sesc mathematics leadership network

Kentucky Department of Education Network

SESC Mathematics

Leadership Network

September 25, 2012Perkins Building, EKU


Fabulous Door Prizes! Name School District What’s you favorite thing about fall?

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TodaysMeet…open “backchannel” today

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

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http://www.todaysmeet.com/lovemath




Math Facilitation Team

Renee’ Yates Math Content Specialist, KDE

Lisa PerkinsSoutheast

Educational Cooperative

Peggy PetrilliEastern Kentucky

University

Rachel StinsonSoutheast Educational

Cooperative

Amy Patterson Math Consultant,

KDE

Krista Althauser Eastern Kentucky

University

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Norms for Network Members

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.


Leadership Network Vision

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

learning and assessment practices in every classroom, every day.

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Leadership Network Goal

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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Four Pillars of Our Work

Characteristics of Highly Effective Teaching and Learning (CHETL)

Assessment Literacy Kentucky’s Core Academic

Standards (KCAS) Leadership


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How to start a movement?

http://www.ted.com/talks/lang/en/derek_sivers_how_to_start_a_movement.html




Kentucky’s Core Academic Standards How are you understanding & implementing the standards in your classroom, school & district?Characteristics of Highly Effective Teaching

and Learning – CHETL How are you emphasizing the teacher & student CHETL

characteristics in your classroom, school & district?Assessment/Assessment Literacy How are you using formative/summative assessment to

improve instruction & learning in your classroom, school & district?

Leadership How are you using the leadership capacity you are

building to share information in your school & district?10


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Housekeeping

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

www.todaysmeet.com/lovemath

http://www.reneeyates2math.com/



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Year 1 and 2 Year 1 – develop network/deconstruct standards

o CASL worko Student self assessmento Learning targets

Year 2 – implementation in classroomso formative assessment lessons (FALs)o characteristics of highly effective teaching and learningo assessment literacy through quality questioning


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Year 3 At a GlanceHandout


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Day at a Glance TPGES Familiarity Engineering Effective Questions,

Discussions and Tasks District Debrief & Action Planning Grade Band Breakout Sessions (K-2) (3-

5) (6-8) (9-12) LUNCH Grade Band Break-out Sessions

continueso CIITS sessions with grade band groups.


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Today’s Targets

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 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)


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Teacher Professional Growth and Effectiveness

System

Introduction to TPGES


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Learning Targets I can explain the structure of the

Framework for Teaching. I can identify and explain specific domains

within the Framework for Teaching. I can understand the progression of the

four performance levels and critical attributes of each.

I can make connections between the four pillars of the teacher leader networks and the Framework for Teaching.


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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.


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KENTUCKY’S FRAMEWORK FOR TEACHING


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Teaching is complex…

“Teaching is a profession more complex than medicine.”

Lee Shulman, “The Wisdom of Practice”


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The Wisdom of Practice

If you were to walk into a classroom, what might you see or hear (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?30 second Jot Thought


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Organize your group thoughts into the 5 areas of the CHETL chart on chart paper.

1. Learning Climate2. Classroom Assessment and Reflection3. Instructional Rigor and Student Engagement4. Instructional Relevance5. Knowledge of Content

2 minutes


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The Domains

1. Planning and Preparation

2. The Classroom Environment

3. Instruction

4. Professional Responsibilities

------------------------------

5. Student Growth


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Framework for Teaching

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

Handout


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Common Themes

Equity

Cultural Competence

High Expectations

Developmental Appropriateness

Accommodating Individual

Needs

Effective Technology Integration

Student Assumption of Responsibility

Page 1 of Framewor

k


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Common LanguagePage 2 of Framewor

k


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Domain 1 – Planning and Preparation

1a Demonstrating Knowledge of Content/Pedagogy

1b Demonstrating Knowledge of Students

1c Setting Instructional Outcomes

1d Demonstrating Knowledge of Resources

1e Designing Coherent Instruction

1f Designing Student Assessment

Page 2 of Framewor

k


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Domain 1: Planning and Preparation

Knowing Components

1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students

1d: Demonstrating Knowledge of Resources

Doing Components

1c: Setting Instructional Outcomes

1f: Designing Student Assessments

1e: Designing Coherent Instruction


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Domain 2 – The Classroom Environment

2a: Creating an Environment of Respect and

Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing Physical Space


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Domain 3 – Instruction

3a: Communicating with Students

3b: Questioning and Discussion

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Flexibility and Responsiveness


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Domain 4 – Professional Responsibility

4a Reflecting on Teaching

4b Maintaining Accurate Records

4c Communicating with Families

4d Participation in a Professional Community

4e Growing and Developing Professionally

4f Showing Professionalism


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Count off 1-4 at your table Read the domain that corresponds to your

number Highlight words & phrases that align with

any of your group jot thoughts from earlier.

10 minutes

Numbered Heads Together…


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Read your vignette to your group. Determine a domain that is evidenced in the

vignette Capture language in the domain that matches Move to the 4 corners of the room – based on

the domain that matches your vignette Share your story and reasoning Return to table and debrief

15 minutes


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Domain 3 – Instruction

3a: Communicating with Students

3b: Questioning and Discussion3c: Engaging Students in Learning3d: Using Assessment in Instruction3e: Flexibility and Responsiveness

This Month’s Focus


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Talking Chips

In what ways does a highly effective teacher ENGINEER effective discussions, questions and tasks that elicit evidence of learning.(8 minutes)

One person RECORD comments on chart paper.?

Share on Titan Pad


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Learning Targets

• I can identify the role of peer observation within the TPGES and its value in scaling up our work from the teacher leader networks.

• I can explain the expectations of the observation process.

• I can differentiate between the peer observer process and the supervisor observation process.


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FRAMEWORK

DomainPlanning & Preparation

Classroom Environment

InstructionProfessional

Responsibilities

Student

Growth

Component

1a -Knowledge of content/pedagogy

1b-Demonstrate knowledge of students

1c- Setting Instructional Outcomes

1d-Demonstrates

knowledge of

resource

s

1e-Designing

Coherent

Instruction

1f- Designing Student

Assessment

2a-Creating Env.

of Respect & Rapport

2b-Establish

Culture of

Learnin

g

2c-Maintaing Classroom Procedures

2d-Managing Student

Behavior

2e-

Organizing Physical Space

3a-

Communicating with Students

3b-Questioning & Discussion Techniques

3c-Engaging Students in Learning

3d-

Using Assessment in Learning

3e-Demonstratin

g Flexibility & Responsive

4a-Reflecting On Teaching

4b-Maintaining Accurate Records

4c-Communicating With Families

4d-Participating in

Profess.

Learning Comm.

4e-

Growing & Developing Professionally

4f-Showing Professionalism

5.a-Studen

t Growth(added

by KDE)

MULTIPLE MEASURES (supported by evidence)

Supervisor

Observation

Evidence(pre and post conferences)

Observation Instrument

Evidence(pre and post conferences)

Student Growth

Student Growth Templat

e

Student Voice

Student Perception Survey

Professional Growth

Professional Growth and Self Reflection Tool Self

Reflection

Peer Observatio

n

Observation Instrument

Handout


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Peer Observation

PEER teacher


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Supervisor’s Observation:To provide documentation and feedback to measure the effectiveness of a teacher’s professional practices within the classroom

To Improve Teaching and Learning

Peer Observation To provide feedback to teachers about teaching and learning

PURPOSE


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“Peer observations allow teachers to learn more about themselves: thus they become better teachers, bringing more knowledge to the classroom. When teachers learn from one another, they develop varied instructional techniques and new ideas. This results in more interesting teaching and more opportunities for students to grow.”

Eric Moats

“Opening Doors: Teacher Guided Observations” Educational Leadership


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Benefits of Peer ObservationEffective peer observation allows both the

observer and the teacher to:

Develop reflective practice Share best teaching practices Gain new ideas and fresh perspectives

about teaching Enhance skills Improve the quality of the learning experiences made available to students


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Peer Observation Cycle 1.

Pre-Observation

Protocol 2.Classroom

Observation

3. Post-Observation Conferencing:

Providing feedback that informs professional practices


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1. Completes the pre-observation document.

Teacher

2. Together they discuss the lesson to be observed.

• Watches a lesson. • Takes notes on ALL aspects

of the lesson.• Organizes and records the

notes into the observation instrument.

• Gives a copy of the observation instrument to the teacher.

• Analyzes the evidence against the evaluative criteria and levels of performance.

3.

Peer Observer

Reflects on the lesson using the completed observation instrument and assesses the lesson against the criteria and levels of performance.

4.

Teacher

Together they discuss the lesson in light of their understanding of what constitutes good teaching. Together they decide on the teacher’s strengths and areas of growth.

5.Assigns a Rating.

6.Peer Observer

Handout


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Major Difference

SUPERVISOR PEER

NO RATING RATING


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Neutral Observations- without judgment

Evidence: Facts/What is seen or said

Interpretation: What you “think” happened

Bias: Your own beliefs


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Observation Tool from Framework – Peer Observations

Handout


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Practice!

https://www.teachingchannel.org/videos/sorting-classifying-equations-discussion


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What connections can you make between Domain 3 and the characteristics of Highly Effective Teaching and Learning?


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Home Work

Participate in a peer observation with a coworker. Bring back the observation evidence focused only on 3b (questioning and discussion).


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Partnership Agreements-Scaling up the work!


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Catalyst(PD)

SchoolStudentAchievement

Nation State Regional District Classroom


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Utilizing Your Leadership Content Network Participants

A Vision for Teacher Leadership


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Responsibilitiesof Teacher

Responsibilitiesof Administrators


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Responsibilitiesof Teacher

Responsibilitiesof Administrators


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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, 2008Heifetz, Laurie, 1997


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Our vision…. How will you

educate all your staff?


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Handout


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FALL PLAN for TPGES work

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

September Focus: Questioning

# 21 Hot Seat Questioning

pg. 103

# 38 Partner Speaks pg. 143


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CHETL


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Expectations for Fall 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.


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Extra! Extra!…..

www.ReneeYates2Math.com



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Breakout Sessions Focus on Mathematical Practices Work through a Formative Assessment

Lesson/task Book Study K-8/ New Module series

study High School CIITS work in lab as a grade band Evaluation of day


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Homework For NOVEMBER

Chose a FAL or FAL like task to share with your students. Bring back evidence of students using each other as resources of one another and students as owners of learning.

Observe a peer using observation form looking for evidence of 3b OR video tape yourself and find your own evidence of 3b

Bring back observation form with evidence noted for discussion at November meeting.


Hando

ut

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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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mailto:[email protected]


sesc mathematics leadership network

Documents

math network meetingnorms

network membersbe

commonwealth of kentucky

professional learning

learning chetlhow

congruent learning experiences

effective teaching

clear learning targets