Denver Public SchoolsUnderstanding the Revised Framework

Content/Language ObjectiveBy the end of the training, participants

will orally identify elements of effective teaching in the revised Framework, using complete sentences in a whole group discussion after:

a) reviewing the “Key for Symbols”b) highlighting key words in the

Evidence Guidec) discussing with a partner

Agenda• Identify Connections in Denver Plan for

Instruction Core • Compare/Contrast Original Framework with

Revised Framework • Examine Revisions to PGPs • Reflect on Impact of Revisions on Your

Planning and Teaching

The Denver PlanTURN AND TALK:Use the graphic to make connections between ELA, CCSS, and the Framework for Effective Teaching

How Did We Go About Making Revisions that

Embody the Connections?• Worked closely

with partners to ensure tight connection:– ELA– Teaching and

Learning (for CCSS)– Special Education

and Gifted and Talented

– Educational Technology

• Critical input from Principals:– Spring 2011 Pilot

Principals– Focus Groups– Design Teams– Superintendent and

CAO sessions– ISs– February Beta test

What Informed the Revisions?• Practitioner feedback from the field

– Website (As of 4/4/12 there were 537 pieces of feedback)

– 20 principals and teachers participated in focus groups with our consultant

– Two Design Teams comprised of 7 principals and 9 teachers reviewed the revisions on multiple occasions

– Met with Spring Pilot 2011 participants (4 principals and 13 teachers) to get their longer-term perspective

– Met with 40 POs, some on multiple occasions– DCTA Outreach liaison visited 124 schools

• Research – Measures of Effective Teaching and other districts around the country

• Beta Test– 75 Professionals testing Revised Framework in

classrooms (Principals, POs, Central Office Staff)

What should stay the same

• Maintain the Values that DPS stands for

• Continue to articulate the High Expectations for Teaching

• Be sure it’s inclusive of quality instruction for ALL kids

What should change

• Too Long• Too Repetitive• Technology indicator -

Difficult to observe consistently

• ELA indicator - Uncertainty as to when to apply

• Culturally Responsive Education lacked clarity

Input from the Field

Guiding Idea: Create a document that can easily and effectively be utilized as a tool to support teacher planning and instruction

Overview of Revised Framework

• You have 5 minutes• Quickly review the revised Evidence

Guide. This is for the purpose of getting an overview of the revised Framework. We will examine it in more detail later.

• Record similarities and differences you notice between the original Framework and the Revised Framework.

• We will share out and chart your responses.

Revised Overview

General CharacteristicsNot Meeting

• Wrong information that inhibits the learning

• Focus solely on behavior

• No use of information that students give

• Negativity• Absence of essential

information• No learning• Incorrect learning• Unclear learning• Low/none student

engagement• Low/no

differentiation• Management• Task/purpose is

questionable

Approaching• Some engagement• Learning

expectations are clearer

• Low participation• Some student

compliance• Consistency of

progress is questionable

• Teacher knows what to do, but may not know why or how

• Lacks authenticity

Effective• Consistency• More Teacher

Directed• Adjustments• High Quality• Knows how to use

effectively• Engagement is

purposeful• Students know

roles• Structures evident

–i.e. pacing• Purposeful/

Intentional• Teachers know why,

how and when to deploy the teaching behavior to get the desired results

• Majority of Students participate

• Evidence of student learning for almost all

Distinguished• Student directed• Full student

responsibility• Student to Student• Student ownership• Atypically

outstanding• Student ownership

for learning (responsibility)

• Teacher is a true facilitator

• Student to student interaction

• Challenging• Inquiry• Students do apply

learning beyond the classroom

• Relevant to students

• Student centered and led based on what the teacher wants learned

• Student community of learners

New Symbols• Incorporated symbols to emphasize key

instructional values and practices ALL indicators apply to ALL classrooms in the Denver Public

Schools Represent our pledge to provide 21st century-focused, high-

quality education for all students Effective for all learners and essential for particular groups of

students.

Instruction ExpectationsMasterful Content Delivery• Content - The communication of

objectives, development of rigorous tasks, and delivery of instruction all provide evidence of a teacher’s content mastery.

• Pedagogy - The knowledge of how to instruct students in a manner that results in their gaining of knowledge and ability to transfer it to future learning opportunities and real life experiences.

Masterful Content Delivery• The order of Indicators under the

Instruction Domain represents the chronological order for how a teacher should effectively plan classroom lessons.

I.1• Develop Content / Language

Objectives

I.2• Select / Create Tasks

I.3• Choose Instructional Method

I.4• Incorporate Opportunities to Develop

and Use Academic Language

High Impact Instructional Moves

• High-Impact Instructional Moves: During instruction, effective teachers enact essential instructional moves (practices):

I.5• Use Formative Assessments to Check

for Understanding

I.6• Differentiate Data Based on the Checks

for Understanding

I.7• Provide Academic Feedback Based on

Student Responses

I.8• Create Opportunities for Students to

Communicate / Collaborate While Learning

Familiarizing Yourself with the Revised Framework

Let’s Dig Deeper into the Revisions• Highlight the 3 words for each

indicator under the “Effective” column that capture the essence of that indicator.

• In trios, discuss why you chose each of the words you chose and why you did not choose others.

• Is there agreement? How much? Why?

Comparing the Two Frameworks

Let’s Examine Handout, Crosswalk by Indicator• How does this crosswalk compare to

what you discovered about the Revised Framework?

• Are there any questions you have?

How Do the Revisions Impact Your Professional

Growth? • Provide a more defined and

purposeful document from which teachers can plan and implement instruction

• Provide a sequence teachers can use in planning for purposeful and meaningful instruction

• Support the development of a more specific PGP by which to guide teachers’ individual professional growth

PGP Revisions School Wide Area of Focus

Must be one from of the two Instruction Expectations: Masterful Content Delivery or High Impact Instructional Moves

Schools may choose to focus on an entire Expectation for the year OR

Schools may choose to focus on a portion of an Expectation such as one Indicator or a combination of Indicators

PGP Revisions Teacher Area of Focus

Teachers choose TWO indicators as their areas of focus for their PGP

Teachers must choose one indicator from the School Wide Expectation

Teachers may choose their second indicator from any of the indicators under the Learning Environment or Instruction Domains

Teacher Areas of Focus for PGPIF the school focus goes to the Indicator

level, THEN each teacher in the school needs to select this indicator as the indicator within the school wide area of focus. Example: School Wide Focus

Expectation: Masterful Content Delivery Based on teacher and student need, the school decides to focus on I.2 Rigorous Tasks within this Expectation.If the school goes to the Indicator level with their focus then each teacher in the school would select this Indicator as one of the areas of focus on their PGP.

Selection of School Area of Focus

Schools select one of these expectations as their Area of Focus

Selection of Teacher Area of Focus

Teachers select two indicators for their Professional Growth Plan.

One MUST be from the school Area of Focus

Selection of Teacher Area of Focus

The second indicator selected can be any of the 11 remaining indicators.

Teacher support of school Area of Focus

What Are You Thinking?

Take 2 minutes and discuss with others at your table

–What are your initial thoughts? •Questions?•Comments?

Content ObjectivesBy the end of the training, participants

will:• Become familiar with the revised Framework

(including incorporation of new symbols)• Explain the connections between the Framework

and the Common Core State Standards• Identify elements of effective teaching in the

revised Framework

Language Objectives By the end of the training, participants will:• Be able to explain the purpose for the icons

on the Revised Framework orally or in writing by using complete sentences,

• Be able to compare and contrast the original Framework and the Revised Framework by using conjunctions, and

• Be able to explain how the Revised Framework connects to Common Core Standards orally and in writing by using complete sentences.

Thank you for your time with the revised Framework today!