integration: ldc/mdc strategies & the teacher professional growth
DESCRIPTION
Integration: LDC/MDC Strategies & the Teacher Professional Growth & Effectiveness System (TPGES) SREB August 26, 2013 KDE Effectiveness Coaches, Rebecca Woosley Carol Franks . With your table group. Discuss, then chart: - PowerPoint PPT PresentationTRANSCRIPT
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Integration:LDC/MDC Strategies & the
Teacher Professional Growth & Effectiveness System (TPGES)
SREB August 26, 2013KDE Effectiveness Coaches,
Rebecca WoosleyCarol Franks
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With your table group
Discuss, then chart: What would you expect to see if you walked into a classroom that is implementing LDC/MDC effectively at what you consider a high level of implementation?
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Targets I can align LDC/MDC strategies with
specific components/language in the Framework for Teaching (FfT).
I can identify key look-fors for observers to provide feedback that connects LDC/MDC to FfT.
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Proposed Multiple Measures
Teacher Professional Growth and Effectiveness System
Observation
Peer Observationformative
Professional Growth
Self-Reflection
Student Voice
Student Growth
All measures are supported through evidence.
State Contribution:Student Growth %
Local Contribution: Student Growth Goals
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Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student Growth
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Common Language
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At your table – Group of 4• Assign yourself 1, 2, 3 or 4.• Individually –
–Read carefully your assigned domain.
–Using “Domain Notes,” answer the questions for your assigned domain.
–Be ready to share.
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At your table – Group of 4
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• Share at your table. • Fill in notes for the remaining
domains.
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& Change Seats
LDC teachers together MDC teachers togetherPrincipals divide and join a groupGroup size: 2-4
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Consider your practice as a LDC or MDC teacher. How does it align with teacher effectiveness as defined in the Framework for Teaching (FfT)?
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For your assigned domain & components:
Use the Framework for Teaching to identify the LDC/MDC practices that exemplify the Accomplished & Exemplary performance levels.
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Find your partner group
Work together to chart & post the LDC/MDC practices that exemplify the Accomplished & Exemplary performance levels.
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Take stickies with you.
Is there anything else you can add considering your own practice or what you have observed?
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Return to your charts.Consider:
• What would an observer be looking for in the charted components in a LDC/MDC classroom?
• Decide who will share out.
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Table Talk: Domain 1
What else does an observer need to know in order to have an actionable
understanding of the LDC or MDC strategies and their alignment to
teacher effectiveness?
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Table Talk: Domain 2
In what ways can LDC/MDC practices lead to high expectations, student
ownership of work, and a community of learners?
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Table Talk: Domain 3
How can LDC/MDC practices engage students intellectually with
challenging content?
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Table Talk: Domain 4
How can LDC/MDC practices help teachers develop as teacher leaders?
What is the role of their administrators?
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Final ConnectionsLook back at charts from this morning.
Is there anything that has been left out that you thought was really important?
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Student Growth ProcessStep 1:
Determine needs
Step 2:
Create
specific
learning
goals based on pre-
assessmen
t
Step 3:
Create
and implement teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determin
e whether students achieved the
goals
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Student Growth ProcessStep 1:
Determine needs
Step 2:
Create
specific
learning
goals based on pre-
assessmen
t
Step 3:
Create
and implement teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determin
e whether students achieved the
goals
24
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Literacy Design Collaborative (LDC)
For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC argumentative writing rubric. Furthermore, 80% of students will score a “3” or better overall.
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MathDuring the trimester, all students will improve their ability to make sense of problems and persevere in solving them. This will be demonstrated by meeting individual targets on a computer-based math assessment in the area of problem solving, 25% increase on a common assessment developed by the district Math PLC, and improvement by one or more levels on a rubric designed to assess perseverance. 75% of students will perform at the proficient level on the rubric by the end of the school year.
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Student Growth ProcessStep 1:
Determine needs
Step 2:
Create
specific
learning
goals based on pre-
assessmen
t
Step 3:
Create
and implement teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determin
e whether students achieved the
goals
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Resources to help you get started on Teacher Effectiveness
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Proposed Multiple Measures
Teacher Professional Growth and Effectiveness System
Observation
Peer Observationformative
Professional Growth
Self-Reflection
Student Voice
Student Growth
All measures are supported through evidence.
State Contribution:Student Growth %
Local Contribution: Student Growth Goals
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QUESTIONS
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