TCRP Teacher Training

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TCRP Teacher Training. Module 1: TCRP Overview. Part 1: TCRP Overview. Session 1 Agenda and Objectives. Agenda. Objective By the end of the session all teachers will be able to:. 1. Presentation on The College Ready Promise (TCRP) Initiative. - PowerPoint PPT Presentation

Transcript of TCRP Teacher Training

Slide 1

TCRP Teacher TrainingModule 1: TCRP Overview1Part 1: TCRP Overview2Agenda Objective By the end of the session all teachers will be able to:Session 1 Agenda and Objectives31. Presentation on The College Ready Promise (TCRP) Initiative1. Describe the current status of TCRP work and understand the intended future steps2. Small group discussion of TCRP Priorities

2. Identify and explain the TCRP priorities3. Presentation on research findings and the levels of performance3. Explain the relationship between teacher performance and student achievement34TCRP: Designed for Teacher DevelopmentClear Expectations: The College Ready Teaching Framework53 Instruction

1 Data-Driven Planning

2 Learning Environment

4 ProfessionalResponsibilities

Instructional PracticeRelationships & ResponsibilitiesADD NUMBERS5Professional development aligned to the CRT FrameworkOnline observation data collection and reporting of performance dataOnline, single-sign-on teacher portal with resources and videos to support practiceTeacher leadership pathways to build coaching capacity at every siteAlready in PlaceComing SoonTargeted & Timely Support6Evidence-Based Evaluation: Multiple Measures of Effectiveness77How Does it All Connect?88Visit:

9Want more Information?Part 2: Introduction to the College Ready Teaching FrameworkDefining Effective Teaching1039 Indicators, 4 levels of performance

CRT Framework Key Vocabulary 11Domain 1: Data-Driven Planning and Preparation

Standard 1.1 Establish standards-based learning objectives for instructional plans

IndicatorsA) Selection of objectivesB) Measurability of objectives

4 Domains17 StandardsD34_Tenured Pilot 20101111TCRP Vocabulary

Facilitator notes

Review the TCRP vocabulary, making sure were very clear about the language well be using throughout the workshop.The TCRP Framework has 6 DomainsEach domain is further defined by Standards within the domain, as we just reviewed. The framework has 20 standards.The standards are further defined by Indicators.In the appendix document, the first two pages of the rubrics show the domains, standards and indicators. Ask participants to look at Domain 1.Each indicator has descriptive language the defines practice at four levels of performance.Four Domains of Teacher Effectiveness123 Instruction

1 Data-Driven Planning

2 Learning Environment

4 ProfessionalResponsibilities

Instructional PracticeRelationships & ResponsibilitiesADD NUMBERS1239 Indicators with 4 Levels of Performance13

Facilitator notes Handout on page 8

This slide shows the TCRP levels of performance for Standard 3.2; Instructional strategies A. B. & C

NOTE these are not all the indicators in Standard 3.2, Instructional Strategies. Ask participants to locate the other indicators. Discussion points: Instruction is complex, containing numerous skills that are intricately linked!

Participant directions:Ask participants to review the language in level IV, and to underline / highlight those words or phrases that describe the nuanced difference between level III and level IV.Debrief with a brief discussion about the differences between level III and IV. Level IV practice must have evidence of students initiating, adapting activities, and differentiated learning activities.

After reviewing levels III and IV - askHow would they describe the nuances of level 1 and level II?

Proceed to the next slide

1314Level I Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is slowing student learning - requires immediate intervention.

Level II Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance.

Level III - Teaching shows evidence of thorough knowledge of expected teaching practices. A level 3 teacher is accomplished. "I can teach you something and you'll learn it" Students are engaged in learning and are achieving or exceeding expected gains.

Level IV Classroom functions as a community of learners with student assumption of responsibility for learning and are true life-long learners. Teacher orientation toward "I'm going to create an experience where you are going to learn something and have it forever."Levels of PerformanceTCRP Priorities across Levels of Performance15Cognitive EngagementLevel III = students must be cognitively engaged Level IV = cognition, meta-cognition, and student ownership of their learning

Constructivist Learning Level III = practice has evidence of learning experiences designed to facilitate students construction of knowledge Level IV = students assume responsibility for self-assessing and developing their own knowledge

College-Ready Cognitive StrategiesLevel III = practice includes evidence of objectives and activities that promote academic rigor and the key cognitive strategies

Level IV = students are learning in a college-like environment and spontaneously delving into rigorous depths of learning1516Levels of Performance: Research-BaseResearch Findings from Cincinnati (National Bureau of Economic Research, 2010)Teachers have substantial effect on student achievementCorrelation between the Framework for Teaching (FfT) based evaluation and student achievementEvaluation using the FfT found:Unsatisfactory and Basic: students had lower gains than expectedProficient: students made expected gainsDistinguished: students made positive, and greater than expected gains TCRP Framework is aligned with the FfT; Level III practice will be comparable to FfT Proficient and Level IV will be comparable to FfT Distinguished teachers.

1717Levels of Performance and Student AchievementA years worth of growth9th grade10th grade1818Levels of Performance and Student AchievementLEVEL IIILEVEL IVLEVEL IILEVEL IWisdom of Practice Imagine you are in the classroom of a highly effective teacher:What would you see?What would you hear?What would the students be doing or saying?What might the teacher be doing outside of class time?

Individually, write one idea per post-it note. Write as many ideas as you can generate.19Four Domains of Teacher Effectiveness203 Instruction

1 Data-Driven Planning

2 Learning Environment

4 ProfessionalResponsibilities

Instructional PracticeRelationships & ResponsibilitiesADD NUMBERS20Connecting Your Wisdom to the FrameworkReview the domains, standards, and indicators.Using the placemat, sort your tables post-it notes to the appropriate Domain and Standard.

22ConstructivismCognitive EngagementCollege-Ready InstructionCollege Ready Teaching Framework PrioritiesCollege SuccessIn numbered groups, highlight and summarize key concepts defining your assigned priority

Group 1: ConstructivismExcerpts from: Donald G. Hackmann. 2004. Constructivism and Block Scheduling. Making the Connection..

Group 2: Cognitive EngagementAn excerpt from: Tharp, R. G., P. Estrada, S. S. Dalton, and L. A. Yamauchi. (2000). Teaching Transformed. Achieving Excellence, Fairness, Inclusion, and Harmony

Group 3: College ReadinessConley, D. (2007). Toward a more comprehensive conception of college readinessIn home groupsRecord the definition of each priorityIdentify where the priority is most explicit in the FrameworkBrainstorm examples of evidence of each classroomBe prepared to share your work with the whole group

STEP 1: Define Key ConceptsSTEP 2: Align to PracticeJigsaw: Three Priorities of the CRT Framework23Constructivism means student construct new knowledge from their experiences and prior understandings. The learner does the learning; for example, through thinking, talking, writing or making.

Cognitive Engagement means student give sustained, engaged attention to a task requiring mental effort and that are within the zone of proximal development of the learners

College Readiness means students have the knowledge, skills and attributes to succeed in college (Conley defines as: Key cognitive strategies, Key content, Academic behaviors, or Contextual skills and awareness.)

24TCRP PrioritiesExit Ticket Table Groups253 Things weve learned2 Questions we could not answer1 SuggestionHave participants share out1.2Organize instructional plans to promote standards-based, cognitively engaging learning for studentsA) Designing and sequencing of learning experiences The design and selection of learning experiences are not aligned to learning objective and not sequenced to ensure independent mastery of learning. The design and selection of learning experiences are aligned to learning objective but are not sequenced / paced to maximize instructional time to enable students to demonstrate independent mastery of learning (e.g., sufficient modeling, varied practice).The design and selection of learning experiences are sequenced / paced to enable students to demonstrate independent mastery of learning objectives including sufficient opportunities to practice under direct supervision of teacher and / or in collaboration with other students.All of level 3 andThe design and selection of learning experiences include differentiated resources / activities for re-teaching and additional practice to adjust instruction as needed.

B) Creating cognitively engaging learning experiences for studentsInstructional plans do not provide cognitively engaging learning experiences to support students in achieving mastery of the stated learning objectives.

Instructional plans include cognitively engaging learning experiences but the plans include insufficient time and supports for students to achieve mastery of stated learning objective.