Citywide Expectations for

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Citywide Expectations for 2011-2012  Fall 2011 Establish regular cycles of teacher observation using a framework Establish regular meeting times for teacher teams Engage in a protocol to look at current student work Analyze the selected Common Core standards to identify gaps between what students are doing currently, and what the CCLS asks them to know and be able to do Teacher teams begin to plan for selection/adaptation/design of CCLS aligned curriculum with embedded tasks Familiarize teachers with task bundles available on the Common Core Library Plan for professional learning opportunities to deepen understanding of Universal Design for Learning  

Text of Citywide Expectations for

Citywide Expectations for 2011-2012
In the summer of 2011: Adopt Danielsons Framework for Teaching, or leverage an existingresearch-based teaching framework that articulates clear expectations,to serve as the focus for observations and feedback. Explore ways to free up time for school leaders to engage in classroomobservations and feedback cycles. Finalize plan for gathering and looking at current student work Begin planning for engaging teacher teams inselecting/adapting/designing CC-aligned, curriculum-embedded tasks Citywide Expectations for 2011-2012
Fall 2011 Establish regular cycles of teacher observation using a framework Establish regular meeting times for teacher teams Engage in a protocol to look at current student work Analyze the selected Common Core standards to identify gaps betweenwhat students are doing currently, and what the CCLS asks them to knowand be able to do Teacher teams begin to plan for selection/adaptation/design of CCLSaligned curriculum with embedded tasks Familiarize teachers with task bundles available on the Common CoreLibrary Plan for professional learning opportunities to deepen understanding ofUniversal Design for Learning Citywide Expectations for 2011-2012
Winter/ Early Spring 2012 Implement CCLS aligned curriculum with embedded literacy and mathtasks Examine student work resulting from CCLS aligned tasks Reflect on teacher work related to implementation of a framework Continue observation and feedback cycles Incorporate UDL into task and curriculum design to ensureaccessibilityfor all students August Summer Institute: Overview
City Wide Instructional Expectations : These are the Chancellors 3 ASKS: Strengthening student work by examining and refining curriculum, assessment and classroom instruction Strengthening teacher practice by examining and refining the feedback teachers receive through a framework Curriculum Mapping / ELA & Math task: Engaging all students in at least one literacy task and one math task aligned to strategically selected Common Core Learning Standards Guiding Questions: How do Danielsons Domains and Components support those aspects of a teachers responsibilities that promote improved student learning? Introducing The Danielson Framework
Here are the 4 Domains. Planning and Preparation The Classroom Environment Instruction Professional Responsibilities The 6 Central DOE-selected from Charlotte Danielson Framework for Teaching Competency Elements
1e: Learning activities, instructional materials and resources, instructional groups, lesson and unit structure 2b: Importance of the content, expectations for learning and achievement, student pride in work 2d: Expectations, monitoring of student behavior, response to student misbehavior 3b: Quality of questions, discussion techniques, student participation 3c: Activities and assignments, grouping of students, instructional materials and resources, structure and pacing 3d: Assessment criteria, monitoring of student learning, feedback to students, student self- assessment and monitoring of progress 1e: Designing Coherent Instruction 2b: Establishing a Culture for Learning 2d: Managing Student Behavior 3b: Questioning and Discussion 3c: Engaging Students in Learning 3d: Using Assessment in Instruction Activity 1: Envisioning Good Teaching
Guiding Question: When youre in the presence ofgreatness/excellence, what would youexpect to see/hear from students and yourcolleagues? Classroom intervisitations Principals/APs will chart an insight of how they would respond to this essential question Small group share Whole group discussion Unpacking the Danielson Framework
Big Ideas: To support schools with CCLS implementation and teacher effectiveness, Central DOEhas selected 6 components from Danielsons Framework for Teaching to help buildpedagogical and observational/feedback skills and capacity Schools must develop a shared understanding of what highly effective teaching lookslike in order to determine how to adjust teacher practice to support studentdevelopment along the continuum of college and career readiness Guiding Questions: What are the fundamental ideas behind the 6 Central-DOE selected and supportedDanielson components? How do Danielsons Domains and Components support those aspects of a teachersresponsibilities that promote improved student learning? What evidences Distinguished performance for each Component?What are theclassroom/pedagogical look fors? What are the subsequent implications for teacher practice, planning, and preparation? Unpacking Danielsons Teaching Framework Components Activity with a focus on 2B & 2D 2B Establishing a Culture for Learning and 2D Managing Student Behavior Activity 2: Taking a Close Look at 1e
Competency 1e:Designing Coherent Instruction Elements 1e:Learning Activities, Instructional Materials and Resources, Instructional Groups, Lesson and Unit Structure. Table Facilitators will support the Instructional Leaders as they uncover the understandings of Domain 1, Competency e andits Elements 1e Designing Coherent Instruction
Competency 1e Designing Coherent Instruction Elements 1e Learning Activities, Instructional Materials and Resources,Instructional Groups and Lesson and Unit Structure Look Fors: In Unit Plans at least three weeks with daily topics and activitiesthat reflect organization and sequencing, and variety of materialsand groups In Lesson Plans description of students, instructional objectives,assessments, strategies for activating, cognitive demand, andsummarizing, varied instructional materials, and potentialmisunderstandings Unpacking Danielsons Teaching Framework Components Activity with a focus on 3B & 3C 3B Using Questioning and Discussion Techniques and 3C Engaging Students in Learning Steps for Reading and Template Completion:
Individually read selected pages that cover assigned Domain/Component.Participants may wish to jot their findings on the Unpacking Danielsons Teaching Framework Components template while reading or may wish to hold off on note-taking until the triad discussion.This is up to the triad/individual participants. After reading the respective pages for the assigned Component, triads engage in a discussion and come to consensus around the big ideas of the Component.Once consensus is reached, triad members record their ideas on the template.Triads may choose to use one template to capture the ideas of all triad members or capture triads ideas on individual templates. Triads are now ready to engage in a discussion around and notate on the template what would evidence Distinguished level of performance for that Component.Participants should look closely at the rubric for the Component and focus on the information in the Distinguished column in order to generate ideas.The objective is to not only identify the classroom and pedagogical look fors, but also to refrain from eduspeak and provide teacher-friendly language and specific examples/evidence that will support teachers be they in their first or 20th year of teaching. Upon completion of the evidence/look fors, triads will share out their ideas and notes.Facilitator will capture and triangulate these ideas and notes on large poster paper to serve as the tables chart for the room share out and suggested gallery walk at lunch. Whole Group Share Component 1e
Component 1e and supporting evidence of the Elements Followed by a 15 minute break Activity 3: 2b Establishing a Culture for Learning
Competency 2b Establishing a Culture for Learning Elements 2b Importance of the Content, Expectations for Learning and Achievement and Student Pride in Work Look Fors: Evidence must be in the classroom the look of the room, studentwork displayed (scored or rated with written feedback); nature ofthe interactions and tone of conversations with and among studentsreflect they are interested in and value learning and hard work. Unpacking Danielsons Teaching Framework Components Activity with a focus on 3B & 3C 3B Using Questioning and Discussion Techniques and 3C Engaging Students in Learning Whole Group Share Component 2b
Component 2b and supporting evidence of the Elements Activity 4: 2d Managing Student Behavior
Competency 2d Managing Student Behavior Elements 2d Expectations, Monitoring of Student Behavior and Response toStudent Behavior Look Fors: Age appropriate and culturally consistent standards Rules are made clear to all and are posted in the classroom Rules are clearly and consistently applied (no favoritism is evident) Teacher encourages students to monitor their own behavior Unpacking Danielsons Teaching Framework Components Activity with a focus on 3B & 3C 3B Using Questioning and Discussion Techniques and 3C Engaging Students in Learning Whole Group Share Component 2d
Component 2d and supporting evidence of the Elements Followed by a 10 minute break Activity 5- Using the Danielson Framework to Provide Feedback
Putting Research into Practice. As you observe the video, please take down specific notes and use the low inference observation protocol (collection of evidence) to support the teacher practice you see What is the evidence? What does the evidence say about teacher practice? As a participant in this process, what feedback would you provide this teacher to improve on their practice? Video Activity 5:Video Activity 6 Aligning the Danielson Framework to Current Units of Study/Curriculum Maps 1e, 2b & 2d Pairs and/or Triadswork to capture ideas and memorialize these evidence based ideas on the template. Engage in a discussion on the Look Fors and how this may impact the current unit maps and instructional focus. 1e: Designing Coherent Instruction 2b: Establishing a Culture for Learning 2d: Managing Student Behavior Looking at Components 1e, 2b and 2d
Curriculum Mapping Reflecting on the details and elements of 1e, 2d, 2bthink about howthese understandings will help