will examine it in more detail later. Record similarities and differences you notice between the original Framework and the Revised Framework. We will share out and chart your responses.

10. Revised Overview

11. General Characteristics Not Meeting Wrong information that inhibits the learning Focus solely on behavior No use of information that students give Negativity Absence of essential information No learning Incorrect learning Unclear learning Low/none student engagement Low/no differentiation Management Task/purpose is questionable Approaching Some engagement Learning expectations are clearer Low participation Some student compliance Consistency of progress is questionable Teacher knows what to do, but may not know why or how Lacks authenticity Effective Consistency More Teacher Directed Adjustments High Quality Knows how to use effectively Engagement is purposeful Students know roles Structures evident –i.e. pacing Purposeful/Intentional Teachers know why, how and when to deploy the teaching behavior to get the desired results Majority of Students participate Evidence of student learning for almost all Distinguished Student directed Full student responsibility Student to Student Student ownership Atypically outstanding Student ownership for learning (responsibility) Teacher is a true facilitator Student to student interaction Challenging Inquiry Students do apply learning beyond the classroom Relevant to students Student centered and led based on what the teacher wants learned Student community of learners

12. New Symbols Incorporated symbols to emphasize key instructional values and practices  ALL indicators apply to ALL classrooms in the Denver Public Schools  Represent our pledge to provide 21 st century-focused, high-quality education for all students  Effective for all learners and essential for particular groups of students.

13. Instruction Expectations Masterful Content Delivery Content - The communication of objectives, development of rigorous tasks, and delivery of instruction all provide evidence of a teacher’s content mastery. Pedagogy - The knowledge of how to instruct students in a manner that results in their gaining of knowledge and ability to transfer it to future learning opportunities and real life experiences.

14. Masterful Content Delivery The order of Indicators under the Instruction Domain represents the chronological order for how a teacher should effectively plan classroom lessons. I.1 Develop Content / Language Objectives I.2 Select / Create Tasks I.3 Choose Instructional Method I.4 Incorporate Opportunities to Develop and Use Academic Language

15. High Impact Instructional Moves High-Impact Instructional Moves: During instruction, effective teachers enact essential instructional moves (practices): I.5 Use Formative Assessments to Check for Understanding I.6 Differentiate Data Based on the Checks for Understanding I.7 Provide Academic Feedback Based on Student Responses I.8 Create Opportunities for Students to Communicate / Collaborate While Learning

16. Familiarizing Yourself with the Revised Framework Let’s Dig Deeper into the Revisions Highlight the 3 words for each indicator under the “Effective” column that capture the essence of that indicator. In trios, discuss why you chose each of the words you chose and why you did not choose others. Is there agreement? How much? Why?

17. Comparing the Two Frameworks Let’s Examine Handout, Crosswalk by Indicator How does this crosswalk compare to what you discovered about the Revised Framework? Are there any questions you have?

18. How Do the Revisions Impact Your Professional Growth? Provide a more defined and purposeful document from which teachers can plan and implement instruction Provide a sequence teachers can use in planning for purposeful and meaningful instruction Support the development of a more specific PGP by which to guide teachers’ individual professional growth

19. PGP Revisions School Wide Area of Focus  Must be one from of the two Instruction Expectations: Masterful Content Delivery or High Impact Instructional Moves  Schools may choose to focus on an entire Expectation for the year OR  Schools may choose to focus on a portion of an Expectation such as one Indicator or a combination of Indicators

20. PGP Revisions Teacher Area of Focus Teachers choose TWO indicators as their areas of focus for their PGP Teachers must choose one indicator from the School Wide Expectation Teachers may choose their second indicator from any of the indicators under the Learning Environment or Instruction Domains

21. Teacher Areas of Focus for PGP IF the school focus goes to the Indicator level, THEN each teacher in the school needs to select this indicator as the indicator within the school wide area of focus. Example: School Wide Focus Expectation: Masterful Content Delivery Based on teacher and student need, the school decides to focus on I.2 Rigorous Tasks within this Expectation. If the school goes to the Indicator level with their focus then each teacher in the school would select this Indicator as one of the areas of focus on their PGP.

22. Selection of School Area of Focus Schools select one of these expectations as their Area of Focus

23. Selection of Teacher Area of Focus Teachers select two indicators for their Professional Growth Plan. One MUST be from the school Area of Focus

24. Selection of Teacher Area of Focus The second indicator selected can be any of the 11 remaining indicators. Teacher support of school Area of Focus

25. What Are You Thinking? Take 2 minutes and discuss with others at your table – What are your initial thoughts? Questions? Comments?

26. Content Objectives By the end of the training, participants will: Become familiar with the revised Framework (including incorporation of new symbols) Explain the connections between the Framework and the Common Core State Standards Identify elements of effective teaching in the revised Framework

27. Language Objectives By the end of the training, participants will: Be able to explain the purpose for the icons on the Revised Framework orally or in writing by using complete sentences, Be able to compare and contrast the original Framework and the Revised Framework by using conjunctions, and Be able to explain how the Revised Framework connects to Common Core Standards orally and in writing by using complete sentences.

28. Thank you for your time with the revised Framework today!