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Art and Science of Teaching and Learning

Art and Science of Teaching and Learning. (Domain’s 2, 3, and 4). Facilitator : Douglas W. Szcinski. Course: Date: Essential Question: How can teachers increase

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Art and Science of Teaching and Learning

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  1. Art and Science of Teaching and Learning (Domain’s 2, 3, and 4) Facilitator : Douglas W. Szcinski

  2. Course: Date: • Essential Question: How can teachers increase • their expertise from year to year which produces gains in student achievement from year to year with a powerful cumulative effect I Will Learn This By • Bell Work: Poll Everywhere • Activities: Discussion, Computer Exploration I Will Show I Learned This By I Will Practice This By • Teaching, Collaborating, Conferencing

  3. Learning Goals • Teachers will understand and be able to: • Explain what is expected for the formal / final evaluation within domains 2, 3, and 4. • Describe how each domain, design questions, and protocol are weighted for the formal / final evaluation.

  4. Bell Work • Get cell phone out • Or • Log-on to http://PollEv.com

  5. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

  6. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

  7. Computers • Go to http://www.teachers.ocps.net/douglas.szcinski/Evaluation.html • Open: Domain Training Doc

  8. Causal Links to Student Achievement Common Language of Instruction Domain One Domain Two Domain Three Domain Four

  9. Learning Goal • Teachers will understand and be able to: • Explain what is expected for the formal / final evaluation within domains 2, 3, and 4.

  10. Domain 1 Lesson Segments Enacted on the Spot Lesson Segments Addressing Content DQ5: Engaging Students 24. Noticing When Students are Not Engaged 25. Using Academic Games 26. Managing Response Rates 27. Using Physical Movement 28. Maintaining a Lively Pace 29. Demonstrating Intensity and Enthusiasm 30. Using Friendly Controversy 31. Providing Opportunities for Students to Talk about Themselves 32. Presenting Unusual or Intriguing Information DQ2: Helping Students Interact with New Knowledge 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning Lesson Segments Involving Routine Events DQ1: Communicating Learning Goals and Feedback 1. Providing Clear Learning Goals and Scales (Rubrics) 2. Tracking Student Progress 3. Celebrating Success DQ7: Recognizing Adherence to Rules and Procedures 33. Demonstrating “Withitness” 34. Applying Consequences for Lack of Adherence to Rules and Procedures 35. Acknowledging Adherence to Rules and Procedures DQ3: Helping Students Practice and Deepen New Knowledge 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge DQ8: Establishing and Maintaining Effective Relationships with Students 36. Understanding Students’ Interests and Background 37. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students 38. Displaying Objectivity and Control DQ6: Establishing Rules and Procedures 4. Establishing Classroom Routines 5. Organizing the Physical Layout of the Classroom DQ4: Helping Students Generate and Test Hypotheses 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 23. Providing Resources and Guidance DQ9: Communicating High Expectations for All Students 39. Demonstrating Value and Respect for Low Expectancy Students 40. Asking Questions of Low Expectancy Students 41. Probing Incorrect Answers with Low Expectancy Students

  11. Must become an expert!!! Lesson Segments Involving Routine Events 60% of Eval. Portion DQ1: Communicating Learning Goals and Feedback 1. Providing Clear Learning Goals and Scales (Rubrics) 2. Tracking Student Progress 3. Celebrating Success DQ6: Establishing Rules and Procedures 4. Establishing Classroom Routines 5. Organizing the Physical Layout of the Classroom

  12. Sources of Evidence: Domain 1

  13. Domain 2: 10th Design Question • What will I do to develop effective lessons organized into a cohesive unit? • Focus on the relationship between teacher planning, decision making and student achievement • Use of materials - traditional as well as technologies • Careful consideration of students with specific needs • Domain Docs • Domain 2 Protocol • Pre- Conference A • Pre-Conference B

  14. Domain 2 Planning and Preparing Planning and Preparing for Lessons and Units 42. Effective Scaffolding of Information with Lessons 43. Lessons within Units 44. Attention to Established Content Standards Planning and Preparing for Use of Resources and Technology 45. Use of Available Traditional Resources 46. Use of Available Technology 20% of Eval. Portion Planning and Preparing for the Needs of English Language Learners 47. Needs of English Language Learners Planning and Preparing for the Needs of Students Receiving Special Education 48. Needs of Students Receiving Special Education Planning and Preparing for the Needs of Students Who Lack Support for Schooling 49. Needs of Students Who Lack Support for Schooling

  15. Planning Conference • The planning or pre-conference provides an opportunity for the teacher and the administrator to talk about the lesson prior to the formal announced observation. • During this time, the teacher and observer use the planning conference form as a means to discuss the lesson, engage in collaborative decision making, clarify expectations and identify areas where specific feedback will be provided

  16. Planning and Preparing Planning and Preparing for Lessons and Units 42. Effective Scaffolding of Information with Lessons 43. Lessons within Units 44. Attention to Established Content Standards Planning and Preparing for Use of Resources and Technology 45. Use of Available Traditional Resources 46. Use of Available Technology

  17. Planning and Preparing Planning and Preparing for the Needs of Students Who Lack Support for Schooling 49. Needs of Students Who Lack Support for Schooling Planning and Preparing for the Needs of English Language Learners 47. Needs of English Language Learners Planning and Preparing for the Needs of Students Receiving Special Education 48. Needs of Students Receiving Special Education

  18. Sources of Evidence: Domain 2

  19. Domain 3 Ability and willingness to examine one’s own teaching practices in a metacognitive manner • Domain Docs • Domain 3 Protocol • Post-Conference Form

  20. Post Conference • The reflection or post-conference provides an opportunity for the teacher and the administrator to reflect about the lesson, clarify expectations and plan forward using the reflection (post)conference form as a guide for reflection and feedback.

  21. Domain 3 Reflecting on Teaching Evaluating Personal Performance 50. Identifying Areas of Pedagogical Strength and Weakness 51. Evaluating the Effectiveness of Individual Lessons and Units 52. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors 10% of Eval. Portion Developing and Implementing a Professional Growth Plan 53. Developing a Written Growth and Development Plan 54. Monitoring Progress Relative to the Professional Growth and Development Plan

  22. Sources of Evidence: Domain 3

  23. Domain 4 • Collegiality and Professionalism is one of the five critical variables that have a strong correlation with student achievement. • Teachers engage in specific activities that create a professional environment that foster’s teachers’ development. • Domain Docs • Domain 4 Protocol

  24. Domain 4 Collegiality and Professionalism Promoting a Positive Environment 55. Promoting Positive Interactions with Colleagues 56. Promoting Positive Interactions about Students and Parents 10% of Eval. Portion Promoting Exchange of Ideas and Strategies 57. Seeking Mentorship for Areas of Need or Interest 58. Mentoring Other Teachers and Sharing Ideas and Strategies Promoting District and School Development 59. Adhering to District and School Rule and Procedures 60. Participating in District and School Initiatives

  25. Sources of Evidence: Domain 4

  26. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

  27. Learning Goal • Teachers will understand and be able to: • Describe how each domain, design questions, and protocol are weighted for the formal / final evaluation.

  28. Two Components of the Evaluation System Instructional Practice measured by the District Instructional Evaluation Framework

  29. Status Score Weighting System • Each domain can be weighted to obtain an overall Status Score • Recommended weight for each domain (60 Total Elements) • Domain 1: 60%, 41 Elements • Domain 2: 20%, 8 Elements • Domain 3: 10%, 5 Elements • Domain 4: 10%, 6 Elements

  30. Proficiency Scale for All 3 Categories

  31. Instructional Practice Status Score

  32. Rating Scale for Domain Elements Category 1 Category 2A, 2B, and 3

  33. OCPS Model Implementation Approach Year 1 Year 2 or Year 3 (TBD) Instructional Practice, 60%

  34. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

  35. Causal Links to Student Achievement Common Language of Instruction Domain One Domain Two Domain Three Domain Four

  36. Deliberate Practice-Expertise • Talent has little or nothing to do with greatness. • The evidence we have does not support the notion that excelling is a consequence of possessing innate gifts. • Nobody is great without work. • There is no evidence of high level performance without experience and practice • Even the most accomplished people need around ten years of hard work or (10,000 hours ) to become world class. Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. Feltovich, and R. R. Hoffman, R. R. (Eds.). Cambridge handbook of expertise and expert performance (pp. 685-706). Cambridge, UK: Cambridge University Press.

  37. Exit Slip Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

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