Itinerary – Day 2
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Transcript of Itinerary – Day 2
Itinerary – Day 2• Community builder / framing• Building our leadership vision• Planning for mastery• Writing about planning: the
objective/planning paragraph• Clarity: framing the big picture• Data sources / literal notes• Summary
page xiii
FOUNDATION OF ESSENTIAL BELIEFS
OverarchingObjectives
CurriculumDesign
Planning
Assessment LearningExperiences
PersonalRelationship
BuildingClass Climate
Expectations
ClarityPrinciples of
LearningModels of Teaching
Space Time Routines
Attention Momentum Discipline
Objectives
▲ Objectives▲ Personal
relationships▲ Climate▲ Expectations ▲ Principles of
learning▲ Clarity▲ Attention▲ Momentum▲ Beliefs
Welcome!• Sign in.• Wear your name tag.• Pick the top card and sit at
that numbered table. (A=1)
• What practices or concepts have become clearer to you as a result of today’s class?
• How will this knowledge support your growth as an instructional leader?
The knowledge base on teaching / triangle (10)Scripting – what it is, why we do it (8)The components of a report AKA “the recipe” (5)CEIJ (5)The six standards of the PGS (3)
Practices or concepts that have become clearer to you and that will support your growth on the first steps on the journey :
+
Pluses+Sharing with partners, in
groups, at tables (9)+Pacing/momentum (3)+Exemplars (4)+Class climate (4)+Presenters +
Deltas ΔProvide more processing time
(2)ΔGo faster / go slower
• Tell your partner your phone number. They will call you.
• Share the name of your ring tone and why you chose it.
• Change roles.• Be prepared to report on your
partner’s choice.
Framing our
learning
By the end of the day you will be able to:• Explain how supervision and evaluation support the purposes of
the Professional Growth System.• Explain different levels of thinking about lesson planning and
their implications for student learning.• Evaluate objectives based on the criteria for a mastery objective.• Analyze evidence to determine if a teacher is planning and
instructing for mastery.• Write an objective paragraph in a post-observation conference
report. • Identify components of a teacher’s repertoire for framing
learning and explain their importance to students.• Explain the importance of literal note-taking and
determine whether notes are literal or descriptive.
Objectives – Day 2
Itinerary – Day 2• Community builder / framing• Building our leadership vision• Planning for mastery• Writing about planning: the
objective/planning paragraph• Clarity: framing the big picture• Data sources / literal notes• Summary
KNOWLEDGE ABOUT
TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
CURRICULUMPLANNING
MOTIVATION
INSTRUCTIONALSTRATEGIES
MANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of
Performance• Repertoire• Matching
OverarchingObjectives
CurriculumDesign
Planning
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
Clarity Principles ofLearning
Models of Teaching
Space Time Routines
Attention Momentum Discipline
Objectives
The Knowledge Base
on Teaching
19Source: Adapted from Efficacy Institute, Lexington, MA.
ACHIEVEMENT
CONFIDENCE
EFFECTIVE EFFORT
ABILITY
Hard Work Strategies
+
+
TST p. 270
Effort-Based Belief / Growth Mindset
Smart is not
something you just
are;smart is
something you can
get.Jeff Howard
The Efficacy Institute
Which of the seven beliefs are alive, well, and in evidence in your workplace? What effect do you see them having on student learning?
Which are least evident? Why? How does their absence influence student learning?
Discuss the implications of your responses for your leadership role.
TST Chapter 2
KNOWLEDGE ABOUT
TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
Objective
By the end of this portion of the day, you will be able to explain how supervision and evaluation support the purposes of the Professional Growth System.
Review: The
Six Standards
Stand. Find your EXPECTATIONS partner.
Recite the six standards to him or her.
Share the strategy you used to be able to remember them.
I. Teachers are committed to students and their learning.
II. Teachers know the subjects they teach and how to teach those subjects to students.
III. Teachers are responsible for establishing and managing student learning in a positive environment.
IV. Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement.
V. Teachers are committed to continuous improvement and professional development.
VI. Teachers exhibit a high degree of professionalism.
MCPS Teacher Standards
Discuss which of the major purposes of supervision and evaluation have been most and least successfully addressed in MCPS.
How do your strategies for working with your staff match these descriptors?
Purposes of Supervision and Evaluation
NB p. 27
Knowledge
CouragePower
Where is the balance of these three aspects of leadership in your current work? What goals might you set for yourself in relationship to these three aspects?
Journal – NB p. 26
• Claim – area of performance
• Evidence• Interpretation of impact on
students (thus, as a result, therefore)
• Judgment included or implied
Recipe for a Post-Observation Conference Report1. Context paragraph2. Objective/mastery planning
paragraph3. C E I J paragraphs
4. Post-observation conference summary (including goal-setting)
5. Summary
Provides information about… Teacher Students Course or unit of study Special factors Announced or unannounced
Teacher: Observation Date:Observer: Observation Time:School: Conference Date:Subject / Grade:
Feedback: Information on the ways in which a product or performance meets or does not meet established criteria for success.
Peer Feedback: The Context Paragraph
• Claim – area of performance
• Evidence• Interpretation of impact on
students (thus, as a result, therefore)
• Judgment included or implied
Recipe for a Post-Observation Conference Report
1. Context paragraph2. Objective/mastery planning
paragraph3. C E I J paragraphs
4. Post-observation conference summary (including goal-setting)
5. Summary
Compare your labeling of the CEIJ in paragraphs three through five in the Sarah Smith report. Come to consensus, if possible.
Mrs. Smith effectively presented information through explanatory devices.
• She created a graphic organizer on the overhead projector to guide the students through defining run-off.
• She translated the words dissolved and suspended into simpler language by way of a class discussion (“Spring-time…fertilizer on grass to make it greener…that salt fertilizer will mix with water and dissolve…we need to talk about what that word suspended means…okay we’re talking about debris..anything that doesn’t get dissolved…”).
• She also presented the students with environmental pictures (“To get started I have pictures with pretend news articles about the Chesapeake Bay…”).
As a result, students with a variety of learning styles were focused and engaged.
Sarah Smith CEIJ Paragraph 1
Mrs. Smith used several instructional strategies to help the students make cognitive connections.
She used questioning as a way to prompt a resemblance to the students’ experiences (“What’s usually included with pictures?...If something gets dissolved, what does that mean?”).
She used a personal experience to help the students related the content to their own lives (“I took my cup of coffee and put sugar in it. It got dissolved in the coffee...” ).
She asked the students to compare and contrast in order to make a connection to today’s learning (“Think about the pictures we looked at yesterday…”).
Thus, students’ prior learning was utilized and connected with the new information given during this lesson.
Sarah Smith CEIJ Paragraph 2
Mrs. Smith has built a classroom climate in which students feel safe to take risks.
• She made several comments throughout the lesson to promote risk taking (“..could be…you could make that up…you don’t have to be perfect…”).
• She stated, “…as long as someone at your table has something to share we’re good.”
• After the students were told to write captions for given pictures, a student asked, “What’s a caption?” Mrs. Smith did not chastise the student for not knowing or remembering the meaning of the word caption, but answered her calmly and respectfully. Another student asked a question and Mrs. Smith replied quietly.
Therefore, students could safely communicate their level of understanding and signal their need to move on or request help.
Sarah Smith CEIJ Paragraph 3
CLAIM statement that a teacher performs a certain teaching skill
EVIDENCE a quote or literal description of something said or done; at least three pieces of evidence are needed to constitute sufficient documentation to support a claim
IMPACTstatement of what the behavior accomplished; the effect on students; “the students” are the subject
JUDGMENT adjective, adverb, sentence, phrase that lets the reader know what the writer thought of the teacher’s behavior; most often found IN the claim
NB p. 40 Balanced Analysis
• Is a statement of what was accomplished by the behavior just described in the claims and evidence.
• Establishes what was significant about the move in terms of students.
• Has “the students” as its subject.
Impact
Effective impact statements:
As a result, students remained unclear as to the desired standard of work.
Thus, students were able to reiterate the standards for their projects.
Show a logical cause-effect relationship with the claim. Match the evidence. Have the students as their subject. May include judgment by stating the quality (positive
or negative) of the impact on students and their learning.
Evaluating Impact StatementsReview NB pp. 45-46.Evaluate each of the sample impact statements. Does it clearly communicate the effect of teacher behavior on students? Does it use the students as the subject?Discuss with your partner.
Let’s take a break!
Objectives
By the end of this part of the day, you will be able to: • Explain different levels of thinking about
lesson planning and their implications for student learning.
• Evaluate objectives based on the criteria for a mastery objective.
• Analyze evidence to determine if a teacher is planning and instructing for mastery.
KNOWLEDGE ABOUT
TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
CURRICULUMPLANNING
MOTIVATION
INSTRUCTIONALSTRATEGIES
MANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of
Performance• Repertoire• Matching
OverarchingObjectives
CurriculumDesign
Planning
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
Clarity Principles ofLearning
Models of Teaching
Space Time Routines
Attention Momentum Discipline
Objectives
The Knowledge Base
on Teaching
Activator
45
What are the characteristics of standards-based instruction?
“To begin with the end in mind means
to start with a clear understanding of
your destination. It means to know
where you’re going so that you better understand where
you are now, so that the steps you take
are always in the right direction.”
Steven CoveyThe Seven Habits of Highly Effective People
Use the text marking strategy to read the handout.
Got it. (I could explain it to someone else.)
! This is important. (This is a key point.)
? What??? (I don’t understand it yet.)
Reference Guide toPlanning for Mastery
Thinking Behind OBJECTIVESCOVERAGE
What knowledge, skill, or conceptam I teaching?
ACTIVITIESWhat activities could students do
to gain understanding or to developthese skills?
INVOLVEMENTHow can I get students
really engaged?
MASTERY OBJECTIVESWhat do I want students to know or be able
to do when the lesson is over?How will I know if they know it or can do it?
THINKING SKILLSOBJECTIVES
What thinking skills do I want students to be able to use?
Key Questions in Lesson Planning
Data From Pre-Assessment:Objectives and Criteria for Success
Number assessed:
22 Met
standard
NY (not yet)
Objectives 32% 68%Criteria for Success 10%
90%
49
YesNY
YesNY
The language of a mastery objective…
• is specific in terms of curricular knowledge (declarative or procedural)
• names an active performance (observable behavior) that demonstrates mastery
50Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.
TST p. 377
Criteria for Mastery Objectives
51
Mastery objectives do not use mental action words that do not inform students about what they will have to do to demonstrate mastery, such as…
A
• understand• know• see that• learn• recognize that
•appreciate that•be familiar with•have a grasp of•recognize the significance of
Criteria for Mastery Objectives, con’t
Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.
TST p. 377
Activities:1. Research and take notes about infectious
diseases.2. Work as a group to ask and answer
questions about infectious diseases.3. Complete today’s Learning Log.
Mastery Objective:By the end of class, you will be able to identify an infectious disease, the pathogen that causes it, and how the pathogen is spread.
Students will be able to draw and explain the life cycle of a butterfly using a cycle graphic organizer. (ES science)
You will be able to identify the physical traits of a character and support each with at least two pieces of evidence from the text. (MS English)We will be able to make an accurate scale drawing of a room or apartment given actual dimensions. (HS math)
Parents will be able to describe ways that they can support their children with homework. (Parent meeting)
Students will be able to identify strategies for resolving conflict and apply them to a given scenario. (Counseling session)
Staff will be able to describe three interactive strategies and how they can apply them in class. (Department meeting)
Work with a job-alike partner, if possible.
Select at least two objectives. Discuss how you might coach a
teacher to revise the objective for a focus on mastery. What questions would you ask?
Practice Revising Mastery Objectives NB pp. 265-267
Formative Assessment:Mastery Objectives
1. Put your name on an index card.
2. Write at least two original mastery objectives.
3. Put the index card into the table folder.
KNOWLEDGE ABOUT
TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
Objective
By the end of this portion of the day, you will be able to write an objective paragraph in a post-observation conference report.
• Claim – area of performance
• Evidence• Interpretation of impact on
students (thus, as a result, therefore)
• Judgment included or implied
Recipe for a Post-Observation Conference Report
4. Post-observation conference summary (including goal-setting)
5. Summary
1. Context paragraph2. Objective/mastery planning
paragraph3. C E I J paragraphs
What might a student experience in a lesson planned for mastery?
What do we want students to know and be able to do?How will they get there?What task will tell us they can do it?What should successful performance look like?
Mastery objective (target)
Activities (learning experiences)
Assessment (product or performance)Criteria for success (characteristics of exemplary work; highest point on a rubric)
The Objective / Planning Paragraph
• capture the teacher’s thinking, planning, and delivery of instruction;
• record the activities that were planned to lead students to the mastery objective; and
• explicitly present the data on student achievement of the mastery objective.
The purposes of the objective paragraph are to:
The objective paragraph must answer…• Was the lesson planned for mastery or not?• What was the objective? • How was it communicated? • What activities did the teacher do to lead
students to mastery of the objective?• What are the assessment data on student
mastery or progress toward mastery of the objective?
Let’s evaluate some examples!
• A lesson with a clear, communicated mastery objective is not always taught for mastery.
• A lesson without a clearly or clearly communicated mastery objective can be taught for mastery.
Observe for a match between…
• the stated objective;• the lived/delivered lesson;
and• the worthiness of the
objective and lesson.
Giving Objective-Focused Feedback: The Stoplight
RED: The objective does not reflect mastery thinking or planning (based on coverage, activity, or involvement thinking). The delivery of instruction does not match or support the intended objective.
YELLOW- The objective MAY reflect mastery thinking or planning. The delivery of instruction does not match or support the intended objective.
GREEN- The objective reflects mastery thinking or planning. The delivery of instruction and teacher actions fully match and support the intended mastery objective.
NB p. 64
How will you, as an instructional leader, ensure that teachers plan lessons focused on student mastery?
Leadership Connections
KNOWLEDGE ABOUT
TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
Objective
By the end of this part of the day, you will be able to identify components of a teacher’s repertoire for framing learning and explain their importance to students.
CURRICULUMPLANNING
MOTIVATION
INSTRUCTIONALSTRATEGIES
MANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of
Performance• Repertoire• Matching
OverarchingObjectives
CurriculumDesign
Planning
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
Clarity Principles ofLearning
Models of Teaching
Space Time Routines
Attention Momentum Discipline
Objectives
The Knowledge Base
on Teaching
How do skillful teachers make concepts and skills clear and accessible to students?
Framing the big pictureGetting ready for instructionPresenting information through well-chosen explanatory devicesMonitoring and matching speechBeing explicitMaking connectionsChecking for understandingUnscrambling confusionMaking student thinking audibleSummarizing
TST p. 163NB p. 304
Clarity
Being sure students understand the… Mastery objective Itinerary Big idea/essential question Reasons for activities Reasons the work is
worthwhile Criteria for success
Framing the Big Picture
ClarityTST p. 163NB p. 304
Nothing
means
anything
until it
connects to
something.David Sousa
How the Brain Learns
What does Catherine do to frame the lesson for
her AP Biology students?
TST p. 163; NB p. 304
What does Valerie do to frame the lesson for her
math students?
TST p. 163; NB p. 304
Bernice McCarthy - About Learning, Inc.
Which question do you MOST want answered in a new learning situation?
Four
Corners
WHAT IF? WHY?
HOW? WHAT?
What will you take away from today’s discussions of CLARITY? How will your work as an instructional leader be affected by what you’ve learned?
KNOWLEDGE ABOUT
TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
Objective
Explain the importance of literal note-taking and determine whether notes are literal or descriptive.
Data NB p. 70
Read about the opportunities and obligations for using data.Work with your table group to make additions to the web.
quotes and descriptionsimportant events, actions, conversationstimesspecific namesfacts; not analysischaracteristics of interactions and settingsquestions for follow-up
Literal Notes
1
Cheerleading
3
Improvement4
Real Problems
2
Enrichment
The Effects of Having/Not Having Literal Notes
Literal Notes Example #2:
Real Life
NB p. 81
U 2 cn do it fstr!Y not?
C, yr rdg w/o NE prob! Yr a
Note-Taking Abbreviations and Symbols
• Compare the literal notes on NB p. 165.• What are the messages students receive
from the teacher in each example?• Which set of literal notes would be most
valuable for giving a teacher feedback?
Narrative notes from a 6th grade math observation:
“The teacher went over the homework.”
Making the Case for Literal Notes
Mara – HS Biology
• Read over and clean up your notes. • Holistic impressions
What do you infer the lesson objective to be? What teaching strategies stood out as positive, negative
or missing? What questions might you want to ask?
• Label important events by asking yourself what the teachers words and actions accomplished or intended to accomplish (framing - TST p. 163; NB p. 304)
• What claim can you make based on the evidence?
First Steps in Analysis
Literal Notes Example #3:
Real Life, Analyzed
1. Trace your hand.2. On each finger write a key idea
from today’s class.3. On the palm, ask a question or
comment on today’s topics.
1.
2.
See you on October 4th!
See you tomorrow!
Indicator
Recognize instances of propaganda and persuasive techniques (1.8.6.1)
Possible Mastery Objective
You will be able to analyze magazine advertisements for techniques that advertisers use to convince people to buy their products.
NO YESYou will understand and appreciate the dangers of eating disorders.
You will be able to identify the signs and symptoms of anorexia and bulimia …and…
to explain appropriate strategies to use if a friend or family member shows symptoms.
Students will demonstrate effective technique and rules when playing the game of basketball.
Students will be able to dribble the ball continuously down the court without losing control of it.
NO YES
37-90
After 30 minutes of sitting…the body needs 90 seconds of movement
Activating students’ current knowledge
Pre-assessing Anticipating
confusions and misconceptions
TST p. 163
ClarityGetting ready for instruction
108
What purposes does activating serve?
• Engage students• Make thinking public• Pique curiosity• Identify students’ current knowledge• Surface misconceptions• Empower the learner• Gather data that might lead to adapting the
lesson • Create cognitive engagement• Empower the learner: “I already know
something…”• Share fun and adventure
NB pp.303-314
Class Examples: Activators
Activators
Warm-ups
All activators can be warm-ups,
but not all warm-ups are
activators.
NB pp.333-348
Class Examples: Summarizers
Learning is constructed as learners assimilate new experience with prior knowledge.
Essential belief #2