Welcome!

1. Welcome! • Sign in. • Wear your nametag. • Pick the top card and sit at that numbered table. (A=1) • Share your greatest success/challenge in leadership so far.

2. First steps on the journey… • What practices or concepts have become clearer to you as a result of today’s class? • How will this knowledge support your growth as an instructional leader?

3. Practices or concepts that have become clearer to you and that will support your growth on the first steps on the journey • The knowledge base on teaching / triangle (10) • Scripting – what it is, why we do it (8) • The components of a report AKA “the recipe” (5) • CEIJ (5) • The six standards of the PGS (3)

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5. Sharing with partners, in groups, at tables (9) Pacing/momentum (3) Exemplars (4) Class climate (4) Presenters Pluses +

6. Deltas • Provide more processing time (2) • Go faster / go slower

7. Ring Tone Revelations • Tell your partner your phone number. They will call you. • Share the name of your ring tone and why you chose it. • Change roles. • Be prepared to report on your partner’s choice.

8. Framing our learning

9. Objectives & Itinerary

10. By the end of this portion of the day, you will be able to explain how supervision and evaluation support the purposes of the Professional Growth System. Objective

11. Expert Instruction Instructional Leadership Student Learning Professional Community

12. Role of Supervision and Evaluation NB p. 5 • Discuss which of the major purposes of supervision and evaluation have been most and least successfully addressed in MCPS. • How do your strategies for working with your staff match these descriptors?

13. What does it takes for supervision and evaluation to work? • Power Knowledge Courage NB pp. 6-7

14. Journal Where is the balance of these three aspects of leadership in your current work? What goals might you set for yourself in relationship to these three aspects? NB p. 383 ff.

15. Expert Instruction Instructional Leadership Student Learning Professional Community

16. KEY CONCEPTS • Areas of Performance • Repertoire • Matching Overarching Objectives Curriculum Design CURRICULUM PLANNING Objectives Planning Learning Experiences Assessment Personal Relationship Building MOTIVATION Class Climate INSTRUCTIONAL STRATEGIES Expectations Principles of Learning Modelsof Teaching Clarity MANAGEMENT Space Time Routines Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS The Knowledge Base on Teaching

17. Effort-Based Belief / Growth Mindset CONFIDENCE + ACHIEVEMENT ABILITY + EFFECTIVE EFFORT Hard Work Strategies TST, p. 270 Source: Adapted from Efficacy Institute, Lexington, MA.

18. Smart is not something you just are; smart is something you can get. Jeff Howard The Efficacy Institute

19. Which of the seven beliefs are alive, well, and in evidence in your workplace? What effect do you see them having on student learning? • Which are least evident? Why? How does their absence influence student learning? • Discuss the implications of your responses for your leadership role. NB p. 227; TSTChapter 2

20. Expert Instruction Instructional Leadership Student Learning Professional Community

21. MCPS Teacher Standards • Teachers are committed to students and their learning. • Teachers know the subjects they teach and how to teach those subjects to students. • Teachers are responsible for establishing andmanaging student learning in a positive environment. • Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement. • Teachers are committed to continuous improvement and professional development. • Teachers exhibit a high degree of professionalism.

22. Stand. Find your EXPECTATIONS partner. • Recite the six standards to him or her. • Share the strategy you used to be able to remember them. Review: The Six Standards

23. 37-90 Brain to Behind Connection 30 - 90 After 30 minutes of sitting… the body needs 90 seconds of movement

24. Recipe for a Post- Observation Conference Report • Context paragraph • Objective/mastery planning paragraph • C E I J paragraphs • Claim – area of performance • Evidence • Interpretation of impact on students (thus, as a result, therefore) • Judgment included or implied • Post-observation conference summary (including goal-setting) • Summary

25. Peer Feedback: The Context Paragraph Feedback: Information on the ways in which a product or performance meets or does not meet established criteria for success/standards.

26. the context paragraph Teacher: Observation Date: Observer: Observation Time: School: Conference Date: Subject / Grade: Provides information about… • Teacher • Students • Course or unit of study • Special factors • Announced or unannounced observation

27. Feedback: CEIJ Labeling Sarah Smith Share and compare your labeling of the CEIJ paragraphs.

28. Sarah Smith CEIJ Paragraph 1 • Mrs. Smith effectively presented information through explanatory devices. • She created a graphic organizer on the overhead projector to guide the students through defining run-off. • She translated the words dissolved and suspended into simpler language by way of a class discussion (“Spring-time…fertilizer on grass to make it greener…that salt fertilizer will mix with water and dissolve…we need to talk about what that word suspended means…okay we’re talking about debris..anything that doesn’t get dissolved…”). • She also presented the students with environmental pictures (“To get started I have pictures with pretend news articles about the Chesapeake Bay…”). • As a result, students with a variety of learning styles were focused and engaged.

29. Sarah Smith CEIJ Paragraph 2 • Mrs. Smith used several instructional strategies to help the students make cognitive connections. • She used questioning as a way to prompt a resemblance to the students’ experiences (“What’s usually included with pictures?...If something gets dissolved, what does that mean?”). • She used a personal experience to help the students related the content to their own lives (“I took my cup of coffee and put sugar in it. It got dissolved in the coffee...” ). • She asked the students to compare and contrast in order to make a connection to today’s learning (“Think about the pictures we looked at yesterday…”). • Thus, students’ prior learning was utilized and connected with the new information given during this lesson.

30. Sarah Smith CEIJ Paragraph 3 • Mrs. Smith has built a classroom climate in which students feel safe to take risks. • She made several comments throughout the lesson to promote risk taking (“..could be…you could make that up…you don’t have to be perfect…”). • She stated, “…as long as someone at your table has something to share we’re good.” • After the students were told to write captions for given pictures, a student asked, “What’s a caption?” Mrs. Smith did not chastise the student for not knowing or remembering the meaning of the word caption, but answered her calmly and respectfully. Another student asked a question and Mrs. Smith replied quietly. • Therefore, students could safely communicate their level of understanding and signal their need to move on or request help.

31. Balanced Writing nb page 16 CLAIM: statement that a teacher performs a certain teaching skill [generalization] EVIDENCE: a quote or literal description of something said or done; most often with at least three examples IMPACT: statement of what the behavior accomplished [or intended]; its effect on students JUDGMENT: adjective, adverb, sentence, phrase that lets the reader know what the writer thought of the behavior

32. Impact • Is a statement of what was accomplished by the behavior just described in the claims and evidence. • Establishes what was significant about the move in terms of students.

33. Thus, students were engaged by their projects. As a result, students were not engaged by the lecture. Impacts and Evidence Effective impact statements: • are context-specific. • follow pieces of evidence that have a unique effect. • show a logical cause-effect relationship with the claim. • often include judgment by stating the quality (positive or negative) of the impact on students and their learning.

34. Read and highlight notebook pages 46-47. • When ready, share of your important points with others at your table. What purpose does the impact statement serve? What are some important points you want to remember when writing an impact? Strengthening Your Impact Statements more examples: nb pages 21-22

35. Let’s take a break!

36. Expert Instruction Instructional Leadership Student Learning Professional Community

37. By the end of the day, you will be able to:   • Explain the different levels of thinking about planning and their implications for teacher planning and student learning. • Analyze objectives for qualities of measurability, curricular connection, and student-friendly language. • Collect and analyze evidence that a teacher is planning and instructing at the mastery level.   Objectives

38. KEY CONCEPTS • Areas of Performance • Repertoire • Matching Overarching Objectives Curriculum Design CURRICULUM PLANNING Objectives Planning Learning Experiences Assessment Personal Relationship Building MOTIVATION Class Climate INSTRUCTIONAL STRATEGIES Expectations Principles of Learning Modelsof Teaching Clarity MANAGEMENT Space Time Routines Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS The Knowledge Base on Teaching

39. Activator: What decisions do you want your staff to make as they are planning a lesson?

40. Mastery Planning Plan-Teach-Reflect Cycle

41. Plan-Teach-Reflect Cycle

42. Plan-Teach-Reflect Cycle

43. Plan-Teach-Reflect Cycle

44. Data From Pre-Assessment:Objectives and Criteria for Success

45. “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now, so that the steps you take are always in the right direction.” Steven Covey The Seven Habits of Highly Effective People Backward Design

46. MCPS Critical Questions • What do students need to know and be able to do? • How will we know that they have learned it? • What will we do when they haven’t? • What will we do when they already know it?

47. 21 Planning Decisions from Chapter 17 – Planning, The Skillful Teacher, sixth edition TST pages 397-399

48. TST, p. 397 Planning Decision #1 1 “Check in with the curriculum, the standards you’re working on, and particularly the big idea (enduring understanding) that’s on the table to be sure the lesson you’re planning connects explicitly to it.” Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 397.

49. Reference Guide to Planning for Mastery

50. Building our common vocabulary • Maryland Content Standards/core learning goals/expectations • Enduring understandings • Essential questions • MCPS Indicators • Mastery objectives