Welcome to OAT 1!

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Welcome to OAT 1!. Please Sign in and put on your name tag. Take the open seat nearest to the front and center of the room. Introduce yourself to the others at your table. Assemble your binder. Welcome. Introductions Restrooms Breaks & lunch Cell phones Confidentiality. - PowerPoint PPT Presentation

Text of Welcome to OAT 1!

  • TO DO!NametagsSign in sheetObj. & itin. PostersCover slidePostersBinders, inserts, TSTChart paperOpen WT slides for teachable moment

  • Five propositions: The overall message is one of respect for the importance and complexity of teaching. Six knowledge bases: These knowledge bases reflect the complexity of our work and show the relationship between teacher practice and student learning & achievement Professional community: We have just discussed one of the most powerful, yet often underused, resources we can call upon to make a difference for children: a smoothly-functioning professional community. Collegiality: Collegial sharing is one of the values of the course. Collegiality is collaboration through open minds and open doors.The knowledge base on teaching: The triangle shows everything teachers must know and be able to do in order to present and carry out effective instruction. These are the tasks that all teachers perform every day. They are all active and they all operate simultaneously.ARM: We must all have many strategies in our repertoire for each area of performance, and the skill to match them to our students and their strengths and needs.Beliefs: Smart isn't something that you are, it's something that you get.Effort-based belief: Effective effort is the key to achievement and development.Three strands: These are the three forces that have the greatest impact of student achievement. All need to function well in order for students to achieve.Attention: A concrete example of one area of performance - what do we do and why do we do it?Attention continuum: There is no good end or bad end to the continuum; it's all about having a repertoire of strategies and matching the move you need to the situation.Wait time: Waiting three to five seconds after a question before calling on a student will significantly improve the quality and quantity of responses.

  • Attention choices/matching: Our actions reflect our beliefs about students' capacity to learn and achieve.Ability-based belief: Fixed, unchangeable, inequitably distributed. If this is true, why are we here?Effort-based belief: Earl and all of his students know that he will wait for a student to answer, cue that student if necessary, and not give up on him if he doesnt answer instantaneously.Key messages: The work that we do is important. You can do it. I won't give up on you. Effort and strategies are what lead to achievement.Repertoire: We're here to learn about both theory and practice, which we can apply every day.Introverted/extroverted processors: We value both discussion and quiet reflection.Course standards and information: Standards and procedures should be clear and public. During this course you will reflect on your practice, experiment, and expand your repertoire.ARM: Knowing strategies and how to match them to our students and curriculum defines effective effort for teachers.Goal setting:Supervision/evaluation:Role of the instructional leader in teachers growth:Literal notes:The value of CEIJ:

  • ToryFraming the Course & DayWelcome/LogisticsCommunity BuilderStrandsFraming the DayLevels of DevelopmentPGS: History, overview, handbook

  • Welcome to OAT 1!PleaseSign in and put on your name tag.

    Take the open seat nearest to the front and center of the room.

    Introduce yourself to the others at your table.

    Assemble your binder.

  • WelcomeIntroductionsRestroomsBreaks & lunchCell phonesConfidentiality

  • Index Card IntroductionsBiographical Somethingfact you do wellOn an index card, writeSomething uniqueabout yourselfWhat you want to get out of this courseNAME

  • ChartWhat you want to get out of this courseLee chart

  • InstructionalLeadership

  • OBJECTIVES & ITINERARY

  • activator

  • Professional Growth System

  • MCPS Teacher StandardsI. Teachers are committed to students and their learning.II. Teachers know the subjects they teach and how to teach those subjects to students.III. Teachers are responsible for establishing and managing student learning in a positive environment.IV. Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement.V. Teachers are committed to continuous improvement and professional development.VI. Teachers exhibit a high degree of professionalism.

  • Description of OAT 1 CourseTPGS pg. 4You will be able to collect and analyze evidence about a teachers work:planning & assessmentcapacity to motivate studentscommunicate high expectationsa repertoire of instructional and classroom management strategies

  • Read page 7 of the PGS Handbook.

    Highlight the key points.

    Compare your highlights with a partner.

    PGS and Observations:Read, Highlight & Compare

  • With a partner from your table, summarize the key points of the Professional Growth System (PGS).Partner Summary

  • 10 - 2Original research by Mary Budd Rowe.For every ten minutes of instruction, the brain needs two minutes of processing.

  • Stages of Skill DevelopmentUNCONSCIOUSLYUNSKILLEDCONSCIOUSLYUNSKILLEDCONSCIOUSLYSKILLEDUNCONSCIOUSLYSKILLEDStrandgaard (1981)

  • JohnIntroduction to Instructional LeadershipHow we influence the quality of teaching & learningHow leaders influenceWhat to doIntroduction to analysis: Bonnie @ the doorThink about/talk about familiar/unfamiliar influences?Focus of this course

  • HOW LEADERS INFLUENCE . . .

  • Think About / Talk AboutWhich of these actions are already familiar becauseyou have observed someone else doing them in the past?you are skilled at doing them yourself?you are seeing them being used as powerful tools in your current work setting? Which are currently unfamiliar becauseyou have rarely/never seen them done effectively?you have had little/no opportunity to study and practice them?they are not valued or supported in your current work setting?

  • Frequent high-quality feedback by individuals who know what theyre talking about in order to stimulate teachers thinking about their decisions. Maintaining high minimum standards of teacher performance.SUPERVISIONEVALUATION

  • superVisionTo involve members in spreading a vision of high quality learning and teaching across an entire school. GlickmanPURPOSE OF SUPERVISIONTo increase the opportunity and the capacity of schools to make a difference for student learning. SergiovanniNB p. 23

  • HOW LEADERS INFLUENCE . . .

  • Of all the factors that are important to student achievement in productive schools and there are many the most important are what individual teachers believe, know, and can do.NB pg. 8

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    Chart1

    2944

    5079

    8396

    School System B

    School System A

    Test Scores by Percentile

    FIFTH GRADE MATH SCORES ON TENNESSEE STATEWIDE TEST BASED ON TEACHER SEQUENCE IN GRADES 3.4.5(Second Grade Scores Equalized)Research by Sanders & Rivers (1996)

    Sheet1

    Students with 3 Least Effective Teachers2944

    Students with 3 Average Effective Teachers5079

    Students with 3 Most Effective Teachers8396

    Sheet2

    Sheet3

  • TST pg. 2There is more to good teaching than skill, but there is no good teaching without it.

  • Bonnie What do you observe happening as students enter Bonnies classroom?

  • Brainstorm

    What accounts for student learning?

  • Knowledge Bases for aFully Functioning TeacherTST pg. 7

  • What do the key concepts of areas of performance, repertoire, and matching mean for your work as an instructional leader?10 - 2

  • Lets Take a Break!

  • OverarchingObjectivesCurriculumDesignObjectivesAssessmentLearningExperiencesPersonalRelationshipBuildingClass ClimateExpectationsClarityPrinciples ofLearningModels of TeachingSpaceTimeRoutinesAttentionMomentumDisciplineKEY CONCEPTS Areas of Performance RepertoireMatching

  • Brainstorm

    Think of all the ways that teachers get attention, hold attention, or regain attention when they lose it.

  • AttentionTST pg. 25

  • Identify the attention strategies this teacher uses.

  • If our only tool is a hammer every problem looks like a nail!

    The broader our repertoires, the better we can make the match!

  • So why all the attention on attention?to look at one area of performance through a narrowly focused lens;

    to begin to analyze and expand our own repertoire;

    to build a common vocabulary

    to provide material for matching; teaching is decision making

  • Looking Up CloseLook at your tables list of ATTENTION moves. Where on the continuum do most of your moves reside?

    If you were OBSERVING a class, how would you know if the teacher made a good match?

  • ToryIntroduction to the High Expectations StrandThe role of teacher beleifs: 2 theories/beliefs about intelligence & achievement.Key MessagesEarl & Ben

  • page xiiiOverarchingObjectivesCurriculumDesignPlanningAssessmentLearningExperiencesPersonalRelationshipBuildingClass ClimateExpectationsClarityPrinciples ofLearningModels of TeachingSpaceTimeRoutinesAttentionMomentumDisciplineObjectives

    ObjectivesPersonal relationshipsClimateExpectations Principles of learningClarityAttentionMomentumBeliefs

  • The brain can only handle what the body can endure.

    Movement is needed toenhance circulation to the brain.

  • InstructionalLeadership