Bell Work. Presented by Mari Fridgen and Jim Stenehjem.
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Transcript of Bell Work. Presented by Mari Fridgen and Jim Stenehjem.
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BELL WORK
AS YOU ENTER THE ROOM TODAY
1.MAKE A NAME CARD ON THE WHITE PAPER AT YOUR TABLE.
2.ON A STICKY NOTE WRITE DOWN TWO THINGS YOU HOPE
TO GET FROM THE PRESENTATION TODAY.
3. BE READY TO INTRODUCE YOURSELF AND SHARE YOUR
THOUGHTS AT 8:32!
Bell Work
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PRINCIPAL LEADERSHIP SERIESSESSION 1
CLASSROOM TOOLS FOR THE INSTRUCTIONAL LEADER
Presented by Mari Fridgen and Jim Stenehjem
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YOUR NAME:SCHOOL:TWO THINGS YOU WANT TO GET OUT OF WORKSHOP
10:00 APT 11:00 APT 1:00 APT
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TODAY’S AGENDALearning Objective: Increase administrator’s instructional leader toolbox
Overview of Teacher Evaluation (Waiver)Types of Teacher ObservationsClassroom Look 4s
BeginningEngagingPracticingEnding
Google Observation
“Are we going to do anything today?”
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NORMS:
4 BsBathroomsBreaksBe actively engagedBe good to your neighbor
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A GREAT LEARNING ENVIRONMENT-WHAT DOES IT LOOK LIKE?
With your group, describe what a great learning environment looks like – jot down your ideas on scratch paper.
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A POOR LEARNING ENVIRONMENT-WHAT DOES IT LOOK LIKE?
With your group, describe what a poor learning environment looks like – jot down your ideas on scratch paper.
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Teacher Evaluation Waiver
http://www.dpi.state.nd.us/ESEA/comment.shtm
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Teacher Evaluation Waiver
1. Time Line2. Plans based on InTASC Standards
(All models will be based on the InTASC Standards)
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Teacher Evaluation Waiver3. A. Aligned to InTASC Standards
a. Commercial Modelb. Can have more standardsc. Must use at least 4 general InTASC
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Teacher Evaluation Waiver3. B. Performance Level must be differentiated by at least four levels.
–Level 1 Non-Proficient–Level 2 Developing Proficiency–Level 3 Proficient–Lev el 4 Exemplary
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Teacher Evaluation Waiver3 C. Incorporation of multiple evaluation measures
–1. Student Growth and Achievement Measure with NDSA (Required) Others can be used also
–2. Supervisory observation (Required)
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Teacher Evaluation Waiver
• 4. The Flow of a District Teacher Evaluation SystemThe NDDPI will provide training and technical assistance
• 5. Recording and Compiling District Teacher Evaluation Ratings
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Teacher Evaluation Waiver
• 6. Quality Assurance of a Valid and Reliable Evaluation System: State Monitoring Efforts
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Teacher Evaluation
Colorado 50%
students' academic growth as measured
partially by test scores.40% Student Performance
MinnesotaNew Law2114
35% Student Performance
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Multiple Data Sources
FormalObservations
Informal Observations
Portfolios,Documents,
Logs
Student Performance
SelfEvaluation
Virginia Performance and Standards for Evaluation 2009
Student Surveys
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Which 3 Will Have the Greatest Impact1. Observing and evaluating full lessons, preceded by a
preconference with each teacher and followed by a detailed write-up and postconference;
2. Systematic walk-throughs of the entire school, focusing on target areas (the quality of student work on bulletin boards, for example);
3. Mini-observations of three to five classrooms every day (five minutes per visit), with face-to-face follow-up conversations with each teacher;
4. Quick “drive-by” visits to all classrooms every day to greet students and “manage by walking around”;
5. Collecting and checking teachers’ lesson plans every week;
6. Requiring teacher teams to submit common curriculum-unit plans in advance, and discussing them with each team; or
7. Having teacher teams use interim assessments of student learning to improve instruction and help struggling students.
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Which 3 Will Have the Most Leverage1. Observing and evaluating full lessons, preceded by a
preconference with each teacher and followed by a detailed write-up and post-conference;
2. Systematic walk-throughs of the entire school, focusing on target areas (the quality of student work on bulletin boards, for example);
3. Mini-observations of three to five classrooms every day (five minutes per visit), with face-to-face follow-up conversations with each teacher;
4. Quick “drive-by” visits to all classrooms every day to greet students and “manage by walking around”;
5. Collecting and checking teachers’ lesson plans every week;
6. Requiring teacher teams to submit common curriculum-unit plans in advance, and discussing them with each team; or
7. Having teacher teams use interim assessments of student learning to improve instruction and help struggling students.
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Synergistic ConnectionsKim Marshall
TeamInterim assessment
work
End-of-yearRubric evaluation
Mini-observations
TeamCurriculum unit
planning
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Why Complex Teacher Evaluations DON’T WORK – Mike Schmoker
Jim Collins, author of Good to Great discovered that performance and morale of both employees and managers skyrockets when managers:
1)Severely reduce the number of criteria by which they judge an employee’s performance
2)Have “crystal clarity” for those very few criteria, abandoning any language that could confuse a practitioner
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Observations
• Formal full period observations (30-60 min) Feedback to individual
• Mini-observations (5-12 min)
Feedback to individual
• Walk-throughs (Rounds) (2-3 min)
Feedback to full staff, but not individual
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900 lessons a year
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900 lessons a year
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900 lessons a year
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What approach are you using now?
1 Full period observations
2 Mini-observations
3 Rounds
4 All of the above
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Schmoker Classroom Visits Criteria
• Attention and Engagement (i.e. steps are taken to ensure that all students are attentive and on task throughout the lesson)
• A clear, well-defined purpose and objective to the lesson; followed by…
• Multiple short segments of instruction; immediately followed by…
• Opportunities for students to process or practice what was just taught, while the teacher checks and monitors to see how well the class has learned and is applying their learning
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Kim Marshall
Five irreducible elements of effective instruction
• Safety: The class is running smoothly and students can focus on learning.
• Objectives: It’s clear where the lesson is going.
• Teaching: Learning experiences are being skillfully orchestrated.
• Engagement: Students are paying attention and are involved in the lesson.
• Learning: What’s being taught is being learned.
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Mel Riddle Look 4s
• Beginning• Engaging• Practicing• Ending
For procedural purposes, this is the model we will be focusing on for classroom operational look 4s
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High Quality Feedback
Immediate (Within 24 hours)
Highly Specific (Describe the behaviors)
Cause/Effect (Teacher did, students did)
Growth Oriented – (Tell me more about…)
Preserves Dignity (Where to meet or language in written message)
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Observation Feedback
"I Liked”
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Observation Wording
"I Noticed",“I observed” "I Wonder", "What if"
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BREAK
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Beginning of the Class• Beginning
– Evidence of Procedures and Routines - Students should arrive on time.– Bell Work — Students begin working without direction.– Essential Question (activates higher-order thinking)– Clear introduction by the teacher which ties together the previous lesson and today's lesson
– Activating strategy — Word Maps, KWL or other's strategies that motivate students to want to answer the Essential Question (could be connected to Bell Work
– Room Arrangement — matches instructional strategy and student needs
– Visible Agenda (i.e. Elem: plans for the day; HS: topics to be discussed during lesson)
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Beginning of the Class• Beginning
– Evidence of Procedures and Routines - Students should arrive on time.– Bell Work — Students begin working without direction.– Essential Question (activates higher-order thinking)– Clear introduction by the teacher which ties together the previous lesson and today's lesson
– Activating strategy — Word Maps, KWL or other's strategies that motivate students to want to answer the Essential Question (could be connected to Bell Work
– Room Arrangement — matches instructional strategy and student needs
– Visible Agenda (i.e. Elem: plans for the day; HS: topics to be discussed during lesson)
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BREAK
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http://www.allthingsplc.info/wordpress/?p=2598
Classroom Observation Drives Instructional
Practices
George Knights
AllthingsPLC website
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Engagement Strategies
10:00 AptFeedback You Would Give This Person
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Engagement Strategies
•Think-Pair-Share•Signal Cards (Stop light with Green, Yellow, Red Cards)•Wait time•Cold Calling
Videos•S-L-A-N-T•Give Choices (menu strategy)
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Mel Riddle Look 4s)Engaging: High Expectations for Students
– Cold Call (Any student will be called on at
any time.)
–Cold Call/Pepper
–Cold Call/Vocabulary
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Additional Engagement Strategies
– Students re-explain: “In your own words…”– Ask opinion questions. “If you had to decide which action to take, what would you do/recommend?”
– Repeat question using simpler language.– Use positive non-verbal encouragement such as nods, smiles, eye contact.
– Use individual whiteboards or signal cards as a means of non-verbal responses.
– Private personal interaction for struggling student in advance to set up a question for him/her to answer.
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Engaging: S-L-A-N-T
Sit up Listen Ask and answer questions Nod your head Track the speaker
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BREAK
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Additional Engagement Strategies
– 10:2 Theory (Present 10 minutes and discuss or do for 2 minutes, “Chunk and Chew”)*
– Think-Pair-Share– Clipboard cruising– Listening in on small group discussions– Checking over shoulders– Signal Cards (Stop light with Green, Yellow, Red Cards)
– Journal Entries/Quick-Write– Hand Jesters thumbs up, down, sideways
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Engagement Conclusion
)During the following video, with your partner, write down and discuss the feedback you would provide this teacher regarding Engagement Strategies.
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Video from Coach Like a Champion
• Number 16 video
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Video from Coach Like a Champion
• Feedback
• Identify• Label• Explain• Ask a Question• Preserve the Dignity
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Practice
• Practicing– Frequent checks for understanding–Opportunities for students to demonstrate mastery
– Teach and re-teach–Guided and Independent Practice
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Practice Theory
Practice makes …
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Perfect Practice Makes Perfect
permanent.
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Ending
• Ending– Time taken to summarize lesson and tie day's lesson into tomorrow's (Teacher Centered)
– Students do the summarizing– Formative Assessment and/or Practice Retrieval
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Formative Assessment Strategies
– Think-Pair-Share– Listening in on small group discussions– Checking over shoulders– Signal Cards (Stop light with Green, Yellow, Red Cards)– Journal Entries/Quick-Write– Ticket to Leave– Hand Jesters thumbs up, down, sideways– individual whiteboards or signal cards as a means of non-verbal responses.
– Students re-explain: “In your own words…”
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Teacher Channel Videos and Lessons
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Culminating Activity*Mini-observations
• https://www.teachingchannel.org
• https://www.successathecore.org
• Go to one of the sites above, view one video, conduct a mini-observation with the look 4s we just discussed and be prepared to share what you learned.
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Observation Scheduling• Expert recommendation: Instructional leaders should be in the
classroom two days per week• Possible Options: Instead of 2 days per week, is 2hrs manageable?
– 2 consecutive hours, one day per week (1 room at beginning, 1 room at middle, 1 room at end)
– 1 hour, two different days per week– 5-10min x twice per day x 5 days/week
• What does it take to getting into the classroom:– Schedule it; get it in your calendar– Cooperation: collaborate with your secretary to ensure interruptions occur ONLY during emergencies (i.e. not to take a unexpected phone call)
• Possible options: Instead of 2 days per week, is 2hrs manageable?
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Evaluation Systems
• Current Reality?
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Exit Ticket
• Take one post-it, write your name on it• Place the post-it note on one of the evaluation system choices at the back of the room that you would like to learn more about
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LUNCH
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Evaluation Based on Rubrics
• Danielson• Marzano• InTASC• Marshall• Other
Are you using one of these right now?
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Charlotte Danielson
Four Domains:1. Planning and Preparation2. The Classroom Environment3. Professional Responsibilities4. Instruction
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Robert Marzano
Four Domains:1) Classroom Strategies and Behaviors2) Planning and Preparing3) Reflecting on Teaching4) Collegiality and Professionalism
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Kim Marshall
Six Domains:1) Planning and Preparation for Learning2) Classroom Management3) Delivery of Instruction4) Monitoring, Assessment, and Follow-Up5) Family and Community Outreach6) Professional Responsibilities
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Group Work
• Read through materials individually• As a group, go through domains and identify the various elements that correlate to the “Look 4s” discussed earlier today
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Group work•Danielson•Marzano•Marshall
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Google Form
Your observation/evaluation plan of attack!
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Resource Page for MREC Principal Leadership Series
http://ndlead.org/Page/635
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Exit Ticket
• Training Survey