Teacher Teacher Leader Leader

Network Network ConnectionConnection

Robin Hebert - ELARenee’ Yates - Math

Partnership Partnership Agreements-Scaling Agreements-Scaling

up the work!up the work!

CatalystCatalyst(PD)(PD)

SchoolStudentAchievement

Nation State Regional District Classroom

CatalystCatalyst(PD)(PD)

SchoolStudentAchievement

Nation State Regional District Classroom

CatalystCatalyst(PD)(PD)

SchoolStudentAchievement

Nation State Regional District Classroom

Utilizing Your Leadership Content Utilizing Your Leadership Content

Network ParticipantsNetwork Participants• A Vision for Teacher Leadership

Responsibilitiesof Teacher

Responsibilitiesof Administrators

Responsibilitiesof Teacher

Responsibilitiesof Administrators

Teacher LeadershipTeacher Leadership...differs from other school roles...can enhance the capacity of the principal...supports strategies and behaviors linked to increasing student achievement...requires a shift in the culture of schools...necessitates new organizational structures and roles in schools in order to successfully meet the needs of 21st century learners

Waters, Marzano & McNulty, 2008Heifetz, Laurie, 1997

Who Are Your Teacher Who Are Your Teacher Network Leaders?Network Leaders?

Bell Teacher Leaders

ELA MathKim Gambel Cristel HoskinsJennifer Yankey Jason StewardAnn Stepp Angelia HammonsChristi LefeversNanette Hensley

Our vision…. How will you

educate all your staff?

Handout

TPGES Connections TPGES Connections toto

Math Network Math Network

TARGET:I can demonstrate the

connections of our work. This means that I can teach the

KCAS in the context of highly effective teaching and learning

and assessment practices.

FALL PLANFALL PLANSEPT: Domain 3: Instruction

Component B - Questioning and Discussion Techniques

NOV:Domain 4: Professional Responsibilities

Component A - Reflecting on Teaching

Domain 1: Planning & Preparation Component F - Designing Student Assessment

Domain 3: InstructionComponent D - Using Assessment in Instruction

QuestioningQuestioning• 3B - Questioning and Discussion Techniques• Strategy 2 - Engineering effective classroom

discussions, questions, activities, and tasks that elicit evidence of students’ learning

• CHETL – o Instructional Rigor and Student Engagement

• Teacher Characteristic C - Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills.

o Instructional Relevance• Student Characteristic A - Student poses and responds

to meaningful questions.

Observation Tool from Framework – Peer Observations

Handout

Strong and Weak Strong and Weak ModelsModels

Effective QuestioningEffective Questioning• Review the evidence you

collected and decide which video comes closer to ‘accomplished’ teaching in Component 3B.

• Discuss your thinking with your group.

Year 3 Math Targets Year 3 Math Targets • I can demonstrate the connections of our work.

This means that I can teach the KCAS in the context of highly effective teaching and learning and assessment practices.

• I can confidently implement formative assessment. This means that I can authentically embed the five strategies through short and medium cycle formative assessments throughout a unit of instruction.

• I can build capacity for highly effective teaching and learning and balanced assessments around KCAS in my district.

• I can deepen my understanding of Kentucky Core Academic Standards and mathematics pedagogy.

Expectations for FallExpectations for Fall• Implement 2 FALs – one before Nov meeting and

then one before Jan meeting

• Collect evidence focusing on Component 3B before Nov meeting.oVideo self, Observe fellow teacher leader in

district or in nearby district, Observe classroom next door, etc.

• Collect multiple artifacts of evidence focused on formative assessment strategies 4 and 5 after Nov meeting.

• Develop a plan for sharing work to others in district.

Why Would Kids Why Would Kids Connect?Connect?

College and Career Readiness

A SERIOUS TALK: KIDS DEMAND NEXT-

GENERATION LEARNING