instructional support leadership network september 10, 2012 mets center
TRANSCRIPT
Instructional Support Leadership NetworkSeptember 10, 2012METS Center
Meet Your Facilitators• Curtis Hall- Executive Director, Northern Kentucky Cooperative
for Educational Services• Dr. Rosa Weaver- Educational Leadership Coordinator,
Northern Kentucky University• Ben Lusk- Director of Assessment Support Boone County
Schools• Ruthie Staley- Regional Network English Content Specialist• Jenny Ray- Regional Network Math Content Specialist• Earl Hughes- Effectiveness Coach• Sean Elkins- Division of Program Standards
ISLN Purpose
• Share the work of the Content Leadership Networks
• Provide resources for supporting teachers in that work
• Support the 21st Century Skills of • Critical Thinking• Collaboration• Communication• Creativity
ISLN Purpose• The purpose of ISLN is not to produce a separate
project, product, or other materials• The Content Networks will be spending time “trying
out” lessons, strategies, tasks, and assessment practices
• The purpose of the Network is to identify and remove barriers; to provide clear and descriptive feedback that will move teachers in their practice; refine curricula, and to consider policies focused on student competencies and opportunities around the Standards
• Implementation and Support throughout both networks
Meeting Notes and Questions
• We will be using Today’s Meet• http://www.todaysmeet.com/septISLN• We will use this to guide our presentations and
acquire feedback• At the end of the meeting, we will be using it as
a question gathering tool
Content Leadership Network UpdatesELA- Ruthie StaleyMath- Jenny Ray
Monday, September 24th
Monday, November 26th
Monday, January 28th
Monday, March 25th
All of our meetings will be at the METS CenterThey will begin at 8:30, with a Continental Breakfast being served from 8:00 – 8:30
English Language Network Updates – Dates for 2012-2013 School Year
If you know a teacher leader who will not be participating in the 2012/2013 Content Network please do the following: 1. Contact Angel Carrier and myself to be taken off of the main Distribution List. Before a change can be made the Superintendent of the District must notify Curtis Hall, Angel Carrier and myself of the new Teacher Leader being appointed.
2. Please see that the new teacher leader receives the resources that were available to the former designee. (This includes the LDC binder.)
3. Support the new teacher leader and answer any questions he or she might have about the Network Vision and Expectations. Help them schedule a time to come back to the district and build capacity.
New ELA Teacher Leaders
Having the Right People on the Bus is Imperative! Capacity Building depends on getting the information back to schools and districts in a timely
manner.
Expectations for teacher leaders will include:• Developing and teaching two LDC Modules (task, ladder and scored student work)• Working with District Leadership Team and collaboratively with other leaders to hone your own practice and knowledge• Learning about TPGES and sharing your application with others in your schools and district.• Completing assigned readings and discussing their application• Sharing activities, materials, resources and things that worked with assigned standards that
were targeted by teacher leaders in July as Focus Standards
ELA Network Expectations for the Upcoming 2012-2013 School Year
2012-13 ELA Learning Goal
I can use careful planning to improve instruction, in order to become an effective teacher and leader.
In preparation for September 24th
Work with a colleague (ELA or other content area teacher), • Write an LDC task (the assignment) and• Bring the text(s) students will read to
complete the assignment .
Planning:
Share an instructional strategy aligned to our identified focus standard/s
Determine appropriate text complexity using multiple measures (quantitative, qualitative, reader and task)
Create an effective LDC instructional ladderCompare Professional Growth and
Effectiveness System with the Characteristics of Highly Effective Teaching and Learning
Instruction:
• Kurt Kuehne is the new contact for Module Creator at MetaMetrics.
• His contact information is: [email protected] 1 – 888-Lexiles 539-4537
There is still time to create accounts for every teacher in the school/district.
New contact at MetaMetrics
FEATURING: LINDA HOYT
Crafting Nonfiction Solutions for Reading Comprehension
LAURA ROBBChoosing to Read
The Smart Writing HandbookRUTH CULHAM
6+ 1 Traits of WritingDOUG BUEHL
Developing Readers in the Academic DisciplinesClassroom Strategies for Interactive Learning
GO TO WWW.KYREADING.ORG FOR MORE INFORMATION
185 days toTeach students to read complex texts in order to write effective argument, informative and narrative pieces
• How can I help your teachers be successful?• How can I help your Teacher Leaders help
your teachers to teach the standards well?
Be sure to check out my website!
• www.ruthiestaley.net
It is still a work in progress!
Mathematics Content Leadership Network
2012-2013
Jenny Ray, Mathematics SpecialistKDE/NKCES
www.JennyRay.net
Capacity Building depends on sharing information, resources, and highly effective teaching and learning strategies beyond
the classroom in which the teacher leader teaches.Expectations for teacher leaders will include:
• Implementing one Formative Assessment Lesson each semester and bringing back student work for discussion
• Learning about TPGES• Meeting with District Leadership Team to develop an
implementation plan.
Math Network Participant Expectations 2012-2013 School Year
Teacher Professional Growth and Effectiveness System (TPGES)
Earl Hughes
Teacher Professional Growth & Effectiveness System (TPGES)
Laying the Groundwork
ISLN September 2012
Let’s Reflect
• What am I doing now to support my teachers’ understanding of the Teacher Professional Growth & Effectiveness System (TPGES)?
• What do I need to do?
LEARNING
TARGETS
I can make connections between Characteristics of Highly Effective Teaching & Learning (CHETL) and the new Framework for Teaching.
I can apply a process for digging deeper into the elements of the Framework for Teaching.
I can support my teachers’ understanding of the Teacher Professional Growth & Effectiveness System (TPGES).
The Goal of the Kentucky Leadership Networks
“Ensure that every participant has a clear understanding of how to implement/support the implementation of the KCAS within the context of highly effective teaching, learning, and assessment practices so that all Kentucky students have the knowledge, skills, and abilities they will need to be successful and prepared for college and/or career.”
Proposed Multiple Measures
Teacher Professional Growth and Effectiveness System
Observation
Peer Observation
Professional Growth
Reflective Practice
Student Voice
Student Growth
All measures are supported through evidence.
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional
Responsibilities
Domain 5: Student Growth
DRAFT
The Art of Effective Questioning
CHETL & 3b: Questioning & Discussion Techniques
Instructional Rigor & Student EngagementC - Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills.
E -Teacher challenges students to think deeply about problems and encourages/models a variety of approaches to a solution.
G -Teacher structures and facilitates ongoing formal and informal discussions based on a shared understanding of rules and discourse.
3b. Questioning & Discussion Techniques
Why Focus on Questioning?
Think about it . . .
What is the relationship between Effective
Questioning and Effective Class Discussion?
Effective Questioning + Discussion
Leads students to . . . • Deeper understanding of content• Rethinking hypotheses and viewpoints• Making connections
Effective questioning also . . . • Sets the stage for engaging
discussions
Elements of Questioning & Discussion
1. Quality of questions2. Discussion techniques3. Student participation
Quality of Questioning/Prompts
High Quality Prompts• Cause students to think and reflect• Deepen student understanding• Test student ideas against those of
their classmates.
Framework for Teaching Proficiency System. ©2011 Teachscape, Inc
What is the difference between high cognitive level and low cognitive level questions?
Think about it . . .
Think about it . . .
Should all questions be high level questions?
Discussion Techniques“In a true discussion, the teacher poses a question and invites all students’ views to be heard, and also enables students to engage in discussion directly with one another, not always mediated by the teacher.”Framework for Teaching
Proficiency System. ©2011 Teachscape, Inc
Student participation”Experienced teachers use a range of techniques to ensure that all students contribute to the discussion, and they enlist the assistance of students to ensure this outcome.”
Framework for Teaching Proficiency System. ©2011 Teachscape, Inc
Effective Questioning SkillsWhat is Accomplished?
1. Read the 3b Performance Levels.2. Highlight the language that differentiates between levels. 3. Discuss with your table group.
Accomplished• Although the teacher may use some low-
level questions, he or she asks the students questions designed to promote student thinking and understanding.
• The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate.
• The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
Accomplished• Although the teacher may use some low-
level questions, he or she asks the students questions designed to promote student thinking and understanding.
• The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate.
• The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
Exemplary
• Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition.
• Students formulate many questions, initiate topics, and make unsolicited contributions.
• Students themselves ensure that all voices are heard in the discussion.
Exemplary
• Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition.
• Students formulate many questions, initiate topics, and make unsolicited contributions.
• Students themselves ensure that all voices are heard in the discussion.
Accomplished• Although the teacher may use some low-
level questions, he or she asks the students questions designed to promote student thinking and understanding.
• The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate.
• The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
Developing• Teacher’s questions lead students through a
single path of inquiry, with answers seemingly determined in advance.
• Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved.
• Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.
Developing• Teacher’s questions lead students through a
single path of inquiry, with answers seemingly determined in advance.
• Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved.
• Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.
Ineffective
• Teacher’s questions are of low cognitive challenge, require single correct responses, and are asked in rapid succession.
• Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.
• A few students dominate the discussion.
Ineffective
• Teacher’s questions are of low cognitive challenge, require single correct responses, and are asked in rapid succession.
• Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.
• A few students dominate the discussion.
Let’s practice.
• Read the scenarios on the handout provided.
• Using your 3B page of the framework, decide which performance level each scenario reflects.
• Talk with your table group.
Questioning & Discussion in Practice
Watch the video. Note what you see and hear regarding
questioning and discussion.
Next:Based on your evidence, decide which performance level you think is reflected in the video.
Process for Digging Deeper Into the Framework for Teaching
• Choose a component, or components, of focus. • Read the whole component.• Discuss each element referencing the component
description and the accomplished performance level. • Highlight language that differentiates between the 4
performance levels. Develop a statement that differentiates the levels.
• Find/create examples (scenarios, descriptions) that reflect the 4 levels of performance.
• Search related PD360 videos that support understanding of the
component OR view training videos from TeachScape if accessible.
Extending our Reflection
• What am I doing now to support my teachers’ understanding of the TPGES?
• What do I need to do?• What are my next steps?
Where To Learn More
• Go to KDE Website.• Enter “Field Test
District Page” into Search Bar.
SearchField Test District Page
Break10 Minutes
Science and Social Studies Standards UpdateSean Elkins
Before You Leave
• We have set up a line of communication with Ken Draut, Associate Commissioner of the Office of Assessment and Accountability to ask questions or to provide clarity concerning the reporting of spring test scores and the report card process. Please use Today’s Meet to ask questions and we will post the answers in the wikispace as soon as they are answered.
• Please fill out an evaluation form and leave it at your table
• Next meeting date, Monday, November 12th