Kentucky Department of Education Network
SESC Mathematics
Leadership Network
September 25, 2012Perkins Building, EKU
Kentucky Department of Education Network
Fabulous Door Prizes! Name School District What’s you favorite thing about fall?
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Kentucky Department of Education Network
TodaysMeet…open “backchannel” today
www.todaysmeet.com/lovemath Tips: no spell check, limited number of characters, twitter/texting rules do apply, no delete button
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Kentucky Department of Education Network
Math Facilitation Team
Renee’ Yates Math Content Specialist, KDE
Lisa PerkinsSoutheast
Educational Cooperative
Peggy PetrilliEastern Kentucky
University
Rachel StinsonSoutheast Educational
Cooperative
Amy Patterson Math Consultant,
KDE
Krista Althauser Eastern Kentucky
University
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Norms for Network Members
Be an ACTIVE leader– before, during & after meetings
Keep the success of ALL students the focus and purpose of all we do.
If you must leave early, please sign-out and indicate the time. Also, please fill out the EVALUATION form and leave it on the sign-in/out table before you go!
We always need your feedback.
Kentucky Department of Education Network
Leadership Network Vision
Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching,
learning and assessment practices in every classroom, every day.
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Kentucky Department of Education Network
Leadership Network Goal
All participants will understand how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences.
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Four Pillars of Our Work
Characteristics of Highly Effective Teaching and Learning (CHETL)
Assessment Literacy Kentucky’s Core Academic
Standards (KCAS) Leadership
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How to start a movement?
http://www.ted.com/talks/lang/en/derek_sivers_how_to_start_a_movement.html
Kentucky Department of Education Network
Kentucky’s Core Academic Standards How are you understanding & implementing the standards in your classroom, school & district?Characteristics of Highly Effective Teaching
and Learning – CHETL How are you emphasizing the teacher & student CHETL
characteristics in your classroom, school & district?Assessment/Assessment Literacy How are you using formative/summative assessment to
improve instruction & learning in your classroom, school & district?
Leadership How are you using the leadership capacity you are
building to share information in your school & district?10
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Housekeeping
Electronic Device etiquette Rule of 2 Feet Parking Lot www.reneeyates2math.com Back Channel @
www.todaysmeet.com/lovemath
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Year 1 and 2 Year 1 – develop network/deconstruct standards
o CASL worko Student self assessmento Learning targets
Year 2 – implementation in classroomso formative assessment lessons (FALs)o characteristics of highly effective teaching and learningo assessment literacy through quality questioning
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Year 3 At a GlanceHandout
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Day at a Glance TPGES Familiarity Engineering Effective Questions,
Discussions and Tasks District Debrief & Action Planning Grade Band Breakout Sessions (K-2) (3-
5) (6-8) (9-12) LUNCH Grade Band Break-out Sessions
continueso CIITS sessions with grade band groups.
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Today’s Targets
I can prepare to teach Kentucky’s Core Academic Standards in the context of highly effective teaching, learning and assessment practices and lead others to do the same.
I can make connections between the four pillars of the teacher leader networks and the Teacher Professional Growth & Effectiveness Framework.
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This means…
• I will practice identifying effective questions, discussions and tasks that elicit evidence of student learning and involve others in that learning process.
I will continue to strengthen my content knowledge so that I can better interpret and illustrate the intent of the standards and support others as they do the same. (breakout time)
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Teacher Professional Growth and Effectiveness
System
Introduction to TPGES
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Learning Targets I can explain the structure of the
Framework for Teaching. I can identify and explain specific domains
within the Framework for Teaching. I can understand the progression of the
four performance levels and critical attributes of each.
I can make connections between the four pillars of the teacher leader networks and the Framework for Teaching.
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Proposed Multiple Measures
Teacher Professional Growth and Effectiveness System
Observation
Peer Observation
Professional Growth
Reflective Practice
Student Voice
Student Growth
All measures are supported through evidence.
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KENTUCKY’S FRAMEWORK FOR TEACHING
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Teaching is complex…
“Teaching is a profession more complex than medicine.”
Lee Shulman, “The Wisdom of Practice”
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The Wisdom of Practice
If you were to walk into a classroom, what might you see or hear (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?30 second Jot Thought
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Organize your group thoughts into the 5 areas of the CHETL chart on chart paper.
1. Learning Climate2. Classroom Assessment and Reflection3. Instructional Rigor and Student Engagement4. Instructional Relevance5. Knowledge of Content
2 minutes
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The Domains
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
------------------------------
5. Student Growth
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Framework for Teaching
Domain 4: Professional Responsibilities
•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism
Domain 3: Instruction
•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments
Domain 2: The Classroom Environment
•Creating an Environment of Respect and Rapport
•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space
Handout
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Common Themes
Equity
Cultural Competence
High Expectations
Developmental Appropriateness
Accommodating Individual
Needs
Effective Technology Integration
Student Assumption of Responsibility
Page 1 of Framewor
k
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Common LanguagePage 2 of Framewor
k
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Domain 1 – Planning and Preparation
1a Demonstrating Knowledge of Content/Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessment
Page 2 of Framewor
k
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Domain 1: Planning and Preparation
Knowing Components
1a: Demonstrating Knowledge of Content and Pedagogy
1b: Demonstrating Knowledge of Students
1d: Demonstrating Knowledge of Resources
Doing Components
1c: Setting Instructional Outcomes
1f: Designing Student Assessments
1e: Designing Coherent Instruction
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Domain 2 – The Classroom Environment
2a: Creating an Environment of Respect and
Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing Physical Space
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Domain 3 – Instruction
3a: Communicating with Students
3b: Questioning and Discussion
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
3e: Flexibility and Responsiveness
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Domain 4 – Professional Responsibility
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participation in a Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism
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Count off 1-4 at your table Read the domain that corresponds to your
number Highlight words & phrases that align with
any of your group jot thoughts from earlier.
10 minutes
Numbered Heads Together…
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Read your vignette to your group. Determine a domain that is evidenced in the
vignette Capture language in the domain that matches Move to the 4 corners of the room – based on
the domain that matches your vignette Share your story and reasoning Return to table and debrief
15 minutes
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Domain 3 – Instruction
3a: Communicating with Students
3b: Questioning and Discussion3c: Engaging Students in Learning3d: Using Assessment in Instruction3e: Flexibility and Responsiveness
This Month’s Focus
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Talking Chips
In what ways does a highly effective teacher ENGINEER effective discussions, questions and tasks that elicit evidence of learning.(8 minutes)
One person RECORD comments on chart paper.?
Share on Titan Pad
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Learning Targets
• I can identify the role of peer observation within the TPGES and its value in scaling up our work from the teacher leader networks.
• I can explain the expectations of the observation process.
• I can differentiate between the peer observer process and the supervisor observation process.
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FRAMEWORK
DomainPlanning & Preparation
Classroom Environment
InstructionProfessional
Responsibilities
Student
Growth
Component
1a -Knowledge of content/pedagogy
1b-Demonstrate knowledge of students
1c- Setting Instructional Outcomes
1d-Demonstrates
knowledge of
resource
s
1e-Designing
Coherent
Instruction
1f- Designing Student
Assessment
2a-Creating Env.
of Respect & Rapport
2b-Establish
Culture of
Learnin
g
2c-Maintaing Classroom Procedures
2d-Managing Student
Behavior
2e-
Organizing Physical Space
3a-
Communicating with Students
3b-Questioning & Discussion Techniques
3c-Engaging Students in Learning
3d-
Using Assessment in Learning
3e-Demonstratin
g Flexibility & Responsive
4a-Reflecting On Teaching
4b-Maintaining Accurate Records
4c-Communicating With Families
4d-Participating in
Profess.
Learning Comm.
4e-
Growing & Developing Professionally
4f-Showing Professionalism
5.a-Studen
t Growth(added
by KDE)
MULTIPLE MEASURES (supported by evidence)
Supervisor
Observation
Evidence(pre and post conferences)
Observation Instrument
Evidence(pre and post conferences)
Student Growth
Student Growth Templat
e
Student Voice
Student Perception Survey
Professional Growth
Professional Growth and Self Reflection Tool Self
Reflection
Peer Observatio
n
Observation Instrument
Handout
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Peer Observation
PEER teacher
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Supervisor’s Observation:To provide documentation and feedback to measure the effectiveness of a teacher’s professional practices within the classroom
To Improve Teaching and Learning
Peer Observation To provide feedback to teachers about teaching and learning
PURPOSE
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“Peer observations allow teachers to learn more about themselves: thus they become better teachers, bringing more knowledge to the classroom. When teachers learn from one another, they develop varied instructional techniques and new ideas. This results in more interesting teaching and more opportunities for students to grow.”
Eric Moats
“Opening Doors: Teacher Guided Observations” Educational Leadership
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Benefits of Peer ObservationEffective peer observation allows both the
observer and the teacher to:
Develop reflective practice Share best teaching practices Gain new ideas and fresh perspectives
about teaching Enhance skills Improve the quality of the learning experiences made available to students
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Peer Observation Cycle 1.
Pre-Observation
Protocol 2.Classroom
Observation
3. Post-Observation Conferencing:
Providing feedback that informs professional practices
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1. Completes the pre-observation document.
Teacher
2. Together they discuss the lesson to be observed.
• Watches a lesson. • Takes notes on ALL aspects
of the lesson.• Organizes and records the
notes into the observation instrument.
• Gives a copy of the observation instrument to the teacher.
• Analyzes the evidence against the evaluative criteria and levels of performance.
3.
Peer Observer
Reflects on the lesson using the completed observation instrument and assesses the lesson against the criteria and levels of performance.
4.
Teacher
Together they discuss the lesson in light of their understanding of what constitutes good teaching. Together they decide on the teacher’s strengths and areas of growth.
5.Assigns a Rating.
6.Peer Observer
Handout
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Major Difference
SUPERVISOR PEER
NO RATING RATING
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Neutral Observations- without judgment
Evidence: Facts/What is seen or said
Interpretation: What you “think” happened
Bias: Your own beliefs
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Observation Tool from Framework – Peer Observations
Handout
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Practice!
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What connections can you make between Domain 3 and the characteristics of Highly Effective Teaching and Learning?
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Home Work
Participate in a peer observation with a coworker. Bring back the observation evidence focused only on 3b (questioning and discussion).
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Partnership Agreements-Scaling up the work!
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Catalyst(PD)
SchoolStudentAchievement
Nation State Regional District Classroom
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Utilizing Your Leadership Content Network Participants
A Vision for Teacher Leadership
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Responsibilitiesof Teacher
Responsibilitiesof Administrators
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Responsibilitiesof Teacher
Responsibilitiesof Administrators
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Teacher 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
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Our vision…. How will you
educate all your staff?
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Handout
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FALL PLAN for TPGES work
SEPT: 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
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MATHEMATICS Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction & Learning
September Focus: Questioning
# 21 Hot Seat Questioning
pg. 103
# 38 Partner Speaks pg. 143
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CHETL
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Expectations for Fall Implement 2 FALs – one before Nov meeting and then
one before Jan meeting bring back evidence Collect evidence focusing on Component 3B before Nov
meeting.o Video self or Observe fellow teacher leader in district
or in nearby district, Observe classroom next door, etc. looking for 3b…
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.
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Extra! Extra!…..
www.ReneeYates2Math.com
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Breakout Sessions Focus on Mathematical Practices Work through a Formative Assessment
Lesson/task Book Study K-8/ New Module series
study High School CIITS work in lab as a grade band Evaluation of day
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Homework For NOVEMBER
Chose a FAL or FAL like task to share with your students. Bring back evidence of students using each other as resources of one another and students as owners of learning.
Observe a peer using observation form looking for evidence of 3b OR video tape yourself and find your own evidence of 3b
Bring back observation form with evidence noted for discussion at November meeting.
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Hando
ut
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Kentucky Department of Education Network
Renee’ YatesRegional Content Specialist
Kentucky Department of EducationOffice of Next Generation [email protected]
www.reneeyates2math.com Mobile 859.583.4350 Follow me on twitter @ryates2
Thanks for your participation today.
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