ENHANCING A CULTURE OF EXCELLENCE

Summer 2015

AccountabilityCommitme

nt

Excellence

AGENDA

Opening, agenda Update on Law and Process Review Learning-Focused Continuum and how to conference View videos to tag, score, and compare scores with partner Plan areas of focus for conversation or electronic feedback Complete coaching activities View use of BB videos for PLCs or faculty meetings Analyze local data, determine trends, identify areas of need,

identify strengths Use data to identify personal PGP goals and actions Use data to plan PD, PLC work, and faculty meetings for year Local sharing     

LEADS

CHANGES TO TESS LAW

Professional Learning Plan is changed to Professional Growth Plan

Professional Development Plan is defined as the overall school district plan and Professional Growth Plan is the individual educator’s plan

The timing of summative evaluations is changed to every four years (instead of three)

Informal observations are permitted, but are no longer mandatory

CHANGES TO TESS LAW

Superintendents must assure to the ADE that evaluators are trained and have passed the credentialing exam required under TESS

The method of using external assessments (in line with the proposed ESEA waiver) ACT 1091

A teacher in a virtual environment may be observed by the technology appropriate to the virtual environment

TEACHER AND LEADER EVALUATION SYSTEM HANDBOOK

http://www.arkansased.gov/divisions/human-resources-educator-effectiveness-and-licensure/office-of-educator-effectiveness/teacher-evaluation-system

Required to show to teachers and staff (1 Hour) Com Memo LIC-15-026

http://adesharepoint2.arkansas.gov/memos/Lists/Approved%20Memos/DispForm2.aspx?ID=1516

BLOOMBOARD REPORTS

THIRD POINT•Observational data•Samples of student work•Rubrics•Lesson Plans•Standards (content, student work, teaching notes)•Test results or other performance data•Danielson Rubric in BloomBoard

Supervisor

Teacher(s)

Third PointBloomBoard

Collaborative Observation Process

Observation Initiation

Planning Conference

Observation (evidence collection)Evidence

Organization and Sharing

Analysis by Observer

and Teacher

Reflection Conference

INVITING THINKING

Attending Fully Approachable Voice Plural Forms Exploratory Language Nondichotomous Forms (not Can you, Did you, Will you,

Have you) Positive Presuppositions

The—some Could—might Is—seems Why—what

NORMS OF COLLABORATION

• Pausing• Paraphrasing• Posing Questions• Putting Ideas on the Table• Providing Data• Paying Attention to Self and Others• Presuming Positive Intentions

www.thinkingcollaborative.com

PUTTING IDEAS ON THE TABLE

Ideas are the heart of meaningful dialogue and discussion

State the intention of your comments For example: “Here is one idea…” or

“One thought I have is…” or “Here is a possible approach…” or “Another consideration might be…”

PROVIDING DATA

Providing data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their work

Data have no meaning beyond that which we make of them

Shared meaning develops from collaboratively exploring, analyzing, and interpreting data

PAYING ATTENTION TO SELF AND OTHERS

Meaningful dialogue and discussion are facilitated when each group member is conscious of self and others

Each group member is aware of what (s)he is saying and how it is said as well as how others are responding.

Pay attention to learning styles when planning, facilitating, and participating in group meetings and conversations.

PRESUMING POSITIVE INTENTIONS

Meaningful dialogue and discussion occurs with the assumption of others’ intentions as positive

Positive intentions prevent unintentional put-downs.

Positive intentions in speech are

noticed

SELF-ASSESS YOUR COLLABORATION SKILLS

POSE A QUESTION

“ …it requires enormous skill to ask a question in such a way that it does not suggest providing direction.”

Talk about Teaching, Charlotte Danielson

INVITATIONAL INQUIRY

INQUIRY EXERCISEREVIEW THE DATA AND THE INQUIRY RESPONSES. HOW DO THEY MODEL THE PRACTICE OF INVITATIONAL INQUIRY?

Data Inquiry

The objective is clearly written on the board in Ms. M’s 5th grade classroom. She begins the lesson with a ten-minute lecture on the land rush using a timeline and US map for visual reference, with no mention of the learning objectives.

What were some indicators that your students were clear about the objective and the expectations for learning in this lesson?

As you were describing the land rush, what were some indications of students’ understanding the content and connections to the posted objective?

Collaborative Observation Process

Observation Initiation

Planning Conference

Observation (evidence collection)Evidence

Organization and Sharing

Analysis by Observer

and Teacher

Reflection Conference

CONTINUUM OF LEARNING-FOCUSED INTERACTION

Learning-focused SupervisionLaura Lipton and Bruce Wellman

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCMQFjAA&url=http%3A%2F%2Fwww.seattlewea.org%2Fdocs%2FLFShandout2012-1%2520copy.pdf&ei=gRV3VYLpDIS3yQSW4YCwBg&usg=AFQjCNFNmog-uwhgWETxTbN1r2cZ7bsslA&sig2=7eGSgwbq-oCKPd4CQeNCrQ&bvm=bv.95039771,d.aWw

JESSICA VIDEO FOR OBSERVATION

Collaborative Observation Process

Observation Initiation

Planning Conference

Observation (evidence collection)Evidence

Organization and Sharing

Analysis by Observer

and Teacher

Reflection Conference

RATING WITH BLOOMBOARD

BLOOMBOARD FEEDBACK AND NEXT STEPS

What are the processes you would use to conclude the Feedback Conference?

Collaborative Observation Process

Observation Initiation

Planning Conference

Observation (evidence collection)Evidence

Organization and Sharing

Analysis by Observer

and Teacher

Reflection Conference

CONTINUUM OF LEARNING-FOCUSED INTERACTION

Learning-focused SupervisionLaura Lipton and Bruce Wellman

PURPOSEFUL PLANNING FOR PRE-CONFERENCE Activating and Engaging•Content•Presenting Issues

Exploring and Discovering• Goals and Outcomes• Indicators of Success• Approaches, Strategies, and Resources• Potential Choice Points and Concerns

Organizing and Integrating

• Personal Learning• Next Steps

BLOOMBOARD

Questions using bb

Lenses on 57

Knowledge of the structure of the discipline

Knowledge of self

Knowledge of teaching skills and strategies

Knowledge of learners and learning

Knowledge of Collaboration

BLOOMBOARD

Using questions on BloomBoard Formal Observation (hdout), how do you get the information using the lenses?

Collaborative Observation Process

Observation Initiation

Planning Conference

Observation (evidence collection)Evidence

Organization and Sharing

Analysis by Observer

and Teacher

Reflection Conference

PURPOSEFUL REFLECTING FOR POST-CONFERENCE

Activating and Engaging•Recollections•Perspectives and Perceptions

Exploring and Discovering• Weighing Evidence• Search for Patterns• Compare/Contrast• Analyze Cause-Effect

Organizing and Integrating

•Generalizations•Applications

CONTINUUM OF LEARNING-FOCUSED INTERACTION

Learning-focused SupervisionLaura Lipton and Bruce Wellman

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCMQFjAA&url=http%3A%2F%2Fwww.seattlewea.org%2Fdocs%2FLFShandout2012-1%2520copy.pdf&ei=gRV3VYLpDIS3yQSW4YCwBg&usg=AFQjCNFNmog-uwhgWETxTbN1r2cZ7bsslA&sig2=7eGSgwbq-oCKPd4CQeNCrQ&bvm=bv.95039771,d.aWw

INVITING THINKING

Attending Fully Approachable Voice Plural Forms Exploratory Language Non-dichotomous Forms (not Can you, Did you, Will you,

Have you) Positive Presuppositions

The—some Could—might Is—seems Why—what

INVITATIONAL INQUIRY

BLOOMBOARD

BLOOMBOARD FEEDBACK AND NEXT STEPS

PGP

MEANINGFUL CHANGE IN PRACTICE

If we want teacher evaluation systems that teachers find meaningful and from which they can learn, we must use processes that not only are rigorous, valid, and reliable, but also engage teachers in those activities that promote learning—namely self-assessment, reflection on practice, and professional conversation.

Evaluations That Help Teachers LearnCharlotte Danielson

Educational Leadership, December 2010

PGP Informal Formal Additional Artifacts Mid-Year Review Summative End of Year Review Final Ratings Report

PLC/DATA TEAM

https://www.teachingchannel.org/videos/questioning-in-the-classroom

https://www.teachingchannel.org/videos/inquiry-based-teaching-roles

As teachers, use post-its to write what you see in relation to the 4 domains

Share and come to consensus

PROFESSIONAL DEVELOPMENT

Bundling Marketplace for PD Using resources with teachers http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley

FACULTY MEETINGS

https://www.teachingchannel.org/videos/gradual-release-of-responsibility

https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/learn-listenlisten-learn-deve

How would you structure a faculty meeting using these resources?

REFLECTIVE TEACHERS

https://www.teachingchannel.org/videos/teacher-practice-growth-reflection/?utm_source=newsletter20150606/

UPCOMING EVENTS

BloomBoard U for U and Schools BloomBoard for Teachers Co-op use of BloomBoard EA Pilot on Reports EA Pilot on Student Growth Equitable Access

CONTACT INFORMATION

sandra.hurst@arkansas.gov

becky.gibson@arkansas.gov

renee.nelson@arkansas.gov

diann_gathright@yahoo.com

jim.johnson629@yahoo.com