Transcript Teacher_Identifying_Evidence_Teacher_Standards_PowerPoint

NEPF
a semester away…
Focus: All Students 21st Century Ready
Teachers Identify Evidence for
Teachers Standards
NEPF
Administrators
Teachers
High-leverage Instructional
Leadership Standards
High-leverage Instructional
Standards
Professional Responsibilities
Standards
Professional Responsibilities
Standards
Student Outcomes
Student Outcomes
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2013-14 Implementation
Validation Schools: Pilot NEPF
• WestEd Observations and Surveys: March 2014
–Study of NEPF components - data
collection on processes and instruments
–Identify infrastructure needed for
successful implementation and scaling up
of NEPF
2014-15 Implementation
–Full NEPF system
•100% of NV educators – all
schools
•Legislative Interim Finance
Committee determines if
consequences in place or
delayed
NEPF PHASE-IN
Getting Started:
Shift in Educational Practices
AGENDA
Nevada Educator
Performance Framework
Identifying Sources of
Evidence
Planning for Action – Next
Steps
Identifying the
Evidence
What is evidence and how do we use it
meaningfully?
Types of Evidence
Direct observation of teacher practice occurs
when the evaluator is physically present in the
classroom or venue where the teacher is present
and teaching. (Mandatory Evidence)
Artifacts documenting teacher practice include
but are not limited to lesson plans, student work,
teacher
notes,
student feedback.
Lesson
3:and
Identifying
the (One
Mandatory
Evidence)
Evidence
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TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS
STANDARD 1
STANDARD 2
STANDARD 3
STANDARD 4
STANDARD 5
New Learning is
Connected to Prior
Learning and
Experience
Learning Tasks have
High Cognitive
Demand for Diverse
Learners
Students Engage in
Meaning-Making
through Discourse
and Other
Strategies
Students Engage in
Metacognitive
Activity to Increase
Understanding of
and Responsibility for
Their Own Learning
Assessment is
Integrated into
Instruction
Indicator 1
Teacher activates all
students’ initial
understandings of new
concepts and skills
Indicator 1
Tasks purposefully employ all
students’ cognitive abilities
and skills
Indicator 1
Teacher provides
opportunities for extended,
productive discourse between
the teacher and student(s)
and among students
Indicator 1
Teacher and all students
understand what students are
learning, why they are
learning it, and how they will
know if they have learned it
Indicator 1
Teacher plans on-going
learning opportunities based
on evidence of all students’
current learning status
Indicator 2
Teacher makes connections
explicit between previous
learning and new concepts
and skills for all students
Indicator 2
Tasks place appropriate
demands on each student
Indicator 2
Teacher provides
opportunities for all students
to create and interpret multiple
representations
Indicator 2
Teacher structures
opportunities for selfmonitored learning for all
students
Indicator 2
Teacher aligns assessment
opportunities with learning
goals and performance criteria
Indicator 3
Teacher makes clear the
purpose and relevance of new
learning for all students
Indicator 3
Tasks progressively develop
all students’ cognitive abilities
and skills
Indicator 3
Teacher assists all students
to use existing knowledge and
prior experience to make
connections and recognize
relationships
Indicator 3
Teacher supports all students
to take actions based on the
students’ own self-monitoring
processes
Indicator 3
Teacher structures
opportunities to generate
evidence of learning during
the lesson of all students
Indicator 4
Teacher provides all students
opportunities to build on or
challenge initial
understandings
Indicator 4
Teacher operates with a deep
belief that all children can
achieve regardless of race,
perceived ability and socioeconomic status.
Indicator 4
Teacher structures the
classroom environment to
enable collaboration,
participation, and a positive
affective experience for all
students
Indicator 4
Teacher adapts actions based
on evidence generated in the
lesson for all students
Your Turn
List sources of evidence an evaluator
could use to review the practices of an
effective teacher.
Specifically, in each of the following areas:
New Learning is Connected
High Cognitive Demand
Engage in Meaning Making
Metacognition
Assessment is Integrated
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Turn and Talk
What similarities did you
have with your partner?
If there were
differences, what were
they?
As you discuss with your
partner, refine the
evidence listed.
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Your Turn
Review examples of evidence in the
Nevada NEPF Teacher High Leverage
Instructional Standards Rubric,
and in pairs,
augment the examples of evidence
using the two evidence categories.
When you are finished, be prepared to
share with the whole group.
8
Turn and Talk
Looking at the list of
evidence you have
generated, what do
you think the best ways
are to use it
meaningfully for growth
and accountability?
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Your Turn
•What evidence do you currently collect to
demonstrate teacher effectiveness?
•What evidence could you collect to
demonstrate teacher effectiveness?
•How can you organize the evidence so that it
can be used meaningfully for growth and
accountability?
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Next Steps:
Plan for Action
For More Information
http://rpdp.net/NEPF.html
For Teacher Instruction Modules and Videos – see
http://www.cse.ucla.edu/nevada-professionaldevelopment/index.htm
user: Nevada
pass: nevinstruct
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