Enhancing Team Functioning through Facilitation Skills ...€¦ · 02/09/2014 · Facilitation...
20
4/21/2014 Enhancing Team Functioning through Facilitation Skills, PLCs & Multi-tiered Systems of Support A Guided Discussion Jennifer Lillenstein, Ed.D. Pam Kastner, M.Ed., NBCT PaTTAN Educational Consultants 1 PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. 2 PDE’s Commitment to Least Restrictive Environment (LRE) Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. 3 Part 1: Facilitation Skills 4 1
Transcript of Enhancing Team Functioning through Facilitation Skills ...€¦ · 02/09/2014 · Facilitation...
4212014
Enhancing Team Functioning through Facilitation Skills PLCs amp Multi-tiered Systems of Support
A Guided Discussion Jennifer Lillenstein EdD Pam Kastner MEd NBCT
PaTTAN Educational Consultants
1
PaTTANrsquos Mission
The mission of the Pennsylvania Training and Technical Assistance
Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education and to build the capacity of local educational agencies to serve students who
receive special education services 2
PDErsquos Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program
(IEP) teams begin with the general education setting with the use of Supplementary Aids and Services
before considering a more restrictive environment
3
Part 1 Facilitation Skills
4
1
4212014
Facilitation ishellip management and improvement of meetings staying out of a discussion but running the
meeting providing structures and tools rather than
opinions ensuring that all viewpoints are heard despite
rank and position within an organization supporting participant identification of their own
goals and action plans acting as the referee not a player
5
Purpose
The sole purpose of facilitation is enhanced group effectiveness
(Q) As staff developers what determines the balance between refereeing and
playing Resolving Team Conflict
6
Some things that Facilitators do Help establish a group goal Help conduct a needs assessment and
action plan Provide processes to use time efficiently Guide and keep group discussions on track Make accurate notes to reflect group ideas Help the group increase its self-awareness Help the group communicate effectively
7
What do you think Facilitators believe
Facilitators operate under a set of belief systems please discuss some of those belief systems
8
2
4212014
Some Common Beliefs
People want to do the right thing 2 3 4+ heads are better than 1 People are more committed to their own
ideas and plans Groups can manage their own conflicts
given the right tools and training
9
Facilitation is about
Process Content
These are the two dimensions of every interaction that we have with another person
Take a few minutes to define these terms 11
More Beliefs
A facilitatorrsquos job is to offer the right tools and methods at the right time
One goal is to shift responsibility from the leader (eg principal) to the team members
10
Content amp Process
Content Process What Subject Problems Decisions Agenda Goals
How Relations Tools RulesNorms Group Dynamics Climate
12
3
4212014
A Facilitatorrsquos Job Characteristics of Facilitation
Do you think we should manage primarily Highly structured the content or the process Assertive set of practices
Rich set of tools and techniques
13 14
Facilitation Tools
In terms of manner style and behavior identify some of the skills of
competent facilitators
15
Core Skills
Staying neutral rather than imposing opinions Active listening and direct eye contact Asking questions and testing assumptions Paraphrasing amp clarifying Synthesizing ideas and building consensus Facilitating communication between others
through pacing process and content Collecting ideas particularly what was actually
said by team members Summarizing in a concise and timely manner
16
4
4212014
Tools to Help Strengthen a Team
Visioning Brainstorming Priority Setting Root-Cause Analysis Systematic Problem-Solving
17
Facilitation Skills
Is there a facilitation technique that weighs more heavily than the others in terms of facilitating group process What do you think it is
18
Asking Questions Questions
This is the most important tool Why Test assumptions Invite participation Gather information Probe for hidden points Get at root-causes
4 Magic Phrases
19 20
5
4212014
Focus on Questioning
It is the KEY facilitation technique As facilitators we can share our good
ideas by turning them into questions We have to ask the right questions at the
right time and phrase it appropriately in order to solicit the best possible response from the appropriate persons
21
What should you do if your opinion is solicited
1) Redirect question to another group member or to whole group
2) Defer any questions that other group members canrsquot respond to and get back to group later
3) Provide an answer only after you relay that you are stepping outside of the facilitatorrsquos role into expert role
23
Different Types of Questions
If you want tohellip Thenhellip
Stimulate thinking Direct (Q) to Group
Avoid putting some What experiences have one on the spot you had withhellip
Focus on one How should we handle this person Bill
22
Responding to Comments
Instead of putting a value judgment on group member responses offer praising the process instead
Do say Thank you for offering that idea Donrsquot say That was a good idea
24
6
4212014
Question Types Questioning Dorsquos and Donrsquots
1) Closed ended-shuts down discussion Do be clear and concise 2) Open ended-stimulates thinking Ask challenging questions
Ask reasonable questions ndash answers must Closed Does everyone understand the be within participant reach
policy for snow days Ask questions that are sincere honest Open What ideas do you have for going and relevant
about school improvement in a more systematic way
25 26
Questioning Formats Dealing with Difficult People Design questions around the following formats
related to your focus area 3 common scenarios
Fact-finding- ldquoHow much training did the staff receive at the startrdquo
Feeling-finding- ldquoHow do you feel abouthelliprdquo ldquoDo you think the staff felt they received enough training
Tell me more- ldquoTell me morerdquo ldquoCan you elaborate on thatrdquo ldquoCan you be more specificrdquo
Bestleast-rdquoWhat is the best thing abouthelliprdquo ldquoWhat is the worst thing abouthelliprdquo
Third-party- ldquoSome people find thathellip How does that sound to yourdquo
Magic wand- ldquoIf time and money were no obstacle what helliprdquo27 28
7
4212014
Additional Tools
The Facilitatorrsquos roleOrganize for Journey Critical Issues for Team Consideration Listening Skills Self-Evaluation Dysfunctional Discussion Division
29
Part 2 Establishing PLCs
30
Part 2 Objectives Review Intended Purpose of PLCs Clarify Principles of Effective Teacher PLCs Establish Guidelines for Effective Implementation Review Sample Structure Supply Recommendations for Finding the Time Re-evaluate Building Level PLC Efforts Reflection
31
PLC Resources
bullSample PLC structure bullStrategies for Finding Time bullGuidelines for PLC Implementation bullPLC Action Planning Template bullWebsites amp Sample Resources
32
8
4212014
Philosophy of a PLC
bullRe-culturing bullTeacher Leadership amp School Improvement bullAn Emphasis on Learning bullThe Need for High-Quality Sustained Professional Development
Annenberg Institute for School Reform (2003) Little (2003) amp Louis (2006)
33
PLCrsquos amp Collaboration
ldquo A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual and collective resultsrdquo
34
(DuFour 2006)
Professional Development amp Application
35
The Look Forrsquos of PLCrsquos
1 PLCrsquos gather evidence of student learning 2 PLCrsquos develop strategies and ideas to
enhance student learning 3 PLCrsquos implement those strategies and ideas 4 PLCrsquos analyze the impact of the changes to
discover what was effective and what was not
5 PLCrsquos apply new knowledge as part of a cycle of continuous improvement
36
9
4212014
Principles of Effective PLCrsquos
Choice Flexibility Small Steps Supportive Accountability
Choice bullIdentify strengths and develop even greater expertise in these areas
bullSupport teachers to become excellent in own way
bullAllow teachers to prioritize their own professional development and its effective implementation based upon individual and collective needs
3837
Flexibility Small Steps
Learning is slow Our habits are part of our professional
Anchor techniques (scientifically- identity and automated procedures are validated practices)to a range of high hard to change leverage instructional practices
Norms for collaboration and advanced Flexibility within parameters teaming
39 40
10
4212014
Tips for Getting Started Supportive Accountability
Frequent Feedback 1 Assemble a Team to Design the PLC Initiative Visibility
Accept Invitations 1 What outcomes should result from a strong Build your own PLC Knowledge Base
PLC initiative Keep your Finger on the Pulse
2 What characteristics of quality professional Emphasize Classroom Results learning should be included in this initiative
3 What supports will teachers need in order to effectively participate in professional learning41 42
TIPS for Initiating Maintaining amp Sustaining
Think about your own Professional Learning
Look at Teacher Needs Review the Research on PLCrsquos Define the Purpose of a PLC and the Role
and Function of Team Members Establish Team Norms Determine a Team Goal
43 Continue Meetings (Revisit Reflect Revise)
PLC Implementation
Meet every 4 weeks Minimum of 75 minutes Maximum of 2
hours Minimum of 8 participants Maximum of 12 Mixed SubjectContent Area Members w
at least one ldquolikerdquo member per pair (same grade level or content area)
Same activities in same sequence at each meeting to structure the learning
44Source Embedding formative assessment A
professional
11
4212014
Sample Structure
Introduction (5 min) Starter Activity (5 min) Feedback (25 min) New Learning (20 min) Personal Action Planning (15 min) Summary of Learning (5 min)
45
Starter Activity
Participants engage in an activity that helps them focus on their own learning
Example ldquoThink of something that happened in the
last month in your classroom that you feel was an effective instructional practice You have a maximum of 30 seconds to tell the group what it is No one can ldquopassrdquordquo
47
Introduction
Agenda is circulated and learning intentions for meeting are presented
Example We are learning to 1 Share successes and failures and
support each other 2 Improve active student engagement 3 Improve classroom questioning
46
Feedback Pull out personal action plan template ldquoWrite about a technique you have tried
since the last meeting who observed you and what you have learnedrdquo
Someone is elected challenger and asks ldquoWhat did you do with the information you
collected How did this alter your teaching How did this benefit student learningrdquo
Group discussion on key points if time 48
permitted
12
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Facilitation ishellip management and improvement of meetings staying out of a discussion but running the
meeting providing structures and tools rather than
opinions ensuring that all viewpoints are heard despite
rank and position within an organization supporting participant identification of their own
goals and action plans acting as the referee not a player
5
Purpose
The sole purpose of facilitation is enhanced group effectiveness
(Q) As staff developers what determines the balance between refereeing and
playing Resolving Team Conflict
6
Some things that Facilitators do Help establish a group goal Help conduct a needs assessment and
action plan Provide processes to use time efficiently Guide and keep group discussions on track Make accurate notes to reflect group ideas Help the group increase its self-awareness Help the group communicate effectively
7
What do you think Facilitators believe
Facilitators operate under a set of belief systems please discuss some of those belief systems
8
2
4212014
Some Common Beliefs
People want to do the right thing 2 3 4+ heads are better than 1 People are more committed to their own
ideas and plans Groups can manage their own conflicts
given the right tools and training
9
Facilitation is about
Process Content
These are the two dimensions of every interaction that we have with another person
Take a few minutes to define these terms 11
More Beliefs
A facilitatorrsquos job is to offer the right tools and methods at the right time
One goal is to shift responsibility from the leader (eg principal) to the team members
10
Content amp Process
Content Process What Subject Problems Decisions Agenda Goals
How Relations Tools RulesNorms Group Dynamics Climate
12
3
4212014
A Facilitatorrsquos Job Characteristics of Facilitation
Do you think we should manage primarily Highly structured the content or the process Assertive set of practices
Rich set of tools and techniques
13 14
Facilitation Tools
In terms of manner style and behavior identify some of the skills of
competent facilitators
15
Core Skills
Staying neutral rather than imposing opinions Active listening and direct eye contact Asking questions and testing assumptions Paraphrasing amp clarifying Synthesizing ideas and building consensus Facilitating communication between others
through pacing process and content Collecting ideas particularly what was actually
said by team members Summarizing in a concise and timely manner
16
4
4212014
Tools to Help Strengthen a Team
Visioning Brainstorming Priority Setting Root-Cause Analysis Systematic Problem-Solving
17
Facilitation Skills
Is there a facilitation technique that weighs more heavily than the others in terms of facilitating group process What do you think it is
18
Asking Questions Questions
This is the most important tool Why Test assumptions Invite participation Gather information Probe for hidden points Get at root-causes
4 Magic Phrases
19 20
5
4212014
Focus on Questioning
It is the KEY facilitation technique As facilitators we can share our good
ideas by turning them into questions We have to ask the right questions at the
right time and phrase it appropriately in order to solicit the best possible response from the appropriate persons
21
What should you do if your opinion is solicited
1) Redirect question to another group member or to whole group
2) Defer any questions that other group members canrsquot respond to and get back to group later
3) Provide an answer only after you relay that you are stepping outside of the facilitatorrsquos role into expert role
23
Different Types of Questions
If you want tohellip Thenhellip
Stimulate thinking Direct (Q) to Group
Avoid putting some What experiences have one on the spot you had withhellip
Focus on one How should we handle this person Bill
22
Responding to Comments
Instead of putting a value judgment on group member responses offer praising the process instead
Do say Thank you for offering that idea Donrsquot say That was a good idea
24
6
4212014
Question Types Questioning Dorsquos and Donrsquots
1) Closed ended-shuts down discussion Do be clear and concise 2) Open ended-stimulates thinking Ask challenging questions
Ask reasonable questions ndash answers must Closed Does everyone understand the be within participant reach
policy for snow days Ask questions that are sincere honest Open What ideas do you have for going and relevant
about school improvement in a more systematic way
25 26
Questioning Formats Dealing with Difficult People Design questions around the following formats
related to your focus area 3 common scenarios
Fact-finding- ldquoHow much training did the staff receive at the startrdquo
Feeling-finding- ldquoHow do you feel abouthelliprdquo ldquoDo you think the staff felt they received enough training
Tell me more- ldquoTell me morerdquo ldquoCan you elaborate on thatrdquo ldquoCan you be more specificrdquo
Bestleast-rdquoWhat is the best thing abouthelliprdquo ldquoWhat is the worst thing abouthelliprdquo
Third-party- ldquoSome people find thathellip How does that sound to yourdquo
Magic wand- ldquoIf time and money were no obstacle what helliprdquo27 28
7
4212014
Additional Tools
The Facilitatorrsquos roleOrganize for Journey Critical Issues for Team Consideration Listening Skills Self-Evaluation Dysfunctional Discussion Division
29
Part 2 Establishing PLCs
30
Part 2 Objectives Review Intended Purpose of PLCs Clarify Principles of Effective Teacher PLCs Establish Guidelines for Effective Implementation Review Sample Structure Supply Recommendations for Finding the Time Re-evaluate Building Level PLC Efforts Reflection
31
PLC Resources
bullSample PLC structure bullStrategies for Finding Time bullGuidelines for PLC Implementation bullPLC Action Planning Template bullWebsites amp Sample Resources
32
8
4212014
Philosophy of a PLC
bullRe-culturing bullTeacher Leadership amp School Improvement bullAn Emphasis on Learning bullThe Need for High-Quality Sustained Professional Development
Annenberg Institute for School Reform (2003) Little (2003) amp Louis (2006)
33
PLCrsquos amp Collaboration
ldquo A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual and collective resultsrdquo
34
(DuFour 2006)
Professional Development amp Application
35
The Look Forrsquos of PLCrsquos
1 PLCrsquos gather evidence of student learning 2 PLCrsquos develop strategies and ideas to
enhance student learning 3 PLCrsquos implement those strategies and ideas 4 PLCrsquos analyze the impact of the changes to
discover what was effective and what was not
5 PLCrsquos apply new knowledge as part of a cycle of continuous improvement
36
9
4212014
Principles of Effective PLCrsquos
Choice Flexibility Small Steps Supportive Accountability
Choice bullIdentify strengths and develop even greater expertise in these areas
bullSupport teachers to become excellent in own way
bullAllow teachers to prioritize their own professional development and its effective implementation based upon individual and collective needs
3837
Flexibility Small Steps
Learning is slow Our habits are part of our professional
Anchor techniques (scientifically- identity and automated procedures are validated practices)to a range of high hard to change leverage instructional practices
Norms for collaboration and advanced Flexibility within parameters teaming
39 40
10
4212014
Tips for Getting Started Supportive Accountability
Frequent Feedback 1 Assemble a Team to Design the PLC Initiative Visibility
Accept Invitations 1 What outcomes should result from a strong Build your own PLC Knowledge Base
PLC initiative Keep your Finger on the Pulse
2 What characteristics of quality professional Emphasize Classroom Results learning should be included in this initiative
3 What supports will teachers need in order to effectively participate in professional learning41 42
TIPS for Initiating Maintaining amp Sustaining
Think about your own Professional Learning
Look at Teacher Needs Review the Research on PLCrsquos Define the Purpose of a PLC and the Role
and Function of Team Members Establish Team Norms Determine a Team Goal
43 Continue Meetings (Revisit Reflect Revise)
PLC Implementation
Meet every 4 weeks Minimum of 75 minutes Maximum of 2
hours Minimum of 8 participants Maximum of 12 Mixed SubjectContent Area Members w
at least one ldquolikerdquo member per pair (same grade level or content area)
Same activities in same sequence at each meeting to structure the learning
44Source Embedding formative assessment A
professional
11
4212014
Sample Structure
Introduction (5 min) Starter Activity (5 min) Feedback (25 min) New Learning (20 min) Personal Action Planning (15 min) Summary of Learning (5 min)
45
Starter Activity
Participants engage in an activity that helps them focus on their own learning
Example ldquoThink of something that happened in the
last month in your classroom that you feel was an effective instructional practice You have a maximum of 30 seconds to tell the group what it is No one can ldquopassrdquordquo
47
Introduction
Agenda is circulated and learning intentions for meeting are presented
Example We are learning to 1 Share successes and failures and
support each other 2 Improve active student engagement 3 Improve classroom questioning
46
Feedback Pull out personal action plan template ldquoWrite about a technique you have tried
since the last meeting who observed you and what you have learnedrdquo
Someone is elected challenger and asks ldquoWhat did you do with the information you
collected How did this alter your teaching How did this benefit student learningrdquo
Group discussion on key points if time 48
permitted
12
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Some Common Beliefs
People want to do the right thing 2 3 4+ heads are better than 1 People are more committed to their own
ideas and plans Groups can manage their own conflicts
given the right tools and training
9
Facilitation is about
Process Content
These are the two dimensions of every interaction that we have with another person
Take a few minutes to define these terms 11
More Beliefs
A facilitatorrsquos job is to offer the right tools and methods at the right time
One goal is to shift responsibility from the leader (eg principal) to the team members
10
Content amp Process
Content Process What Subject Problems Decisions Agenda Goals
How Relations Tools RulesNorms Group Dynamics Climate
12
3
4212014
A Facilitatorrsquos Job Characteristics of Facilitation
Do you think we should manage primarily Highly structured the content or the process Assertive set of practices
Rich set of tools and techniques
13 14
Facilitation Tools
In terms of manner style and behavior identify some of the skills of
competent facilitators
15
Core Skills
Staying neutral rather than imposing opinions Active listening and direct eye contact Asking questions and testing assumptions Paraphrasing amp clarifying Synthesizing ideas and building consensus Facilitating communication between others
through pacing process and content Collecting ideas particularly what was actually
said by team members Summarizing in a concise and timely manner
16
4
4212014
Tools to Help Strengthen a Team
Visioning Brainstorming Priority Setting Root-Cause Analysis Systematic Problem-Solving
17
Facilitation Skills
Is there a facilitation technique that weighs more heavily than the others in terms of facilitating group process What do you think it is
18
Asking Questions Questions
This is the most important tool Why Test assumptions Invite participation Gather information Probe for hidden points Get at root-causes
4 Magic Phrases
19 20
5
4212014
Focus on Questioning
It is the KEY facilitation technique As facilitators we can share our good
ideas by turning them into questions We have to ask the right questions at the
right time and phrase it appropriately in order to solicit the best possible response from the appropriate persons
21
What should you do if your opinion is solicited
1) Redirect question to another group member or to whole group
2) Defer any questions that other group members canrsquot respond to and get back to group later
3) Provide an answer only after you relay that you are stepping outside of the facilitatorrsquos role into expert role
23
Different Types of Questions
If you want tohellip Thenhellip
Stimulate thinking Direct (Q) to Group
Avoid putting some What experiences have one on the spot you had withhellip
Focus on one How should we handle this person Bill
22
Responding to Comments
Instead of putting a value judgment on group member responses offer praising the process instead
Do say Thank you for offering that idea Donrsquot say That was a good idea
24
6
4212014
Question Types Questioning Dorsquos and Donrsquots
1) Closed ended-shuts down discussion Do be clear and concise 2) Open ended-stimulates thinking Ask challenging questions
Ask reasonable questions ndash answers must Closed Does everyone understand the be within participant reach
policy for snow days Ask questions that are sincere honest Open What ideas do you have for going and relevant
about school improvement in a more systematic way
25 26
Questioning Formats Dealing with Difficult People Design questions around the following formats
related to your focus area 3 common scenarios
Fact-finding- ldquoHow much training did the staff receive at the startrdquo
Feeling-finding- ldquoHow do you feel abouthelliprdquo ldquoDo you think the staff felt they received enough training
Tell me more- ldquoTell me morerdquo ldquoCan you elaborate on thatrdquo ldquoCan you be more specificrdquo
Bestleast-rdquoWhat is the best thing abouthelliprdquo ldquoWhat is the worst thing abouthelliprdquo
Third-party- ldquoSome people find thathellip How does that sound to yourdquo
Magic wand- ldquoIf time and money were no obstacle what helliprdquo27 28
7
4212014
Additional Tools
The Facilitatorrsquos roleOrganize for Journey Critical Issues for Team Consideration Listening Skills Self-Evaluation Dysfunctional Discussion Division
29
Part 2 Establishing PLCs
30
Part 2 Objectives Review Intended Purpose of PLCs Clarify Principles of Effective Teacher PLCs Establish Guidelines for Effective Implementation Review Sample Structure Supply Recommendations for Finding the Time Re-evaluate Building Level PLC Efforts Reflection
31
PLC Resources
bullSample PLC structure bullStrategies for Finding Time bullGuidelines for PLC Implementation bullPLC Action Planning Template bullWebsites amp Sample Resources
32
8
4212014
Philosophy of a PLC
bullRe-culturing bullTeacher Leadership amp School Improvement bullAn Emphasis on Learning bullThe Need for High-Quality Sustained Professional Development
Annenberg Institute for School Reform (2003) Little (2003) amp Louis (2006)
33
PLCrsquos amp Collaboration
ldquo A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual and collective resultsrdquo
34
(DuFour 2006)
Professional Development amp Application
35
The Look Forrsquos of PLCrsquos
1 PLCrsquos gather evidence of student learning 2 PLCrsquos develop strategies and ideas to
enhance student learning 3 PLCrsquos implement those strategies and ideas 4 PLCrsquos analyze the impact of the changes to
discover what was effective and what was not
5 PLCrsquos apply new knowledge as part of a cycle of continuous improvement
36
9
4212014
Principles of Effective PLCrsquos
Choice Flexibility Small Steps Supportive Accountability
Choice bullIdentify strengths and develop even greater expertise in these areas
bullSupport teachers to become excellent in own way
bullAllow teachers to prioritize their own professional development and its effective implementation based upon individual and collective needs
3837
Flexibility Small Steps
Learning is slow Our habits are part of our professional
Anchor techniques (scientifically- identity and automated procedures are validated practices)to a range of high hard to change leverage instructional practices
Norms for collaboration and advanced Flexibility within parameters teaming
39 40
10
4212014
Tips for Getting Started Supportive Accountability
Frequent Feedback 1 Assemble a Team to Design the PLC Initiative Visibility
Accept Invitations 1 What outcomes should result from a strong Build your own PLC Knowledge Base
PLC initiative Keep your Finger on the Pulse
2 What characteristics of quality professional Emphasize Classroom Results learning should be included in this initiative
3 What supports will teachers need in order to effectively participate in professional learning41 42
TIPS for Initiating Maintaining amp Sustaining
Think about your own Professional Learning
Look at Teacher Needs Review the Research on PLCrsquos Define the Purpose of a PLC and the Role
and Function of Team Members Establish Team Norms Determine a Team Goal
43 Continue Meetings (Revisit Reflect Revise)
PLC Implementation
Meet every 4 weeks Minimum of 75 minutes Maximum of 2
hours Minimum of 8 participants Maximum of 12 Mixed SubjectContent Area Members w
at least one ldquolikerdquo member per pair (same grade level or content area)
Same activities in same sequence at each meeting to structure the learning
44Source Embedding formative assessment A
professional
11
4212014
Sample Structure
Introduction (5 min) Starter Activity (5 min) Feedback (25 min) New Learning (20 min) Personal Action Planning (15 min) Summary of Learning (5 min)
45
Starter Activity
Participants engage in an activity that helps them focus on their own learning
Example ldquoThink of something that happened in the
last month in your classroom that you feel was an effective instructional practice You have a maximum of 30 seconds to tell the group what it is No one can ldquopassrdquordquo
47
Introduction
Agenda is circulated and learning intentions for meeting are presented
Example We are learning to 1 Share successes and failures and
support each other 2 Improve active student engagement 3 Improve classroom questioning
46
Feedback Pull out personal action plan template ldquoWrite about a technique you have tried
since the last meeting who observed you and what you have learnedrdquo
Someone is elected challenger and asks ldquoWhat did you do with the information you
collected How did this alter your teaching How did this benefit student learningrdquo
Group discussion on key points if time 48
permitted
12
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
A Facilitatorrsquos Job Characteristics of Facilitation
Do you think we should manage primarily Highly structured the content or the process Assertive set of practices
Rich set of tools and techniques
13 14
Facilitation Tools
In terms of manner style and behavior identify some of the skills of
competent facilitators
15
Core Skills
Staying neutral rather than imposing opinions Active listening and direct eye contact Asking questions and testing assumptions Paraphrasing amp clarifying Synthesizing ideas and building consensus Facilitating communication between others
through pacing process and content Collecting ideas particularly what was actually
said by team members Summarizing in a concise and timely manner
16
4
4212014
Tools to Help Strengthen a Team
Visioning Brainstorming Priority Setting Root-Cause Analysis Systematic Problem-Solving
17
Facilitation Skills
Is there a facilitation technique that weighs more heavily than the others in terms of facilitating group process What do you think it is
18
Asking Questions Questions
This is the most important tool Why Test assumptions Invite participation Gather information Probe for hidden points Get at root-causes
4 Magic Phrases
19 20
5
4212014
Focus on Questioning
It is the KEY facilitation technique As facilitators we can share our good
ideas by turning them into questions We have to ask the right questions at the
right time and phrase it appropriately in order to solicit the best possible response from the appropriate persons
21
What should you do if your opinion is solicited
1) Redirect question to another group member or to whole group
2) Defer any questions that other group members canrsquot respond to and get back to group later
3) Provide an answer only after you relay that you are stepping outside of the facilitatorrsquos role into expert role
23
Different Types of Questions
If you want tohellip Thenhellip
Stimulate thinking Direct (Q) to Group
Avoid putting some What experiences have one on the spot you had withhellip
Focus on one How should we handle this person Bill
22
Responding to Comments
Instead of putting a value judgment on group member responses offer praising the process instead
Do say Thank you for offering that idea Donrsquot say That was a good idea
24
6
4212014
Question Types Questioning Dorsquos and Donrsquots
1) Closed ended-shuts down discussion Do be clear and concise 2) Open ended-stimulates thinking Ask challenging questions
Ask reasonable questions ndash answers must Closed Does everyone understand the be within participant reach
policy for snow days Ask questions that are sincere honest Open What ideas do you have for going and relevant
about school improvement in a more systematic way
25 26
Questioning Formats Dealing with Difficult People Design questions around the following formats
related to your focus area 3 common scenarios
Fact-finding- ldquoHow much training did the staff receive at the startrdquo
Feeling-finding- ldquoHow do you feel abouthelliprdquo ldquoDo you think the staff felt they received enough training
Tell me more- ldquoTell me morerdquo ldquoCan you elaborate on thatrdquo ldquoCan you be more specificrdquo
Bestleast-rdquoWhat is the best thing abouthelliprdquo ldquoWhat is the worst thing abouthelliprdquo
Third-party- ldquoSome people find thathellip How does that sound to yourdquo
Magic wand- ldquoIf time and money were no obstacle what helliprdquo27 28
7
4212014
Additional Tools
The Facilitatorrsquos roleOrganize for Journey Critical Issues for Team Consideration Listening Skills Self-Evaluation Dysfunctional Discussion Division
29
Part 2 Establishing PLCs
30
Part 2 Objectives Review Intended Purpose of PLCs Clarify Principles of Effective Teacher PLCs Establish Guidelines for Effective Implementation Review Sample Structure Supply Recommendations for Finding the Time Re-evaluate Building Level PLC Efforts Reflection
31
PLC Resources
bullSample PLC structure bullStrategies for Finding Time bullGuidelines for PLC Implementation bullPLC Action Planning Template bullWebsites amp Sample Resources
32
8
4212014
Philosophy of a PLC
bullRe-culturing bullTeacher Leadership amp School Improvement bullAn Emphasis on Learning bullThe Need for High-Quality Sustained Professional Development
Annenberg Institute for School Reform (2003) Little (2003) amp Louis (2006)
33
PLCrsquos amp Collaboration
ldquo A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual and collective resultsrdquo
34
(DuFour 2006)
Professional Development amp Application
35
The Look Forrsquos of PLCrsquos
1 PLCrsquos gather evidence of student learning 2 PLCrsquos develop strategies and ideas to
enhance student learning 3 PLCrsquos implement those strategies and ideas 4 PLCrsquos analyze the impact of the changes to
discover what was effective and what was not
5 PLCrsquos apply new knowledge as part of a cycle of continuous improvement
36
9
4212014
Principles of Effective PLCrsquos
Choice Flexibility Small Steps Supportive Accountability
Choice bullIdentify strengths and develop even greater expertise in these areas
bullSupport teachers to become excellent in own way
bullAllow teachers to prioritize their own professional development and its effective implementation based upon individual and collective needs
3837
Flexibility Small Steps
Learning is slow Our habits are part of our professional
Anchor techniques (scientifically- identity and automated procedures are validated practices)to a range of high hard to change leverage instructional practices
Norms for collaboration and advanced Flexibility within parameters teaming
39 40
10
4212014
Tips for Getting Started Supportive Accountability
Frequent Feedback 1 Assemble a Team to Design the PLC Initiative Visibility
Accept Invitations 1 What outcomes should result from a strong Build your own PLC Knowledge Base
PLC initiative Keep your Finger on the Pulse
2 What characteristics of quality professional Emphasize Classroom Results learning should be included in this initiative
3 What supports will teachers need in order to effectively participate in professional learning41 42
TIPS for Initiating Maintaining amp Sustaining
Think about your own Professional Learning
Look at Teacher Needs Review the Research on PLCrsquos Define the Purpose of a PLC and the Role
and Function of Team Members Establish Team Norms Determine a Team Goal
43 Continue Meetings (Revisit Reflect Revise)
PLC Implementation
Meet every 4 weeks Minimum of 75 minutes Maximum of 2
hours Minimum of 8 participants Maximum of 12 Mixed SubjectContent Area Members w
at least one ldquolikerdquo member per pair (same grade level or content area)
Same activities in same sequence at each meeting to structure the learning
44Source Embedding formative assessment A
professional
11
4212014
Sample Structure
Introduction (5 min) Starter Activity (5 min) Feedback (25 min) New Learning (20 min) Personal Action Planning (15 min) Summary of Learning (5 min)
45
Starter Activity
Participants engage in an activity that helps them focus on their own learning
Example ldquoThink of something that happened in the
last month in your classroom that you feel was an effective instructional practice You have a maximum of 30 seconds to tell the group what it is No one can ldquopassrdquordquo
47
Introduction
Agenda is circulated and learning intentions for meeting are presented
Example We are learning to 1 Share successes and failures and
support each other 2 Improve active student engagement 3 Improve classroom questioning
46
Feedback Pull out personal action plan template ldquoWrite about a technique you have tried
since the last meeting who observed you and what you have learnedrdquo
Someone is elected challenger and asks ldquoWhat did you do with the information you
collected How did this alter your teaching How did this benefit student learningrdquo
Group discussion on key points if time 48
permitted
12
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Tools to Help Strengthen a Team
Visioning Brainstorming Priority Setting Root-Cause Analysis Systematic Problem-Solving
17
Facilitation Skills
Is there a facilitation technique that weighs more heavily than the others in terms of facilitating group process What do you think it is
18
Asking Questions Questions
This is the most important tool Why Test assumptions Invite participation Gather information Probe for hidden points Get at root-causes
4 Magic Phrases
19 20
5
4212014
Focus on Questioning
It is the KEY facilitation technique As facilitators we can share our good
ideas by turning them into questions We have to ask the right questions at the
right time and phrase it appropriately in order to solicit the best possible response from the appropriate persons
21
What should you do if your opinion is solicited
1) Redirect question to another group member or to whole group
2) Defer any questions that other group members canrsquot respond to and get back to group later
3) Provide an answer only after you relay that you are stepping outside of the facilitatorrsquos role into expert role
23
Different Types of Questions
If you want tohellip Thenhellip
Stimulate thinking Direct (Q) to Group
Avoid putting some What experiences have one on the spot you had withhellip
Focus on one How should we handle this person Bill
22
Responding to Comments
Instead of putting a value judgment on group member responses offer praising the process instead
Do say Thank you for offering that idea Donrsquot say That was a good idea
24
6
4212014
Question Types Questioning Dorsquos and Donrsquots
1) Closed ended-shuts down discussion Do be clear and concise 2) Open ended-stimulates thinking Ask challenging questions
Ask reasonable questions ndash answers must Closed Does everyone understand the be within participant reach
policy for snow days Ask questions that are sincere honest Open What ideas do you have for going and relevant
about school improvement in a more systematic way
25 26
Questioning Formats Dealing with Difficult People Design questions around the following formats
related to your focus area 3 common scenarios
Fact-finding- ldquoHow much training did the staff receive at the startrdquo
Feeling-finding- ldquoHow do you feel abouthelliprdquo ldquoDo you think the staff felt they received enough training
Tell me more- ldquoTell me morerdquo ldquoCan you elaborate on thatrdquo ldquoCan you be more specificrdquo
Bestleast-rdquoWhat is the best thing abouthelliprdquo ldquoWhat is the worst thing abouthelliprdquo
Third-party- ldquoSome people find thathellip How does that sound to yourdquo
Magic wand- ldquoIf time and money were no obstacle what helliprdquo27 28
7
4212014
Additional Tools
The Facilitatorrsquos roleOrganize for Journey Critical Issues for Team Consideration Listening Skills Self-Evaluation Dysfunctional Discussion Division
29
Part 2 Establishing PLCs
30
Part 2 Objectives Review Intended Purpose of PLCs Clarify Principles of Effective Teacher PLCs Establish Guidelines for Effective Implementation Review Sample Structure Supply Recommendations for Finding the Time Re-evaluate Building Level PLC Efforts Reflection
31
PLC Resources
bullSample PLC structure bullStrategies for Finding Time bullGuidelines for PLC Implementation bullPLC Action Planning Template bullWebsites amp Sample Resources
32
8
4212014
Philosophy of a PLC
bullRe-culturing bullTeacher Leadership amp School Improvement bullAn Emphasis on Learning bullThe Need for High-Quality Sustained Professional Development
Annenberg Institute for School Reform (2003) Little (2003) amp Louis (2006)
33
PLCrsquos amp Collaboration
ldquo A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual and collective resultsrdquo
34
(DuFour 2006)
Professional Development amp Application
35
The Look Forrsquos of PLCrsquos
1 PLCrsquos gather evidence of student learning 2 PLCrsquos develop strategies and ideas to
enhance student learning 3 PLCrsquos implement those strategies and ideas 4 PLCrsquos analyze the impact of the changes to
discover what was effective and what was not
5 PLCrsquos apply new knowledge as part of a cycle of continuous improvement
36
9
4212014
Principles of Effective PLCrsquos
Choice Flexibility Small Steps Supportive Accountability
Choice bullIdentify strengths and develop even greater expertise in these areas
bullSupport teachers to become excellent in own way
bullAllow teachers to prioritize their own professional development and its effective implementation based upon individual and collective needs
3837
Flexibility Small Steps
Learning is slow Our habits are part of our professional
Anchor techniques (scientifically- identity and automated procedures are validated practices)to a range of high hard to change leverage instructional practices
Norms for collaboration and advanced Flexibility within parameters teaming
39 40
10
4212014
Tips for Getting Started Supportive Accountability
Frequent Feedback 1 Assemble a Team to Design the PLC Initiative Visibility
Accept Invitations 1 What outcomes should result from a strong Build your own PLC Knowledge Base
PLC initiative Keep your Finger on the Pulse
2 What characteristics of quality professional Emphasize Classroom Results learning should be included in this initiative
3 What supports will teachers need in order to effectively participate in professional learning41 42
TIPS for Initiating Maintaining amp Sustaining
Think about your own Professional Learning
Look at Teacher Needs Review the Research on PLCrsquos Define the Purpose of a PLC and the Role
and Function of Team Members Establish Team Norms Determine a Team Goal
43 Continue Meetings (Revisit Reflect Revise)
PLC Implementation
Meet every 4 weeks Minimum of 75 minutes Maximum of 2
hours Minimum of 8 participants Maximum of 12 Mixed SubjectContent Area Members w
at least one ldquolikerdquo member per pair (same grade level or content area)
Same activities in same sequence at each meeting to structure the learning
44Source Embedding formative assessment A
professional
11
4212014
Sample Structure
Introduction (5 min) Starter Activity (5 min) Feedback (25 min) New Learning (20 min) Personal Action Planning (15 min) Summary of Learning (5 min)
45
Starter Activity
Participants engage in an activity that helps them focus on their own learning
Example ldquoThink of something that happened in the
last month in your classroom that you feel was an effective instructional practice You have a maximum of 30 seconds to tell the group what it is No one can ldquopassrdquordquo
47
Introduction
Agenda is circulated and learning intentions for meeting are presented
Example We are learning to 1 Share successes and failures and
support each other 2 Improve active student engagement 3 Improve classroom questioning
46
Feedback Pull out personal action plan template ldquoWrite about a technique you have tried
since the last meeting who observed you and what you have learnedrdquo
Someone is elected challenger and asks ldquoWhat did you do with the information you
collected How did this alter your teaching How did this benefit student learningrdquo
Group discussion on key points if time 48
permitted
12
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Focus on Questioning
It is the KEY facilitation technique As facilitators we can share our good
ideas by turning them into questions We have to ask the right questions at the
right time and phrase it appropriately in order to solicit the best possible response from the appropriate persons
21
What should you do if your opinion is solicited
1) Redirect question to another group member or to whole group
2) Defer any questions that other group members canrsquot respond to and get back to group later
3) Provide an answer only after you relay that you are stepping outside of the facilitatorrsquos role into expert role
23
Different Types of Questions
If you want tohellip Thenhellip
Stimulate thinking Direct (Q) to Group
Avoid putting some What experiences have one on the spot you had withhellip
Focus on one How should we handle this person Bill
22
Responding to Comments
Instead of putting a value judgment on group member responses offer praising the process instead
Do say Thank you for offering that idea Donrsquot say That was a good idea
24
6
4212014
Question Types Questioning Dorsquos and Donrsquots
1) Closed ended-shuts down discussion Do be clear and concise 2) Open ended-stimulates thinking Ask challenging questions
Ask reasonable questions ndash answers must Closed Does everyone understand the be within participant reach
policy for snow days Ask questions that are sincere honest Open What ideas do you have for going and relevant
about school improvement in a more systematic way
25 26
Questioning Formats Dealing with Difficult People Design questions around the following formats
related to your focus area 3 common scenarios
Fact-finding- ldquoHow much training did the staff receive at the startrdquo
Feeling-finding- ldquoHow do you feel abouthelliprdquo ldquoDo you think the staff felt they received enough training
Tell me more- ldquoTell me morerdquo ldquoCan you elaborate on thatrdquo ldquoCan you be more specificrdquo
Bestleast-rdquoWhat is the best thing abouthelliprdquo ldquoWhat is the worst thing abouthelliprdquo
Third-party- ldquoSome people find thathellip How does that sound to yourdquo
Magic wand- ldquoIf time and money were no obstacle what helliprdquo27 28
7
4212014
Additional Tools
The Facilitatorrsquos roleOrganize for Journey Critical Issues for Team Consideration Listening Skills Self-Evaluation Dysfunctional Discussion Division
29
Part 2 Establishing PLCs
30
Part 2 Objectives Review Intended Purpose of PLCs Clarify Principles of Effective Teacher PLCs Establish Guidelines for Effective Implementation Review Sample Structure Supply Recommendations for Finding the Time Re-evaluate Building Level PLC Efforts Reflection
31
PLC Resources
bullSample PLC structure bullStrategies for Finding Time bullGuidelines for PLC Implementation bullPLC Action Planning Template bullWebsites amp Sample Resources
32
8
4212014
Philosophy of a PLC
bullRe-culturing bullTeacher Leadership amp School Improvement bullAn Emphasis on Learning bullThe Need for High-Quality Sustained Professional Development
Annenberg Institute for School Reform (2003) Little (2003) amp Louis (2006)
33
PLCrsquos amp Collaboration
ldquo A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual and collective resultsrdquo
34
(DuFour 2006)
Professional Development amp Application
35
The Look Forrsquos of PLCrsquos
1 PLCrsquos gather evidence of student learning 2 PLCrsquos develop strategies and ideas to
enhance student learning 3 PLCrsquos implement those strategies and ideas 4 PLCrsquos analyze the impact of the changes to
discover what was effective and what was not
5 PLCrsquos apply new knowledge as part of a cycle of continuous improvement
36
9
4212014
Principles of Effective PLCrsquos
Choice Flexibility Small Steps Supportive Accountability
Choice bullIdentify strengths and develop even greater expertise in these areas
bullSupport teachers to become excellent in own way
bullAllow teachers to prioritize their own professional development and its effective implementation based upon individual and collective needs
3837
Flexibility Small Steps
Learning is slow Our habits are part of our professional
Anchor techniques (scientifically- identity and automated procedures are validated practices)to a range of high hard to change leverage instructional practices
Norms for collaboration and advanced Flexibility within parameters teaming
39 40
10
4212014
Tips for Getting Started Supportive Accountability
Frequent Feedback 1 Assemble a Team to Design the PLC Initiative Visibility
Accept Invitations 1 What outcomes should result from a strong Build your own PLC Knowledge Base
PLC initiative Keep your Finger on the Pulse
2 What characteristics of quality professional Emphasize Classroom Results learning should be included in this initiative
3 What supports will teachers need in order to effectively participate in professional learning41 42
TIPS for Initiating Maintaining amp Sustaining
Think about your own Professional Learning
Look at Teacher Needs Review the Research on PLCrsquos Define the Purpose of a PLC and the Role
and Function of Team Members Establish Team Norms Determine a Team Goal
43 Continue Meetings (Revisit Reflect Revise)
PLC Implementation
Meet every 4 weeks Minimum of 75 minutes Maximum of 2
hours Minimum of 8 participants Maximum of 12 Mixed SubjectContent Area Members w
at least one ldquolikerdquo member per pair (same grade level or content area)
Same activities in same sequence at each meeting to structure the learning
44Source Embedding formative assessment A
professional
11
4212014
Sample Structure
Introduction (5 min) Starter Activity (5 min) Feedback (25 min) New Learning (20 min) Personal Action Planning (15 min) Summary of Learning (5 min)
45
Starter Activity
Participants engage in an activity that helps them focus on their own learning
Example ldquoThink of something that happened in the
last month in your classroom that you feel was an effective instructional practice You have a maximum of 30 seconds to tell the group what it is No one can ldquopassrdquordquo
47
Introduction
Agenda is circulated and learning intentions for meeting are presented
Example We are learning to 1 Share successes and failures and
support each other 2 Improve active student engagement 3 Improve classroom questioning
46
Feedback Pull out personal action plan template ldquoWrite about a technique you have tried
since the last meeting who observed you and what you have learnedrdquo
Someone is elected challenger and asks ldquoWhat did you do with the information you
collected How did this alter your teaching How did this benefit student learningrdquo
Group discussion on key points if time 48
permitted
12
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Question Types Questioning Dorsquos and Donrsquots
1) Closed ended-shuts down discussion Do be clear and concise 2) Open ended-stimulates thinking Ask challenging questions
Ask reasonable questions ndash answers must Closed Does everyone understand the be within participant reach
policy for snow days Ask questions that are sincere honest Open What ideas do you have for going and relevant
about school improvement in a more systematic way
25 26
Questioning Formats Dealing with Difficult People Design questions around the following formats
related to your focus area 3 common scenarios
Fact-finding- ldquoHow much training did the staff receive at the startrdquo
Feeling-finding- ldquoHow do you feel abouthelliprdquo ldquoDo you think the staff felt they received enough training
Tell me more- ldquoTell me morerdquo ldquoCan you elaborate on thatrdquo ldquoCan you be more specificrdquo
Bestleast-rdquoWhat is the best thing abouthelliprdquo ldquoWhat is the worst thing abouthelliprdquo
Third-party- ldquoSome people find thathellip How does that sound to yourdquo
Magic wand- ldquoIf time and money were no obstacle what helliprdquo27 28
7
4212014
Additional Tools
The Facilitatorrsquos roleOrganize for Journey Critical Issues for Team Consideration Listening Skills Self-Evaluation Dysfunctional Discussion Division
29
Part 2 Establishing PLCs
30
Part 2 Objectives Review Intended Purpose of PLCs Clarify Principles of Effective Teacher PLCs Establish Guidelines for Effective Implementation Review Sample Structure Supply Recommendations for Finding the Time Re-evaluate Building Level PLC Efforts Reflection
31
PLC Resources
bullSample PLC structure bullStrategies for Finding Time bullGuidelines for PLC Implementation bullPLC Action Planning Template bullWebsites amp Sample Resources
32
8
4212014
Philosophy of a PLC
bullRe-culturing bullTeacher Leadership amp School Improvement bullAn Emphasis on Learning bullThe Need for High-Quality Sustained Professional Development
Annenberg Institute for School Reform (2003) Little (2003) amp Louis (2006)
33
PLCrsquos amp Collaboration
ldquo A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual and collective resultsrdquo
34
(DuFour 2006)
Professional Development amp Application
35
The Look Forrsquos of PLCrsquos
1 PLCrsquos gather evidence of student learning 2 PLCrsquos develop strategies and ideas to
enhance student learning 3 PLCrsquos implement those strategies and ideas 4 PLCrsquos analyze the impact of the changes to
discover what was effective and what was not
5 PLCrsquos apply new knowledge as part of a cycle of continuous improvement
36
9
4212014
Principles of Effective PLCrsquos
Choice Flexibility Small Steps Supportive Accountability
Choice bullIdentify strengths and develop even greater expertise in these areas
bullSupport teachers to become excellent in own way
bullAllow teachers to prioritize their own professional development and its effective implementation based upon individual and collective needs
3837
Flexibility Small Steps
Learning is slow Our habits are part of our professional
Anchor techniques (scientifically- identity and automated procedures are validated practices)to a range of high hard to change leverage instructional practices
Norms for collaboration and advanced Flexibility within parameters teaming
39 40
10
4212014
Tips for Getting Started Supportive Accountability
Frequent Feedback 1 Assemble a Team to Design the PLC Initiative Visibility
Accept Invitations 1 What outcomes should result from a strong Build your own PLC Knowledge Base
PLC initiative Keep your Finger on the Pulse
2 What characteristics of quality professional Emphasize Classroom Results learning should be included in this initiative
3 What supports will teachers need in order to effectively participate in professional learning41 42
TIPS for Initiating Maintaining amp Sustaining
Think about your own Professional Learning
Look at Teacher Needs Review the Research on PLCrsquos Define the Purpose of a PLC and the Role
and Function of Team Members Establish Team Norms Determine a Team Goal
43 Continue Meetings (Revisit Reflect Revise)
PLC Implementation
Meet every 4 weeks Minimum of 75 minutes Maximum of 2
hours Minimum of 8 participants Maximum of 12 Mixed SubjectContent Area Members w
at least one ldquolikerdquo member per pair (same grade level or content area)
Same activities in same sequence at each meeting to structure the learning
44Source Embedding formative assessment A
professional
11
4212014
Sample Structure
Introduction (5 min) Starter Activity (5 min) Feedback (25 min) New Learning (20 min) Personal Action Planning (15 min) Summary of Learning (5 min)
45
Starter Activity
Participants engage in an activity that helps them focus on their own learning
Example ldquoThink of something that happened in the
last month in your classroom that you feel was an effective instructional practice You have a maximum of 30 seconds to tell the group what it is No one can ldquopassrdquordquo
47
Introduction
Agenda is circulated and learning intentions for meeting are presented
Example We are learning to 1 Share successes and failures and
support each other 2 Improve active student engagement 3 Improve classroom questioning
46
Feedback Pull out personal action plan template ldquoWrite about a technique you have tried
since the last meeting who observed you and what you have learnedrdquo
Someone is elected challenger and asks ldquoWhat did you do with the information you
collected How did this alter your teaching How did this benefit student learningrdquo
Group discussion on key points if time 48
permitted
12
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Additional Tools
The Facilitatorrsquos roleOrganize for Journey Critical Issues for Team Consideration Listening Skills Self-Evaluation Dysfunctional Discussion Division
29
Part 2 Establishing PLCs
30
Part 2 Objectives Review Intended Purpose of PLCs Clarify Principles of Effective Teacher PLCs Establish Guidelines for Effective Implementation Review Sample Structure Supply Recommendations for Finding the Time Re-evaluate Building Level PLC Efforts Reflection
31
PLC Resources
bullSample PLC structure bullStrategies for Finding Time bullGuidelines for PLC Implementation bullPLC Action Planning Template bullWebsites amp Sample Resources
32
8
4212014
Philosophy of a PLC
bullRe-culturing bullTeacher Leadership amp School Improvement bullAn Emphasis on Learning bullThe Need for High-Quality Sustained Professional Development
Annenberg Institute for School Reform (2003) Little (2003) amp Louis (2006)
33
PLCrsquos amp Collaboration
ldquo A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual and collective resultsrdquo
34
(DuFour 2006)
Professional Development amp Application
35
The Look Forrsquos of PLCrsquos
1 PLCrsquos gather evidence of student learning 2 PLCrsquos develop strategies and ideas to
enhance student learning 3 PLCrsquos implement those strategies and ideas 4 PLCrsquos analyze the impact of the changes to
discover what was effective and what was not
5 PLCrsquos apply new knowledge as part of a cycle of continuous improvement
36
9
4212014
Principles of Effective PLCrsquos
Choice Flexibility Small Steps Supportive Accountability
Choice bullIdentify strengths and develop even greater expertise in these areas
bullSupport teachers to become excellent in own way
bullAllow teachers to prioritize their own professional development and its effective implementation based upon individual and collective needs
3837
Flexibility Small Steps
Learning is slow Our habits are part of our professional
Anchor techniques (scientifically- identity and automated procedures are validated practices)to a range of high hard to change leverage instructional practices
Norms for collaboration and advanced Flexibility within parameters teaming
39 40
10
4212014
Tips for Getting Started Supportive Accountability
Frequent Feedback 1 Assemble a Team to Design the PLC Initiative Visibility
Accept Invitations 1 What outcomes should result from a strong Build your own PLC Knowledge Base
PLC initiative Keep your Finger on the Pulse
2 What characteristics of quality professional Emphasize Classroom Results learning should be included in this initiative
3 What supports will teachers need in order to effectively participate in professional learning41 42
TIPS for Initiating Maintaining amp Sustaining
Think about your own Professional Learning
Look at Teacher Needs Review the Research on PLCrsquos Define the Purpose of a PLC and the Role
and Function of Team Members Establish Team Norms Determine a Team Goal
43 Continue Meetings (Revisit Reflect Revise)
PLC Implementation
Meet every 4 weeks Minimum of 75 minutes Maximum of 2
hours Minimum of 8 participants Maximum of 12 Mixed SubjectContent Area Members w
at least one ldquolikerdquo member per pair (same grade level or content area)
Same activities in same sequence at each meeting to structure the learning
44Source Embedding formative assessment A
professional
11
4212014
Sample Structure
Introduction (5 min) Starter Activity (5 min) Feedback (25 min) New Learning (20 min) Personal Action Planning (15 min) Summary of Learning (5 min)
45
Starter Activity
Participants engage in an activity that helps them focus on their own learning
Example ldquoThink of something that happened in the
last month in your classroom that you feel was an effective instructional practice You have a maximum of 30 seconds to tell the group what it is No one can ldquopassrdquordquo
47
Introduction
Agenda is circulated and learning intentions for meeting are presented
Example We are learning to 1 Share successes and failures and
support each other 2 Improve active student engagement 3 Improve classroom questioning
46
Feedback Pull out personal action plan template ldquoWrite about a technique you have tried
since the last meeting who observed you and what you have learnedrdquo
Someone is elected challenger and asks ldquoWhat did you do with the information you
collected How did this alter your teaching How did this benefit student learningrdquo
Group discussion on key points if time 48
permitted
12
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Philosophy of a PLC
bullRe-culturing bullTeacher Leadership amp School Improvement bullAn Emphasis on Learning bullThe Need for High-Quality Sustained Professional Development
Annenberg Institute for School Reform (2003) Little (2003) amp Louis (2006)
33
PLCrsquos amp Collaboration
ldquo A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual and collective resultsrdquo
34
(DuFour 2006)
Professional Development amp Application
35
The Look Forrsquos of PLCrsquos
1 PLCrsquos gather evidence of student learning 2 PLCrsquos develop strategies and ideas to
enhance student learning 3 PLCrsquos implement those strategies and ideas 4 PLCrsquos analyze the impact of the changes to
discover what was effective and what was not
5 PLCrsquos apply new knowledge as part of a cycle of continuous improvement
36
9
4212014
Principles of Effective PLCrsquos
Choice Flexibility Small Steps Supportive Accountability
Choice bullIdentify strengths and develop even greater expertise in these areas
bullSupport teachers to become excellent in own way
bullAllow teachers to prioritize their own professional development and its effective implementation based upon individual and collective needs
3837
Flexibility Small Steps
Learning is slow Our habits are part of our professional
Anchor techniques (scientifically- identity and automated procedures are validated practices)to a range of high hard to change leverage instructional practices
Norms for collaboration and advanced Flexibility within parameters teaming
39 40
10
4212014
Tips for Getting Started Supportive Accountability
Frequent Feedback 1 Assemble a Team to Design the PLC Initiative Visibility
Accept Invitations 1 What outcomes should result from a strong Build your own PLC Knowledge Base
PLC initiative Keep your Finger on the Pulse
2 What characteristics of quality professional Emphasize Classroom Results learning should be included in this initiative
3 What supports will teachers need in order to effectively participate in professional learning41 42
TIPS for Initiating Maintaining amp Sustaining
Think about your own Professional Learning
Look at Teacher Needs Review the Research on PLCrsquos Define the Purpose of a PLC and the Role
and Function of Team Members Establish Team Norms Determine a Team Goal
43 Continue Meetings (Revisit Reflect Revise)
PLC Implementation
Meet every 4 weeks Minimum of 75 minutes Maximum of 2
hours Minimum of 8 participants Maximum of 12 Mixed SubjectContent Area Members w
at least one ldquolikerdquo member per pair (same grade level or content area)
Same activities in same sequence at each meeting to structure the learning
44Source Embedding formative assessment A
professional
11
4212014
Sample Structure
Introduction (5 min) Starter Activity (5 min) Feedback (25 min) New Learning (20 min) Personal Action Planning (15 min) Summary of Learning (5 min)
45
Starter Activity
Participants engage in an activity that helps them focus on their own learning
Example ldquoThink of something that happened in the
last month in your classroom that you feel was an effective instructional practice You have a maximum of 30 seconds to tell the group what it is No one can ldquopassrdquordquo
47
Introduction
Agenda is circulated and learning intentions for meeting are presented
Example We are learning to 1 Share successes and failures and
support each other 2 Improve active student engagement 3 Improve classroom questioning
46
Feedback Pull out personal action plan template ldquoWrite about a technique you have tried
since the last meeting who observed you and what you have learnedrdquo
Someone is elected challenger and asks ldquoWhat did you do with the information you
collected How did this alter your teaching How did this benefit student learningrdquo
Group discussion on key points if time 48
permitted
12
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Principles of Effective PLCrsquos
Choice Flexibility Small Steps Supportive Accountability
Choice bullIdentify strengths and develop even greater expertise in these areas
bullSupport teachers to become excellent in own way
bullAllow teachers to prioritize their own professional development and its effective implementation based upon individual and collective needs
3837
Flexibility Small Steps
Learning is slow Our habits are part of our professional
Anchor techniques (scientifically- identity and automated procedures are validated practices)to a range of high hard to change leverage instructional practices
Norms for collaboration and advanced Flexibility within parameters teaming
39 40
10
4212014
Tips for Getting Started Supportive Accountability
Frequent Feedback 1 Assemble a Team to Design the PLC Initiative Visibility
Accept Invitations 1 What outcomes should result from a strong Build your own PLC Knowledge Base
PLC initiative Keep your Finger on the Pulse
2 What characteristics of quality professional Emphasize Classroom Results learning should be included in this initiative
3 What supports will teachers need in order to effectively participate in professional learning41 42
TIPS for Initiating Maintaining amp Sustaining
Think about your own Professional Learning
Look at Teacher Needs Review the Research on PLCrsquos Define the Purpose of a PLC and the Role
and Function of Team Members Establish Team Norms Determine a Team Goal
43 Continue Meetings (Revisit Reflect Revise)
PLC Implementation
Meet every 4 weeks Minimum of 75 minutes Maximum of 2
hours Minimum of 8 participants Maximum of 12 Mixed SubjectContent Area Members w
at least one ldquolikerdquo member per pair (same grade level or content area)
Same activities in same sequence at each meeting to structure the learning
44Source Embedding formative assessment A
professional
11
4212014
Sample Structure
Introduction (5 min) Starter Activity (5 min) Feedback (25 min) New Learning (20 min) Personal Action Planning (15 min) Summary of Learning (5 min)
45
Starter Activity
Participants engage in an activity that helps them focus on their own learning
Example ldquoThink of something that happened in the
last month in your classroom that you feel was an effective instructional practice You have a maximum of 30 seconds to tell the group what it is No one can ldquopassrdquordquo
47
Introduction
Agenda is circulated and learning intentions for meeting are presented
Example We are learning to 1 Share successes and failures and
support each other 2 Improve active student engagement 3 Improve classroom questioning
46
Feedback Pull out personal action plan template ldquoWrite about a technique you have tried
since the last meeting who observed you and what you have learnedrdquo
Someone is elected challenger and asks ldquoWhat did you do with the information you
collected How did this alter your teaching How did this benefit student learningrdquo
Group discussion on key points if time 48
permitted
12
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Tips for Getting Started Supportive Accountability
Frequent Feedback 1 Assemble a Team to Design the PLC Initiative Visibility
Accept Invitations 1 What outcomes should result from a strong Build your own PLC Knowledge Base
PLC initiative Keep your Finger on the Pulse
2 What characteristics of quality professional Emphasize Classroom Results learning should be included in this initiative
3 What supports will teachers need in order to effectively participate in professional learning41 42
TIPS for Initiating Maintaining amp Sustaining
Think about your own Professional Learning
Look at Teacher Needs Review the Research on PLCrsquos Define the Purpose of a PLC and the Role
and Function of Team Members Establish Team Norms Determine a Team Goal
43 Continue Meetings (Revisit Reflect Revise)
PLC Implementation
Meet every 4 weeks Minimum of 75 minutes Maximum of 2
hours Minimum of 8 participants Maximum of 12 Mixed SubjectContent Area Members w
at least one ldquolikerdquo member per pair (same grade level or content area)
Same activities in same sequence at each meeting to structure the learning
44Source Embedding formative assessment A
professional
11
4212014
Sample Structure
Introduction (5 min) Starter Activity (5 min) Feedback (25 min) New Learning (20 min) Personal Action Planning (15 min) Summary of Learning (5 min)
45
Starter Activity
Participants engage in an activity that helps them focus on their own learning
Example ldquoThink of something that happened in the
last month in your classroom that you feel was an effective instructional practice You have a maximum of 30 seconds to tell the group what it is No one can ldquopassrdquordquo
47
Introduction
Agenda is circulated and learning intentions for meeting are presented
Example We are learning to 1 Share successes and failures and
support each other 2 Improve active student engagement 3 Improve classroom questioning
46
Feedback Pull out personal action plan template ldquoWrite about a technique you have tried
since the last meeting who observed you and what you have learnedrdquo
Someone is elected challenger and asks ldquoWhat did you do with the information you
collected How did this alter your teaching How did this benefit student learningrdquo
Group discussion on key points if time 48
permitted
12
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Sample Structure
Introduction (5 min) Starter Activity (5 min) Feedback (25 min) New Learning (20 min) Personal Action Planning (15 min) Summary of Learning (5 min)
45
Starter Activity
Participants engage in an activity that helps them focus on their own learning
Example ldquoThink of something that happened in the
last month in your classroom that you feel was an effective instructional practice You have a maximum of 30 seconds to tell the group what it is No one can ldquopassrdquordquo
47
Introduction
Agenda is circulated and learning intentions for meeting are presented
Example We are learning to 1 Share successes and failures and
support each other 2 Improve active student engagement 3 Improve classroom questioning
46
Feedback Pull out personal action plan template ldquoWrite about a technique you have tried
since the last meeting who observed you and what you have learnedrdquo
Someone is elected challenger and asks ldquoWhat did you do with the information you
collected How did this alter your teaching How did this benefit student learningrdquo
Group discussion on key points if time 48
permitted
12
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
New Learning
Choose practicetopic for new learning ldquoHow can we involve all students in lessons
to help them stay on taskrdquo Distribute research-based information and
readdiscuss in pairs 3 or 4 members provide feedback to the
group on what they are going to implement and how they are going to proceed
49
Personal Action Planning
Using template for action planning each member will choose one or two techniques from session to use during next month and determine something they will do less of
Pair-Share (share plan with partner and switch)
Plan for peer observation of whole or part of a lesson
Collect copies of personal action plans 50
Summary of Learning
Ask 3 members to identify something that they learned at the meeting Same answers may not be repeated
51
Where do we Find the Time Bank Time or Buy Time Use Common Time Use Resource Personnel for Student
Learning Activities Free Teachers from Non-Instructional
Requirements Add Professional Days to School Year Use Existing Time More Effectively
Source ldquoThink outside the clock Create time for professional learning ldquo by Joan Richardson (2002
52AugustSeptember) Tools for Schools 1-2
13
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Bank Time Lengthen regular school day and use extra
minutes to create larger blocks of time Adjust arrivaldismissal times so school begins
30 minutes early on Monday ndashThursday and dismisses 2 hours early on Friday to meet each Friday
Create regularly scheduled early dismissallate start days
Shave minutes off lunch period and save for team time
Total the hours teachers meet after school and donrsquot require them to report to school for that 53
amount of time on regularly scheduled work
Use Common Time
Use common planning time Organize special subjects into blocks of
time to create common time for teachers to meet
Link planning periods to other non-instructional times such as lunch giving teachers option of using time for TLCrsquos
Create double planning periods
55
Buy Time
Hire a team of rotating substitutes to release teachers to meet
Hire 1-2 permanent substitutes to fill in regularly for teachers to meet
Schedule a team of substitute teachers for a day a week to release teachers on a rotating basis for TLC meetings
Hire more teachers or add learning time 54
Use Resource Personnel Enlist administrators to teach classes Pair teachers so one teaches while other
meets with TLC Plan off-site field experiences for students and
use time for TLCrsquos Arrange educational activities led by
professionals from local colleges businesses community agencies etc and use time for TLC meetings
56
14
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Free from Non-Instructional Add Professional Days to Duties Calendar
Use non-homeroom teachers to Create multiday summer learning occasionally perform HR duties so TLCrsquos institutes for teachers to give needed can meet before school and through HR depth in areas of focus for TLCrsquos
Reassign school personnel to allow Create mid-year break for students and teachers to meet during pep use days for TLCrsquos ralliesassemblies
Provide more time for collaboration by removing clerical and school management tasks from teacher duties
57 58
Use Existing Time More Effectively
Set aside faculty meeting times for professional learning and put all general announcements in newsletters or email
Spread time from existing planning days across the calendar to provide more frequent shorter school-based learning opportunities
59
Pause amp Reflect
Identify something you learned today that is most able to be accomplished from your schoolrsquos standpoint
What will you do with this information How can we further support your efforts
60
15
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
PLC Action Planning References An Action Plan for Implementing PLC
What Needs to Be Done to implement the PLC By Whom By When With what resources
How will you know you are doing what you have planned What will you look for to determine if it is working
Indicators of Implementation Indicators of Effectiveness
DuFour R DuFour R Eaker R amp Many T (2006) Learning by doing A handbook for professional learning communities at work Bloomington IN Solution Tree
Jolly A (2008) Team to teach A facilitatorrsquos guide to professional learning teams Oxford OH National Staff Development Council
Leahy S amp Wiliam D (2009) Embedding formative assessment A professional development package for schools London Specialist Schools and Academies Trust
61 62
Resources
allthingsplcinfo - A collaborative objective resource for educators and administrators who are committed to enhancing student achievement through professional learning communities
Seven Norms of Collaborative Work httpwwwstategovmaos43984htm
63
Part 3 Danielson amp RtII
Connections
64
16
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Educator Effectiveness Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth
httpteacher evaluation
The term ldquoeducatorrdquo includes teachers education specialists and principals
65
Why do we evaluate teachers
To ensure teacher quality
To promote professional development
67
Why do we evaluate teachers
ldquoThe first and most fundamental reason is because public schools are public institutions they take public money and the public has a right to expect high-quality teachingrdquo Charlotte Danielson
BUT There are two more basic purposes
66
Educator Effectiveness
httpwwwportalstatepausp ortalserverptcommunityeduc ator_effectiveness_project2090
3
17
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
18
Brainstorm Effective Teaching
The Wisdom of Practice Collecting our thinking about good
teaching If you were to walk into the classroom of
a highly effective teacher what might you see or hear the students and the teacher doing
In other words what does effective teaching look like and sound like
71
69 70
Create Categories Share and sort your post-its into categories and agree on a label for each
bucket
Label___ Label___ Label___ Label___
72
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
Domain Focusmdash Adapted from Danielsonrsquos Framework for Teaching
Planning and Professional Preparation ResponsibilitiesClassroom
Environment Instruction
Professional What a teacher responsibilities knows and does and behavior
in preparation for in and out of teaching What a teacher the classroom
All aspects of teaching that
lead to a does to engage culture for students in
learning in the learning classroom 73
The Framework for Teaching Domain 1 Planning and Preparation a Demonstrating Knowledge of Content and Pedagogy b Demonstrating Knowledge of Students c Setting Instructional Outcomes d Demonstrating Knowledge of Resources e Designing Coherent Instruction f Designing Student Assessments
Domain 4 Professional Responsibilities a Reflecting on Teaching b Maintaining Accurate Records c Communicating with Families d Participating in a Professional Community e Growing and Developing Professionally f Showing Professionalism
The Framework for Teaching Charlotte Danielson
Domain 2 The Classroom Environment a Creating an Environment of Respect and Rapport b Establishing a Culture for Learning c Managing Classroom Procedures d Managing Student Behavior e Organizing Physical Space
Domain 3 Instruction a Communicating With Students b Using Questioning and Discussion Techniques c Engaging Students in Learning d Using Assessment in Instruction e Demonstrating Flexibility and Responsiveness
74
Features of A Framework for Teaching
Generic applies to all grade levels content areas
Not a checklist Not prescriptive tells the ldquowhatrdquo of
teaching not ldquohowrdquo Comprehensive not just what we can see Inclusive Novice to Master teacher
75
4212014 pbevan
Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
76
19
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
78
Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
79
20
4212014
A Deeper Dive into the Domains
Activity
Identifying the Domains In Typical Practice
77
Connections
What is the connection between facilitation skills PLCs and the Danielson Practice Model to Response to Instruction amp Intervention Implementation
What are the implications for your role and function
What are your next steps
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Contact Information wwwpattannet
Pam Kastner MEd NBCT pkastnerpattannet
Jennifer Lillenstein EdD jlillensteinpattannet
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq EdD Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia Hozella Assistant Director Bureau of Special Education
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