Welcome!

Welcome!• Sign in.• Wear your nametag.• Pick the top card and sit

at that numbered table. (A=1)

• Share your greatest success/challenge in leadership so far.

• 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

Objectives

&Itinerary

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.

Student

Learning

Expert Instructi

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Instructional

Leadership

Professional Community

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?

Role of Supervision and EvaluationNB p. 5

What does it takes for supervision and evaluation to work?

Knowledge

Power

Courage

NB pp. 6-7

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?

NB p. 383 ff.

Journal

Student

Learning

Expert Instructi

on

Instructional

Leadership


CURRICULUMPLANNING

MOTIVATION

INSTRUCTIONALSTRATEGIES

MANAGEMENT

FOUNDATION OF ESSENTIAL BELIEFS

KEY CONCEPTS• Areas of

Performance• Repertoire• Matching

OverarchingObjectives

CurriculumDesign

Planning

AssessmentLearning

Experiences

PersonalRelationship

BuildingClass Climate

Expectations

Clarity Principles ofLearning

Models of Teaching

Space Time Routines

Attention Momentum Discipline

Objectives

The Knowledge Base

on Teaching

24Source: 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.

NB p. 227; TST Chapter 2

Student

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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

Review: TheSix

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.

37-90

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

• 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 Report

1. Context paragraph2. Objective/mastery planning

paragraph3. C E I J paragraphs

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

5. Summary

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

Peer Feedback: The Context Paragraph

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

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

Share and compare your labeling of the CEIJ paragraphs.

Feedback: CEIJ Labeling Sarah Smith

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 [generalization]EVIDENCE: a quote or literal description of something said or done; most often with at least three examples

IMPACT: statement of what the behavior accomplished [or intended]; its effect on students

JUDGMENT: adjective, adverb, sentence, phrase that lets the reader know what the writer thought of the behavior

• 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.

Impact

Effective impact statements:

Impacts and Evidence

As a result, students were not engaged by the lecture.

Thus, students were engaged by their projects.

are context-specific. follow pieces of evidence that have a unique effect. show a logical cause-effect relationship with the claim. often include judgment by stating the quality (positive or

negative) of the impact on students and their learning.

Strengthening Your Impact Statements

Read and highlight notebook pages 46-47.

When ready, share of your important points with others at your table.

What purpose does the impact statement serve?What are some important points you want to remember when writing an impact?

Let’s take a break!

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Objectives

By the end of the day, you will be able to:

Explain the different levels of thinking about planning and their implications for teacher planning and student learning. Analyze objectives for qualities of measurability, curricular connection, and student-friendly language.Collect and analyze evidence that a teacher is planning and instructing at the mastery level.

CURRICULUMPLANNING

MOTIVATION


MANAGEMENT





CurriculumDesign

Planning

AssessmentLearning

Experiences



Expectations


Models of Teaching

Space Time Routines


Objectives

The Knowledge Base

on Teaching

Activator:

47

What decisions do you want your staff to make as they are planning a lesson?

49

Plan-Teach-Reflect Cycle

50


51


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%

52

YesNY

YesNY

“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 PeopleBackward Design

MCPS Critical Questions

1. What do students need to know and be able to do?

2. How will we know that they have learned it?

3. What will we do when they haven’t?

4. What will we do when they already know it?

from Chapter 17 – Planning, The Skillful Teacher, sixth editionTST pages 397-399

Planning Decision #1

56

1

Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 397.

TST, p. 397

“Check in with the curriculum, the standards

you’re working on, and particularly the big idea

(enduring understanding) that’s on the table to be sure the lesson you’re

planning connects explicitly to it.”

Reference Guide to

Planning for Mastery

Building our common vocabulary

Maryland Content Standards/core learning goals/expectations

Enduring understandingsEssential questions

–MCPS Indicators–Mastery objectives

59

Foundation of Essential Beliefs

OverarchingObjectivesCurriculum

Design

Objectives

Assessment LearningExperiences

Personal Relationship


Expectations


Models of Teaching

Space Time Routines


Planning

The Knowledge Base on Teaching

Mastery ObjectivesCriteria for Success

What concepts am I teaching?

What activities will develop these skills?

What key values do I want students to adopt?

How will I get students engaged?

What thinking skills do students need to know?

What do I want students to know/be able to do?How will I know they know/can do it?

Five Kinds

of TeacherThinkin

g

TST page 386

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

Planning Decision #2

63Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for

Better Teaching, p. 397.

TST, p. 397

“Articulate the mastery objective of this lesson (or series of lessons) to yourself fully. Say exactly what the students will

know or be able to do, or do better, at the end of the lesson. Dig into the content to examine

its nuances and central ideas before arriving at this

statement.”

2

Criteria for Mastery Objectives

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

64Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for


TST, p. 377

Criteria for Mastery Objectives con’t

65

TST, p. 377Mastery objectives do not use-♦ mental action words that do not inform

students about what they will have to do to demonstrate mastery, such as…

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


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

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

A mastery objective

states what students will know and be able to do by the end of the lesson in terms

of the academic

curriculum.

A mastery objective..• is kid-friendly• is linked to

standards • uses an active performance verb,

describing how mastery will be demonstrated

• begins with “will be able to…”

• includes stated or implied

assessment• may include stated

or implied criteria for success.

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.

Mastery Objectives that Work

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)

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)

Helping One Another Think About Objectives

What question(s) would you ask to focus the teacher’s thinking on student mastery?

How might you coach a teacher with one of the objectives on nb page 246?

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)

Criteria for SuccessCriteria for success are the qualities that must be present for performance and products to meet the standards and be deemed successful. “What are the criteria?” can also mean…

• “What should we look for in examining students’ products or performances to know if they were successful?”

• “What attributes should we use to judge the effectiveness of the product or performance?”

• “What counts?”

73Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 378, Exhibit 16.2.

TST, p. 378

Example: Criteria for a Performance

Your oral presentation…– clearly states your position on the topic– presents the arguments supporting your position– supports all arguments with reason and evidence– responds to arguments opposing your position– is accompanied by visuals (e.g., charts, overheads,

chalkboard, handouts)– is loud enough for everyone in the room to hear easily– may be spoken with notes but not read– is fluent in delivery and confident in tone (which means you

practiced!)74

TST, p. 378

Example: Criteria for a Performance

Your sharing of your independent reading tells…– the title and author of your book– the most interesting part so far–at least one vocabulary word that is new

or interesting to you–a prediction of what will happen next

75Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 378.

TST, p. 378

By the end of the lesson, you will be able to synthesize reoccurring ideas in the text of Our Town in order to formulate an accurate statement of theme.

The essay includes: a statement of

theme which includes topic and opinion about that topic

selected quotes that are relevant to and reflective of the topic

a statement of theme is accurate to the text

The peer conference includes:

verbal analysis providing context of the quotes, inferences made about the quotes, and explanation of how the quotes represent the formulated theme

outline/graphic organizer

draft teacher

monitoring of peer conferences

Mastery Objective

Criteria for Success

Formative Assessment

Options

How might you coach a teacher who had this as the CFS?

On the practice sheet and verbally in class, students will be able to identify two special right triangles and solve for variables in other triangles using those special triangles. Answer on nb page 248

On a post-it, please write any comments

or lingering questions about mastery

objectives and/or criteria for success.

Comments?Lingering Questions?

Student

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Expert Instructio

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Instructional

Leadership


Objective

By the end of this portion of the day, you will be able to identify and apply the components of an objective paragraph in a Post-Observation Conference Report.

• 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 Report

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

5. Summary

1. Context paragraph2. Objective/mastery planning

paragraph3. C E I J paragraphs

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 should 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?

[

Do they include all the criteria?• 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?

Two Cautions When Looking for Objectives

Don’t fall into the trap of looking for an objective, seeing it on the board, and assuming it’s being played out when it isn’t.

Likewise, don’t fall into the trap of assuming an objective doesn’t exist if it isn’t posted or stated.

Observe for a match between…

the stated objective; the lived lesson (instructional delivery); and

the worthiness of the objective and lesson

Stoplight Analogy for Giving Mastery Objective Focused Feedback

RED- The objective does not reflect mastery thinking or planning. (Lesson only 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.

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

Leadership

Connections

Student

Learning

Expert Instructio

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Objective

By the end of the day, you will be able to identify the components of a teacher’s repertoire for framing learning (“Framing the Big Picture” and “Getting Ready for Instruction”) 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?

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

Essential belief #2

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. 163

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

TST, p. 163

Clarity

Nothing

means

anything

until it

connects to

something.David Sousa

How the Brain Learns

What does Catherine do to

frame the lesson for her students?

TST p.

163

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

Bernice McCarthy - About Learning, Inc.

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

Four Corners

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

WHAT IF? WHY?

HOW? WHAT?

Activating students’ current knowledge

Pre-assessing Anticipating

confusions and misconceptions

TST p. 163

ClarityGetting ready for instruction

105

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

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?

Student

Learning

Expert Instructio

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Objective

By the end of the day, you will be able to explain the effects of having / not having literal data when conferring with teachers in different supervisory situations.

1

Cheerleading

3

Improvement4

Real Problems

2

Enrichment

Literal Notes Serve Various Purposes

Ms. Carolina: Framing the Learning

Take literal notes record times focus on salient

events use abbreviations

Variables in Note-TakingNB p. 28

Volume:

Length:

Literalness:

Analysis:

First Steps in Analysis

• 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 did it accomplish or intend to accomplish? (framing - TST p. 163)

• What claim can you make based on the evidence?

Some aspects of teaching have many components.Sometimes evidence can be categorized into these components.Hence a claim, and sub-claims (the smaller components), with impact statements.

Claim and Sub-claims: Mr. Coleman

On a sheet of paper: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.

Email Ms. Carolina by February 25 @ 5PM

Brown-Johnson: Kathryn Esmay

Lee-Thomas: Tory Pegram

1.

2.

See you on March 8th!

See you tomorrow!

Student

Learning

Expert Instructi

on

Instructional

Leadership


Phyllis Jerrold – page 72

Phyllis Jerrold – page 73

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

http://images.google.com/imgres?imgurl=http://webtech.cherokee.k12.ga.us/tech/training/promethean_board_files/image004.jpg&imgrefurl=http://webtech.cherokee.k12.ga.us/tech/training/promethean_board.htm&h=142&w=155&sz=5&hl=en&start=28&um=1&tbnid=W9iaGUCpO_G7mM:&tbnh=89&tbnw=97&prev=/images?q=activstudio&start=20&ndsp=20&um=1&hl=en&safe=active&sa=N

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