Teacher Evaluation and Professional Growth ProgramModule 5: Engaging Students in Rigorous Learning

Winter, 2014

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Module 1: MSFE TEPG Rubric Module 2: Student Learning Objectives Module 3: Observation and Feedback Module 4: Reflecting and Adjusting Module 5: Engaging Students in Rigorous Learning

Participants learn how to collect and analyze multiple measures of teacher behaviors that affect student engagement, with a focus on learner perception surveys and classroom observations. Participants will use sample data to determine students’ level of engagement in the classroom and will work collaboratively to identify strategies to improve engagement.

Module 6: Reflecting and Planning for Next Year

Module 5: Engaging Students in Rigorous Learning

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Welcome (10 minutes)• Intended Outcomes, Module Structures, and Session Norms

Connecting (15 minutes)• Have You Ever…

Learning (1 hour, 55 minutes)• Review of Tripod Survey (Optional)

• Show and Tell: I’m Engaged

• Take a Dip Into Data

• Connect the Dots

Implementing (35 minutes)• I’m the Student!

Reflecting and Wrap-Up (5 minutes)• Headliner

Agenda

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At the end of this session, participants will know and be able to

Share, identify, and incorporate strategies to engage students in learning.

Understand the learner perception data measure.

Use multiple data points to understand teacher impact on student engagement.

Intended Outcomes

Connecting15 minutes

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The Four-Step Evaluation Cycle in Action

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Multiple teacher behaviors affect student engagement. Which standard indicators call out student engagement? How do they relate to student engagement?

Core Propositions and Standard Indicators

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Core Proposition 1: Teachers are committed to students and their learning.• 1-a. Understanding of Students: The teacher recognizes individual

differences and knows the backgrounds, abilities, and interests of his or her students and adjusts practice according0ly.

• 1-c. Classroom Climate: The teacher treats students equitably and fosters a safe, stimulating, supportive, and collaborative climate where all students feel respected and are encouraged and expected to participate.

• 1-d. View of the Whole Child: The teacher supports the development of the whole child, modeling dispositions and employing approaches that extend learning beyond the cognitive capacity of students.

Core Propositions and Standard Indicators

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Core Propositions and Standard Indicators

Core Proposition 3: Teachers are responsible for managing and monitoring student learning.• 3-a. Instructional Approaches: The teacher utilizes a variety of

instructional approaches to generate multiple pathways for students as they work to meet identified goals and objectives.

• 3-b. Classroom Organization and Grouping: The teacher creates an organized classroom that involves and engages all students, maximizes learning time, and enhances student learning in a variety of group settings.

• 3-c. Student Engagement: The teacher encourages and clearly communicates expectations for student involvement in the learning process that results in a high level of student engagement.

Objectives• To share with colleagues experiences engaging students in the classroom.

Directions• I am going to read a statement that starts with “Have you ever….”

• After each “Have you ever…,” you will share stories with each other that represent the statement.

Connecting: Have You Ever…

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…been surprised that students were interested by a topic?

… been bored by your own lesson?

…been really excited by a lesson and it flopped?

Connecting: Have You Ever…

Learning1 hour, 55 minutes

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The survey is organized around the 7Cs Framework of Effective Teaching.

The questions ask students about teacher behaviors that have a direct impact on student engagement.

The survey provides an avenue for students to give their perspective about your classroom.

Review of Tripod Survey (Optional):Overview

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Directions• Break off into seven groups, in which each group will get one of the 7Cs.

• Use the Sample Teacher Report handout to learn about your C.

– What types of information does it gather? How would the behaviors look in your classroom? What types of information would students be picking up?

• Use the TEPG Rubric to determine how your C aligns with the rubric

• Be ready to share out, to the group:

– A description of your 7C– What your 7C looks like in practice– What behaviors students are picking up on in the classroom– How it aligns to the TEPG rubric

Review of Tripod Survey (Optional): 7Cs Jigsaw

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7Cs• Care: Show concern and commitment.

• Challenge: Press for rigor and persistence.

• Control: Sustain order, respect, and focus.

• Clarify: Cultivate understanding and overcome confusion.

• Captivate: Inspire curiosity and interest.

• Confer: Invite ideas and promote discussion.

• Consolidate: Integrate ideas and check for understanding.

Source:

The Tripod Project. (2013). Conceptual framework. Retrieved from http://tripodproject.org/about-the-tripod-project/conceptual-framework/.

The 7Cs

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For additional information about the Tripod survey:• Tripod Home Page: http://tripodproject.org/

• Maine Tripod Portal: http://tripodproject.org/maine/

• FAQ: http://tripodproject.org/wp-content/uploads/files-maine/FAQ_Tripod_Student_Surveys_Maine.pdf

Review of Tripod Survey (Optional): Additional Information

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Define Engagement

Learning Content 1: I’m Engaged

Engagement

Behavioral

Affective

Cognitive

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Chalk Talk We have two pieces of chart paper together with the

following two questions:• How do you know students are engaged?

• What are some things you can do to engage students?

Without talking, answer the two questions only by brainstorming from each other’s ideas.

After five minutes, do a gallery walk to see what other groups wrote.

Learning Activity 1: I’m Engaged

For the main activity, you will work in triads. You need two things:

1. One of your favorite instructional activities that you brought that really engages students

2. The Activities to Engage Students handout that we have provided for you

In your triads, discuss at least one activity that you brought, and one activity that was provided.• How does this affect student behavioral, affective, and cognitive

engagement?

• How do you know it affects student engagement?

• Does it affects one aspect of engagement more than another?

• Are there other ways to improve the activity to increase one aspect of engagement?

Learning Activity 1: Give One, Get One

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Pair up with another triad.

What activity did you select? How does it affect student engagement? How do you know? How could you modify it to fit your context?

Learning Activity 1: Give One, Get One Debrief

Administrative tasks for Tripod Survey• Have teachers proctor survey completion for Grades 3–12.

• Make sure to give students privacy when completing the survey.

• Answer only basic questions about the survey (do not interpret or explain items).

• Read the directions to the students.

• Have students read items independently (except in Grades K–2).

• Other administrative tasks will depend on whether a computer or pencil-and- paper version is used.

• Surveys should not take longer than 40 minutes (with administrative tasks).

Learning Content 2: Take a Dip Into Data: Student Perceptions

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Learning Content 2: Take a Dip Into Data: Student Perceptions

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Directions will ask students about one teacher and one subject.

Connecting 2: Take a Dip Into Data: Student Perceptions

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Learning Content 2: Take a Dip Into Data: Student Perceptions

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Description

7 C

Item-level

analysis

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5.1: Sample teacher• Ms. Smith, fourth-grade mathematics teacher

Which construct has the most favorable response? The lowest? What do you think Ms. Smith is doing well and what needs

improvement? Why do you think students in Ms. Smith’s class perceive her

classroom differently? What suggestions would you give Ms. Smith to improve?

Learning Activity 2: Take a Dip Into Data: Student Perceptions

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Hand Plant• Write down two areas she was good in, two areas she needed to improve,

and one action strategy she would take.

• Pass the paper to someone you have not talked to yet today

• Read the paper you received.

• Does anyone want to share what was written on their paper?

Learning Activity 2: Take a Dip Into Data Debrief

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Earlier, we briefly reviewed the components of the TEPG Rubric that affect student engagement.

Let’s take a deeper look into the rubric, and how each teacher behavior will affect student engagement.

After we will discuss how to use scores from observation data and from student perception data to understand better the teaching and learning in the classroom.”

Learning Content 3: Connect the Dots

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Count off by fours. Based on your number, look vertically down the rubric on

the six standard indicators. • 1a, 1c, and 1d

• 3a, 3b, and 3c

What does student engagement look like along each score?

Why does student engagement look like that along each score? What are teachers doing to affect student engagement for each score?

Learning Content 3: Connect the Dots

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Now we are going to look at two forms of data• Tripod student perception data for Ms. Smith (Tripod Sample Report)

• TEPG classroom observation data Ms. Smith (TPEG Observation)

Use the Triangulating Data handout to help you.

Let’s first go over the handout together to determine what you will do in the next 20 minutes.

Learning Activity 3: Connect the Dots

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Two-minute popcorn• Think of one-word responses that describe your feelings, thoughts,

concerns, and excitement about combining multiple measures to increase student engagement.

• We will shout these out for the next two minutes.

Learning Activity 3: Connect the Dots Debrief

Implementing35 minutes

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Choose one of the 7Cs on which you think your students would rate you the lowest. Use the Tripod Survey handout.

Rate yourself on that C at least six times. Think about your best two students, your worst two students, and your two average students.

Once you have six scores per item, average the scores together for (1) each item and (2) the entire C.

Implementing Activity: I’m the Student!

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What structures in the classroom caused the student to rate that component the lowest?

What strategies or resources could you leverage to improve on the practice?

Implementing Activity: I’m the Student!

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Optional Think about the self-assessment that you did earlier

this year.

Choose one of the standard indicators that affect student engagement.

How does your self-assessment compare with your hypothetical student survey?• What are the similarities and what are the differences? Why do you

think there are discrepancies between the self-assessment and hypothetical student survey? What action steps can you take to decrease any discrepancies?

Implementing Activity: I’m the Student!

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Get together in a triad.

Discuss one way in which you will use multiple data points to improve your practice.

Implementing Activity: I’m the Student Debrief

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Reflecting5 minutes

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If you had to create a headline for your local paper about using student perception data to help improve student engagement, then what would that headline be?

Headliner

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Try out an engagement strategy that you learned from either the resources provided in this module or the resources provided by your colleagues. You should be prepared to share your strategy in the next module. 

You should read the National Board PD overview document prior to the next module.

 Module 6 will take place DATE.

Assignment