Transcript Instructional Support Leadership Network

Instructional
Support Leadership
Network
September 10, 2012
METS Center
Meet Your Facilitators
• Curtis Hall- Executive Director, Northern Kentucky Cooperative
for Educational Services
• Dr. Rosa Weaver- Educational Leadership Coordinator,
Northern Kentucky University
• Ben Lusk- Director of Assessment Support Boone County
Schools
• Ruthie Staley- Regional Network English Content Specialist
• Jenny Ray- Regional Network Math Content Specialist
• Earl Hughes- Effectiveness Coach
• Sean Elkins- Division of Program Standards
ISLN Purpose
• Share the work of the Content Leadership
Networks
• Provide resources for supporting teachers in that
work
• Support the 21st Century Skills of
• Critical Thinking
• Collaboration
• Communication
• Creativity
ISLN Purpose
• The purpose of ISLN is not to produce a separate
project, product, or other materials
• The Content Networks will be spending time “trying
out” lessons, strategies, tasks, and assessment
practices
• The purpose of the Network is to identify and
remove barriers; to provide clear and descriptive
feedback that will move teachers in their practice;
refine curricula, and to consider policies focused on
student competencies and opportunities around the
Standards
• Implementation and Support throughout both
networks
Meeting Notes and Questions
• We will be using Today’s Meet
• http://www.todaysmeet.com/septISLN
• We will use this to guide our presentations and
acquire feedback
• At the end of the meeting, we will be using it as
a question gathering tool
Content Leadership
Network Updates
ELA- Ruthie Staley
Math- Jenny Ray
English Language Network Updates – Dates for
2012-2013 School Year
Monday, September 24th
Monday, November 26th
Monday, January 28th
Monday, March 25th
All of our meetings will be at the METS Center
They will begin at 8:30, with a Continental Breakfast
being served from 8:00 – 8:30
New ELA Teacher Leaders
If you know a teacher leader who will not be participating in the 2012/2013
Content Network please do the following:
1. Contact Angel Carrier and myself to be taken off of the main
Distribution List. Before a change can be made the Superintendent of the
District must notify Curtis Hall, Angel Carrier and myself of the new
Teacher Leader being appointed.
2. Please see that the new teacher leader receives the resources that
were available to the former designee. (This includes the LDC binder.)
3. Support the new teacher leader and answer any questions he or she
might have about the Network Vision and Expectations. Help them
schedule a time to come back to the district and build capacity.
ELA Network Expectations for the
Upcoming 2012-2013 School Year
Having the Right People on the Bus is Imperative!
Capacity Building depends on getting the information back to schools and districts
in a timely manner.
Expectations for teacher leaders will include:
• Developing and teaching two LDC Modules (task, ladder and scored student
work)
• Working with District Leadership Team and collaboratively with other leaders
to hone your own practice and knowledge
• Learning about TPGES and sharing your application with others in your schools
and district.
• Completing assigned readings and discussing their application
• Sharing activities, materials, resources and things that worked with assigned
standards that were targeted by teacher leaders in July as Focus Standards
2012-13 ELA Learning
Goal
I can use careful
planning
to improve instruction,
in order to become
an effective teacher and
leader.
In preparation for September
24th
Work with a colleague (ELA or other
content area teacher),
• Write an LDC task (the assignment) and
• Bring the text(s) students will read to
complete the assignment .
 Share an instructional strategy aligned to
our identified focus standard/s
 Determine appropriate text complexity
using multiple measures (quantitative,
qualitative, reader and task)
 Create an effective LDC instructional
ladder
 Compare Professional Growth and
Effectiveness System with the
Characteristics of Highly Effective Teaching
and Learning
New contact at MetaMetrics
• Kurt Kuehne is the new contact for Module
Creator at MetaMetrics.
• His contact information is:
[email protected]
1 – 888-Lexiles
539-4537
There is still time to create accounts for every
teacher in the school/district.
FEATURING:
LINDA HOYT
Crafting Nonfiction
Solutions for Reading Comprehension
LAURA ROBB
Choosing to Read
The Smart Writing Handbook
RUTH CULHAM
6+ 1 Traits of Writing
DOUG BUEHL
Developing Readers in the Academic Disciplines
Classroom Strategies for Interactive Learning
GO TO WWW.KYREADING.ORG FOR MORE INFORMATION
185 days to
Teach students to read complex texts in
order to write effective argument,
informative and narrative pieces
• How can I help your teachers be successful?
• How can I help your Teacher Leaders help
your teachers to teach the standards well?
Be sure to check out my website!
• www.ruthiestaley.net
It is still a work in progress!
Mathematics
Content Leadership Network
20122013
Jenny Ray, Mathematics Specialist
KDE/NKCES
www.JennyRay.net
Math Network Participant
Expectations
2012-2013 School Year
Capacity Building depends on sharing information, resources,
and highly effective teaching and learning strategies beyond the
classroom in which the teacher leader teaches.
Expectations for teacher leaders will include:
• Implementing one Formative Assessment Lesson each
semester and bringing back student work for discussion
• Learning about TPGES
• Meeting with District Leadership Team to develop an
implementation plan.
Teacher Professional Growth and
Effectiveness System (TPGES)
Earl Hughes
Teacher Professional Growth &
Effectiveness System (TPGES)
Laying the Groundwork
ISLN September 2012
Let’s Reflect
• What am I doing now to
support my teachers’
understanding of the Teacher
Professional Growth &
Effectiveness System
(TPGES)?
• What do I need to do?
LEARNING
TARGETS
I can make connections between
Characteristics of Highly Effective
Teaching & Learning (CHETL) and the
new Framework for Teaching.
I can apply a process for digging
deeper into the elements of the
Framework for Teaching.
I can support my teachers’
understanding of the Teacher
Professional Growth & Effectiveness
System (TPGES).
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.”
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
The Art of Effective Questioning
CHETL & 3b: Questioning & Discussion Techniques
Instructional Rigor & Student Engagement
C - Teacher orchestrates effective classroom discussions,
questioning, and learning tasks that promote higher-order thinking
skills.
E -Teacher challenges students to think deeply about problems and
encourages/models a variety of approaches to a solution.
G -Teacher structures and facilitates ongoing formal and informal
discussions based on a shared understanding of rules and
discourse.
3b. Questioning & Discussion
Techniques
Why Focus on Questioning?
Think about it . . .
What is the relationship between
Effective Questioning and Effective
Class Discussion?
Effective Questioning + Discussion
Leads students to . . .
• Deeper understanding of content
• Rethinking hypotheses and viewpoints
• Making connections
Effective questioning also . . .
• Sets the stage for engaging discussions
Elements of Questioning & Discussion
1. Quality of questions
2. Discussion techniques
3. Student participation
Quality of Questioning/Prompts
High Quality Prompts
• Cause students to think and reflect
• Deepen student understanding
• Test student ideas against those of their
classmates.
Framework for Teaching Proficiency System.
©2011 Teachscape, Inc
Think about it . . .
What is the difference between
high cognitive level and low
cognitive level questions?
Think about it . . .
Should all questions be high
level questions?
Discussion Techniques
“In a true discussion, the
teacher poses a question and
invites all students’ views to be
heard, and also enables
students to engage in
discussion directly with one
another, not always mediated
by the teacher.”
Framework for Teaching Proficiency
System. ©2011 Teachscape, Inc
Student participation
”Experienced teachers use a range of
techniques to ensure that all students
contribute to the discussion, and they
enlist the assistance of students to
ensure this outcome.”
Framework for Teaching Proficiency
System. ©2011 Teachscape, Inc
Effective Questioning Skills
What is Accomplished?
1. Read the 3b Performance Levels.
2. Highlight the language that
differentiates between levels.
3. Discuss with your table group.
Accomplished
• Although the teacher may use some low-level
questions, he or she asks the students questions
designed to promote student thinking and
understanding.
• The teacher creates a genuine discussion among
students, providing adequate time for students to
respond and stepping aside when appropriate.
• The teacher successfully engages most students in
the discussion, employing a range of strategies to
ensure that most students are heard.
Accomplished
• Although the teacher may use some low-level
questions, he or she asks the students questions
designed to promote student thinking and
understanding.
• The teacher creates a genuine discussion among
students, providing adequate time for students to
respond and stepping aside when appropriate.
• The teacher successfully engages most students in
the discussion, employing a range of strategies to
ensure that most students are heard.
Exemplary
• Teacher uses a variety or series of questions or
prompts to challenge students cognitively, advance
high-level thinking and discourse, and promote
metacognition.
• Students formulate many questions, initiate topics,
and make unsolicited contributions.
• Students themselves ensure that all voices are
heard in the discussion.
Exemplary
• Teacher uses a variety or series of questions or
prompts to challenge students cognitively, advance
high-level thinking and discourse, and promote
metacognition.
• Students formulate many questions, initiate topics,
and make unsolicited contributions.
• Students themselves ensure that all voices are
heard in the discussion.
Accomplished
• Although the teacher may use some low-level
questions, he or she asks the students questions
designed to promote student thinking and
understanding.
• The teacher creates a genuine discussion among
students, providing adequate time for students to
respond and stepping aside when appropriate.
• The teacher successfully engages most students in
the discussion, employing a range of strategies to
ensure that most students are heard.
Developing
• Teacher’s questions lead students through a single path
of inquiry, with answers seemingly determined in
advance.
• Alternatively, the teacher attempts to frame some
questions designed to promote student thinking and
understanding, but only a few students are involved.
• Teacher attempts to engage all students in the
discussion and to encourage them to respond to one
another, but with uneven results.
Developing
• Teacher’s questions lead students through a single path
of inquiry, with answers seemingly determined in
advance.
• Alternatively, the teacher attempts to frame some
questions designed to promote student thinking and
understanding, but only a few students are involved.
• Teacher attempts to engage all students in the
discussion and to encourage them to respond to one
another, but with uneven results.
Ineffective
• Teacher’s questions are of low cognitive challenge,
require single correct responses, and are asked in
rapid succession.
• Interaction between teacher and students is
predominantly recitation style, with the teacher
mediating all questions and answers.
• A few students dominate the discussion.
Ineffective
• Teacher’s questions are of low cognitive challenge,
require single correct responses, and are asked in
rapid succession.
• Interaction between teacher and students is
predominantly recitation style, with the teacher
mediating all questions and answers.
• A few students dominate the discussion.
Let’s practice.
• Read the scenarios on the
handout provided.
• Using your 3B page of the
framework, decide which
performance level each
scenario reflects.
• Talk with your table group.
Questioning & Discussion in Practice
Watch the video.
Note what you see and hear regarding
questioning and discussion.
Next:
Based on your evidence, decide which
performance level you think is reflected in
the video.
Process for Digging Deeper Into
the Framework for Teaching
• Choose a component, or components, of focus.
• Read the whole component.
• Discuss each element referencing the component description and
the accomplished performance level.
• Highlight language that differentiates between the 4 performance
levels. Develop a statement that differentiates the levels.
• Find/create examples (scenarios, descriptions) that reflect the 4
levels of performance.
• Search related PD360 videos that support understanding of the
component OR view training videos from TeachScape if accessible.
Extending our Reflection
• What am I doing now to support my
teachers’ understanding of the
TPGES?
• What do I need to do?
• What are my next steps?
Where To Learn More
• Go to KDE Website.
• Enter “Field Test District Page”
into Search Bar.
Field Test District Page
Search
Email resource If you have questions about
the field test
[email protected]
Break
10 Minutes
Science and Social
Studies Standards
Update
Sean Elkins
Before You Leave
• We have set up a line of communication with Ken
Draut, Associate Commissioner of the Office of
Assessment and Accountability to ask questions or
to provide clarity concerning the reporting of spring
test scores and the report card process. Please use
Today’s Meet to ask questions and we will post the
answers in the wikispace as soon as they are
answered.
• Please fill out an evaluation form and leave it at your
table
• Next meeting date, Monday, November 12th