Post on 24-Dec-2015
Agenda
• What have you been up to? How are you doing with SLOs?
• Mini-lesson: Six shifts in ELA/Literacy• Mini-observations• Managing your time• Evidence collection• Growth-Producing Feedback
The Year at a Glance
Beginning of the Year
• Beginning of the year meeting
• Standards I and II
• SLO and local (LAT) target setting
End of the Year
• Evidence from the year collected
• Compare collected evidence to the rubric
• Summative score determination and communication
Ongoing
• Evidence Submission by Teacher
• Evidence Collection
• Sharing the evidence
• Feedback Conversations
SLO Warm Up Activity
• What SLO questions and decisions have you encountered so far?
• At your tables, each person should share one question you faced and how you answered.
SLO Q & A
• What question do you have?• What situations have you faced?
• Get picture of Lucy’s 5 cent advice booth the doctor is in picture
SLO Setting & Beginning of the Year Meetings
• What is your strategy?• Is the time blocked in to your calendar?• How are you protecting the time?• What’s the status?• How are you keeping track?• How’s the culture?
SLO Celebration
• When the SLO setting is over, is that worth recognition? Celebration?
• What are some of the ways you do things in school to keep things positive?
Six Shifts of ELA/literacy
• A quick look at an engageNY video• Publishers criteria has more info• November 2011 issue of NTnews• Before/after examples of the shifts
Balancing Informational & Literary Texts (Grades PK-5)
Knowledge in the Disciplines (Grades 6-12)
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
Six Shifts: ELA/Literacy
SHIFT 1
Balancing Information
al and Literary
Texts
SHIFT 2
Building Knowledge
in the Disciplines
Core Text
Pre-CCLS
SHIFT 1
Balancing Information
al and Literary
Texts
SHIFT 2
Building Knowledge
in the Disciplines
Paired Texts: The Hero’s Journey
Core Texts
Post-CCLS
SHIFT 3
Staircase of Complexity
Refusal of the Call
Often when the call [to adventure] is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her current circumstances.
Pre-CCL
S
SHIFT 3
Staircase of
Complexity
Refusal of the Call
Often in actual life, and not infrequently in the myths and popular tales, we encounter the dull case of the call unanswered; for it is always possible to turn the ear to other interests. Refusal of the summons converts the adventure into its negative. Walled in boredom, hard work, or "culture," the subject loses the power of significant affirmative action and becomes a victim to be saved. His flowering world becomes a wasteland of dry stones and his life feels meaningless—even though, like King Minos, he may through titanic effort succeed in building an empire of renown. Whatever house he builds, it will be a house of death: a labyrinth of cyclopean walls to hide from him his Minotaur. All he can do is create new problems for himself and await the gradual approachof his disintegration.
Excerpt from The Hero with a Thousand Faces
Post-
CCLS
SHIFT 4
Text-based Answers
Question:
What reasons might a hero use to refuse the call to adventure?
Refusal of the Call
Often when the call [to adventure] is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her current circumstances.
Pre-CCL
S
SHIFT 4
Text-based Answers
Question:
What fate awaits the (future) hero who refuses the call to adventure?
Use specifi c examples from the text to support your answer.
Refusal of the Call
Often in actual life, and not infrequently in the myths and popular tales, we encounter the dull case of the call unanswered; for it is always possible to turn the ear to other interests. Refusal of the summons converts the adventure into its negative. Walled in boredom, hard work, or "culture," the subject loses the power of significant affirmative action and becomes a victim to be saved. His flowering world becomes a wasteland of dry stones and his life feels meaningless—even though, like King Minos, he may through titanic effort succeed in building an empire of renown. Whatever house he builds, it will be a house of death: a labyrinth of cyclopean walls to hide from him his Minotaur. All he can do is create new problems for himself and await the gradual approachof his disintegration.
Excerpt from The Hero with a Thousand Faces
Post-
CCLS
SHIFT 5
Writing from
Sources
Critical Lens
Nothing is given to man on earth – struggle is built into the nature of life, and conflict is possible - the hero is the man who lets no obstacle prevent him from pursuing the values he has chosen.
Post-
CCLS
The Year at a Glance
Beginning of the Year
• Beginning of the year meeting
• Standards I and II
• SLO and local (LAT) target setting
End of the Year
• Evidence from the year collected
• Compare collected evidence to the rubric
• Summative score determination and communication
Ongoing
• Evidence Submission by Teacher
• Evidence Collection
• Sharing the evidence
• Feedback Conversations
COLLECTDATA
(Evidence)
SORT TOALIGN
WITH YOURFRAMEWORK
Interpret:Clarify
Conclusions
Impact on learning…Support needed…
NO!
Jigsaw
Turn to page 46 in Marshall.• Each of six group members chooses
a section:• An Idea is Born• Mini-Observations Take Off• Developing a Style• Keeping Track of Visits• Keeping it Up• Closing the Loop with Teachers
p. 46
COLLECTDATA
(Evidence)
Conversation,Questions &Discussion
Respect &Rapport
Conclusions
Impact on learning…Support needed…
• Being organized and systematic about getting into all classrooms on a regular basis
• Not announcing visits in order to get a representative sampling of teachers’ work
• Keeping visits to five to ten minutes in order to boost frequency and observe each teacher at least every two or three weeks
Kim says:Essentials of
Mini-Observations
• Giving prompt, thoughtful, face-to-face feedback to the teacher after every observation
• Making visits and follow-up informal and low-stakes to maximize adult learning
Kim says:Essentials of
Mini-Observations
• Getting an accurate sense of the quality of instruction students are experiencing on a daily basis
• Seeing students in an instructional setting and get to know their strengths and needs
Kim says:Essentials of
Mini-Observations
• Getting to know teachers better, both as instructors and as people
• Developing “situational awareness” – having a finger on the pulse of the school’s culture and climate
Kim says:Essentials of
Mini-Observations
• Building trust, the lubricant of effective schools
• Identifying teachers who are having difficulty so they can get additional support
Kim says:Essentials of
Mini-Observations
• Developing a de-bureaucratized, informal style that facilitates collegial learning
• Being well-informed for meetings with the leadership team, teacher teams, and parents
Kim says:Essentials of
Mini-Observations
# of teachers you have _____
÷ by the # of administrators you have
= _____
÷ by 4
= the number of days for a cycle in your building
What is it going to take? Must have a goal Make it a numerical target (not fuzzy) Make it realistic How will you record and keep track of your notes?
What do you have to do with your schedule, routines, style, etc. in order to build this into your day?
Monday Tuesday Wednesday Thursday Friday
7a - 8a
8a - 9a
9a - 10a
10a - 11a
11a - 12p
12p - 1p
1p - 2p
2p - 3p
3p - 4p
4p - 5p
Monday Tuesday Wednesday Thursday Friday
7a - 8a
8a - 9a
9a - 10a
10a - 11a
11a - 12p
12p - 1p
1p - 2p
2p - 3p
3p - 4p
4p - 5p
Monday Tuesday Wednesday Thursday Friday
7a - 8a
8a - 9a
9a - 10a
10a - 11a
11a - 12p
12p - 1p
1p - 2p
2p - 3p
3p - 4p
4p - 5p
Monday Tuesday Wednesday Thursday Friday
7a - 8a
8a - 9a
9a - 10a
10a - 11a
11a - 12p
12p - 1p
1p - 2p
2p - 3p
3p - 4p
4p - 5p
Monday Tuesday Wednesday Thursday Friday
7a - 8a
8a - 9a
9a - 10a
10a - 11a
11a - 12p
12p - 1p
1p - 2p
2p - 3p
3p - 4p
4p - 5p
Take Out Your Calendar
• What evidence is there of:• Beginning-of-the-Year Meetings• Evidence collection visits to classrooms• Post-visit growth-producing feedback
conversations?
Evidence Collection– Do a mini-observation– Collect evidence– Code the evidence– Sort it– Show it to your neighbor
43
Qualities of Growth-Producing Feedback?
– From Man on Fire, what arethe qualities ofGrowth-Producing Feedback?
– Take a look atPaula Rutherford’s list
– Check out a teacher-principalconversation
45
Checking in with Kim– Read what Kim has to say about
feedback to teachers– Discuss as a table group: how
does his advice compare toyour walkthrough/mini experiences?
47
Page 80
Conversations (example)– Form a triad– Each person gets a different colored half-
sheet– Prepare your opening line (<30 seconds)– First triad member says opening line to
the two others– Two others give first person feedback– Repeat the process until everyone in the
group has gone
48
Conversations– Go back to the mini-observation– Review the Evidence– Prepare your thoughts for your follow-up
conversation with the teacher. Make sure you have your opening line ready!
– Role-play the conversation.– Repeat.
49
COLLECTDATA
(Evidence)
Conversation,Questions &Discussion
Respect &Rapport
Conclusions
Impact on learning…Support needed…
Next Session
• October 21st
• Agenda will include– Evidence Collection– Ongoing Growth-Producing Feedback