Bell Work. Presented by Mari Fridgen and Jim Stenehjem

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

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





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)


• 4. The Flow of a District Teacher Evaluation SystemThe NDDPI will provide training and technical assistance

• 5. Recording and Compiling District Teacher Evaluation Ratings


• 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

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Kim Marshall

Five 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

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High Quality Feedback

Immediate (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)

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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.

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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

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Engagement Conclusion

)During the following video, with your partner, write down and discuss the feedback you would provide this teacher regarding Engagement Strategies.

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Video from Coach Like a Champion

• Number 16 video

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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 …

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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.

https://www.teachingchannel.org/

https://www.successathecore.org/

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!

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Resource Page for MREC Principal Leadership Series

http://ndlead.org/Page/635

Exit Ticket

• Training Survey