as you arrive . . . log in to ovecisln.wikispaces
DESCRIPTION
ISLN participants!. As you arrive . . . Log in to ovecisln.wikispaces.com. ISLN. Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready. - PowerPoint PPT PresentationTRANSCRIPT
Learning
Teaching
Enhancing
Supporting
Sharing
As you arrive . . . Log in to ovecisln.wikispaces.com
ISLN participants!
• Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready.
• Build an infrastructure to support PGES to full scale.
ISLN
Continuous formative assessment question:
What new learning have you discovered you need as a
result of this meeting?
http://padlet.com/wall/OVECISLN1113
Session Review and List of “To Do”Topic & Activities Suggested Follow-up in District For 11-26
ISLN
Social Studies Standards-update
Contact Amy Treece for information and support
Science Standards-update-further understanding of practices & concepts
Meet with Science leaders to establish or further district practices to promote the standards
Innovation Configuration Maps-review-planning
Use the ICM with appropriate groups to move forward implementation of SS and Science standards and PGES
Session Review and List of “To Do”
Topic & Activities Suggested Follow-up in District For 11-26 ISLN
PGES-further understanding of student growth
Share information from today with other administrators
Principals continue to discuss student growth with teachers
Pilot principals begin next round of observations (11-1)
Bring a sample of a professional growth goal
Chart as a district team
What do I need to do to support my teachers?
What’s my school plan?
Looking back at last month’s charts.
Teacher Professional Growth and Effectiveness System (TPGES)
Guiding Questions forDistrict Scaling Plans
1. Are all principals and key administrators certified in Teachscape?
2. Do all certified staff have a basic understanding of PGES?
3. Have all certified staff been trained on the Framework for Teaching?
4. Have you identified the Peer Observers for 2014/15? 5. Have the Peer Observers for 2014/15 been trained?
Other questions to consider:
Who can you utilize as trainers? How can you best utilize the On-Line Training Modules?
To Do List
Bring ideas from your scaling plan to share at our January ISLN.
The TPGES
Teacher Professional Growth and Effectiveness System
Observation
Peer Observationformative
Professional Growth
Self-Reflection
Student Voice
Student Growth
12
A Solid Foundation for
Student Growth
Reflect on the graphic. Talk about what your district is doing to support a meaningful student growth process.
Post it! Identify where you
need support. Write each
on a sticky note and post it
on the chart.
The TPGES
Teacher Professional Growth and Effectiveness System
Observation
Peer Observationformative
Professional Growth
Self-Reflection
Student Voice
Student Growth
16
Considerations for PG planning
• Reflection on Kentucky Adapted Framework for Teaching (FfT)
• Student growth goal• Content standards and content-specific skills• Student Voice results• Program Review data
Goal setting for Professional Growth
Answer the following to develop a PG goal:1. What do I want to change about my practice
that will effectively impact student learning?2. How can I develop a plan of action to address
my professional learning?3. How will I know if I accomplished my
objective?
Any content area – questioning & discussion techniques
During the school year, I will improve my questioning techniques to engage students in higher level critical thinking and problem solving. I will implement learning from study of Thinking Strategies, explore resources in PD360, and analyze videos of my lessons. Growth will be evidenced through lesson plans, observation, self-reflection, and student work samples.
19
Sample Professional Growth Goal
20
“It is essential to recognize that these goals are goals for the teacher’s learning, not student learning.”
–Charlotte Danielson
Share & discuss your teachers’ professional growth goal samples
the 3 questions to
evaluate the goals:
Does the goal
answer all 3
questions?
Use
Professional Growth Process
22
Teacher & principal discuss
goal.
Teacher reflects on Framework
for Teaching.
Teacher reflects on progress; principal and
teacher discuss progress
Teacher implements
learning strategies for
attaining PG goal
Teacher considers PL
needs and drafts goal using the 3
questions.
On going
PGES Calendar and To Do list
2nd round of observations began November 1st for pilot schools.
Continue conversations with teachers about goal setting (student growth and for professional growth).
Begin preparing for student voice surveys. Watch for information in December.
Keep planning for PGES scaling (May Use Innovation Configuration Map).
Share what you learned today with other principals and administrators in your district.
Science Learning Targets
Begin by answering three questions:
What are the key words/concepts?
What do students need to know and do?
What is the intent of performance expectation/learning?
What are the key words/concepts?What do students need to know and do?
What is the intent of performance expectation/learning?
Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]
What are the key words/concepts?What do students need to know and do?
What is the intent of performance expectation/learning?
Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]
What are the key words/concepts?What do students need to know and do?
What is the intent of performance expectation/learning?
Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]
Knowledge Targets
• Describe pushes/pulls as forces that move an object.
• Know that speed is how fast something moves.
• Identify change as a difference in something.
• Recognize that “data” is collected information.
Reasoning or Performance Skill Targets
• Describe the relationship between the strength of the push or pull and the change in speed or direction.
• Infer that people can cause change in an object’s speed or direction.
• Interpret speed/direction data to support a claim that the design solution worked or not.
Product Targets
• No products
Marshmallow Design Challenge
Ready, set, GO
Target: Engage in the engineering design process to solve a defined problem
The Challenge: Using only the materials given, build the tallest freestanding structure that will support a marshmallow.
RULES:• Build the tallest freestanding structure• The entire marshmallow must be on top• Use as much or as little of the kit, except the envelope• Okay to break up the spaghetti, string or tape• The challenge lasts 15 minutes
Just Fluff?
• Does this challenge, as presented, meet the Engineering Design Performance Expectations in any chosen grade band?
Dare to Disagree
http://www.ted.com/talks/margaret_heffernan_dare_to_disagree.html
Be a Skeptic• Google search for “middle school engineering
challenges” yields 17,800,000 results• Just because an activity
advertises engineering, does not mean that it fulfills the intent of the standards.
• A key task for you as science leaders for your district is to be a productive skeptic, and to encourage others to be as well
Protocols for productive disagreement
DeBono’s Six Colored Hatshttp://www.debonogroup.com/six_thinking_hats.php
Accountable Talkhttp://www.slcschools.org/departments/curriculum/character-education/documents/Accountable-Talk.pptx
Lesson review protocolshttp://www.lasw.org
Dicalcium silicate + Water--->Calcium silicate hydrate + Calcium hydroxide +heat 2 Ca2SiO4 + 5 H2O---> 3 CaO.2SiO2
.4H2O + Ca(OH)2 + 58.6 kJ
You can’t make concrete without water…
…but water alone can’t make a driveway!
Social Studies Networks Facilitators
January 24, 2014
Dr. Jim Klotter Dr. Kathy Swan Angela Hamblen Kentucky State Historian Co-Author C3 Framework Teacher Leader Bullitt Co.
Mikkaka Overstreet Amy Treece Sean ElkinsKDE Literacy Consultant Instructional Specialist Instructional Specialist
Communicate with Social Studies Teacher Leaders Purpose of the Networks
What to expect …
• Special Guest Speaker—Dr. Kathy Swann Lead Author of C3 Framework (Vision for Social Studies Education)
• Clarify Roles/Responsibilities/Expectations for Teacher Leaders (Building Capacity--TPGES)
• Analyze Structure and Intent of College, Career, and Civil Life (C3) Framework
• Identify Key Shifts in Teaching and Learning to effectively implement C3 Framework and Related Standards
• Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready.
• Build an infrastructure to support PGES to full scale.
ISLN
Session Review and List of “To Do”Topic & Activities
Suggested Follow-up in District
For 1-14 ISLN
PGES: Scaling Up Identify & begin to implement next step(s) in scaling up.
Share what you learned.
Be prepared to share what you have done or plan to do.
PGES: Foundations for Student Growth Goals
Identify & begin to establish appropriate foundations.
Share what you learned.
Topic & Activities
Suggested Follow-up in District
For 1-14 ISLN
PGES: Writing & Discussing Professional Growth Goals
Use the three questions.
Share what you learned.
KCAS-Science: -Deconstructing Standards-Culture of productive disagreement
Discuss with Science Leaders: Establish or continue practices for deconstructing standards.
Check out the protocols for productive disagreement
Topic & Activities
Suggested Follow-up in District
For 1-14 ISLN
KCAS-Social Studies:-KDE Facilitators-OVEC Activities
Contact District Teacher Leaders – Network meeting January 24
Open Space Try It!!
As We Move Into Our “Open Space” Meetings . . . Presenters, Facilitators, PARTICIPANTS
Please complete the evaluation
Open Space
• Begin with some important questions about the topics of our meeting today
• Identify 2-4 questions worthy of discussion • Be willing to facilitate a discussion around
those questions
Five Guiding Principles (and one Law)
• Whoever comes are the right people ...• Whenever it starts is the right time ...• Wherever it happens is the right place …
Whatever happens is the only thing that could have …
• When it's over, it's over ...
Law of two feet …