Itinerary – Day 2

Itinerary – Day 2• Community builder / framing• Building our leadership vision• Planning for mastery• Writing about planning: the

objective/planning paragraph• Clarity: framing the big picture• Data sources / literal notes• Summary

page xiii

FOUNDATION OF ESSENTIAL BELIEFS

OverarchingObjectives

CurriculumDesign

Planning

Assessment LearningExperiences

PersonalRelationship

BuildingClass Climate

Expectations

ClarityPrinciples of

LearningModels of Teaching

Space Time Routines

Attention Momentum Discipline

Objectives

▲ Objectives▲ Personal

relationships▲ Climate▲ Expectations ▲ Principles of

learning▲ Clarity▲ Attention▲ Momentum▲ Beliefs

Welcome!• Sign in.• Wear your name tag.• Pick the top card and sit at

that numbered table. (A=1)

• 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?

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)

Practices or concepts that have become clearer to you and that will support your growth on the first steps on the journey :

Pluses+Sharing with partners, in

groups, at tables (9)+Pacing/momentum (3)+Exemplars (4)+Class climate (4)+Presenters +

Deltas ΔProvide more processing time

(2)ΔGo faster / go slower

• 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.

Framing our

learning

By the end of the day you will be able to:• Explain how supervision and evaluation support the purposes of

the Professional Growth System.• Explain different levels of thinking about lesson planning and

their implications for student learning.• Evaluate objectives based on the criteria for a mastery objective.• Analyze evidence to determine if a teacher is planning and

instructing for mastery.• Write an objective paragraph in a post-observation conference

report. • Identify components of a teacher’s repertoire for framing

learning and explain their importance to students.• Explain the importance of literal note-taking and

determine whether notes are literal or descriptive.

Objectives – Day 2

Itinerary – Day 2• Community builder / framing• Building our leadership vision• Planning for mastery• Writing about planning: the

objective/planning paragraph• Clarity: framing the big picture• Data sources / literal notes• Summary

KNOWLEDGE ABOUT

TEACHING

EFFECTIVE COMMUNICATION

DATA ABOUT TEACHING & LEARNING

HIGH EXPECTATIONSFOR ADULTS

OAT I

RBT

InstructionalLeadership

CURRICULUMPLANNING

MOTIVATION

INSTRUCTIONALSTRATEGIES

MANAGEMENT


KEY CONCEPTS• Areas of

Performance• Repertoire• Matching


CurriculumDesign

Planning

AssessmentLearning

Experiences



Expectations

Clarity Principles ofLearning

Models of Teaching

Space Time Routines


Objectives

The Knowledge Base

on Teaching

19Source: Adapted from Efficacy Institute, Lexington, MA.

ACHIEVEMENT

CONFIDENCE

EFFECTIVE EFFORT

ABILITY

Hard Work Strategies

+

+

TST p. 270

Effort-Based Belief / Growth Mindset

Smart is not

something you just

are;smart is

something you can

get.Jeff Howard

The Efficacy Institute

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.

TST Chapter 2

KNOWLEDGE ABOUT

TEACHING




OAT I

RBT


Objective

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.

Review: The

Six Standards

Stand. Find your EXPECTATIONS partner.

Recite the six standards to him or her.

Share the strategy you used to be able to remember them.

I. Teachers are committed to students and their learning.

II. Teachers know the subjects they teach and how to teach those subjects to students.

III. Teachers are responsible for establishing and managing student learning in a positive environment.

IV. Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement.

V. Teachers are committed to continuous improvement and professional development.

VI. Teachers exhibit a high degree of professionalism.

MCPS Teacher Standards

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?

Purposes of Supervision and Evaluation

NB p. 27

Knowledge

CouragePower

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?

Journal – NB p. 26

• Claim – area of performance

• Evidence• Interpretation of impact on

students (thus, as a result, therefore)

• Judgment included or implied

Recipe for a Post-Observation Conference Report1. Context paragraph2. Objective/mastery planning

paragraph3. C E I J paragraphs

4. Post-observation conference summary (including goal-setting)

5. Summary

Provides information about… Teacher Students Course or unit of study Special factors Announced or unannounced

Teacher: Observation Date:Observer: Observation Time:School: Conference Date:Subject / Grade:

Feedback: Information on the ways in which a product or performance meets or does not meet established criteria for success.

Peer Feedback: The Context Paragraph





Recipe for a Post-Observation Conference Report

1. Context paragraph2. Objective/mastery planning



5. Summary

Compare your labeling of the CEIJ in paragraphs three through five in the Sarah Smith report. Come to consensus, if possible.

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.

Sarah Smith CEIJ Paragraph 1

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.


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.


CLAIM statement that a teacher performs a certain teaching skill

EVIDENCE a quote or literal description of something said or done; at least three pieces of evidence are needed to constitute sufficient documentation to support a claim

IMPACTstatement of what the behavior accomplished; the effect on students; “the students” are the subject

JUDGMENT adjective, adverb, sentence, phrase that lets the reader know what the writer thought of the teacher’s behavior; most often found IN the claim

NB p. 40 Balanced Analysis

• 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.

• Has “the students” as its subject.

Impact

Effective impact statements:

As a result, students remained unclear as to the desired standard of work.

Thus, students were able to reiterate the standards for their projects.

Show a logical cause-effect relationship with the claim. Match the evidence. Have the students as their subject. May include judgment by stating the quality (positive

or negative) of the impact on students and their learning.

Evaluating Impact StatementsReview NB pp. 45-46.Evaluate each of the sample impact statements. Does it clearly communicate the effect of teacher behavior on students? Does it use the students as the subject?Discuss with your partner.

Let’s take a break!

Objectives

By the end of this part of the day, you will be able to: • Explain different levels of thinking about

lesson planning and their implications for student learning.

• Evaluate objectives based on the criteria for a mastery objective.

• Analyze evidence to determine if a teacher is planning and instructing for mastery.

KNOWLEDGE ABOUT

TEACHING




OAT I

RBT


CURRICULUMPLANNING

MOTIVATION


MANAGEMENT





CurriculumDesign

Planning

AssessmentLearning

Experiences



Expectations


Models of Teaching

Space Time Routines


Objectives

The Knowledge Base

on Teaching

Activator

45

What are the characteristics of standards-based instruction?

“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 CoveyThe Seven Habits of Highly Effective People

Use the text marking strategy to read the handout.

Got it. (I could explain it to someone else.)

! This is important. (This is a key point.)

? What??? (I don’t understand it yet.)

Reference Guide toPlanning for Mastery

Thinking Behind OBJECTIVESCOVERAGE

What knowledge, skill, or conceptam I teaching?

ACTIVITIESWhat activities could students do

to gain understanding or to developthese skills?

INVOLVEMENTHow can I get students

really engaged?

MASTERY OBJECTIVESWhat do I want students to know or be able

to do when the lesson is over?How will I know if they know it or can do it?

THINKING SKILLSOBJECTIVES

What thinking skills do I want students to be able to use?

Key Questions in Lesson Planning

Data From Pre-Assessment:Objectives and Criteria for Success

Number assessed:

22 Met

standard

NY (not yet)

Objectives 32% 68%Criteria for Success 10%

90%

49

YesNY

YesNY

The language of a mastery objective…

• is specific in terms of curricular knowledge (declarative or procedural)

• names an active performance (observable behavior) that demonstrates mastery

50Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.

TST p. 377

Criteria for Mastery Objectives

51

Mastery objectives do not use mental action words that do not inform students about what they will have to do to demonstrate mastery, such as…

A

• understand• know• see that• learn• recognize that

•appreciate that•be familiar with•have a grasp of•recognize the significance of

Criteria for Mastery Objectives, con’t

Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.

TST p. 377

Activities:1. Research and take notes about infectious

diseases.2. Work as a group to ask and answer

questions about infectious diseases.3. Complete today’s Learning Log.

Mastery Objective:By the end of class, you will be able to identify an infectious disease, the pathogen that causes it, and how the pathogen is spread.

Students will be able to draw and explain the life cycle of a butterfly using a cycle graphic organizer. (ES science)

You will be able to identify the physical traits of a character and support each with at least two pieces of evidence from the text. (MS English)We will be able to make an accurate scale drawing of a room or apartment given actual dimensions. (HS math)

Parents will be able to describe ways that they can support their children with homework. (Parent meeting)

Students will be able to identify strategies for resolving conflict and apply them to a given scenario. (Counseling session)

Staff will be able to describe three interactive strategies and how they can apply them in class. (Department meeting)

Work with a job-alike partner, if possible.

Select at least two objectives. Discuss how you might coach a

teacher to revise the objective for a focus on mastery. What questions would you ask?

Practice Revising Mastery Objectives NB pp. 265-267

Formative Assessment:Mastery Objectives

1. Put your name on an index card.

2. Write at least two original mastery objectives.

3. Put the index card into the table folder.

KNOWLEDGE ABOUT

TEACHING




OAT I

RBT


Objective

By the end of this portion of the day, you will be able to write an objective paragraph in a post-observation conference report.





Recipe for a Post-Observation Conference Report


5. Summary

1. Context paragraph2. Objective/mastery planning


What might a student experience in a lesson planned for mastery?

What do we want students to know and be able to do?How will they get there?What task will tell us they can do it?What should successful performance look like?

Mastery objective (target)

Activities (learning experiences)

Assessment (product or performance)Criteria for success (characteristics of exemplary work; highest point on a rubric)

The Objective / Planning Paragraph

• capture the teacher’s thinking, planning, and delivery of instruction;

• record the activities that were planned to lead students to the mastery objective; and

• explicitly present the data on student achievement of the mastery objective.

The purposes of the objective paragraph are to:

The objective paragraph must answer…• Was the lesson planned for mastery or not?• What was the objective? • How was it communicated? • What activities did the teacher do to lead

students to mastery of the objective?• What are the assessment data on student

mastery or progress toward mastery of the objective?

Let’s evaluate some examples!

• A lesson with a clear, communicated mastery objective is not always taught for mastery.

• A lesson without a clearly or clearly communicated mastery objective can be taught for mastery.

Observe for a match between…

• the stated objective;• the lived/delivered lesson;

and• the worthiness of the

objective and lesson.

Giving Objective-Focused Feedback: The Stoplight

RED: The objective does not reflect mastery thinking or planning (based on coverage, activity, or involvement thinking). The delivery of instruction does not match or support the intended objective.

YELLOW- The objective MAY reflect mastery thinking or planning. The delivery of instruction does not match or support the intended objective.

GREEN- The objective reflects mastery thinking or planning. The delivery of instruction and teacher actions fully match and support the intended mastery objective.

NB p. 64

How will you, as an instructional leader, ensure that teachers plan lessons focused on student mastery?

Leadership Connections

KNOWLEDGE ABOUT

TEACHING




OAT I

RBT


Objective

By the end of this part of the day, you will be able to identify components of a teacher’s repertoire for framing learning and explain their importance to students.

CURRICULUMPLANNING

MOTIVATION


MANAGEMENT





CurriculumDesign

Planning

AssessmentLearning

Experiences



Expectations


Models of Teaching

Space Time Routines


Objectives

The Knowledge Base

on Teaching

How do skillful teachers make concepts and skills clear and accessible to students?

Framing the big pictureGetting ready for instructionPresenting information through well-chosen explanatory devicesMonitoring and matching speechBeing explicitMaking connectionsChecking for understandingUnscrambling confusionMaking student thinking audibleSummarizing

TST p. 163NB p. 304

Clarity

Being sure students understand the… Mastery objective Itinerary Big idea/essential question Reasons for activities Reasons the work is

worthwhile Criteria for success

Framing the Big Picture

ClarityTST p. 163NB p. 304

Nothing

means

anything

until it

connects to

something.David Sousa

How the Brain Learns

What does Catherine do to frame the lesson for

her AP Biology students?

TST p. 163; NB p. 304

http://montgomeryschoolsmd.org/departments/development/resources/biology_wheatonhs/index.shtm

What does Valerie do to frame the lesson for her

math students?

TST p. 163; NB p. 304

Bernice McCarthy - About Learning, Inc.

http://www.aeispeakers.com/speakerbio.php?SpeakerID=675

Which question do you MOST want answered in a new learning situation?

Four

Corners

WHAT IF? WHY?

HOW? WHAT?

What will you take away from today’s discussions of CLARITY? How will your work as an instructional leader be affected by what you’ve learned?

KNOWLEDGE ABOUT

TEACHING




OAT I

RBT


Objective

Explain the importance of literal note-taking and determine whether notes are literal or descriptive.

Data NB p. 70

Read about the opportunities and obligations for using data.Work with your table group to make additions to the web.

quotes and descriptionsimportant events, actions, conversationstimesspecific namesfacts; not analysischaracteristics of interactions and settingsquestions for follow-up

Literal Notes

1

Cheerleading

3

Improvement4

Real Problems

2

Enrichment

The Effects of Having/Not Having Literal Notes

Literal Notes Example #2:

Real Life

NB p. 81

U 2 cn do it fstr!Y not?

C, yr rdg w/o NE prob! Yr a

Note-Taking Abbreviations and Symbols

• Compare the literal notes on NB p. 165.• What are the messages students receive

from the teacher in each example?• Which set of literal notes would be most

valuable for giving a teacher feedback?

Narrative notes from a 6th grade math observation:

“The teacher went over the homework.”

Making the Case for Literal Notes

Mara – HS Biology

• Read over and clean up your notes. • Holistic impressions

What do you infer the lesson objective to be? What teaching strategies stood out as positive, negative

or missing? What questions might you want to ask?

• Label important events by asking yourself what the teachers words and actions accomplished or intended to accomplish (framing - TST p. 163; NB p. 304)

• What claim can you make based on the evidence?

First Steps in Analysis

Literal Notes Example #3:

Real Life, Analyzed

1. Trace your hand.2. On each finger write a key idea

from today’s class.3. On the palm, ask a question or

comment on today’s topics.

1.

2.

See you on October 4th!

See you tomorrow!

Indicator

Recognize instances of propaganda and persuasive techniques (1.8.6.1)

Possible Mastery Objective

You will be able to analyze magazine advertisements for techniques that advertisers use to convince people to buy their products.

NO YESYou will understand and appreciate the dangers of eating disorders.

You will be able to identify the signs and symptoms of anorexia and bulimia …and…

to explain appropriate strategies to use if a friend or family member shows symptoms.

Students will demonstrate effective technique and rules when playing the game of basketball.

Students will be able to dribble the ball continuously down the court without losing control of it.

NO YES

37-90

After 30 minutes of sitting…the body needs 90 seconds of movement

Activating students’ current knowledge

Pre-assessing Anticipating

confusions and misconceptions

TST p. 163

ClarityGetting ready for instruction

108

What purposes does activating serve?

• Engage students• Make thinking public• Pique curiosity• Identify students’ current knowledge• Surface misconceptions• Empower the learner• Gather data that might lead to adapting the

lesson • Create cognitive engagement• Empower the learner: “I already know

something…”• Share fun and adventure

NB pp.303-314

Class Examples: Activators

http://www.amazon.com/gp/product/images/1886822042/ref=dp_image_0/103-9013332-7471802?ie=UTF8&n=283155&s=books

Activators

Warm-ups

All activators can be warm-ups,

but not all warm-ups are

activators.

NB pp.333-348

Class Examples: Summarizers

Learning is constructed as learners assimilate new experience with prior knowledge.

Essential belief #2

Itinerary – Day 2

Documents

Transcript of Itinerary – Day 2