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TCRP Teacher Training

TCRP Teacher Training. Module 1: TCRP Overview. Part 1: TCRP Overview. Session 1 Agenda and Objectives. Agenda. Objective By the end of the session all teachers will be able to:. 1. Presentation on The College Ready Promise (TCRP) Initiative.

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TCRP Teacher Training

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  1. TCRP Teacher Training Module 1: TCRP Overview

  2. Part 1: TCRP Overview

  3. Session 1Agenda and Objectives Agenda Objective By the end of the session all teachers will be able to: 1. Presentation on The College Ready Promise (TCRP) Initiative 1. Describe the current status of TCRP work and understand the intended future steps 2. Small group discussion of TCRP Priorities 2. Identify and explain the TCRP priorities 3. Presentation on research findings and the levels of performance 3. Explain the relationship between teacher performance and student achievement

  4. TCRP: Designed for Teacher Development

  5. Clear Expectations: The College Ready Teaching Framework Relationships & Responsibilities Instructional Practice 4 Professional Responsibilities 1 Data-Driven Planning 2 Learning Environment 3 Instruction

  6. Targeted & Timely Support Already in Place… Coming Soon… • Professional development aligned to the CRT Framework • Online observation data collection and reporting of performance data • Online, single-sign-on teacher portal with resources and videos to support practice • Teacher leadership pathways to build coaching capacity at every site

  7. Evidence-Based Evaluation: Multiple Measures of Effectiveness

  8. How Does it All Connect?

  9. Want more Information? • Visit: http://tcrpalliance.wordpress.com/

  10. Part 2: Introduction to the College Ready Teaching Framework Defining Effective Teaching

  11. CRT Framework – Key Vocabulary Domain 1: Data-Driven Planning and Preparation Standard 1.1 Establish standards-based learning objectives for instructional plans Indicators A) Selection of objectives B) Measurability of objectives 4 Domains 17 Standards 39Indicators, 4 levels of performance

  12. Four Domains of Teacher Effectiveness Relationships & Responsibilities Instructional Practice 4 Professional Responsibilities 1 Data-Driven Planning 2 Learning Environment 3 Instruction

  13. 39 Indicators with 4 Levels of Performance

  14. Level I – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is slowing student learning - requires immediate intervention. Level II – Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance. Level III - Teaching shows evidence of thorough knowledge of expected teaching practices. A level 3 teacher is accomplished. "I can teach you something and you'll learn it"Students are engaged in learningand are achieving or exceeding expected gains. Level IV – Classroom functions as a community of learners with student assumption of responsibility for learning and aretrue life-long learners. Teacher orientation toward "I'm going to create an experience where you are going to learn something and have it forever." Levels of Performance

  15. TCRP Priorities across Levels of Performance • Cognitive Engagement • Level III = students must be cognitivelyengaged • Level IV = cognition, meta-cognition, and student ownership of their learning • Constructivist Learning • Level III = practice has evidence of learning experiences designed to facilitate students’ construction of knowledge • Level IV = students assume responsibility for self-assessing and developing their own knowledge • College-Ready Cognitive Strategies • Level III = practice includes evidence of objectives and activities that promote academic rigor and the key cognitive strategies • Level IV = students are learning in a college-like environment and spontaneously delving into rigorous depths of learning 15

  16. Levels of Performance: Research-Base Research Findings from Cincinnati (National Bureau of Economic Research, 2010) • Teachers have substantial effect on student achievement • Correlation between the Framework for Teaching (FfT) based evaluation and student achievement • Evaluation using the FfT found: • Unsatisfactory and Basic: students had lower gains than expected • Proficient: students made expected gains • Distinguished: students made positive, and greater than expected gains http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1565963 • TCRP Framework is aligned with the FfT; Level III practice will be comparable to FfT “Proficient” and Level IV will be comparable to FfT “Distinguished” teachers.

  17. Levels of Performance and Student Achievement “A year’s worth of growth” 9thgrade 10thgrade 17

  18. Levels of Performance and Student Achievement LEVEL IV LEVEL III LEVEL II LEVEL I 18

  19. Wisdom of Practice • Imagine you are in the classroom of a highly effective teacher: • What would you see? • What would you hear? • What would the students be doing or saying? • What might the teacher be doing outside of class time? • Individually, write one idea per post-it note. Write as many ideas as you can generate.

  20. Four Domains of Teacher Effectiveness Relationships & Responsibilities Instructional Practice 4 Professional Responsibilities 1 Data-Driven Planning 2 Learning Environment 3 Instruction

  21. Connecting Your Wisdom to the Framework • Review the domains, standards, and indicators. • Using the placemat, sort your table’s post-it notes to the appropriate Domain and Standard.

  22. College Ready Teaching Framework Priorities College-Ready Instruction Cognitive Engagement Constructivism College Success

  23. Jigsaw: Three Priorities of the CRT Framework STEP 1: Define Key Concepts STEP 2: Align to Practice • In numbered groups, highlight and summarize key concepts defining your assigned priority Group 1: Constructivism Excerpts from: Donald G. Hackmann. 2004. “Constructivism and Block Scheduling. Making the Connection.. Group 2: Cognitive Engagement An excerpt from: Tharp, R. G., P. Estrada, S. S. Dalton, and L. A. Yamauchi. (2000). Teaching Transformed. Achieving Excellence, Fairness, Inclusion, and Harmony Group 3: College Readiness Conley, D. (2007). Toward a more comprehensive conception of college readiness • In “home” groups • Record the definition of each priority • Identify where the priority is most explicit in the Framework • Brainstorm examples of evidence of each classroom • Be prepared to share your work with the whole group

  24. TCRP Priorities • Constructivism means student construct new knowledge from their experiences and prior understandings. The learner does the learning; for example, through thinking, talking, writing or making. • Cognitive Engagementmeans student give sustained, engaged attention to a task requiring mental effort and that are within the zone of proximal development of the learners • College Readiness means students have the knowledge, skills and attributes to succeed in college (Conley defines as: Key cognitive strategies, Key content, Academic behaviors, or Contextual skills and awareness.)

  25. Exit Ticket – Table Groups 3Things we’ve learned 2Questions we could not answer 1 Suggestion

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