sesc mathematics leadership network

November 27, 2012Perkins Building, EKU

Kentucky Department of Education Network

Name School District What’s you favorite winter memory?

2Kentucky Department of Education

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www.todaysmeet.com/lovemath Tips: no spell check, limited number of characters, twitter/texting rules do apply, no delete button


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Titan Pad for Classroom Use

Google titanpad to create your own free pad… limited number of users for free… must teach electronic manners like todays meet

NEW!


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Electronic Device etiquette Rule of 2 Feet Parking Lot www.reneeyates2math.com Back Channel @

www.todaysmeet.com/lovemath


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Be an ACTIVE leader– before, during & after meetings

Keep the success of ALL students the focus and purpose of all we do.

If you must leave early, please sign-out and indicate the time. Also, please fill out the EVALUATION form and leave it on the sign-in/out table before you go! We always need your feedback.Evaluation form can now be completed online! Click link


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Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership teamleadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching,highly effective teaching,

learning and assessment practices learning and assessment practices in every classroom, every day.


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All participants will understand how to translate Kentucky’s 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.


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Characteristics of Highly Effective Teaching and Learning (CHETL)

Assessment Literacy Kentucky’s Core Academic

Standards (KCAS) Leadership


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SEPT: Domain 3: Instruction

Component B - Questioning and Discussion Techniques

NOV:Domain 4: Professional Responsibilities

Component A - Reflecting on Teaching

Domain 1: Planning & Preparation Component F - Designing Student Assessment

Domain 3: InstructionComponent D - Using Assessment in Instruction


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Continue TPGES FamiliarityDebrief peer observations TPGES 3B (Questioning)Debrief FAL implementation TPGES 4A (Reflecting on Teaching) FA strategies 2,4,5 and TPGES 4AConnect CHETL to TPGES 1F (Designing Student Assessments) & 3D (Using Assessment in Instruction)


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Yellow

Packet pg

1

Grade Band Breakout Sessions (K-2) (3-5) (6-8) (9-12)

LUNCH Grade Band Break-out Sessions

continuesoCIITS sessions with grade band

groups.

I can prepare to teach Kentucky’s Core Academic Standards in the context of highly effective teaching, learning and assessment practices and lead others to do the same.

I can make connections between the four pillars of the teacher leader networks and the Teacher Professional Growth & Effectiveness Framework.


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This means…

I will practice identifying effective questions, discussions and tasks that elicit evidence of student learning and involve others in that learning process.

I can use evidence of success of student learning to make decisions about instruction.

I can identify congruence between evidence of success (artifacts, observations, professional learning, logs, video, interview) and professional learning.


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I will analyze classroom video focused on formative assessment strategies 2 (Effective Discussions, Questions), 4 (Students as resources for one another), and 5 (Students as owners of their own learning). (Connect to CHETL and TPGES 4A – Reflecting on Teaching)

I will continue to strengthen my content knowledge so that I can better interpret and illustrate the intent of the standards and support others as they do the same. (breakout time)

TPGES 18


Professional Growth

Student Growth

All measures are supported through evidence.


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Domain 4: Professional Responsibilities

a. Reflecting on Teachingb. Maintaining Accurate Recordsc. Communicating with Familiesd. Participating in a Professional Communitye. Growing and Developing Professionallyg. Demonstrating Professionalism

Domain 3: Instruction

a. Communicating with Studentsb. Using Questioning and Discussion Techniquesc. Engaging Students in Learningd. Using Assessment in Instructione. Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation

a. Demonstrating Knowledge of Content and Pedagogyb. Demonstrating Knowledge of Studentsc. Setting Instructional Outcomesd. Demonstrating Knowledge of Resourcese. Designing Coherent Instructionf. Designing Student Assessments

Domain 2: The Classroom Environment

a. Creating an Environment of Respect and Rapport

b. Establishing a Culture for Learningc. Managing Classroom Proceduresd. Managing Student Behaviore. Organizing Physical Space


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TPGES Framework

Page 3

PEER teacher


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Using data collected from 3B (pg. 27) in TPGES framework discuss with a partner…

How was the experience from the observer point of view?

How was the experience from the teacher being observed perspective?

Was evidence collected “neutral”? Fact Based… No bias, no interpretations?

What does the evidence tell you about the teacher’s questioning techniques?

What conversation could you have to support your peer?

TPGES Framework

pg. 27

Recording

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Titan Pad for Classroom Use

Share a couple of sentences to summarize your partner conversation. Where were most of your dots?

NEW!

Silently read through Component 4A Domain, Indicators, Critical Attributes, and possible Examples

Using talking pens, share important points. Analyze student work evidence you brought.

Reflect on the Formative Assessment Lesson/task.

Complete the Reflecting on Common Lessons handout.

Share with tablemates. Talk about the Non-Negotiables handout.

Yellow p

gs 3-5

Handout pg 4

Handout

pg 5

1. Clarifying, sharing, and understanding goals for learning and criteria for success with learners.

2. Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning.

3. Providing feedback that moves learning forward.

4. Activating students as owners of their own learning.

5. Activating students as learning resources for one another.

Count off 2,4,5 around your table. Read your section and make note of important

points to remember. What evidence would you see to support your selected strategy?

Watch the following video link focusing on your strategy.

Math Talk in a 6th grade Class

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gs 8-

11

All 2, 4, and 5 meet in designated areas and discuss evidence you saw in the video clip of your strategy.

(7 minutes)

Return to table and share out.

Consider: Where did this video fall short? What could have happened before, during, after

the lesson to support your strategy?

Evidence: Facts/What is seen or said

Interpretation: What you “think” happened

Bias: Your own beliefs30


How can I reflect on evidence of success

in my own professional learning

to make informed decisions and build

the capacity of others in my school/district?

Teacher Impact on Assessment YIKES!

Framework 4A Yellow pg 12

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

We must Plan for Assessment 1F

Designing Assessment

Blue packet pg 1-2

We must use Assessment to inform instruction 3D

Using Assessmentin instruction

Green packet pg 1-

2

CHETLCHETL CHECK CHECK CHETL Card

Material/Resources to support Designing Student Assessments (1F) and Using Assessment in Instruction (3D)

1. Split table into 2 groups. 2. Group 1 read through 1F packet.3. Group 2 read through 3D packet.4. Share information with your

tablemates.

Handout

packets

blue and

green

What impact have math Formative

Assessment strategies have had

on your teacher effectiveness and/or other

teachers in your school or district?

What are you seeing?

Discuss at your table & summarize your ideas on Today’s Meet.

MATHEMATICS Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction & Learning

September Focus: Questioning

# 21 Hot Seat Questioning

pg. 103

# 38 Partner Speaks pg. 143Kentucky Department of Education

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MATHEMATICS Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction & Learning

November Focus: Peer and Self-Assessment

#24 I used to think, but now I know pg109#28 Learning Goals Inventory pg119#41 Peer to Peer Focused Feedback pg151#66 Traffic Light Dots pg203#67 Two Minute Paper pg204#73 What are you doing and why? pg216


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Implement 2 FALs – one before Nov meeting and then one before Jan meeting bring back evidence

Collect evidence focusing on Component 3B before Nov meeting.o Video self or Observe fellow teacher leader in

district or in nearby district, Observe classroom next door, etc. looking for 3b…

Collect multiple artifacts of evidence focused on formative assessment strategies 4 and 5 after Nov meeting.

Develop a plan for sharing work to others in district.43Kentucky Department of Education

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Focus on congruency between common assessment items and KCAS

Work through a Formative Assessment Lesson/task

Book Study K-8 / Critical focal areas of KCAS

CIITS work in lab as a grade band Evaluation of day


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Choose a FAL or FAL like task to implement with your students. Bring back evidence of students using each other as resources of one another and students as owners of learning. Collect multiple artifacts of evidence focused on formative assessment strategies 4 and 5. (Student work, video, pictures, lesson plan, etc.)

K-5 teachers: Consider the new Field Test ready FALs for Elementary and provide feedback.


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Handout

back of

agenda


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Characteristics of Highly Effective Teaching and Learning (CHETL) 1F, 4A

Assessment Literacy 1F, 3D, 4A Kentucky’s Core Academic Standards

(KCAS) – (breakout) Leadership – How will you share

with others? 47


Keep On Keeping on....

See you on January 29, 2013

K-2 210

3-5 211

6-8

High School

Renee’ YatesRegional Content Specialist

Kentucky Department of EducationOffice of Next Generation [email protected]

www.reneeyates2math.com Mobile 859.583.4350 Follow me on twitter @ryates2

Thanks for your participation today.


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sesc mathematics leadership network

Documents

commonwealth of kentucky

professional learning

learning chetlhow

congruent learning experiences

effective teaching

clear learning targets

student experiences

classroom usegoogle