OVEC/KDE Instructional Support Leadership Network

1. OVEC/KDEInstructional Support Leadership Network Welcome Your facilitators are: Dr. Molly Sullivan Mr. Buddy Berry Mr. Thom Coffee Mr. Bill Hogan Mr. Seth Hunter Mrs. Denise Amos Mrs. Shannon Treece Ms. Tina Tipton Mrs. Carol Franks Mr. Jodie Zeller

2. AGENDA • Welcome and Introductions • Status Check: Where have we been? Where are we? Where are we going? • II. Continuing “Rounds” to Examine HETL (Section Two)—Bill Hogan • Teacher Effectiveness Update—Carol Franks & Jodie Zeller • IV. Breakout Sessions: • 1. Questions that Promote Reasoning in Math: A FAL Piece of the HETL Puzzle—Seth Hunter • 2. ELA Literacy Design Collaborative—Denise Amos • V. District Highlights & Group Debrief—Thom Coffee & Buddy Berry • VI. Wrap-Up & Evaluations—Molly Sullivan COPY OF AGENDA IS ON THE TABLE

3. Kentucky Leadership Networks: Year-at-a-Glance 2011-2012

4. BACKCHANNELING • http://www.todaysmeet.com/OVECISLN

5. HETL Continuing “Rounds” to Examine HETL Section Two: Classroom Assessment & Reflection

6. HETL • Staff and Student Reflections • Section 2 of the HETL document references using reflection to improve teaching and learning • The draft evaluation instrument refers to student and staff reflection • We will discuss how we are currently using reflection and where we think it ought to go as a district and school team.

7. Reflection • Rate your own school/district from 1 to 5, 1 being never to 5 being daily on Section 2 of HETL. • Do you have areas you are doing well in? • Areas that you are weak?

8. Staff Reflection • How does your staff currently reflect on their practice? • What do you envision or what are your expectations? • How big of a gap between your current practices and where you want to be? • What steps do you need to take to get there?

9. Student Reflection • Heacox, Differentiating Instruction in the Regular Classroom (2002) “Teach students to assess their own work and to provide and receive peer evaluation, using your criteria for quality work….Learning to do self-evaluation and peer evaluation strengthens students’ independence and judgment.” • Moss and Brookhart, Advancing Formative Assessment in Every Classroom (2009) “Students self-assess when they compare their work against their own conception of what they were trying to accomplish. Students identify their own strengths and weaknesses, decide how they are progressing on their way to a goal, and decide what they think they should do next.”

10. Marzano • 4th Recommendation for capitalizing on the potential of effective feedback: 4. Students can effectively provide their own feedback. When teachers build frequent formative assessment into their classroom curriculum design, this process should not become a paper nightmare. Formative assessment can be informal as well as formal. Students can be taught to assess their own progress toward a learning goal when they are given clear criteria in the form of a rubric or scoring scale.

11. Current • Do your students currently reflect on their own learning: • Talk about times you have heard students talk about their learning. • Do you hear them talk more about grades or learning? • Is this good or bad?

12. Video • Watch the following video with an eye on how you could use this in your school • Middle and High, you may be thinking during the time if elementary started with this type of reflection where could we be by the time the student gets to you. • http://www.youtube.com/watch?v=4wTrpErRiKA

13. Future • Take one minute to reflect on your thoughts on video. • Is this what you envision in your school/district? • How do you get where you want?

14. Kentucky’s Professional Growth and Effectiveness System January, 2012 ISLN Update

15. HETL and the Teacher Growth and Effectiveness System

18. Key Considerations Volunteer districts are the state’s “Goodwill Ambassadors”. Evidence is not being gathered on individuals during the field test, but on the process. The process and products remain “fluid”. Training will be based on Framework versions 3.3 currently still in review by the Steering Committees and Commissioner.

19. Observation Teacher Effectiveness Framework Peer Observation Professional Growth Self Reflection Student Voice Parent Voice Student Growth MULTIPLE MEASURES FOR TEACHER EFFECTIVENESS TO BE FIELD TESTED The field testing process will provide data on which measures of teacher effectiveness can best be documented with validity and reliability through artifacts and evidence.

20. Matrix of Standards for Teacher Effectiveness as Addressed by Multiple Measures

21. Professional Growth Principal Effectiveness Framework Student Growth Student Voice Parent Voice Observation Self-Reflection Teacher Reflection MULTIPLE MEASURES FOR PRINCIPAL EFFECTIVENESS TO BE FIELD TESTED The field testing process will provide data on which measures of principal effectiveness can best be documented with validity and reliability through artifacts and evidence. ValEd 360 Supervisor Reflection

22. CONSTRUCTION UNDERWAY Three Year Process of System Redesign Full State Implementation 2013 - 2014 Framework Design 2010 – 2011 ( 25 Districts) Framework Refinement 2011 - 2012 ) State-wide Pilot 2012 - 2013 Field Testing 2011-2012 (50+ Districts)

23. BREAKOUT Questions that Promote Reasoning in Math: A FAL Piece of the HETL Puzzle—Seth Hunter OR ELA: Literacy Design Collaborative—Denise Amos

24. District Highlights & Group Debrief

25. Wrap-Up Select Date for MARCH ISLN March 14th(Wednesday) or March 26th(Monday)

26. EVALUATIONS Reminder: ELA Repeat Session @ 11:30 here in this room See you February 9th@ East Oldham Middle School