ENHANCING A CULTURE OF EXCELLENCE
Summer 2015
AccountabilityCommitme
nt
Excellence
AGENDA
Opening, agenda Update on Law and Process Review Learning-Focused Continuum and how to conference View videos to tag, score, and compare scores with partner Plan areas of focus for conversation or electronic feedback Complete coaching activities View use of BB videos for PLCs or faculty meetings Analyze local data, determine trends, identify areas of need,
identify strengths Use data to identify personal PGP goals and actions Use data to plan PD, PLC work, and faculty meetings for year Local sharing
LEADS
CHANGES TO TESS LAW
Professional Learning Plan is changed to Professional Growth Plan
Professional Development Plan is defined as the overall school district plan and Professional Growth Plan is the individual educator’s plan
The timing of summative evaluations is changed to every four years (instead of three)
Informal observations are permitted, but are no longer mandatory
CHANGES TO TESS LAW
Superintendents must assure to the ADE that evaluators are trained and have passed the credentialing exam required under TESS
The method of using external assessments (in line with the proposed ESEA waiver) ACT 1091
A teacher in a virtual environment may be observed by the technology appropriate to the virtual environment
TEACHER AND LEADER EVALUATION SYSTEM HANDBOOK
http://www.arkansased.gov/divisions/human-resources-educator-effectiveness-and-licensure/office-of-educator-effectiveness/teacher-evaluation-system
Required to show to teachers and staff (1 Hour) Com Memo LIC-15-026
http://adesharepoint2.arkansas.gov/memos/Lists/Approved%20Memos/DispForm2.aspx?ID=1516
BLOOMBOARD REPORTS
THIRD POINT•Observational data•Samples of student work•Rubrics•Lesson Plans•Standards (content, student work, teaching notes)•Test results or other performance data•Danielson Rubric in BloomBoard
Supervisor
Teacher(s)
Third PointBloomBoard
Collaborative Observation Process
Observation Initiation
Planning Conference
Observation (evidence collection)Evidence
Organization and Sharing
Analysis by Observer
and Teacher
Reflection Conference
INVITING THINKING
Attending Fully Approachable Voice Plural Forms Exploratory Language Nondichotomous Forms (not Can you, Did you, Will you,
Have you) Positive Presuppositions
The—some Could—might Is—seems Why—what
NORMS OF COLLABORATION
• Pausing• Paraphrasing• Posing Questions• Putting Ideas on the Table• Providing Data• Paying Attention to Self and Others• Presuming Positive Intentions
www.thinkingcollaborative.com
PUTTING IDEAS ON THE TABLE
Ideas are the heart of meaningful dialogue and discussion
State the intention of your comments For example: “Here is one idea…” or
“One thought I have is…” or “Here is a possible approach…” or “Another consideration might be…”
PROVIDING DATA
Providing data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their work
Data have no meaning beyond that which we make of them
Shared meaning develops from collaboratively exploring, analyzing, and interpreting data
PAYING ATTENTION TO SELF AND OTHERS
Meaningful dialogue and discussion are facilitated when each group member is conscious of self and others
Each group member is aware of what (s)he is saying and how it is said as well as how others are responding.
Pay attention to learning styles when planning, facilitating, and participating in group meetings and conversations.
PRESUMING POSITIVE INTENTIONS
Meaningful dialogue and discussion occurs with the assumption of others’ intentions as positive
Positive intentions prevent unintentional put-downs.
Positive intentions in speech are
noticed
SELF-ASSESS YOUR COLLABORATION SKILLS
POSE A QUESTION
“ …it requires enormous skill to ask a question in such a way that it does not suggest providing direction.”
Talk about Teaching, Charlotte Danielson
INVITATIONAL INQUIRY
INQUIRY EXERCISEREVIEW THE DATA AND THE INQUIRY RESPONSES. HOW DO THEY MODEL THE PRACTICE OF INVITATIONAL INQUIRY?
Data Inquiry
The objective is clearly written on the board in Ms. M’s 5th grade classroom. She begins the lesson with a ten-minute lecture on the land rush using a timeline and US map for visual reference, with no mention of the learning objectives.
What were some indicators that your students were clear about the objective and the expectations for learning in this lesson?
As you were describing the land rush, what were some indications of students’ understanding the content and connections to the posted objective?
Collaborative Observation Process
Observation Initiation
Planning Conference
Observation (evidence collection)Evidence
Organization and Sharing
Analysis by Observer
and Teacher
Reflection Conference
CONTINUUM OF LEARNING-FOCUSED INTERACTION
Learning-focused SupervisionLaura Lipton and Bruce Wellman
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCMQFjAA&url=http%3A%2F%2Fwww.seattlewea.org%2Fdocs%2FLFShandout2012-1%2520copy.pdf&ei=gRV3VYLpDIS3yQSW4YCwBg&usg=AFQjCNFNmog-uwhgWETxTbN1r2cZ7bsslA&sig2=7eGSgwbq-oCKPd4CQeNCrQ&bvm=bv.95039771,d.aWw
JESSICA VIDEO FOR OBSERVATION
Collaborative Observation Process
Observation Initiation
Planning Conference
Observation (evidence collection)Evidence
Organization and Sharing
Analysis by Observer
and Teacher
Reflection Conference
RATING WITH BLOOMBOARD
BLOOMBOARD FEEDBACK AND NEXT STEPS
What are the processes you would use to conclude the Feedback Conference?
Collaborative Observation Process
Observation Initiation
Planning Conference
Observation (evidence collection)Evidence
Organization and Sharing
Analysis by Observer
and Teacher
Reflection Conference
CONTINUUM OF LEARNING-FOCUSED INTERACTION
Learning-focused SupervisionLaura Lipton and Bruce Wellman
PURPOSEFUL PLANNING FOR PRE-CONFERENCE Activating and Engaging•Content•Presenting Issues
Exploring and Discovering• Goals and Outcomes• Indicators of Success• Approaches, Strategies, and Resources• Potential Choice Points and Concerns
Organizing and Integrating
• Personal Learning• Next Steps
BLOOMBOARD
Questions using bb
Lenses on 57
Knowledge of the structure of the discipline
Knowledge of self
Knowledge of teaching skills and strategies
Knowledge of learners and learning
Knowledge of Collaboration
BLOOMBOARD
Using questions on BloomBoard Formal Observation (hdout), how do you get the information using the lenses?
Collaborative Observation Process
Observation Initiation
Planning Conference
Observation (evidence collection)Evidence
Organization and Sharing
Analysis by Observer
and Teacher
Reflection Conference
PURPOSEFUL REFLECTING FOR POST-CONFERENCE
Activating and Engaging•Recollections•Perspectives and Perceptions
Exploring and Discovering• Weighing Evidence• Search for Patterns• Compare/Contrast• Analyze Cause-Effect
Organizing and Integrating
•Generalizations•Applications
CONTINUUM OF LEARNING-FOCUSED INTERACTION
Learning-focused SupervisionLaura Lipton and Bruce Wellman
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCMQFjAA&url=http%3A%2F%2Fwww.seattlewea.org%2Fdocs%2FLFShandout2012-1%2520copy.pdf&ei=gRV3VYLpDIS3yQSW4YCwBg&usg=AFQjCNFNmog-uwhgWETxTbN1r2cZ7bsslA&sig2=7eGSgwbq-oCKPd4CQeNCrQ&bvm=bv.95039771,d.aWw
INVITING THINKING
Attending Fully Approachable Voice Plural Forms Exploratory Language Non-dichotomous Forms (not Can you, Did you, Will you,
Have you) Positive Presuppositions
The—some Could—might Is—seems Why—what
INVITATIONAL INQUIRY
BLOOMBOARD
BLOOMBOARD FEEDBACK AND NEXT STEPS
PGP
MEANINGFUL CHANGE IN PRACTICE
If we want teacher evaluation systems that teachers find meaningful and from which they can learn, we must use processes that not only are rigorous, valid, and reliable, but also engage teachers in those activities that promote learning—namely self-assessment, reflection on practice, and professional conversation.
Evaluations That Help Teachers LearnCharlotte Danielson
Educational Leadership, December 2010
PGP Informal Formal Additional Artifacts Mid-Year Review Summative End of Year Review Final Ratings Report
PLC/DATA TEAM
https://www.teachingchannel.org/videos/questioning-in-the-classroom
https://www.teachingchannel.org/videos/inquiry-based-teaching-roles
As teachers, use post-its to write what you see in relation to the 4 domains
Share and come to consensus
PROFESSIONAL DEVELOPMENT
Bundling Marketplace for PD Using resources with teachers http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley
FACULTY MEETINGS
https://www.teachingchannel.org/videos/gradual-release-of-responsibility
https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/learn-listenlisten-learn-deve
How would you structure a faculty meeting using these resources?
REFLECTIVE TEACHERS
https://www.teachingchannel.org/videos/teacher-practice-growth-reflection/?utm_source=newsletter20150606/
UPCOMING EVENTS
BloomBoard U for U and Schools BloomBoard for Teachers Co-op use of BloomBoard EA Pilot on Reports EA Pilot on Student Growth Equitable Access
CONTACT INFORMATION
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