1. Changing the Lens on Teaching and Learning Robeson County Coaches Robeson Community College November 14, 2012

2. Objectives Examining the Impact of Instruction Improving Student-Centered Lesson Observations 3. Objectives Participants will: explore components of change; identify and examine evidence and impact on student learning; and develop skills in conducting student-centered observations. 4. Change Organizations are constantly in change. Schools are particularly dynamic organizations. Your role is to assist the school to become: stable, not stagnant in a positive state of change. 5. Requirements for a Change in Culture A true belief with accompanying actions that this is the work that must be done Accountability for all (Accountability System) Courageous conversations Strong sense of vision and focus 6. Transforming School Cultures 1. Develop goals and priorities with an effective plan for implementation 2. Use data to drive decisions* 3. Recruit, train, and retain high-quality staff 4. Implement high-quality PLCs* 5. Implement strategies for ensuring ALL students are learning* 6. Implement a strategic literacy plan 7. Transforming School Cultures 7. Maintain student engagement and plan transitions to ensure on-time graduates 8. Re-evaluate practices and procedures for their impact on learning* 9. Engage the community in partnerships to support high-quality education for ALL students *NC Framework for Action Components 8. Examining the Impact of Instruction 9. What does it mean to educate? 1. What is good teaching?2. Who determines what high quality teaching and learning look like?4. How do you determine if students are learning enough?3. How do you determine if students are learning? 10. Evaluating Teaching and Learning Activity: Consider the following: What is good teaching? What are the elements of a good lesson? What does learning look like? 11. Evaluating Teaching and Learning Use teaching and learning criteria to: help you make sense of what you see help you to record evidence and outcomes clearly know what or how much students are learning 12. Teaching and Learning Criteria What would you look for in the classroom to demonstrate these criteria? Standard I Teachers Demonstrate Leadership Standard II Teachers Establish a Respectful Environment for a Diverse Population of Students Standard III Teachers Know the Content They Teach Standard IV Teachers Facilitate Learning for Their Students Standard V Teachers Reflect on Their Practice Standard VI Teachers Contribute to Academic Success * NC State Board of Education and the NC Professional Teaching Standards Commission 13. CriterionWhat does it look like in the classroom? 14. Directions: On an index card. Describe an engaging activity you plan to do in your content area Write the higher-level questions that would accompany the activity On the back, describe what you would do to ensure every student understands 15. Break 16. Evidence and Impact Objectives Engagement Monitoring/Feedback Questioning Pace/Rigor 17. Objectives: Do students know what they are expected to do and learn? 18. Todays Objective6.P.1.4 19. Todays ObjectiveAcquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 20. Objectives: Are objectives student-friendly? 21. Todays Objective Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 22. Objectives:Does the teacher make connections between what the students are doing and the objectives? Does the teacher refer back to the objectives? 23. Evaluating and Documenting the Impact of Instruction The teacher posts the NCSCOS objectives on the board and uses this as a guide for learning by referring back to them throughout the lesson. As a result, students are well aware of what their learning targets are for this lesson, and are therefore, engaged in the learning process.Or The teacher posts the NCSCOS objectives on the board, but does not refer to them at any time. When students are asked what they are learning they point to the objective on the board, but cannot explain it. Consequently, the NCSCOS objective was not used effectively to help students understand what they should be learning, leaving some students disconnected from the process. 24. Engagement: Are students doing what they are supposed to do? 25. Engagement: Are students doing what they should to achieve the objective? 26. How do you know? 27. Teaching and Learning Teaching ..Learning Cause....Effect Teaching ..Impact 28. Evidence SO WHAT? Whats the impact? Whats the outcome? So what? How do you know? 29. Evidence The teacher moves around the room. Students sit quietly in their seats. Students use the Study Island program in the computer lab.Impact 30. Lets examine an example 31. Observing Instruction 32. Lesson Observation and Video Analysis 33. Peer Observation 34. Peer Observations and Feedback 35. LUNCH 36. Lesson Observations/Discussion 37. Break 38. Peer Observations and Feedback 39. Questions/Evaluations 40. Contact Information Ellen Stone, Administrative Assistant 919-835-6124 Ellen.stone@dpi.nc.gov