Transcript www.reneeyates2math.com

September 25, 2012
Perkins Building, EKU


Kentucky Department of Education
Network
Name
School
District

What’s you favorite
thing about fall?
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Network
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www.todaysmeet.com/
lovemath
Tips: no spell check, limited number of
characters, twitter/texting rules do
apply, no delete button
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Renee’ Yates
Math Content Specialist,
KDE
Lisa Perkins
Southeast Educational
Cooperative
Krista Althauser
Eastern Kentucky
University
Amy Patterson
Math Consultant, KDE
Peggy Petrilli
Eastern Kentucky University
Rachel Stinson
Southeast Educational
Cooperative
Kentucky Department of Education
Network
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Be an ACTIVE
If you must leave early, please
leader– before,
sign-out
and
indicate the time.
during &
after
Also,
please fill out the
meetings
EVALUATION
form and leave it on
Keep the success
of sign-in/out
ALL students
the
table before you go!
the focus and
purpose
of
all
we
We always need your feedback.
do.
Kentucky Department of Education
Network
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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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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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Characteristics of Highly Effective Teaching
and Learning (CHETL)
Assessment Literacy
Kentucky’s Core Academic Standards
(KCAS)
Leadership
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
http://www.ted.com/talks/lang/en/derek_sivers_how_to_s
tart_a_movement.html
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 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?
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Electronic
Device etiquette
Rule of 2 Feet
Parking Lot
www.reneeyates2math.com
Back Channel @
www.todaysmeet.com/lovemath
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
Year 1 – develop network/deconstruct standards
o CASL work
o Student self assessment
o Learning targets

Year 2 – implementation in classrooms
formative assessment lessons (FALs)
o characteristics of highly effective teaching and learning
o assessment literacy through quality questioning
o
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 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 continues
o CIITS sessions with grade band groups.
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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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Introduction to TPGES

17

Kentucky Department of Education
Network
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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Observation
Teacher Professional
Growth and
Effectiveness System
All measures are
supported through
evidence.
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Peer Observation
Professional Growth
Reflective Practice
Student Voice
Student Growth
19
KENTUCKY’S FRAMEWORK
FOR TEACHING
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“Teaching is a profession more complex
than medicine.”
Lee Shulman, “The Wisdom of Practice”
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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 Climate
2. Classroom Assessment and Reflection
3. Instructional Rigor and Student Engagement
4. Instructional Relevance
5. Knowledge of Content
2 minutes
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1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
-----------------------------5. Student Growth
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Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
•Demonstrating Knowledge of Content and
Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
•Creating an Environment of Respect
and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
Domain 4: Professional Responsibilities
Domain 3: Instruction
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional
Community
•Growing and Developing Professionally
•Showing Professionalism
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
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Page 1 of
Framework
Equity
Student
Assumption of
Responsibility
Effective
Technology
Integration
Cultural
Competence
Common
Themes
Accommodating
Individual
Needs
High
Expectations
Developmental
Appropriateness
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Page 2 of
Framework
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Page 2 of
Framework
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
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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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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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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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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
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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
15 minutes
 Share your story and reasoning
 Return to table and debrief
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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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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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•
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
Department of Education
and the supervisorKentucky
observation
process.
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Network
MULTIPLE MEASURES (supported by evidence)
FRAMEWORK
Component
Supervisor
Observation
Student
Voice
Professional
Growth
Self
Reflection
Peer
Observation
Evidence
(pre and post conferences)
ObservationofInstrument
Kentucky Department
Education
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Observation Instrument
Student
Growth
Professional
Responsibilities
5.a-Student Growth
(added by KDE)
4e-Growing & Developing
Professionally
4f-Showing Professionalism
4d-Participating in Profess.
Learning Comm.
4c-Communicating With Families
Instruction
4b-Maintaining Accurate Records
4a-Reflecting On Teaching
3e-Demonstrating Flexibility &
Responsive
3d-Using Assessment in Learning
3b-Questioning & Discussion
Techniques
3c-Engaging Students in Learning
3a-Communicating with Students
2e-Organizing Physical Space
2d-Managing Student Behavior
2c-Maintaing Classroom
Procedures
Planning & Preparation
2a-Creating Env. of Respect &
Rapport
2b-Establish Culture of Learning
1f- Designing Student Assessment
1e-Designing Coherent Instruction
1d-Demonstrates knowledge of
resources
1a -Knowledge of
content/pedagogy
1b-Demonstrate knowledge of
students
1c- Setting Instructional Outcomes
Domain
Classroom
Environment
Studen
t
Growth
Evidence
(pre and post conferences)
Student
Growth
Template
Student Perception Survey
Professional Growth and Self Reflection Tool
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teacher
PEER
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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
Peer Observation
To provide feedback to
teachers about
teaching and learning
To Improve Teaching
and Learning
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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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Effective 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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1.
PreObservation
Protocol
2.
Classroom
Observation
3.
Post-Observation Conferencing:
of Education
Providing feedbackKentucky
thatDepartment
informs
professional practices
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Together they
discuss the
lesson to be
observed.
Completes the preobservation document.
Teacher
Peer Observer
• 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.
Reflects on the lesson
using the completed
observation instrument
and assesses the lesson
against the criteria and
levels of performance.
Teacher
Peer Observer
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.
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Assigns a Rating.
SUPERVISOR
PEER
RATING
NO RATING
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
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
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Participate
in a peer observation with a
coworker. Bring back the observation
evidence focused only on 3b
(questioning and discussion).
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Student
Achievement
School
Catalyst
(PD)
Nation
State
Regional
District
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Classroom
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
Kentucky
Department of Education
A Vision for Teacher
Leadership
Network
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Responsibilities
of
Teacher
Kentucky Department of Education
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Responsibilities
of
Administrators
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Responsibilities
of
Teacher
Responsibilities
of
Administrators
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...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, 2008
Kentucky Department of Education
Heifetz,
Laurie, 1997
Network
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Our
vision….
How will you
educate all your
staff?
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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: Instruction
Component 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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 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
Kentucky Department of Education
a plan for sharing
Networkwork to others in district.
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www.ReneeYates2Math.com
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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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
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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Thanks for your participation today.
Renee’ Yates
Regional Content Specialist
Kentucky Department of Education
Office of Next Generation Learners
[email protected]
www.reneeyates2math.com
Mobile 859.583.4350 Follow me on twitter @ryates2
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