Transcript Document

Mathematics
Leadership Network
September 17, 2012
METS Center
Mathematics Team Facilitators:
O Diane Culbertson, NKCES
O Sara Eisenhardt, NKU
O Robin Hill, KDE
O Kris Jarboe, KCM
O Jill Parker, KCM
O Jenny Ray, KDE/NKCES
O Special Guest: Marty Park, KDE
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The Goal of the
Kentucky Leadership Networks
“Ensure that every participant has a clear
understanding of how to implement/support
the implementation of the KCAS within the
context of highly effective teaching, learning,
and assessment practices so that all Kentucky
students have the knowledge, skills, and
abilities they will need to be successful and
prepared for college and/or career.”
Targets for September
O I can make connections with our work in MLN and the
O
O
O
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Teacher Professional Growth and Effectiveness System
I can find evidence of engineering effective discussions
and questioning using language from CHETL and TPGES
3b.
I can use resources to deepen my own understanding of
content standards through the lens of the practice
standards and can lead others to develop their
understanding in this way.
I can use Formative Assessment Lessons as a vehicle
for effective teaching and learning and can lead other
teachers to use FALs effectively.
I can reflect on my district leadership team and learn
from others.
Please use this back channel to
comment on our work all day
O http://todaysmeet.com/mathnetwork
O Either enter the URL or use your code reader
on your mobile device:
Connect to our working site
O Connect to www.jennyray.net and choose the
‘Networks’ tab, then the MCLN tab.
O Or…use the QR Code, below:
Teacher Professional Growth &
Effectiveness System (TPGES)
Laying the Groundwork
September 2012
Proposed Multiple Measures
Observation
Teacher Professional Growth and
Effectiveness System
Peer Observation
Professional Growth
All measures are
supported through
evidence.
Reflective Practice
Student Voice
Student Growth
DRAFT
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Domain 5: Student Growth
Digging into the TPGES
O Take 5 minutes to read through pages 1 and
2 in the Framework.
O Numbered Heads: Count off 1-4 at your
table, then read the domain that
corresponds to your number.
O Highlight words, phrases, intent that all with
the Wordles
O Have discussion with your table group about
each domain so that everyone has a general
idea about each domain.
Vignettes
O Read your given vignette, determine a
domain evidenced and capture language
from the Framework that matches
O Based on the domain you selected for your
vignette, move the corner for discussion of
that domain and each of the vignettes
O Return to your table and debrief
conversations
O Be sure to use Today’s Meet to comment.
The TPGES is just another thread
that runs through the fabric of our
work around improving the
INSTRUCTIONAL CORE—the
interactions of teachers and
students around content. We are
weaving the threads (standards,
leadership, CHETL, assessment
literacy, Formative Assessment
Lessons, and PGES) together to
have a strong fabric or net that
SUPPORTS STUDENTS
Let’s Consider One
Component of the TPGES
Framework:
O Take a few minutes to read through Domain
3, Section b, individually at your table.
Talking Chips Strategy
O Respond to the following:
O “After reading component 3b, in what ways does
a highly effective teacher engineer effective
discussions, questions, and learning tasks that
elicit evidence of learning?”
O IMPORTANT: Each participant has 2 chips; take
turns speaking in response to the prompt, but
only after everyone uses a chip can participants
share again.
O Have ONE recorder for each table.
CHUNKING information
O From the recorder’s notes, CHUNK
your table’s BIG IDEAS into
categories or sub-topics and illustrate
on chart paper.
One Stay—Others Stray
O One person from each group will stay to
answer/clarify for others while the rest of
the team strays around the room to “steal”
ideas from others.
-----------------------------------------------------------------------O Whole group shares CHUNKS/BIG IDEAS
from around the room
Video
O https://www.teachingchannel.org/videos/so
rting-classifying-equationsoverview?resume=0
O Look for evidence of effective questions,
discussions, and tasks
Video
O http://www.mathsolutions.com/MathTalk/vi
deos/CRD_Gr6.html
O Look for evidence of effective questions,
discussions, and tasks
Effective Questioning +
Discussion
O Leads students to . . .
Deeper understanding of content
• Rethinking hypotheses and viewpoints
• Making connections
•
O Effective questioning also . . .
•
Sets the stage for engaging discussions
Connections to CHETL…
O Where is the language in the CHETL
document that relates to the language in the
TPGES Framework? Site Examples at your
table.
Leadership Component
O Before we meet in November, you will be
expected to peer observe—looking
specifically for evidence of the
characteristics of effective questioning and
engineering effective discussions.
O OR, if you choose, you may video yourself
teaching and use the same document to
find evidence of the characteristics in your
own teaching. Share the analysis with a
peer.
Be prepared to be actively
engaged with your electronic
device(s) beginning at 11:30!
Break out Groups
O K-5
O 6-8
O 9-12
(See next slide)
District Time
Partnership Agreements
O Please be back in this room at 3:00 to work
as a district team and to share ideas with
other districts.
O We will dismiss at 3:30, after final
announcements
What are partnership agreements?

Mutual agreement between the coach (content
specialist) and his/her client(s) that defines their
working relationship

Include parameters, scope, expectations,
responsibilities, roles, etc.

Can be renegotiated at any time when
requested

May be written and signed
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Why are they important?
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
Clarify roles and expectations

Avoid confusion or surprises

Establish parameters for safety and
trust

Builds respect

Others:
Clients
•
District
Administrators
•
Principals
•
Individual teachers
•
•
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In-classroom work
Out-of-classroom
work
•
Teams of teachers
•
Resource staff
•
Others?
What will the Partnership
Agreements address?
DISTRICT ADMIN & PRINCIPALS
• Roles and responsibilities
• Clients--which
teachers/grades/teams
• Boundaries of work
• Support and resources
needed for success
• Timelines
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• Ways to assess
effectiveness
• Guidelines
• Expectations
• Confidentiality
• Communication
• Procedures
What will the Partnership
Agreements Address?
TEACHERS
•
•
•
•
•
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Time
•
Place
•
Location
•
Services requested •
Resources
•
Responsibilities
Expectations
Data
Confidentiality
Follow-up
How are partnership agreements
formed?
• In conversations guided by questions
to ask clients
• By presenting a list of topics to
clarify and discussing each
• By offering suggested agreements
and checking clients’ understanding
of and agreement with each
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What follow-up is necessary after
forming partnership agreement?
• Revisit agreements periodically
• Ask for feedback on the agreements
• Using data, determine the
effectiveness of the agreement.
• Revise agreements based on needs
assessments.
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Partnership Agreements
Discussion
10 minutes
• Identify a situation in which you wish you had formed a
partnership agreement and did not?
• What were the effects?
• What agreement would you request now as a result?
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Some teaching/learning
strategies we modeled today:
O Using a back channel to keep ‘connected’
O Using Google Docs/Forms to collect information
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in a timely manner
Think/Pair/Share
Numbered Heads
4-Corners/Standing Meetings
Talking Chips
Chunking ideas
One stay—Others stray
Others…
How Can I Support You?
Jenny Ray
KDE Regional Mathematics Content Specialist
Kentucky Department of Education
Office of Next Generation Learners
[email protected]
Northern Kentucky Cooperative for Educational Services
606-782-0400
Thanks for your participation today.
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