ISLN November 2012
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Transcript of ISLN November 2012
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ISLNNovember 2012
Making Connections
to Teacher Effectiveness
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Aesop’s Fable
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The Paradigm of Effectiveness
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Covey’s Paradigm of Effectiveness
P/PC Balance
Production Capability
Production
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Covey’s Paradigm of Effectiveness
P/PC Balance
Production Capability
Production Teacher
CapacityStudent Success
CCR
Achievement
ResultsGraduation
RatesStudent
GrowthPassion for Teaching
CommitmentEnthusiasm
Capability
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Today’s Targets
I can connect the KDE strategic plan priorities to our schools’ / district’s vision and goals.
I can recognize rigorous implementation of The Common Core through the use of the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) instructional tools.
I can apply the Framework for Teaching to identify and support effective teaching practices.
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12
KY Accountability System
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Covey’s Paradigm of Effectiveness
P/PC Balance
ResourcesResults
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Covey’s Paradigm of Effectiveness
P/PC Balance
Resources
Results
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Covey’s Paradigm of Effectiveness
P/PC Balance
ResourcesResults
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How can the Framework for Teaching be used to identify & support effective teaching practices
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Zeroing in on 3C
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Engaging Students in Learning1. Read 3C description and rubric 2. Highlight the “look fors”3. Discuss with your table group:
–What stands out in the component description for 3C?
–What would you hope to see in a classroom?
–What is engagement?
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What is Engagement?…they are not merely “busy,” nor are they “on task.”
…students are developing their understanding through what they do.
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Zeroing in on 3CPage 29
Performance Level
Indicators
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Accomplished Exemplary The learning tasks and activities are aligned
with instructional outcomes and designed to challenge student thinking, the result being
that most students display active intellectual engagement with important and
challenging content and are supported in that engagement by teacher scaffolding.
The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.
Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and suitable scaffolding by the teacher and fully aligned with the instructional outcomes.
In addition, there is evidence of some student initiation of inquiry and of student contribution to the exploration of important content.
The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning and to consolidate their understanding.
Students may have some choice in how they complete tasks and may serve as resources for one another.
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Instructional Tools with High Levels of Student Engagement
Rigorous implementation of the Common Core through:
Literacy Design Collaborative
Math Design Collaborative
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Let’s use analyze the instruction in this LDC clip using 3C as the look-for lens
Social Studies
Lesson
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Let’s use analyze the instruction in this MDC clip using 3C as the look-for lens
Math Lesson
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Now … let’s think beyond to other components within the Framework
GER
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How will you share the framework so there is• a better understanding of effective
teaching?• effective support for teachers?
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Before Next Time• Visit a LDC and/or MDC classroom to
enhance your list of look-fors and connections to the TPGES
• Check out the student growth module on KDE’s website
• Field test participants – bring samples of student growth documents
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Where To Learn More
• Go to KDE Website.• Enter “Field Test District Page”
into Search Box.
SearchField Test District Page