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Bell work As you enter the room today 1.Make a name card on the white paper at your table. 2.on a sticky note write down two things you hope to get from the presentation today. 3. be ready to Introduce yourself and share your thoughts at 8:32!. Bell Work. - PowerPoint PPT Presentation
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BELL WORKAS YOU ENTER THE ROOM
TODAY
1.MAKE A NAME CARD ON THE WHITE PAPER AT YOUR TABLE.
2.ON A STICKY NOTE WRITE DOWN TWO THINGS YOU HOPE
TO GET FROM THE PRESENTATION TODAY.
3. BE READY TO INTRODUCE YOURSELF AND SHARE YOUR
THOUGHTS AT 8:32!
Bell Work
PRINCIPAL LEADERSHIP SERIESSESSION 1
CLASSROOM TOOLS FOR THE INSTRUCTIONAL LEADER
Presented by Mari Fridgen and Jim Stenehjem
YOUR NAME:SCHOOL:TWO THINGS YOU WANT TO GET OUT OF WORKSHOP
10:00 APT 11:00 APT 1:00 APT
TODAY’S AGENDALearning Objective: Increase administrator’s instructional leader toolbox
Overview of Teacher Evaluation (Waiver)Types of Teacher ObservationsClassroom Look 4s
BeginningEngagingPracticingEnding
Google Observation
“Are we going to do anything today?”
NORMS: 4 BsBathroomsBreaksBe actively engagedBe good to your neighbor
A GREAT LEARNING ENVIRONMENT-WHAT DOES IT LOOK LIKE?
With your group, describe what a great learning environment looks like – jot down your ideas on scratch paper.
A POOR LEARNING ENVIRONMENT-WHAT DOES IT LOOK LIKE?
With your group, describe what a poor learning environment looks like – jot down your ideas on scratch paper.
Teacher Evaluation Waiver
http://www.dpi.state.nd.us/ESEA/comment.shtm
Teacher Evaluation Waiver
1. Time Line2. Plans based on InTASC Standards
(All models will be based on the InTASC Standards)
Teacher Evaluation Waiver3. A. Aligned to InTASC Standards
a. Commercial Modelb. Can have more standardsc. Must use at least 4 general InTASC
Teacher Evaluation Waiver3. B. Performance Level must be differentiated by at least four levels.
–Level 1 Non-Proficient–Level 2 Developing Proficiency–Level 3 Proficient–Lev el 4 Exemplary
Teacher Evaluation Waiver3 C. Incorporation of multiple evaluation measures
–1. Student Growth and Achievement Measure with NDSA (Required) Others can be used also
–2. Supervisory observation (Required)
Teacher Evaluation Waiver
• 4. The Flow of a District Teacher Evaluation SystemThe NDDPI will provide training and technical assistance
• 5. Recording and Compiling District Teacher Evaluation Ratings
Teacher Evaluation Waiver
• 6. Quality Assurance of a Valid and Reliable Evaluation System: State Monitoring Efforts
Teacher Evaluation
Colorado 50%
students' academic growth as measured
partially by test scores.40% Student Performance
MinnesotaNew Law2114
35% Student Performance
Multiple Data Sources
FormalObservations
Informal Observations
Portfolios,Documents,
Logs
Student Performance
SelfEvaluation
Virginia Performance and Standards for Evaluation 2009
Student Surveys
Which 3 Will Have the Greatest Impact1. Observing and evaluating full lessons, preceded by a
preconference with each teacher and followed by a detailed write-up and postconference;
2. Systematic walk-throughs of the entire school, focusing on target areas (the quality of student work on bulletin boards, for example);
3. Mini-observations of three to five classrooms every day (five minutes per visit), with face-to-face follow-up conversations with each teacher;
4. Quick “drive-by” visits to all classrooms every day to greet students and “manage by walking around”;
5. Collecting and checking teachers’ lesson plans every week;
6. Requiring teacher teams to submit common curriculum-unit plans in advance, and discussing them with each team; or
7. Having teacher teams use interim assessments of student learning to improve instruction and help struggling students.
Which 3 Will Have the Most Leverage1. Observing and evaluating full lessons, preceded by a
preconference with each teacher and followed by a detailed write-up and post-conference;
2. Systematic walk-throughs of the entire school, focusing on target areas (the quality of student work on bulletin boards, for example);
3. Mini-observations of three to five classrooms every day (five minutes per visit), with face-to-face follow-up conversations with each teacher;
4. Quick “drive-by” visits to all classrooms every day to greet students and “manage by walking around”;
5. Collecting and checking teachers’ lesson plans every week;
6. Requiring teacher teams to submit common curriculum-unit plans in advance, and discussing them with each team; or
7. Having teacher teams use interim assessments of student learning to improve instruction and help struggling students.
Synergistic ConnectionsKim Marshall
TeamInterim assessment
work
End-of-yearRubric evaluation
Mini-observations
TeamCurriculum unit
planning
Why Complex Teacher Evaluations DON’T WORK – Mike Schmoker
Jim Collins, author of Good to Great discovered that performance and morale of both employees and managers skyrockets when managers:
1)Severely reduce the number of criteria by which they judge an employee’s performance
2)Have “crystal clarity” for those very few criteria, abandoning any language that could confuse a practitioner
Observations
• Formal full period observations (30-60 min) Feedback to individual
• Mini-observations (5-12 min)
Feedback to individual
• Walk-throughs (Rounds) (2-3 min)
Feedback to full staff, but not individual
900 lessons a year
900 lessons a year
900 lessons a year
What approach are you using now?
1 Full period observations
2 Mini-observations
3 Rounds
4 All of the above
Schmoker Classroom Visits Criteria
• Attention and Engagement (i.e. steps are taken to ensure that all students are attentive and on task throughout the lesson)
• A clear, well-defined purpose and objective to the lesson; followed by…
• Multiple short segments of instruction; immediately followed by…
• Opportunities for students to process or practice what was just taught, while the teacher checks and monitors to see how well the class has learned and is applying their learning
28
Kim MarshallFive irreducible elements of effective instruction
• Safety: The class is running smoothly and students can focus on learning.
• Objectives: It’s clear where the lesson is going.
• Teaching: Learning experiences are being skillfully orchestrated.
• Engagement: Students are paying attention and are involved in the lesson.
• Learning: What’s being taught is being learned.
Mel Riddle Look 4s
• Beginning• Engaging• Practicing• Ending
For procedural purposes, this is the model we will be focusing on for classroom operational look 4s
30
High Quality FeedbackImmediate (Within 24 hours)
Highly Specific (Describe the behaviors)
Cause/Effect (Teacher did, students did)
Growth Oriented – (Tell me more about…)
Preserves Dignity (Where to meet or language in written message)
Observation Feedback
"I Liked”
Observation Wording
"I Noticed",“I observed” "I Wonder", "What if"
BREAK
Beginning of the Class• Beginning
– Evidence of Procedures and Routines - Students should arrive on time.– Bell Work — Students begin working without direction.– Essential Question (activates higher-order thinking)– Clear introduction by the teacher which ties together the previous lesson and today's lesson
– Activating strategy — Word Maps, KWL or other's strategies that motivate students to want to answer the Essential Question (could be connected to Bell Work
– Room Arrangement — matches instructional strategy and student needs
– Visible Agenda (i.e. Elem: plans for the day; HS: topics to be discussed during lesson)
Beginning of the Class• Beginning
– Evidence of Procedures and Routines - Students should arrive on time.– Bell Work — Students begin working without direction.– Essential Question (activates higher-order thinking)– Clear introduction by the teacher which ties together the previous lesson and today's lesson
– Activating strategy — Word Maps, KWL or other's strategies that motivate students to want to answer the Essential Question (could be connected to Bell Work
– Room Arrangement — matches instructional strategy and student needs
– Visible Agenda (i.e. Elem: plans for the day; HS: topics to be discussed during lesson)
BREAK
http://www.allthingsplc.info/wordpress/?p=2598
Classroom Observation Drives Instructional
Practices
George Knights
AllthingsPLC website
Engagement Strategies
10:00 AptFeedback You Would Give This Person
Engagement Strategies
•Think-Pair-Share•Signal Cards (Stop light with Green, Yellow, Red Cards)•Wait time•Cold Calling
Videos•S-L-A-N-T•Give Choices (menu strategy)
40
Mel Riddle Look 4s)Engaging: High Expectations for Students
– Cold Call (Any student will be called on at
any time.)
–Cold Call/Pepper
–Cold Call/Vocabulary
Additional Engagement Strategies– Students re-explain: “In your own words…”– Ask opinion questions. “If you had to decide which action to take, what would you do/recommend?”
– Repeat question using simpler language.– Use positive non-verbal encouragement such as nods, smiles, eye contact.
– Use individual whiteboards or signal cards as a means of non-verbal responses.
– Private personal interaction for struggling student in advance to set up a question for him/her to answer.
42
Engaging: S-L-A-N-T
Sit up Listen Ask and answer questions Nod your head Track the speaker
BREAK
Additional Engagement Strategies
– 10:2 Theory (Present 10 minutes and discuss or do for 2 minutes, “Chunk and Chew”)*
– Think-Pair-Share– Clipboard cruising– Listening in on small group discussions– Checking over shoulders– Signal Cards (Stop light with Green, Yellow, Red Cards)
– Journal Entries/Quick-Write– Hand Jesters thumbs up, down, sideways
45
Engagement Conclusion
)During the following video, with your partner, write down and discuss the feedback you would provide this teacher regarding Engagement Strategies.
46
Video from Coach Like a Champion
• Number 16 video
47
Video from Coach Like a Champion
• Feedback
• Identify• Label• Explain• Ask a Question• Preserve the Dignity
Practice
• Practicing– Frequent checks for understanding–Opportunities for students to demonstrate mastery
– Teach and re-teach–Guided and Independent Practice
Practice Theory
Practice makes …
49
Perfect Practice Makes Perfect
permanent.
Ending
• Ending– Time taken to summarize lesson and tie day's lesson into tomorrow's (Teacher Centered)
– Students do the summarizing– Formative Assessment and/or Practice Retrieval
Formative Assessment Strategies– Think-Pair-Share– Listening in on small group discussions– Checking over shoulders– Signal Cards (Stop light with Green, Yellow, Red Cards)– Journal Entries/Quick-Write– Ticket to Leave– Hand Jesters thumbs up, down, sideways– individual whiteboards or signal cards as a means of non-verbal responses.
– Students re-explain: “In your own words…”
Teacher Channel Videos and Lessons
Culminating Activity*Mini-observations
• https://www.teachingchannel.org
• https://www.successathecore.org
• Go to one of the sites above, view one video, conduct a mini-observation with the look 4s we just discussed and be prepared to share what you learned.
Observation Scheduling• Expert recommendation: Instructional leaders should be in the
classroom two days per week• Possible Options: Instead of 2 days per week, is 2hrs manageable?
– 2 consecutive hours, one day per week (1 room at beginning, 1 room at middle, 1 room at end)
– 1 hour, two different days per week– 5-10min x twice per day x 5 days/week
• What does it take to getting into the classroom:– Schedule it; get it in your calendar– Cooperation: collaborate with your secretary to ensure interruptions occur ONLY during emergencies (i.e. not to take a unexpected phone call)
• Possible options: Instead of 2 days per week, is 2hrs manageable?
Evaluation Systems
• Current Reality?
Exit Ticket
• Take one post-it, write your name on it• Place the post-it note on one of the evaluation system choices at the back of the room that you would like to learn more about
LUNCH
Evaluation Based on Rubrics
• Danielson• Marzano• InTASC• Marshall• Other
Are you using one of these right now?
Charlotte Danielson
Four Domains:1. Planning and Preparation2. The Classroom Environment3. Professional Responsibilities4. Instruction
Robert Marzano
Four Domains:1) Classroom Strategies and Behaviors2) Planning and Preparing3) Reflecting on Teaching4) Collegiality and Professionalism
Kim Marshall
Six Domains:1) Planning and Preparation for Learning2) Classroom Management3) Delivery of Instruction4) Monitoring, Assessment, and Follow-Up5) Family and Community Outreach6) Professional Responsibilities
Group Work
• Read through materials individually• As a group, go through domains and identify the various elements that correlate to the “Look 4s” discussed earlier today
Group work•Danielson•Marzano•Marshall
Google Form
Your observation/evaluation plan of attack!
65
Resource Page for MREC Principal Leadership Series
http://ndlead.org/Page/635
Exit Ticket
• Training Survey