Leading for ImpactStandard 2

Focus: All Students 21st Century Ready

Nevada Educator Performance Framework

Debrief Reflection from Standard 1Form a triad with two others who don’t work

at your school siteTake two minutes each to describe the

following:Summarize the learning experiences that

you engaged in around Standard 1 since we last met.Share an insight or shift in your practice

that resulted from this work.

How do we lead schoolsto increase quality

and reduce variance in teacher effectiveness

so that every student receives excellent

instruction,in every class,

every day?

Guiding Questions…

How do you support teachers so they can effectively meet Standard 2?

How do you identify evidencedemonstrating effective teaching practice as defined in NEPF Standard 2?

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What the Research Says . . .Evaluators need multiple opportunities

and settings to observe and assess educator practice

Multiple observations paired with timely feedback are a key part of building teacher expertise

MINI-OBSERVATIONS

Seeing the daily reality of classrooms:• Frequent• Short• Systematic

“Do the math” for your school*based on 150 days of potential days for observing

# of teachers Minis for year

# per day Stretch goal

60 600 3.3 4

50 500 2.7 3

40 400 2.2 3

30 300 1.7 2

20 200 1.1 2

10 100 .6 1

Gathering Evidence on Teacher Practice

Standard 2

Table TalkLearning tasks have high cognitive demand for diverse learners. Do tasks require cognitive effort?Discuss what Standard 2 looks like in the classroom.

What is the teacher doing/saying?

What are students doing/saying?

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A Deeper Look at Standard 2

What is the relationship between what the teacher and students are doing and the Indicators in Standard 2?

Click here for video link

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14

Learn and Share

Resources Indicators Description Notes Theory/ Literature Review Learning Tasks Have High Cognitive Demand… Tasks That Support Deep Learning… The Zone of Proximal Development

Key Ideas in Standard 2

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17

With Your Shoulder Partner

Discuss:What is the difference between

scaffolding and differentiating instruction?

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Learn and Share

In what ways does questioning with intention support NEPF Standard 2: Learning tasks have high cognitive

demand for diverse learners?

Designing Rigorous LearningHow do you support teachers so they…

“help students engage in deeper learning?”

“help students engage in increasing cognitive complex tasks?”

Essentials for Achieving Rigor

Pack and stack-find a new seat with a new group of colleagues. Form groups of three.Number off at your tableIndividually read the first two pagesOn p. 17 select one strategy from the list

that you would like to explore more deeply.

THEN:#1: Reads the strategy description#2: Highlights key words and phrases and shares them#3: Provides an example from classroom practice#4 (if needed): Provides a second example from classroom practice

Essentials for Achieving Rigor

Practice…

Recording Evidence from Observation of Standard 2

Take notes What is the teacher

doing/saying? What are the students

doing/saying? What is the task(s)?

Strategies for Collecting Evidence…1. Focus on student-centered evidence

Capture evidence of impact of teacher’s behavior on student learning

2. Record evidence, not judgmentQuotations, observed actions or movements by teacher and students, literal descriptors, etc. – No scoring during observation

3. Be an efficient note-takerCapture evidence aligned to the Standards -Establish abbreviations - Think note-taking not scripting

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Click for Video

Think & Share

What specific evidence did you see during the observation?

What confirmatory evidence could you collect, and what evidence might you review during the reflection conversation?

Reflection Questions How do you support teachers so they can

effectively meet Standard 2? How do you identify evidence demonstrating

effective teaching practice as defined in NEPF Standard 2?

What practices constitute evidence of a teacher’s belief that all students’ can achieve at high levels?

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Reflect & Respond

Reading: Teaching for Rigor: A Call for a Critical Instructional Shift

by Robt.Marzano and MichaelToth

Mini-observations with feedback to teacher

EVERY STUDENT – Life Ready! College and Career Ready! Citizenship Ready!

Materials Standard 2Presenter MaterialsO Laptop, projector, speakers, MiFi, clickerO Powerpoint and handouts on flashO Sign in sheet & name tagsO Go bags with post its (5 different colors) and

scissorsO 10 sheets chart paperO 1st 4 paragraphs cut in strips from 1 copy of Article:

6 Scaffolding Strategies to Use With Your StudentsO 5 extra Overview, Admin Instructional Leadership

Standards front and Admin. Professional Responsibility Standards back.

HandoutsO Lit Review Standard 2, CRESST versionO Key Ideas from Theory & Research, Standard 2O THLIS Standard 2 Rubric with Indicators &

Description Notes and LevelsO Article: 6 Scaffolding Strategies to Use With Your

StudentsO Article: 5 Strategies for Questioning with IntentionO Excerpt: Essentials for Achieving Rigor, pp. 16-19

Marzano and TothO Notetaker: Tasks/ Teacher/ Student/ ScoresO Facilitator Guide: Document Based Questions: Warm

& Cool Feedback, pgs. 3-4 for Standard 2 onlyO Poster made of slide 14, Left Column only and

numbered (Sally is making this)

Materials to email and put on websiteO Powerpoint presentation without notesO Lit Review Standard 2, CRESST versionO Key Ideas from Theory & Research, Standard 2O Article: 6 Scaffolding Strategies to Use With Your

StudentsO Article: 5 Strategies for Questioning with IntentionO Excerpt: Essentials for Achieving Rigor, pp. 16-19

Marzano and TothO Facilitator Guide: Document Based Questions:

Warm & Cool Feedback, pgs. 3-4 for Standard 2 only

O Raising Rigor in Your Classroom by Dr. Mills (supplemental PPT)

O Article: Low Stakes Writing: Writing to Learn, Not Learning to Write

O Article: Marzano: Teaching for Rigor: A Call for a Critical Instructional Shift

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