September 2011 DLT Powerpoint Danielson Calibration Final 9.22
Transcript of September 2011 DLT Powerpoint Danielson Calibration Final 9.22
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Photos by Susie Fitzhugh
Principal District Leadership Team MeetingDanielson Calibration
September 27, 2011
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Welcome & Introductions Review agenda
Housekeeping
Parking Lot
Norms
Begin and end on time
Be fully present
Speak your truth
Accept non-closure
Cell phones off please
Setting the Stage
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Revisit the Danielson PD focus for the year and alignment to
SPS goals:
Pillar 1: Great principals who are highly skilled instructional
leaders.
Pillar 2: Great teachers who are highly skilled in meeting the
needs of all students.
Share best practices in developing a growth mindset
throughout the district.
Expand knowledge of the effective use of the Danielson
framework.
Become more calibrated by focusing on evidence collection
(both the how and the what).
Calibration Learning Targets
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SharedUnderstanding
of QualityInstruction
Effective Useof Tools
Successful PG&EImplementation
Ability toNavigate the
Human Side ofChange
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How did you launch the year in terms of Growth
Mindset, Danielson, and/or PG&E?
In table groups, share your artifact.
Post artifacts in the gallery.
Best Practice Sharing
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Discussion Protocol:
Read and annotate text silently
Reflect on the following three questions in three rounds:
What resonates for you?
What part of the text do you aspire to (or want to act upon)?
How might this theory apply to our work with staff andstudents?
Growth Mindset Chapter 2
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Calibration refers to a periodic assessment of
whether raters are continuing to score reliably
and the degree to which an evaluation maydrift from the original training.Adapted from Nation al Comprehensive Center for Teacher Quality
Calibration
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2b: Establishing a culture for learning
SLI Calibration Data
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Level/Total Unmet Basic Proficient Innovative
Elementary (63) 2 (3%) 5 (8%) 44 (70%) 12 (19%)
Middle/K8 (40) 0 (0%) 10 (25%) 29 (73%) 1 (2%)
High (34) 0 (0%) 26 (76%) 8 (24%) 0 (0%)
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3c: Engaging students in learning
SLI Calibration Data
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Level/Total Unmet Basic Proficient Innovative
Elementary (55) 0 (0%) 4 (7%) 46 (84%) 5 (9%)
Middle/K8 (40) 1 (3%) 16 (40%) 19 (47%) 4 (10%)
High (33) 1 (3%) 20 (59%) 13 (38%) 0 (0%)
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Collecting andUsing Evidence to
Support Teachers
ProvidingFeedback
RecordKeeping
NoteTaking
Common Practices
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Reread Domain 3
In table groups, brainstorm a list of 3-5 Look
Fors for each component within Domain 3
Whole group share out
Preparing for the Observation
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What are the teachers and students saying
and/or doing?
Script without positive or negative inferences
or judgments
Keep to the facts: describe, count & quote.
Collecting Evidence through
Descriptive Note-Taking
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Why Be Descriptive?
Learning to Search and Identify: Helps us to search for cause
and effect relationships between what we observe teachers and
students doing and what students actually know and are able to
do as a consequence. Descriptive scripting consists only of what
you see and hear, without writing positive or negativeinferences or judgments from what you see and hear. This
allows us to analyze what we seeas opposed to debating our
own idea of effective instruction.
Unlearning to Judge: Keeps us focused on analyzing what we
see going on in the classroom vs. debating what constitutes
effective instruction. Evaluative scripting includes inferences
and/or judgments.Adapted from Elmore, Instructional Rounds in Education, Chapter 4
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Student 1 asked student 2: what are we
supposed to write down? Student 2 said, I
dont know.
Students looked at directions in the text and
then made circuit boards.
Teacher introduced the concept of fractions
and students began a hands-on activity.
Description withoutJudgment
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The teacher read from a book that was not at
the appropriate level for the class.
There was too much time on discussion, not
enough time on individual work.
The students conducted a sophisticated lab
experiment.
Description with Judgment
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Students did a good job during group work
All but two of the students were asking or
answering questions of their peers.
S. did not begin the task until the teacher
talked with him.
Teacher asked too many closed questions.
Use private think time and give a thumbs up
when you are ready.
Most of the students were engaged in task.
Thumbs up/Thumbs down
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4
th
Grade Classroom Ms. Givens
Educational Impact Teacher
Video
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http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04http://www.educationalimpact.com/programs/index.cfm?event=showVideo&act=TeacherEval_02d_04 -
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Refer back to rubric (both component and
element level)
Anonymously rate the lesson for 3a, 3b, 3c, 3d
and 3e on a post-it note
Pass it to the facilitator in your group
Calibration Data
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Step 1: Individually label evidence by component
Step 2: Discuss evidence collected with table group.
Answer the following question together to determine
your focus component:
For which component did you collect the most
substantial amount of evidence (at least 5 pieces)?
Step 3: Share out your focus component
Gather Evidence
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Complete the chart with focus component elements
on the left and bulleted evidence on the right.
Refer to the student work if more evidence is
needed. If you collected a sufficient amount of evidence (at
least 5 pieces), write a claim and rate the level of
performance.
If not, discuss what your look fors will be in your
next observation or conversation with this teacher.
Breakdown the Evidence
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A statement that a teacher performs a certainteaching skill or carries out a certain pattern in his or
her instruction (thus, a generalization).
Examples:
She communicated standards for quality and quantity
of work in several ways.
There was no evidence of posted rules or
expectations being enforced in the class.
What is a Claim?
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Rooted in appropriate and sufficient evidence!
Aligned with the language in the rubric.
Precise, carefully worded and clear Accurately interprets observation avoids
exaggeration or mind reading
Avoids vague language, needless words andpassive voice
What Makes a Strong Claim?
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Share your claim, evidence and rating
Colleagues provide feedback:
Is there sufficient and appropriate evidence to
make this claim?
Is the claim rooted in the language of the rubric?
Is it precise, carefully worded and clear?
How might you strengthen this claim?
Whole Group Share Out
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What insights are you leaving with today that
might strengthen your instructional
leadership?
Final Take-Aways
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Optional 30-Minute Demo
When: TODAY during lunch
Where: Room 2700
Who: Educational Impact Vendor
What: Learn how to leverage this tool!
Educational Impact Support
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