Teacher Leader Network Connection

Robin Hebert - ELA Renee’ Yates - Math

Partnership Agreements Scaling up the work!

School Student Achievement Catalyst (PD) Nation State Regional District Classroom

School Student Achievement Catalyst (PD) Nation State Regional District Classroom

School Student Achievement Catalyst (PD) Nation State Regional District Classroom

Utilizing Your Leadership Content Network • Participants A Vision for Teacher Leadership

Responsibilities of Teacher Responsibilities of Administrators

Responsibilities of Teacher Responsibilities of Administrators

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, 2008 Heifetz, Laurie, 1997

Who Are Your Teacher Network Leaders?

Bell Teacher Leaders

ELA

Kim Gambel Jennifer Yankey Ann Stepp Christi Lefevers Nanette Hensley

Math

Cristel Hoskins Jason Steward Angelia Hammons

Our vision….

How will you educate all your staff?

TPGES Connections to Math Network

TARGET: I can demonstrate the connections of our work. This means that I can teach the KCAS in the context of highly effective teaching and learning and assessment practices.

FALL PLAN

SEPT:

Domain 3: Instruction Component B - Questioning and Techniques Discussion

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

• • •

Questioning

3B - Questioning and Discussion Techniques Strategy 2 - Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning CHETL – o

Instructional Rigor and Student Engagement

• Teacher Characteristic C - Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills.

o

Instructional Relevance

• Student Characteristic A - Student poses and responds to meaningful questions.

Observation Tool from Framework – Peer Observations

Strong and Weak Models

• •

Effective Questioning

Review the evidence you collected and decide which video comes closer to ‘accomplished’ teaching in Component 3B.

Discuss your thinking with your group.

Year 3 Math Targets

•

I can demonstrate the connections of our work. This means that I can teach the KCAS in the context of highly effective teaching and learning and assessment practices.

•

I can confidently implement formative assessment. This means that I can authentically embed the five strategies through short and medium cycle formative assessments throughout a unit of instruction.

•

I can build capacity for highly effective teaching and learning and balanced assessments around KCAS in my district.

•

I can deepen my understanding of Kentucky Core Academic Standards and mathematics pedagogy.

Expectations for Fall

• • • •

Implement 2 FALs – one before Nov meeting and then one before Jan meeting Collect evidence focusing on Component 3B before Nov meeting.

o

Video self, Observe fellow teacher leader in district or in nearby district, Observe classroom next door, etc.

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.

Why Would Kids Connect?

College and Career Readiness

A SERIOUS TALK: KIDS DEMAND NEXT GENERATION LEARNING