Instructional Support Leadership Network September 13, 2012 Your Facilitators for Today Abbie Combs KVEC ISLN Facilitator Carole Mullins Regional Network Content Specialist, Eng/LA Katrina Slone Regional Network Content Specialist, Math Todays Targets I can make connections to effective teaching and learning using the Teacher/Principal Effectiveness Frameworks. I can identify the focus established for the English/LA Teacher Leader Network. Teacher Professional Growth & Effectiveness System (TPGES) Laying the Groundwork ISLN September 2012 Lets 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 Engagement C - 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 questions 2.Discussion techniques 3.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... 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 Skills What 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 Teachers 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 Teachers 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 Teachers 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 Teachers 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. Lets 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. Check your accuracy. Continue your discussion. 1 - Accomplished 2 - Exemplary 3 - Ineffective 4 - Developing 5 - Developing 6 - Ineffective 7 - Accomplished 8 - Exemplary 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. resource - If you have questions about the field test Kentucky Leadership Networks Each network will be focused on developing participants role-specific understandings, abilities and leadership skills that are necessary to implement Kentuckys Core Academic Standards within the context of Highly Effective Teaching and Learning practices with a particular emphasis on Assessment Literacy. GOAL Kentucky Leadership Networks GOAL Ensure that every participant has a clear understanding of how to translate Kentuckys Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences. To Sum It Up: We are continuing the focus on our goal of: Ensuring that every district has a leadership team (teacher leaders in ELA/math, school leaders, and district leaders); That has the capacity to lead everyone in the district to be able to support the implementation of the KCAS within the context of highly effective teaching, learning, and assessment practicesWHY? SO THAT EVERY STUDENT EXPERIENCES EFFECTIVE LEARNING THAT MOVES THEM TOWARD COLLEGE AND CAREER READINESS. Focus English/Language Arts Teacher Leader Network Focus I can use careful planning to improve instruction in order to become an effective teacher and leader. September 25, 2012 ELA Teacher Leader Network Introduction to the Teacher Professional Growth Effectiveness System: *Domain 1: Planning and Preparation connected to CHETL and the Eng/LA Standards Text complexity: Choosing text that meets depth of the standards (quantitative, qualitative, reader and task) Literacy Design Collaborative: *Development of Effective Tasks: Provide Feedback based on the LDC Jurying Tool *Teachers will develop/revise and submit an Argumentative and Informational/Explanatory Module this year Literacy Matters Literacy MattersCollege Ready Education: Shared Media Only 51 percent of 2005 ACT-tested high school graduates are ready for college-level reading AND, WHATS WORSE, more students are on track to being ready for college-level reading in eighth and tenth grade than are actually ready by the time they reach twelfth grade. American College Testing Program, 2006 Focus Mathematics Teacher Leader Network Focus I can plan, implement, and assess highly effective instruction that moves students forward. I can share my successes and failures with others in order to scale up the implementation of highly effective teaching and learning. September 14, 2012 MTLN Partnership Agreements: begin exploring collaborations between TL and school/district Introduction to the Teacher Professional Growth Effectiveness System: *Domain 3: Instruction connected to CHETL and to FALs Math Design Collaborative: *Engineering effective classroom discussions with pre- planned and well designed questions *Using FAL strategies as models of HETL Breakouts Focused on Understanding of Standards of Content and Practice Partnership Agreements Fulcrum Catalyst(PD) School Student Achievement Nation State Regional District Classroom Catalyst(PD) School Student Achievement Nation State Regional District Classroom Catalyst(PD) School Student Achievement Nation State Regional District Classroom Know Model CollaborateImplementSystematize Catalyzing Leadership Content Network Participants A Vision for Teacher Leadership Responsibilities of Teacher Responsibilities of Administrators Responsibilities of Teacher Responsibilities of Administrators Elements of Teacher Leadership in Danielson Framework: Domain 4D-Exemplary Teachers relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among faculty. Teacher takes leadership role in promoting a culture of professional inquiry. Domain 4E-Exemplary Teacher seeks out opportunity for PD and makes systemic effort to conduct action research. Teacher seeks out feedback from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession. Teacher Leadership...differs from other school roles...can enhance the capacity of the principal...supports strategies and behaviors linked to increasing student achievement...requires a shift in the culture of schools...necessitates new organizational structures and roles in schools in order to successfully meet the needs of 21st century learners Waters, Marzano & McNulty, 2008 Heifetz, Laurie, 1997 Teacher Leader Department Administration Know Collaboratively Identify Goal, Evidence Quality Control on Action Plan Refine Understanding of HETL CHETL/ Danielson Goal (e.g. Feedback) Evidence of Success Develop Action Plan Teacher Leader Department Know Enact, Refine, Adjust Recognized by Peers Supports Recognition Refine Understanding of HETL Model Buy In Administration Teacher Leader Department Know Leads Colleagues Contextually Relevant Teacher Leadership Goal Parallel Planning Process from Know Stage Co-Lead Teachers PLC Quality Control Resource Allocation Collaborate Administration Teacher Leader Department Know Enact, Refine, Adjust Professional Community Plans Refining Teacher Leadership Professional Learning Facilitate Process Alignment to Relevant Goals, Mission Implement Administration Know Model CollaborateImplementSystematize Our vision. HAVE A GREAT SCHOOL YEAR!