Leading for Impact Standard 2€¦ · Leading for Impact Standard 2 Focus: All Students 21 st...
Transcript of Leading for Impact Standard 2€¦ · Leading for Impact Standard 2 Focus: All Students 21 st...
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Leading for ImpactStandard 2
Focus: All Students 21st Century Ready
Nevada Educator Performance Framework
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Debrief Reflection from Standard 1Form a triad with two others who don’t work
at your school siteTake two minutes each to describe the
following:Summarize the learning experiences that
you engaged in around Standard 1 since we last met.Share an insight or shift in your practice
that resulted from this work.
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How do we lead schoolsto increase quality
and reduce variance in teacher effectiveness
so that every student receives excellent
instruction,in every class,
every day?
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Guiding Questions…
How do you support teachers so they can effectively meet Standard 2?
How do you identify evidencedemonstrating effective teaching practice as defined in NEPF Standard 2?
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What the Research Says . . .Evaluators need multiple opportunities
and settings to observe and assess educator practice
Multiple observations paired with timely feedback are a key part of building teacher expertise
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MINI-OBSERVATIONS
Seeing the daily reality of classrooms:• Frequent• Short• Systematic
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“Do the math” for your school*based on 150 days of potential days for observing
# of teachers Minis for year
# per day Stretch goal
60 600 3.3 4
50 500 2.7 3
40 400 2.2 3
30 300 1.7 2
20 200 1.1 2
10 100 .6 1
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Gathering Evidence on Teacher Practice
Standard 2
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Table TalkLearning tasks have high cognitive demand for diverse learners. Do tasks require cognitive effort?Discuss what Standard 2 looks like in the classroom.
What is the teacher doing/saying?
What are students doing/saying?
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A Deeper Look at Standard 2
What is the relationship between what the teacher and students are doing and the Indicators in Standard 2?
Click here for video link
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Learn and Share
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Resources Indicators Description Notes Theory/ Literature Review Learning Tasks Have High Cognitive Demand… Tasks That Support Deep Learning… The Zone of Proximal Development
Key Ideas in Standard 2
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With Your Shoulder Partner
Discuss:What is the difference between
scaffolding and differentiating instruction?
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Learn and Share
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In what ways does questioning with intention support NEPF Standard 2: Learning tasks have high cognitive
demand for diverse learners?
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Designing Rigorous LearningHow do you support teachers so they…
“help students engage in deeper learning?”
“help students engage in increasing cognitive complex tasks?”
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Essentials for Achieving Rigor
Pack and stack-find a new seat with a new group of colleagues. Form groups of three.Number off at your tableIndividually read the first two pagesOn p. 17 select one strategy from the list
that you would like to explore more deeply.
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THEN:#1: Reads the strategy description#2: Highlights key words and phrases and shares them#3: Provides an example from classroom practice#4 (if needed): Provides a second example from classroom practice
Essentials for Achieving Rigor
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Practice…
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Recording Evidence from Observation of Standard 2
Take notes What is the teacher
doing/saying? What are the students
doing/saying? What is the task(s)?
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Strategies for Collecting Evidence…1. Focus on student-centered evidence
Capture evidence of impact of teacher’s behavior on student learning
2. Record evidence, not judgmentQuotations, observed actions or movements by teacher and students, literal descriptors, etc. – No scoring during observation
3. Be an efficient note-takerCapture evidence aligned to the Standards -Establish abbreviations - Think note-taking not scripting
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Think & Share
What specific evidence did you see during the observation?
What confirmatory evidence could you collect, and what evidence might you review during the reflection conversation?
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Reflection Questions How do you support teachers so they can
effectively meet Standard 2? How do you identify evidence demonstrating
effective teaching practice as defined in NEPF Standard 2?
What practices constitute evidence of a teacher’s belief that all students’ can achieve at high levels?
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Reflect & Respond
Reading: Teaching for Rigor: A Call for a Critical Instructional Shift
by Robt.Marzano and MichaelToth
Mini-observations with feedback to teacher
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EVERY STUDENT – Life Ready! College and Career Ready! Citizenship Ready!
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Materials Standard 2Presenter MaterialsO Laptop, projector, speakers, MiFi, clickerO Powerpoint and handouts on flashO Sign in sheet & name tagsO Go bags with post its (5 different colors) and
scissorsO 10 sheets chart paperO 1st 4 paragraphs cut in strips from 1 copy of Article:
6 Scaffolding Strategies to Use With Your StudentsO 5 extra Overview, Admin Instructional Leadership
Standards front and Admin. Professional Responsibility Standards back.
HandoutsO Lit Review Standard 2, CRESST versionO Key Ideas from Theory & Research, Standard 2O THLIS Standard 2 Rubric with Indicators &
Description Notes and LevelsO Article: 6 Scaffolding Strategies to Use With Your
StudentsO Article: 5 Strategies for Questioning with IntentionO Excerpt: Essentials for Achieving Rigor, pp. 16-19
Marzano and TothO Notetaker: Tasks/ Teacher/ Student/ ScoresO Facilitator Guide: Document Based Questions: Warm
& Cool Feedback, pgs. 3-4 for Standard 2 onlyO Poster made of slide 14, Left Column only and
numbered (Sally is making this)
Materials to email and put on websiteO Powerpoint presentation without notesO Lit Review Standard 2, CRESST versionO Key Ideas from Theory & Research, Standard 2O Article: 6 Scaffolding Strategies to Use With Your
StudentsO Article: 5 Strategies for Questioning with IntentionO Excerpt: Essentials for Achieving Rigor, pp. 16-19
Marzano and TothO Facilitator Guide: Document Based Questions:
Warm & Cool Feedback, pgs. 3-4 for Standard 2 only
O Raising Rigor in Your Classroom by Dr. Mills (supplemental PPT)
O Article: Low Stakes Writing: Writing to Learn, Not Learning to Write
O Article: Marzano: Teaching for Rigor: A Call for a Critical Instructional Shift
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