ENHANCING A CULTURE OF EXCELLENCE Summer 2015 Accountability Commitment Excellence.

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Transcript of ENHANCING A CULTURE OF EXCELLENCE Summer 2015 Accountability Commitment Excellence.

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Enhancing a Culture of Excellence

Summer 2015

AccountabilityCommitmentExcellenceAgendaOpening, agendaUpdate on Law and ProcessReview Learning-Focused Continuum and how to conferenceView videos to tag, score, and compare scores with partnerPlan areas of focus for conversation or electronic feedbackComplete coaching activitiesView use of BB videos for PLCs or faculty meetingsAnalyze local data, determine trends, identify areas of need, identify strengthsUse data to identify personal PGP goals and actionsUse data to plan PD, PLC work, and faculty meetings for yearLocal sharing

Leads

changes to TESS lawProfessional Learning Plan is changed to Professional Growth PlanProfessional Development Plan is defined as the overall school district plan and Professional Growth Plan is the individual educators planThe timing of summative evaluations is changed to every four years (instead of three)Informal observations are permitted, but are no longer mandatory

changes to TESS lawSuperintendents must assure to the ADE that evaluators are trained and have passed the credentialing exam required under TESSThe method of using external assessments (in line with the proposed ESEA waiver) ACT 1091A teacher in a virtual environment may be observed by the technology appropriate to the virtual environment

Teacher and Leader evaluation system Handbookhttp://www.arkansased.gov/divisions/human-resources-educator-effectiveness-and-licensure/office-of-educator-effectiveness/teacher-evaluation-system

Required to show to teachers and staff (1 Hour) Com Memo LIC-15-026http://adesharepoint2.arkansas.gov/memos/Lists/Approved%20Memos/DispForm2.aspx?ID=1516

Bloomboard Reports

Third PointObservational dataSamples of student workRubricsLesson PlansStandards (content, student work, teaching notes)Test results or other performance dataDanielson Rubric in BloomBoard

SupervisorTeacher(s)Third PointBloomBoardI dont remember this part--- not sure what to do here9Collaborative Observation ProcessRefer back to Collaborative Process The Next section will focus on planning and reflection conference skills. 10Inviting ThinkingAttending FullyApproachable VoicePlural FormsExploratory LanguageNondichotomous Forms (not Can you, Did you, Will you, Have you)Positive Presuppositions

Thesome Couldmight Isseems Whywhat

How were these actions demonstrated in the previous video? Were questions phrased using the above descriptors?11Norms of Collaboration Pausing

Paraphrasing

Posing Questions

Putting Ideas on the Table

Providing Data

Paying Attention to Self and Others

Presuming Positive Intentionswww.thinkingcollaborative.com

Refer to handout in packet. Talk about all 7 but note that we are focusing on the 1st 3. 12Putting Ideas on the Table

Ideas are the heart of meaningful dialogue and discussionState the intention of your comments For example: Here is one idea or One thought I have is or Here is a possible approach or Another consideration might be

Providing DataProviding data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their workData have no meaning beyond that which we make of them Shared meaning develops from collaboratively exploring, analyzing, and interpreting data

Paying Attention to Self and Others

Meaningful dialogue and discussion are facilitated when each group member is conscious of self and othersEach group member is aware of what (s)he is saying and how it is said as well as how others are responding. Pay attention to learning styles when planning, facilitating, and participating in group meetings and conversations.

Presuming Positive Intentions

Meaningful dialogue and discussion occurs with the assumption of others intentions as positivePositive intentions prevent unintentional put-downs. Positive intentions in speech are noticed

Self-Assess Your Collaboration Skills

Pose a Question it requires enormous skill to ask a question in such a way that it does not suggest providing direction.Talk about Teaching, Charlotte Danielson

Refer back to inquiry exercise. Talk about the role of a coach not being directive or solving problems. 18Invitational Inquiry

Inquiry ExerciseReview the data and the Inquiry Responses. How do they model the practice of invitational inquiry?DataInquiryThe objective is clearly written on the board in Ms. Ms 5th grade classroom. She begins the lesson with a ten-minute lecture on the land rush using a timeline and US map for visual reference, with no mention of the learning objectives. What were some indicators that your students were clear about the objective and the expectations for learning in this lesson?

As you were describing the land rush, what were some indications of students understanding the content and connections to the posted objective?Handout P 86 Learning-Focused Supervision. Talk about these responses and how they are different from out typical conversations with teachers. Practice additional responses.20Collaborative Observation ProcessRefer back to Collaborative Process The Next section will focus on planning and reflection conference skills. 21Continuum of Learning-Focused Interaction

Learning-focused SupervisionLaura Lipton and Bruce Wellmanhttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCMQFjAA&url=http%3A%2F%2Fwww.seattlewea.org%2Fdocs%2FLFShandout2012-1%2520copy.pdf&ei=gRV3VYLpDIS3yQSW4YCwBg&usg=AFQjCNFNmog-uwhgWETxTbN1r2cZ7bsslA&sig2=7eGSgwbq-oCKPd4CQeNCrQ&bvm=bv.95039771,d.aWw22Jessica Video for Observation

Collaborative Observation ProcessRefer back to Collaborative Process The Next section will focus on planning and reflection conference skills. 24Rating with Bloomboard

BloomBoard Feedback and Next StepsWhat are the processes you would use to conclude the Feedback Conference?Collaborative Observation ProcessRefer back to Collaborative Process The Next section will focus on planning and reflection conference skills. 27Continuum of Learning-Focused Interaction

Learning-focused SupervisionLaura Lipton and Bruce Wellman28Purposeful Planning for Pre-Conference Activating and EngagingContentPresenting Issues

Exploring and DiscoveringGoals and OutcomesIndicators of SuccessApproaches, Strategies, and ResourcesPotential Choice Points and Concerns

Organizing and IntegratingPersonal LearningNext StepsUsing Learning focused continuum and other resources, develop up to 5 pre conference questions (Use domain 1 to help develop questions). Groups share on chart paper. These will be generic, but we will stop while we watch upcoming video to refine questions. 29BloomboardQuestions using bbLenses on 57

Knowledge of the structure of the disciplineKnowledge of selfKnowledge of teaching skills and strategiesKnowledge of learners and learningKnowledge of CollaborationBloomboardUsing questions on BloomBoard Formal Observation (hdout), how do you get the information using the lenses?

Collaborative Observation ProcessRefer back to Collaborative Process The Next section will focus on planning and reflection conference skills. 32Purposeful Reflecting for Post-Conference Activating and EngagingRecollectionsPerspectives and Perceptions

Exploring and DiscoveringWeighing EvidenceSearch for PatternsCompare/ContrastAnalyze Cause-Effect

Organizing and IntegratingGeneralizationsApplicationsShare questions generated from Coaching prompts. Generate up to 5 questions to ask during a reflection conference.Watch the reflection segment of the New Teacher video. Refer to Domain 4a to determine level of performance on reflection. 33Continuum of Learning-Focused Interaction

Learning-focused SupervisionLaura Lipton and Bruce Wellmanhttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCMQFjAA&url=http%3A%2F%2Fwww.seattlewea.org%2Fdocs%2FLFShandout2012-1%2520copy.pdf&ei=gRV3VYLpDIS3yQSW4YCwBg&usg=AFQjCNFNmog-uwhgWETxTbN1r2cZ7bsslA&sig2=7eGSgwbq-oCKPd4CQeNCrQ&bvm=bv.95039771,d.aWw34Inviting ThinkingAttending FullyApproachable VoicePlural FormsExploratory LanguageNon-dichotomous Forms (not Can you, Did you, Will you, Have you)Positive Presuppositions

Thesome Couldmight Isseems Whywhat

How were these actions demonstrated in the previous video? Were questions phrased using the above descriptors?35Invitational Inquiry

Bloomboard

Bloomboard Feedback and Next Steps

PGP

Meaningful Change in Practice If we want teacher evaluation systems that teachers find meaningful and from which they can learn, we must use processes that not only are rigorous, valid, and reliable, but also engage teachers in those activities that promote learningnamely self-assessment, reflection on practice, and professional conversation.

Evaluations That Help Teachers LearnCharlotte DanielsonEducational Leadership, December 2010

PGPInformalFormalAdditional ArtifactsMid-Year ReviewSummativeEnd of Year ReviewFinal Ratings Report

PLC/DATA Teamhttps://www.teachingchannel.org/videos/questioning-in-the-classroomhttps://www.teachingchannel.org/videos/inquiry-based-teaching-rolesAs teachers, use post-its to write what you see in relation to the 4 domainsShare and come to consensus

Professional DevelopmentBundlingMarketplace for PDUsing resources with teachershttp://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley

Faculty Meetingshttps://www.teachingchannel.org/videos/gradual-release-of-responsibilityhttps://www.facinghistory.org/for