Things to Do!

Sign in sheet Nametags Obj. & itin. Cover slide Table packets 4MAT signs

I. Opening: Feedback on feedback Framing the day Community builder Discussion: Beliefs chapter

Welcome to Day 2PleaseSign inWear your name tagFind a seat; but don’t get too

cozy, we’ll be re-seating shortly.

• What practices or concepts have become clearer to you as a result of today’s class?

• How will this knowledge support your growth as an instructional leader?

MCPS Standards The Professional Growth System Developing a common language Post Observation Conference Report (POCR) Taking literal notes; specific techniques & practice 10-2; 30-90 Attention & momentum moves; tools for professional growth Ways to help maximize the potential of teachers CEIJ- and how a write-up is constructed How observing and analyzing are parts of continuous

improvement Writing context paragraphs The Knowledge Base on Teaching (triangle) our common

source Steps of pre-observation, observation, and post-observation Being objective and not rush to judgment

Materials organized* * * * * * * * * *

Pacing * * * * * * * * Breaks in lecture * * * * * * Video & scripting

opportunity * * * * * * Discussion * * * * Examples * * * CEIJ * * Modeling strategies * * Food * * Good information –

Attention & Momentum * Clear, concise language *

Like having two instructors*

Flexibility Treating us like adults Context paragraph Use of props Addressing all class

members comments & questions

Variety of teaching approaches

Welcoming environment Everything is going great!

Pacing/processing – too slow/too little * * *

Pacing/processing – too fast/too much *

Frequency of breaks; shorter lunch*

Lot of information Incorporate more

movement Clarify questions Chunk material better Include directions and pg.

numbers for activities Summaries- Fillers Explain work standards Provide strategy sheet Snow!

Line Up: Divide & Slide

Years in Education Count Off

Framing Framing the the

LearningLearning

KNOWLEDGE ABOUT TEACHING

EFFECTIVE COMMUNICATION

DATA ABOUT TEACHING & LEARNING

HIGH EXPECTATIONSFOR ADULTS

InstructionalLeadership

CURRICULUMCURRICULUMPLANNINGPLANNING

MOTIVATIONMOTIVATIONMOTIVATIONMOTIVATION

INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES

MANAGEMENTMANAGEMENTMANAGEMENTMANAGEMENT

FOUNDATION OF ESSENTIAL BELIEFS

KEY CONCEPTS• Areas of Performance• Repertoire• Matching Overarching

Objectives

CurriculumDesign

Planning

AssessmentLearning

Experiences

PersonalRelationship

BuildingClass Climate

Expectations

ClarityPrinciples of

LearningModels of Teaching

Space Time Routines

Attention Momentum Discipline

Objectives

The Knowledge Base on Teaching

By the end of the day you will be able to:• Explain how supervision and evaluation support the purpose

of the Professional Growth System.• Explain different levels of thinking about lesson planning and

their implications for student learning.• Evaluate objectives based on the criteria for a mastery

objective.• Analyze evidence to determine if a teacher is planning and

instructing for mastery.• Write an objective paragraph in a post-observation

conference report. • Identify components of a teacher’s repertoire for framing

learning and explain their importance to students.• Explain the importance of literal note-taking and

determine whether notes are literal or descriptive.

• Community builder / framing

• Building our leadership vision

• Planning for mastery

• Writing about planning: the objective/planning paragraph

• Clarity: framing the big picture

• Data sources / literal notes

• Summary

Objectives

CurriculumDesign

Planning

AssessmentLearning

Experiences

Expectations

Space Time Routines

Objectives

Effort Based Belief

CONFIDENCECONFIDENCE

ACHIEVEMENTACHIEVEMENT

EFFECTIVEEFFORT

AbilityAbility

Hard WorkHard Work StrategiesStrategies

Beliefs in Our Buildings

Which of the seven beliefs are alive, well, and in evidence in your workplace? What effect do you see them having on student learning?

Which are least evident? Why? How does their absence influence student learning?

Discuss the implications of your responses for your leadership role.

NB page 227; Chapter 2

Smart is notsomething you just are;smart issomething you can get.

Jeff HowardThe Efficacy Institute

I. Teachers are committed to students and their learning.

II. Teachers know the subjects they teach and how to teach those subjects to students.

III. Teachers are responsible for establishing and managing student learning in a positive environment.

IV. Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement.

V. Teachers are committed to continuous improvement and professional development.

VI. Teachers exhibit a high degree of professionalism.

MCPS Teacher StandardsMCPS Teacher Standards

By the end of the day you will be able to:

• Explain how supervision and evaluation support the purpose of the Professional Growth System.

Frequent high-quality feedback by individuals who know what they’re talking about in order to stimulate teachers’ thinking about their decisions.

Maintaining high minimum standards of teacher performance.

SUPERVISION EVALUATION

superVision

To involve members in spreading a vision of high quality learning and teaching across an entire school.

Glickman

PURPOSE OF SUPERVISION

To increase the opportunity and the capacity of schools to make a difference for student learning.

Sergiovanni

RBTNB pg. 23

What Do We Want Our Systems of Supervision

and Evaluation to Accomplish?

Which of the major purposes of supervision and evaluation have been most and least successfully addressed in MCPS?

NB pg.5

What does it take?

KNOWLEDGE

COURAGE

Where is the balance of these three aspects of leadership in your current work? What goals might you set for yourself in relationship to these three aspects?

KNOWLEDGE

COURAGE

NB pg. 26

Test Scores by

Percentile

Students with 3 Least EffectiveTeachers

Students with 3 AverageEffective Teachers

Students with 3 Most EffectiveTeachers

FIFTH GRADE MATH SCORES ON TENNESSEE STATEWIDE TESTBASED ON TEACHER SEQUENCE IN GRADES 3, 4, 5

(Second Grade Scores Equalized)Research by Sanders & Rivers (1996)

FIFTH GRADE MATH SCORES ON TENNESSEE STATEWIDE TEST BASED ON TEACHER SEQUENCE IN GRADES 3.4.5

(Second Grade Scores Equalized)Research by Sanders & Rivers (1996)

Students with 3 Least EffectiveTeachers

Students with 3 Average EffectiveTeachers

Students with 3 Most EffectiveTeachers

School System B

School System A

1. Context paragraph/heading2. Objective/mastery planning

paragraph3. C E I J paragraphs

Recipe for a Post-Recipe for a Post-Observation Conference Observation Conference

ReportReport

*Claim – area of performance*Evidence*Impact (thus, as a result, therefore)*Judgment

4. Post-observation conference summary (including goal-setting)

5. Summary

Provides information about… Teacher Students Course or unit of study Special factors Announced or unannounced

observation

Teacher: Observation Date:

Observer: Observation Time:

School: Conference Date:

Subject / Grade:

Feedback: Information on the ways in which a product or performance meets or does not meet established criteria for success/standards.

Peer Peer Feedback: Feedback:

The Context The Context ParagraphParagraph

CLAIM: statement that a teacher performs a certain teaching skill [generalization]

EVIDENCE: a quote or literal description of something said or done

IMPACT: statement of what the behavior accomplished [or intended]; its effect on students

JUDGMENT: adjective, adverb, sentence, phrase that lets the reader know what the writer thought of the behavior

Balanced WritingBalanced Writing

NB pg. 16

Share and compare your labeling of the CEIJ paragraphs.

Come to conclusion and be prepared to share with group.

Feedback: CEIJ Labeling Sarah

NB pg. 16

Mrs. Smith effectively presented information through explanatory devices.

•She created a graphic organizer on the overhead projector to guide the students through defining run off.

•She translated the words dissolved and suspended into simpler language by way of a class discussion (“Spring-time…fertilizer on grass to make it greener…that salt fertilizer will mix with water and dissolve…we need to talk about what that word suspended means…okay we’re talking about debris..anything that doesn’t get dissolved…”).

•She also presented the students with environmental pictures (“To get started I have pictures with pretend news articles about the Chesapeake Bay…”).

As a result, students with a variety of learning styles were focused and engaged.

Sarah Smith CEIJ #1

Mrs. Smith used several instructional strategies to help the students make cognitive connections.

•She used questioning as a way to prompt a resemblance to the students’ experiences (“What’s usually included with pictures?...If something gets dissolved, what does that mean?”)

•She used a personal experience to help the students related the content to their own lives (“I took my cup of coffee and put sugar in it. It got dissolved in the coffee...” ).

•She asked the students to compare and contrast in order to make a connection to today’s learning (“Think about the pictures we looked at yesterday…”).

Thus, students’ prior learning was utilized and connected with the new information given during this lesson.

Sarah Smith CEIJ #2

Mrs. Smith has built a classroom climate in which students feel safe to take risks.

•She made several comments throughout the lesson to promote risk taking (“..could be…you could make that up…you don’t have to be perfect…”). She stated, “…as long as someone at your table has something to share we’re good.”).

•After the students were told to write captions for given pictures, a student asked, “What’s a caption?” Mrs. Smith did not chastise the student for not knowing or remembering the meaning of the word caption, but answered her calmly and respectfully.

•Another student asked a question and Mrs. Smith replied quietly.

Therefore, students could safely communicate their level of understanding and signal their need to move on or request help.

Sarah Smith CEIJ #3

• An impact is a statement of what was accomplished by the behavior just described in the claims and evidence.

• An impact establishes what was significant about the move in terms of its impact on students.

Effective impact statements:Impact and Impact and EvidenceImpact and Impact and Evidence

Thus, students were able to make connections to their previous learning.

As a result, students were not engaged by the lecture.

are context-specific.

follow pieces of evidence that have a unique effect.

show a logical cause-effect relationship with the claim.

often include judgment by stating the quality (positive or negative) of the impact on students and their learning.

Strengthening Your

Impact Statements1.Silently read and highlight NB pages

45-46.

2.Reflect on and respond to these questions on the bottom of NB page 46.

3.When ready, share of your important points with others at your table.

What purpose does the impact statement serve?

What are some important points you want to remember when writing an impact?

More examples on NB pg. 21-22

Let’s Take a Break!

• Explain different levels of thinking about lesson planning and their implications for student learning.

• Evaluate objectives based on the criteria for a mastery objective.

• Analyze evidence to determine if a teacher is planning and instructing for mastery.

Objectives

CurriculumDesign

Planning

AssessmentLearning

Experiences

Expectations

Space Time Routines

Objectives

What are the characteristics of standards-based

instruction?

What might a student experience in a lesson planned for mastery?

To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.

Stephen CoveyThe Seven Habits of Highly Effective

People

Planning Decision

Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 397.

TST, pg. 397

“Check in with the curriculum, the standards you’re working on, and particularly the big idea (enduring understanding) that’s on the table to be sure the lesson you’re planning connects explicitly to it.”

NB pg. 252

What concepts am I teaching?

What activities will develop these skills?

What key values do I want them to adopt?

How will I get them engaged?

What thinking skills do they need to know?

What do I want them to know/be able to do… how will I know they know/can do it?

NB pg. 252

Explain the different levels of thinking

about planning and

their implications for teacher

planning and student

learning.

Planning Decision

TST, p. 397

“Articulate the mastery objective of this lesson (or series of lessons) to yourself fully. Say exactly what the students will know or be able to do, or do better, at the end of the lesson. Dig into the content to examine its nuances and central ideas before arriving at this statement.”

Our Data

Data From Pre-Assessment:Objectives and Criteria for Success

Meets standard

(not yet)

Objectives 74% 26%Criteria for Success

Observing for Mastery Sort your cards into 2 piles:

Mastery objectiveNot a mastery objective

Check how you did.Green – mastery objectiveRed - not a mastery objective

Draw a conclusion.What are the critical attributes of a mastery

objective?

A mastery objective

states what students will know and be able to do by

the end of the lesson in terms of the

academic curriculum.

A well-written mastery objective:

• is kid-friendly• is linked to

standards • uses an active

performance verb, describing how mastery will be demonstrated

• begins with “will be able to…”

• includes stated or implied assessment

• may include stated or implied criteria for success.

How might you coach a teacher to revise the

objective for a focus on mastery. What

questions would you ask?

Activities:

1. We will research and take notes about infectious diseases.

2. We will work as a group to ask and answer questions about infectious diseases.

3. We will complete today’s Learning Log.

Mastery Objective:

By the end of class today I will be able to identify an infectious disease, the pathogen that causes it, and how the pathogen is spread.

What do we want students to know and be able to do?

How will they get there?

Planning for MasteryMastery objective

Activities

Planning Decision

TST, p. 397

“Plan how to communicate the objective to the students with unmistakable clarity in language they will understand.”

Reflection

What will you do as an instructional

leader to support teachers in writing mastery objectives?

• Write an objective paragraph in a post-observation conference report.

1. Context paragraph/heading2. Objective/mastery planning

paragraph3. C E I J paragraphs

Recipe for a Post-Observation Conference

Report

*Claim – area of performance*Evidence*Impact (thus, as a result, therefore)*Judgment

4. Post-observation conference summary (including goal-setting)

5. Summary

The Objective / Planning

Paragraph

The purpose of the objective paragraph is to capture the

teacher’s thinking and planning for instruction that

is designed to lead students to mastery of curricular content

and skills.

What would you see/hear in a mastery focused lesson?

The objective paragraph should answer… What was the objective?

How was it communicated? Was the lesson planned and delivered

for student mastery? What activities did the teacher do to

lead students to mastery of the objective?

What are the assessment data on student mastery or progress toward mastery of the objective?

Two Cautions WhenLooking for ObjectivesDon’t fall into the trap of looking

for an objective, seeing it on the board, and assuming it’s being played out when it isn’t.

Likewise, don’t fall into the trap of assuming an objective doesn’t exit if it isn’t posted or stated.

the stated objective; the lived lesson (instructional delivery); and the worthiness of the objective and lesson

TST, p. 380, 386

Stoplight Analogy for Giving Mastery Objective Focused Feedback

RED- The objective does not reflect mastery thinking or planning. (Lesson only based on coverage, activity, or involvement thinking.) The delivery of instruction does not match or support the intended objective.

YELLOW- The objective may reflect mastery thinking or planning. The delivery of instruction does not match or support the intended objective.

GREEN- The objective reflects mastery thinking or planning. The delivery of instruction and teacher actions fully match and support the intended mastery objective.

Reflection

What will you do as an instructional leader to

support teachers in writing mastery objectives?

How will you, as an instructional leader, ensure that teachers plan lessons focused on student mastery?

Leadership Connections

What is something new you learned about mastery planning that will impact your work as an

instructional leader?

Let’s Take a Break!

Objectives

CurriculumDesign

Planning

AssessmentLearning

Experiences

Expectations

Space Time Routines

Objectives

Writer’s/Analyst’s Toolkit

Objectives

CurriculumDesign

Planning

AssessmentLearning

Experiences

Expectations

Space Time Routines

Objectives

• Identify components of a teacher’s repertoire for framing learning and explain their importance to students.

How do adept teachers make concepts and skills clear and accessible to students?

Activator

ClarityI. Framing the Learning

II. Presenting Information

III. Creating Mental Engagement

IV. Cognitive Empathy

V. Anchoring LearningTST pg. 163

Framing the Learning The Big Picture

Objectives Itinerary Big Idea Reason it’s Worthwhile Reason for Activity Criteria for Success

TST pg. 163

What does Catherine do to frame the

lesson for her AP Biology students?

TST p. 163; NB p. 304

What does Valerie do to frame the lesson

for her math students?

TST p. 163; NB p. 304

Bernice McCarthy - About Learning, Inc.

TST pg. 163

Getting Ready for Instruction Activating Pre-assessing Anticipating confusions TST pg.

Nothing Nothing

means means

anything anything

until it until it

connects connects

somethingsomething

David Sousa

How the Brain Learns

ActivatorsCognitively engage students

Identify current knowledge

Surface/address misconceptions

Empower the learner: “I know…”

Brainstorm and categorize Brainstorm “Flexibility Style” and web Carousel brainstorming Draw a picture/diagram Given a skeleton/outline of…, fill in details Graphic organizers Human treasure hunt Know/think I know/want to know Line-ups Medium-size circle Mental imagery Paired verbal fluency Sort cards or pictures Walking tour Word or picture splash Write 5 words NB pg.

What will you take away from today’s discussions of Framing the Learning?

How will your work as an instructional leader be affected by what you’ve learned?

Summary

Let’s Do

Lunch!

Read about the opportunities and obligations for using data.

Work with your table group to make additions to the web.

• Are mainly quotes and descriptions of behavior.

• Capture the essence of important events, actions, conversations; occasionally note what time it is.

• Include specific names.

• Record factual observations, not analysis or inferences.

• Describe characteristics of interactions and settings.

NB pg. 78-79

Literal Notes

Cheerleading

Improvement

Real Problems

Enrichment

Why Literal Notes?

Literal Notes Example #2: Real Life

NB pg. 81

• Compare the literal notes on NB p. 165.

• What are the messages students receive from the teacher in each example?

• Which set of literal notes would be most valuable for giving a teacher feedback?

Narrative notes from a 6th grade math observation:

“The teacher went over the homework.”

Mara Observation

Take literal notes of lesson

record times focus on salient events use abbreviations

First Steps in Analysis

Read over and clean up your notes. Holistic impressions

What do you infer the lesson objective to be? What teaching strategies stood out as

positive, negative or missing? What questions might you want to ask?

Label important events by asking yourself what did it accomplish or intend to accomplish? (framing the learning- text page 163)

What claims can you make based on the evidence?

Observation, Analysis and Writing Practice

Review Clarity in Analyst’s Tool KitNB pg. 53

Identify “Framing” moves in Ms. Mara’s write-up.

Draft a CEIJ paragraph

Literal Notes Example #3: Real Life, Analyzed

On a sheet of paper,

1.Trace your hand.

2.On each finger write a key idea from today’s class.

3.On the palm, ask a question or comment on today’s topics.

It’s a Handful

1.End of Class Routine

3.Side Table

See you Thursday!

See you February 12

Planning Decision

TST, p. 397

“Decide what evidence you will use as confirmation of student mastery.”

Coaching for Mastery Sort your cards into 2 piles:

Criteria for successNot criteria for success

Check how you did.Green – criteria for successRed - not criteria for success

Draw a conclusion.What are the critical attributes of criteria for

success?

Criteria for SuccessKid friendly.

Has the product or performance as the subject.

Describes the attributes of a successful product or performance.

Learning Objective:By the end of class today I will be able to identify an infectious disease, the pathogen that causes it,

and how the pathogen is spread.

Summarizer: Exit Card

1. Name an infectious disease.2. What kind of pathogen causes it?3. How is the pathogen spread?

What do we want students to know and be able to do?

How will they get there?

What task will tell us they can do it?

What should successful performance look like?

Planning for MasteryMastery objective

Activities

Assessment

Criteria for success

MCPS Indicator

Recognize instances of propaganda and persuasive techniques (1.8.6.1)

Mastery Objective

You will be able to analyze magazine advertisements for techniques that advertisers use to convince people to buy their products.

Criteria for Success

The analysis includes evidence to show the use of appeals to emotion andfalse logic.

As an instructional leader, how might

you coach a teacher to increase his/her focus on mastery?

Table Discussion

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