TEM 3.0 Teacher Training
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Transcript of TEM 3.0 Teacher Training
TEM 3.0 Teacher Training
Shelby County Schools | Summer 2013 | TEM 3.0
Do Now- The Four Rooms of ChangeTake 2-3 minutes to jot down how you feel about TEM 3.0 being part of your teaching practice.What room of change are you in?
TEM 3.0 Framework| Shelby County Schools | Summer 2013
ObjectivesParticipants will:
Examine brief historical progression of TEM 1.0 and TEAM to TEM 3.0.
Develop understanding of TEM 3.0 structure, content, and language.
Align Common Core instructional shifts with language and content in the framework.
Connect language and teaching actions across indicators.
TEM 3.0 Framework| Shelby County Schools | Summer 2013
Agenda
History of the Rubric Understanding the Structure of the
Rubric TEM 3.0 and Common Core Connections Across the Rubric Deep Dive into the Indicators
TEM 3.0 Framework| Shelby County Schools | Summer 2013
Learning Community Norms
Participate actively Be open to new ideas Trust the process Engage in the learning experience Honor time limits
TEM 3.0 Framework| Shelby County Schools | Summer 2013
Question to Keep in Mind throughout the Session. . .
How will the TEM 3.0 observation rubric and revisions help support, grow, and maintain teacher effectiveness so that ALL students benefit?
Teacher Effectiveness Measure: 1.0 to 3.0
Shelby County Schools | Summer 2013 | TEM 3.0
How Did We Get Here?
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TEM 1.0, TEAM, The Bill and Melinda Gates Foundation, and TN 1st to the Top
TEM 2.0 and Common Core State Standards
TEM 3.0 rubric and process development for the new Shelby County Schools District
TEM 3.0 Framework| Shelby County Schools | Summer 2013
TEM and Common Core Instructional ShiftsStudent readiness for
postsecondary education and the
workforce WHY we teach
Common Core State Standards
provide a vision of excellence for
WHAT we teach
TEM T&L Framework provides a vision of excellence for HOW
we teach
How Did We Get Here?
Getting the Know the TEM 3.0 Rubric
Shelby County Schools | Summer 2013 | TEM 3.011
Shelby County Schools| Summer 2013 | TEM 3.0
Descriptors
Footnotes
Shelby County Schools | Summer 2013 | TEM 3.0
Getting to Know the Rubric
Take a five minutes to flip through the rubric and consider:
Why is the rubric structured as it is?What relationships do you notice among
indicators?What do you notice about the levels of
performance as you read from left to right?
How are student actions incorporated?
Shelby County Schools | Summer 2013 | TEM 3.0
Indicator “Speed Dating” Prep
You are now the indicator you were assigned
Review your indicator so you are confident about who you are
Write a “bio” of your indicator. Here’s a sample…
Hi. I’m P1, but many people call me “Know Your Students in
Order to Plan Instruction Effectively.”
If you hang around me, you’ll find I like to use a variety of
sources to know my students’ performance levels, and I regularly use them in my
planning. Also, I have various ways to garner data on my
students’ backgrounds, family, interests and learning styles.I even proactively share this
info with others because I like to be highly effective.
In addition to this…
Shelby County Schools | Summer 2013 | TEM 3.0
Indicator “Speed Dating” - Dating Rounds
You’ll have 15 minutes to go on three to four dates.
During each date, you will find a partner and introduce yourselves as your indicator.
Write down the connections that you have with your “date.”
Guiding Questions: What “attracts” you to
your “date”? How can you work
together to support a teacher in developing College and Career Ready students?
If your indicators happen at the highest levels, what are the effects on students?
Shelby County Schools | Summer 2013 | TEM 3.0
Indicator “Speed Dating” Debrief
• What new insights were revealed to you through this activity?
• How do these “connections” support students in becoming college and career ready?
• How did this activity help you begin to process the TEM 3.0 Framework?
TEM 3.0 and Common Core
Shelby County Schools | Summer 2013 | TEM 3.0
TEM 3.0 and Common Core
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Common Core’s Instructional Shifts and TEM 2.0 and 3.0
TEM 3.0 CCSSTake a minute to review the CC instructional shift assigned to you.
Now search the TEM rubric to find evidence of the CC instructional shift assigned to you.
Debrief:• What linkages do you see between the CCSS
instructional shifts and the TEM language?
Indicator Connections
Shelby County Schools | Summer 2013 | TEM 3.0
Connecting the Indicator – T1
T1
•Objective in Relationship to Standards
T4
•Strategies Aligned to the Objective
CLE 3
•Resources Help Students Master Standards
What’s common among these indicators?
TEM 3.0 Framework| Shelby County Schools | Summer 2013
Connecting the Indicators
1. Read the Teach 3 indicator and focus on the language and footnotes for differentiation/scaffolding.
2. Look at all of the indicators and all of the descriptors
3. Highlight and/or underline all language that is aligned or connects to differentiation/scaffolding.
4. Pull out the language and list it and the indicator in the table.
5. Compare your list with members of your small group and discuss any similarities and differences found in your lists.
TEM 3.0 Framework| Shelby County Schools | Summer 2013
Connecting the Indicator – T3
T3
•Scaffolding and Differentiation (Content, Process or Product)
T4
•Differentiated Strategies/ Scaffolding Challenge
T 5
•Higher Order Thinking and Challenge
T6
•CFU and Scaffolding
CLE 1
•Promoting Academic Effort and Challenge
CLE 3
•Resources Leveled or Differentiated
What’s common among these indicators?
TEM 3.0 Framework| Shelby County Schools | Summer 2013
Connecting the Indicator – T2
T2
•Explanation of Content Includes Modeling
T4
•Modeling Problem Solving Strategies
T 5
•Modeling Thought Process and Thinking Strategies
What’s common among these indicators?
TEM 3.0 Framework| Shelby County Schools | Summer 2013
Connecting the Indicator – T7
T7
•Maximizing Instructional Time
CLE 2
•Procedures and Routines Support Instructional Time
CLE 4
•Managing Behavior to Maximize Instructional Time
What’s common among these indicators?
Diving into the Indicators
TEM 3.0 Framework| Shelby County Schools | Summer 2013
TEACH 3
Take a few minutes to read the indicator and then answer the questions:
What are the teacher’s actions for Level 3?
What are the students’ actions for Level 3?
What are the teacher’s actions for Level 4/5?
What are the student’s actions for Level 4/5?
Shelby County Schools | Summer 2013 | TEM 3.0
What does TEACH 3 look like?
Teacher and Student Actions
Level 3 Level 4/5
Teacher Actions: - Utilizes varying learning styles based on student needs (ex. kinesthetic activity). -Selects complex text aligned with objective. -Creates tasks to support objective mastery (math or problem-solving). Student Actions: N/A
Teacher Actions: -Selects text, tasks, and activities to move beyond current mastery. Student Actions: N/A
TEM 3.0 Framework| Shelby County Schools | Summer 2013
TEACH 4
Take a few minutes to read the indicator and answer the questions:
What are the teacher’s actions for Level 3?
What are the students’ actions for Level 3?
What are the teacher’s actions for Level 4/5?
What are the student’s actions for Level 4/5?
TEM 3.0 Framework| Shelby County Schools | Summer 2013
What does TEACH 4 look like?
Teacher and Student Actions
Level 3 Level 4/5
Teacher Actions: -Models one problem-solving strategy. -Scaffolds and differentiates content, process, and/or product. Student Actions: -Discusses or writes to demonstrate content mastery. -Creates an original product related to one of the problem-solving types. (ex. conducts an experiment and records observations.)
Teacher Actions: -Models two or more problem-solving strategies. -Demonstrates how to select self-select strategies for mastery. -Provides a menu of activity choices. Student Actions: -Models two or more problem-solving strategies. -Demonstrates or explains utilized strategies for mastery. (ex. math task solution) -Relates learning to the content standards. (ex. science experiment)
TEM 3.0 Framework| Shelby County Schools | Summer 2013
TEACH 5
Take a few minutes to read the indicator and answer the questions:
What are the teacher’s actions for Level 3?
What are the students’ actions for Level 3?
What are the teacher’s actions for Level 4/5?
What are the student’s actions for Level 4/5?
TEM 3.0 Framework| Shelby County Schools | Summer 2013
What does TEACH 5 look like?
Teacher and Student Actions
Level 3 Level 4/5
Teacher Actions: -Models thought process for questioning. -Questions and provides cues to redirect learning. (ex. assessing and advancing questions) -Teaches one type of thinking related to objectives/content. Student Actions: -Engages in tasks and/or discussions that address at one type of thinking. -Recites relevant evidence.
Teacher Actions: -Provides complex materials to promote higher-level thinking. -Teaches multiple types of thinking related to objectives/content. Student Actions: -Generates their own questions. -Monitors their own thinking for understanding.
TEM 3.0 Framework| Shelby County Schools | Summer 2013
TEM 3.0 Framework| Shelby County Schools | Summer 2013
The Four Rooms of Change
After learning more about TEM 3.0, what room of change are you in now?
Thank You!