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SESC Mathematics Leadership Network

SESC Mathematics Leadership Network. September 25, 2012 Perkins Building, EKU. Fabulous Door Prizes!. Name School District What’s you favorite thing about fall?. TodaysMeet …open “backchannel” today. www.todaysmeet.com/ lovemath

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SESC Mathematics Leadership Network

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  1. SESC Mathematics Leadership Network September 25, 2012 Perkins Building, EKU Kentucky Department of Education Network

  2. Fabulous Door Prizes! • Name • School • District • What’s you favorite thing about fall? Kentucky Department of Education Network

  3. TodaysMeet…open “backchannel” today www.todaysmeet.com/ lovemath Tips: no spell check, limited number of characters, twitter/texting rules do apply, no delete button Kentucky Department of Education Network

  4. Math Facilitation Team Kentucky Department of Education Network

  5. Norms for Network Members If you must leave early, please sign-out and indicate the time. Also, please fill out the EVALUATIONform and leave it on the sign-in/out table before you go! We always need your feedback. • Be an ACTIVE leader– before, during & after meetings • Keep the success of ALL students the focus and purpose of all we do. Kentucky Department of Education Network

  6. Leadership Network Vision Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership teamthat guides the professional learning and practice of alladministrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day. Kentucky Department of Education Network

  7. Leadership Network Goal All participants will understand how to translate Kentucky’s Core Academic Standards into clear learning targets in order todesignhigh quality formative and summative assessmentsand to plan/select rigorous and congruent learning experiences. Kentucky Department of Education Network

  8. Four Pillars of Our Work • Characteristics of Highly Effective Teaching and Learning (CHETL) • Assessment Literacy • Kentucky’s Core Academic Standards (KCAS) • Leadership Kentucky Department of Education Network

  9. How to start a movement? • http://www.ted.com/talks/lang/en/derek_sivers_how_to_start_a_movement.html Kentucky Department of Education Network

  10. Kentucky’s Core Academic Standards • How are you understanding & implementing • the standards in your classroom, school & district? • Characteristics of Highly Effective Teaching and Learning – CHETL • How are you emphasizing the teacher & student CHETL characteristics in your classroom, school & district? • Assessment/Assessment Literacy • How are you using formative/summative assessment to improve instruction & learning in your classroom, school & district? • Leadership • How are you using the leadership capacity you are building to share information in your school & district? Kentucky Department of Education Network

  11. Housekeeping • Electronic Device etiquette • Rule of 2 Feet • Parking Lot • www.reneeyates2math.com • Back Channel @ www.todaysmeet.com/lovemath Kentucky Department of Education Network

  12. Year 1 and 2 • Year 1 – develop network/deconstruct standards • CASL work • Student self assessment • Learning targets • Year 2 – implementation in classrooms • formative assessment lessons (FALs) • characteristics of highly effective teaching and learning • assessment literacy through quality questioning Kentucky Department of Education Network

  13. Year 3 At a Glance Handout Kentucky Department of Education Network

  14. Day at a Glance • TPGES Familiarity • Engineering Effective Questions, Discussions and Tasks • District Debrief & Action Planning • Grade Band Breakout Sessions (K-2) (3-5) (6-8) (9-12) • LUNCH • Grade Band Break-out Sessions continues • CIITS sessions with grade band groups. Kentucky Department of Education Network

  15. Today’s Targets • I can prepare to teach Kentucky’s Core Academic Standards in the context of highly effective teaching, learning and assessment practices and lead others to do the same. • I can make connections between the four pillars of the teacher leader networks and the Teacher Professional Growth & Effectiveness Framework. Kentucky Department of Education Network

  16. This means… • I will practice identifying effective questions, discussions and tasks that elicit evidence of student learning and involve others in that learning process. • I will continue to strengthen my content knowledge so that I can better interpret and illustrate the intent of the standards and support others as they do the same. (breakout time) Kentucky Department of Education Network

  17. Teacher Professional Growth and Effectiveness System Introduction to TPGES Kentucky Department of Education Network

  18. Learning Targets • I can explain the structure of the Framework for Teaching. • I can identify and explain specific domains within the Framework for Teaching. • I can understand the progression of the four performance levels and critical attributes of each. • I can make connections between the four pillars of the teacher leader networks and the Framework for Teaching. Kentucky Department of Education Network

  19. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Student Voice PeerObservation Reflective Practice ProfessionalGrowth All measures are supported through evidence. Student Growth Kentucky Department of Education Network

  20. KENTUCKY’S FRAMEWORK FOR TEACHING Kentucky Department of Education Network

  21. Teaching is complex… “Teaching is a profession more complex than medicine.” Lee Shulman, “The Wisdom of Practice” Kentucky Department of Education Network

  22. The Wisdom of Practice If you were to walk into a classroom, what might you see or hear (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert? 30 second Jot Thought Kentucky Department of Education Network

  23. Organize your group thoughts into the 5 areas of the CHETL chart on chart paper. 1. Learning Climate 2. Classroom Assessment and Reflection 3. Instructional Rigor and Student Engagement 4. Instructional Relevance 5. Knowledge of Content 2 minutes Kentucky Department of Education Network

  24. The Domains 1. Planning and Preparation 2. The Classroom Environment 3. Instruction 4. Professional Responsibilities ------------------------------ 5. Student Growth Kentucky Department of Education Network

  25. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • Domain 2: The Classroom Environment • Creating an Environment of Respect and Rapport • Establishing a Culture for Learning • Managing Classroom Procedures • Managing Student Behavior • Organizing Physical Space • Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional • Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness Framework for Teaching Handout Kentucky Department of Education Network

  26. Page 1 of Framework Kentucky Department of Education Network

  27. Common Language Page 2 of Framework Kentucky Department of Education Network

  28. Domain 1 – Planning and Preparation Page 2 of Framework 1a Demonstrating Knowledge of Content/Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Kentucky Department of Education Network

  29. Domain 1: Planning and Preparation Knowing Components Doing Components 1c: Setting Instructional Outcomes 1f: Designing Student Assessments 1e: Designing Coherent Instruction • 1a: Demonstrating Knowledge of Content and Pedagogy • 1b: Demonstrating Knowledge of Students • 1d: Demonstrating Knowledge of Resources Kentucky Department of Education Network

  30. Domain 2 – The Classroom Environment 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space Kentucky Department of Education Network

  31. Domain 3 – Instruction 3a: Communicating with Students 3b: Questioning and Discussion 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Flexibility and Responsiveness Kentucky Department of Education Network

  32. Domain 4 – Professional Responsibility 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participation in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Kentucky Department of Education Network

  33. Numbered Heads Together… • Count off 1-4 at your table • Read the domain that corresponds to your number • Highlight words& phrases that align with any of your group jot thoughts from earlier. 10 minutes Kentucky Department of Education Network

  34. 15 minutes Read your vignette to your group. Determine a domain that is evidenced in the vignette Capture language in the domain that matches Move to the 4 corners of the room – based on the domain that matches your vignette Share your story and reasoning Return to table and debrief Kentucky Department of Education Network

  35. Kentucky Department of Education Network

  36. This Month’s Focus Domain 3 – Instruction 3a: Communicating with Students 3b: Questioning and Discussion 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Flexibility and Responsiveness Kentucky Department of Education Network

  37. Talking Chips In what ways does a highly effective teacher ENGINEER effectivediscussions, questions and tasksthat elicit evidence of learning. (8 minutes) One person RECORD comments on chart paper.? Share on Titan Pad Kentucky Department of Education Network

  38. Learning Targets • I can identify the role of peer observation within the TPGES and its value in scaling up our work from the teacher leader networks. • I can explain the expectations of the observation process. • I can differentiate between the peer observer process and the supervisor observation process. Kentucky Department of Education Network

  39. Handout Kentucky Department of Education Network

  40. Peer Observation teacher PEER Kentucky Department of Education Network

  41. Supervisor’s Observation: To provide documentation and feedback to measure the effectiveness of a teacher’s professional practices within the classroom Peer Observation To provide feedback to teachers about teaching and learning PURPOSE To Improve Teaching and Learning Kentucky Department of Education Network

  42. “Peer observations allow teachers to learn more about themselves: thus they become better teachers, bringing more knowledge to the classroom. When teachers learn from one another, they develop varied instructional techniques and new ideas.This results in more interesting teaching and more opportunities for students to grow.” Eric Moats “Opening Doors: Teacher Guided Observations” Educational Leadership Kentucky Department of Education Network

  43. Benefits of Peer Observation • Effective peer observation allows both the observer and the teacher to: • Develop reflective practice • Share best teaching practices • Gain new ideas and fresh perspectives about teaching • Enhance skills • Improve the quality of the learning • experiences made available to • students Kentucky Department of Education Network

  44. Peer Observation Cycle 1. Pre-Observation Protocol 2. Classroom Observation 3. Post-Observation Conferencing: Providing feedback that informs professional practices Kentucky Department of Education Network

  45. Handout 2. 1. Together they discuss the lesson to be observed. Completes the pre-observation document. Teacher 3. • Watches a lesson. • Takes notes on ALL aspects of the lesson. • Organizes and records the notes into the observation instrument. • Gives a copy of the observation instrument to the teacher. • Analyzes the evidence against the evaluative criteria and levels of performance. 4. Reflects on the lesson using the completed observation instrument and assesses the lesson against the criteria and levels of performance. Peer Observer Teacher 6. Peer Observer Together they discuss the lesson in light of their understanding of what constitutes good teaching. Together they decide on the teacher’s strengths and areas of growth. 5. Assigns a Rating. Kentucky Department of Education Network

  46. Major Difference PEER SUPERVISOR RATING NO RATING Kentucky Department of Education Network

  47. Neutral Observations- without judgment • Evidence: Facts/What is seen or said Interpretation: What you “think” happened Bias: Your own beliefs Kentucky Department of Education Network

  48. Observation Tool from Framework – Peer Observations Handout Kentucky Department of Education Network

  49. Practice! Kentucky Department of Education Network

  50. What connections can you make between Domain 3 and the characteristics of Highly Effective Teaching and Learning? Kentucky Department of Education Network

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