As you arrive . . . Log in to ovecisln.wikispaces

2. ISLN participants! As you arrive . . . • Log in to ovecisln.wikispaces.com

3. ISLN • Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready. • Build an infrastructure to support PGES to full scale.

4. Continuous formative assessment question: What new learning have you discovered you need as a result of this meeting? http://padlet.com/wall/OVECISLN1113

5. Session Review and List of “To Do”

6. Session Review and List of “To Do”

7. Chart as a district team What do I need to do to support my teachers? What’s my school plan? Looking back at last month’s charts.

8. Teacher Professional Growth and Effectiveness System (TPGES)

10. Guiding Questions forDistrict Scaling Plans • Are all principals and key administrators certified in Teachscape? 2. Do all certified staff have a basic understanding of PGES? 3. Have all certified staff been trained on the Framework for Teaching? 4. Have you identified the Peer Observers for 2014/15? 5. Have the Peer Observers for 2014/15 been trained? Other questions to consider: • Who can you utilize as trainers?   • How can you best utilize the On-Line Training Modules?

11. To Do List • Bring ideas from your scaling plan to share at our January ISLN.

12. The TPGES Teacher Professional Growth and Effectiveness System Observation Student Voice Peer Observation formative Self-Reflection Professional Growth Student Growth

13. A Solid Foundation for Student Growth

15. Reflect on the graphic. Talk about what your district is doing to support a meaningful student growth process. Post it! Identify where you need support. Write each on a sticky note and post it on the chart.

16. The TPGES Teacher Professional Growth and Effectiveness System Observation Student Voice Peer Observation formative Self-Reflection Professional Growth Student Growth

17. Considerations for PG planning • Reflection on Kentucky Adapted Framework for Teaching (FfT) • Student growth goal • Content standards and content-specific skills • Student Voice results • Program Review data

18. Goal setting for Professional Growth Answer the following to develop a PG goal: • What do I want to change about my practice that will effectively impact student learning? • How can I develop a plan of action to address my professional learning? • How will I know if I accomplished my objective?

19. Sample Professional Growth Goal Any content area – questioning & discussion techniques During the school year, I will improve my questioning techniques to engage students in higher level critical thinking and problem solving. I will implement learning from study of Thinking Strategies, explore resources in PD360, and analyze videos of my lessons. Growth will be evidenced through lesson plans, observation, self-reflection, and student work samples.

20. “It is essential to recognize that these goals are goals for the teacher’s learning, not student learning.” –Charlotte Danielson

21. Share & discuss your teachers’ professional growth goal samples Use the 3 questions to evaluate the goals: Does the goal answer all 3 questions?

22. Professional Growth Process Teacher considers PL needs and drafts goal using the 3 questions. Teacher reflects on Framework for Teaching. Teacher & principal discuss goal. Teacher reflects on progress; principal and teacher discuss progress Teacher implements learning strategies for attaining PG goal On going

23. PGES Calendar and To Do list • 2nd round of observations began November 1st for pilot schools. • Continue conversations with teachers about goal setting (student growth and for professional growth). • Begin preparing for student voice surveys. Watch for information in December. • Keep planning for PGES scaling (May Use Innovation Configuration Map). • Share what you learned today with other principals and administrators in your district.

24. Science Learning Targets Begin by answering three questions: What are the key words/concepts? What do students need to know and do? What is the intent of performance expectation/learning?

27. What are the key words/concepts? What do students need to know and do? What is the intent of performance expectation/learning? Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.*[Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]

28. What are the key words/concepts? What do students need to know and do? What is the intent of performance expectation/learning? Analyzedata to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.*[Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]

29. What are the key words/concepts? What do students need to know and do? What is the intent of performance expectation/learning? Analyzedata to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.*[Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]

30. Knowledge Targets • Describe pushes/pulls as forces that move an object. • Know that speed is how fast something moves. • Identify change as a difference in something. • Recognize that “data” is collected information.

31. Reasoning or Performance Skill Targets • Describe the relationship between the strength of the push or pull and the change in speed or direction. • Infer that people can cause change in an object’s speed or direction. • Interpret speed/direction data to support a claim that the design solution worked or not.

32. Product Targets • No products

34. Marshmallow Design Challenge Target: Engage in the engineering design process to solve a defined problem Ready, set, GO • The Challenge: Using only the materials given, build the tallest freestanding structure that will support a marshmallow. • RULES: • Build the tallest freestanding structure • The entire marshmallow must be on top • Use as much or as little of the kit, except the envelope • Okay to break up the spaghetti, string or tape • The challenge lasts 15 minutes

35. Just Fluff? • Does this challenge, as presented, meet the Engineering Design Performance Expectations in any chosen grade band?

36. Dare to Disagree http://www.ted.com/talks/margaret_heffernan_dare_to_disagree.html

37. Be a Skeptic • Google search for “middle school engineering challenges” yields 17,800,000 results • Just because an activity advertises engineering, does not mean that it fulfills the intent of the standards. • A key task for you as science leaders for your district is to be a productive skeptic, and to encourage others to be as well

38. Protocols for productive disagreement DeBono’s Six Colored Hats http://www.debonogroup.com/six_thinking_hats.php Accountable Talk http://www.slcschools.org/departments/curriculum/character-education/documents/Accountable-Talk.pptx Lesson review protocols http://www.lasw.org

39. Dicalcium silicate + Water--->Calcium silicate hydrate + Calcium hydroxide +heat 2 Ca2SiO4 + 5 H2O---> 3 CaO.2SiO2.4H2O + Ca(OH)2 + 58.6 kJ You can’t make concrete without water…

40. …but water alone can’t make a driveway!

41. Social Studies Networks FacilitatorsJanuary 24, 2014 Dr. Jim Klotter Dr. Kathy Swan Angela Hamblen Kentucky State Historian Co-Author C3 Framework Teacher Leader Bullitt Co. Mikkaka Overstreet Amy Treece Sean Elkins KDE Literacy Consultant Instructional Specialist Instructional Specialist

42. Communicate with Social Studies Teacher Leaders Purpose of the Networks

43. What to expect … • Special Guest Speaker—Dr. Kathy Swann Lead Author of C3 Framework (Vision for Social Studies Education) • Clarify Roles/Responsibilities/Expectations for Teacher Leaders (Building Capacity--TPGES) • Analyze Structure and Intent of College, Career, and Civil Life (C3) Framework • Identify Key Shifts in Teaching and Learning to effectively implement C3 Framework and Related Standards

44. ISLN • Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready. • Build an infrastructure to support PGES to full scale.

45. Session Review and List of “To Do”

48. As We Move Into Our “Open Space” Meetings . . . Presenters, Facilitators, PARTICIPANTS Please complete the evaluation

49. Open Space • Begin with some important questions about the topics of our meeting today • Identify 2-4 questions worthy of discussion • Be willing to facilitate a discussion around those questions

50. Five Guiding Principles (and one Law) • Whoever comes are the right people ... • Whenever it starts is the right time ... • Wherever it happens is the right place … Whatever happens is the only thing that could have … • When it's over, it's over ... Law of two feet …