Setup stuff for Module 1…

Handouts • Rubrics • Frameworks • Markers • Chart Paper • Post-Its • Pens • One-pagers for speed dating • Extra copy of rubric, so you can hang one page by each poster • Hang Parking Lot Setup stuff for Module 1…

MODULE 1: 3 hours

DO NOW: Make yourself a nametag. Thanks! Introduction to the Instructional Framework and Rubric Module 1

A quick preview of what we’ll be doing in these sessions. Find two partners so you have a group of 3 (or 4): Share: names, schools, content areas, grade levels. Find four things you all have in common. Find two things that are unique to each individual. Share out. Welcome Introduction to the Instructional Rubric

Do you have any norms you’d like to add or change? Participant Expectations Participate actively. Honor time limits. Be open to new ideas. Trust the process. Put your cell on silent, and keep your techno-distractions to a minimum. Introduction to the Instructional Rubric

PD Structure and other Tidbits Four modules, each three hours. Short breaks during each module. The bathrooms are located… You’ll be asked to provide feedback at the end of each module. We take your feedback seriously. There is a “Parking Lot” hanging for any questions or issues that we want to put on hold. Feel free to throw a post-it up there at any point. Introduction to the Instructional Rubric

Objectives Objectives for today Identify the Instructional Framework’s rationale, process for development, and variety of uses. Analyze the Instructional Rubric in order to make connections between key actions. Analyze a teacher’s practice via a video lesson. Create an action plan based on the analysis of a teacher's practice using the Instructional Rubric. Complete a self-assessment of my practice aligned to the rubric Create an action plan to set the trajectory of my immediate growth. Implement my action plan, and share with my peers my successes, challenges and opportunities for growth. Introduction to the Instructional Rubric

Guiding Questions How will the Instructional Framework impact student achievement? What are my strengths and growth areas relative to common instructional expectations? How do I use the Instructional Rubric to support my growth? How do I use evidence and feedback in order to move my progress forward? How does the Instructional Framework and Rubric connect other bodies of work in City Schools, like the Common Core? Introduction to the Instructional Rubric

The Trajectory of this PD Introduction to the Instructional Rubric

The Instructional Framework The Instructional Framework will… Create a common language that defines excellence in teaching Provide guidance in designing and implementing quality instruction for each student Ensure an alignment of resources, priorities, and teacher supports Elevatethe work of the Common Core State Standards and the Academic Priorities The components, processes, and timelines of the current PBES will stay the same for SY 11-12 Introduction to the Instructional Rubric

Domain Key Action 11

Prep You were just given a “One-Pager” with a Key Action written on it. You are now that key action. Review your key action so you are confident about who you are. Write a “bio” of your key action. Here’s a sample… Key Action “Speed Dating” Handout – page 2, Bio Hi. I’m P1, but many people call me “Know your students.” If you hang around me, you’ll find I like to use a variety of sources to know my students’ performance levels, and I regularly use them in my planning. Also, I have various ways to garner data on my students’ backgrounds, family, interests and learning styles. I regularly use them in my planning. I even proactively share this info with others because I like to be highly efficient. In addition to this… Summer Framework PD for Principals 12

Dating rounds You’ll have 15 minutes to go on three to five dates. During each date, you will find a partner to do the following: Introduce yourselves as key actions. Some guiding questions: What “attracts” you to your “date?” How can we work together in order to help a teacher become more effective? If this doesn’t happen, what’s the effect on kids? Write down the connections that you have with your “date” as well as any further questions you may have. Key Action “Speed Dating” TIMER: 15 minutes Summer Framework PD for Principals 13

Key Action “Speed Dating:” Debrief What new insights were revealed to you through this activity? How did this activity help you process the framework? What questions do you still have about the connections between the key actions? Introduction to the Instructional Rubric

About to take a break… But first, a reminder that time is one of our “norms.” When I click to the next slide, we’ll start a 10-minute break. Please be here on time! Introduction to the Instructional Rubric

TIMER: 10 minutes 10 minutes Break Introduction to the Instructional Rubric

Instructional Framework Development Instructional Framework Implementation Principals given aligned PD during the summer. Principals supported through monthly PD. A working group determined need and focus. Existing frameworks and research reviewed. Focus groups with teachers and stakeholders. Framework was revised based on input of over 600 teachers. Draft rubric was field-tested. Introduction to the Instructional Rubric

Plan Teach Reflect and Adjust Effective Teachers… Introduction to the Instructional Rubric 18

As educators, why do we use rubrics? Introduction to the Instructional Rubric

The Rubric: Development, Structure, and Utility Has one page aligned to each key action. Is meant to “paint a picture” of a teacher’s practice. Developed in partnership with the working group, Teacher Advisory Group, and vetted/revised via two rounds of multiple focus groups with teachers. Introduction to the Instructional Rubric

Key Action Descriptor Footnotes The Rubric: Reviewing its Parts 21

Box B Box A Digging into the Rubric Box C Each group will be assigned a focus key action from the Teach domain. (T3, T4, T5, and T6) Make a chart with three boxes: Box A: Draw a picture that represents this Key Action. Box B: How does this key action contribute to student achievement? Box C: What are the key differences between “effective” and “highly effective?” Share out TIMER: 20 minutes Introduction to the Instructional Rubric

Thinking about Growth Turn and Talk: Which of these Key Actions come naturally for you? Which of these Key Actions describe practices where you need to improve? Improving your practice is hard work, regardless of your years of experience. How will you approach this challenge? Share out Introduction to the Instructional Rubric

Metacognitive Moment What activities did we engage in today? What strategies did we employ? How did these strategies aid your learning? Introduction to the Instructional Rubric

Handout – page 3, Feedback Please leave your feedback form face-down in the middle of your table Please complete the daily feedback form on page 3. Your comments are greatly appreciated. Thank you! Feedback Introduction to the Instructional Rubric

Handouts • Rubrics • Frameworks • Markers • Chart Paper • Post-Its • Pens • One-pagers for speed dating • Extra copy of rubric, so you can hang one page by each poster • Hang Parking Lot • Do you have the video ready? Setup stuff for Module 2…

Please take out your nametag. Thanks! Introduction to the Instructional Framework and Rubric Module 2 Introduction to the Instructional Rubric

Handout – page 5, Do Now Do Now: TIMER: 5 minutes Please complete the “Do Now” on Page 5 You will have five minutes Introduction to the Instructional Rubric

TIMER: 5 minutes Do Now Debrief As a small group, share what’s helpful/unhelpful regarding observations. Then discuss: How will the Instructional Rubric address the challenges of your previous observation experiences? In what other ways can the rubric push your practice forward? Be prepared to share out. Share out with group. Introduction to the Instructional Rubric

Participant Expectations Adding an Expectation Participate actively Honor time limits Be open to new ideas Trust the process Put your cell on silent, and keep your techno-distractions to a minimum Please remain in the room for the entire duration of each video Introduction to the Instructional Rubric

Handout – page 6, Observation Process Our Observation Process Introduction to the Instructional Rubric

TIMER: 10 minutes Review rubric – Teach domain only. Get to know what’s “beyond the surface” within the rubric. Be sure to check out the left-most column. Review Rubric Introduction to the Instructional Rubric

Handout – p 7-8, Observation Notes Forms The Observation Paradigm Shift In a moment we’ll begin the video. Be sure to collect data that describes details of the lesson. Try hard to be completely nonjudgmental. The principals are being trained to support you in this fashion. Use your Storyline forms on pages 7-8. Introduction to the Instructional Rubric

Judgmental vs. Non-judgmental Data Judgmental: Teacher rarely provides feedback to students. Non-Judgmental: During a period of fifteen minutes, the teacher offers feedback twice – first, to the whole class,he said, “you are working really hard today.” Then he said to one student, “great job.” Introduction to the Instructional Rubric

As we observe and analyze the practice of this teacher – Damond - let’s remember to appreciate hiswillingness to open his classroom for our benefit today. Watching First Lesson Introduction to the Instructional Rubric

Watch video of Damond Watching First Lesson Introduction to the Instructional Rubric

Handout, Damond’s Lesson Script Classifying Lesson by Key Action A transcription of the lesson will be provided. Also, keep the framework open and nearby. Read through the transcript of the lesson. What “evidence” do you have for each of the Key Actions? On your transcript, mark it up by writing “T3” when strategies are used, or “T6” when students work together. Try to find evidence for each Key Action. TIMER: 20 minutes Introduction to the Instructional Rubric

There are nine pieces of chart paper around the room, each labeled with a Key Action from the Teach domain. • Each group will begin at a different key action. • Remain as a group and visit each Key Action for five minutes. • You will be prompted to rotate. • At each station, first read and discuss the existing post-its. • Then, add post-its that describe the data from Damond’s lesson for that Key Action. • NO RATINGS yet! Classify Data by Key Action TIMER: 45 minutes Introduction to the Instructional Rubric

Summarize the Data TIMER: 10 minutes Each small group is responsible for one (or two) Key Actions. With your colleagues, read through the data and synthesize it into a one- or two-sentence summary. Write the summary of your Key Action on its corresponding chart paper. Introduction to the Instructional Rubric

Determining a Rating Consider T9: First, read the rubric: What is the meaning of T9? What does the rubric say? Second, consider the data: What is the evidence for Damond related to T9? Third, determine a rating: Which performance level best “paints the picture” of Damond’s practice on T9 during this lesson? Introduction to the Instructional Rubric

Metacognitive Moment What activities did we engage in today? What strategies did we employ? How did these strategies aid your learning? Introduction to the Instructional Rubric

Please leave your feedback form face-down in the middle of your table Handout – page 11, Evaluation Please complete the daily feedback form on page 11. Your comments are greatly appreciated. Thank you! Feedback Introduction to the Instructional Rubric

Setup stuff for Module 3… • Handouts • Rubrics • Frameworks • Markers • Chart Paper • Post-Its • Pens • Tape • Parking Lot • One-page handout on the “bodies of work.” • Do you have four corners ready to go?

Setup stuff for Module 1…