Dhahran Ahliyya Schools Thursday, November 12, 2009 Bridget Doogan bridgetdoogan@gmail

Implementing the Plan for Continuous Progress In Learning

Session 3

Engaging with the Standards of Good Teaching

Dhahran Ahliyya Schools

Thursday, November 12, 2009

Bridget [email protected]

Essential Questions

What should I know and do to fulfill my role in the PCPL?

How can the PCPL be used to increase the learning of DAS students?

What improvements need to be made in the PCPL to make it more effective in enhancing learning?

The Danielson Group, 2009

Learning Focused Collaboration


Learning Focused Collaboration

School Purpose


From the PCPL - Collective Purpose

Shared norms and values

A sense of shared responsibility for students and collective focus on student learning

Collaboration: people with diverse backgrounds and resources (age, years in the profession, specializations, cognitive styles, language, culture, etc.) working together as equals, valuing their diversity, in order to reach shared goals

De-privatized practice: people operating on mutual trust to disclose both their successes and failures in order to help each other learn and grow and improve student learning

Reflective dialogue


Training Sequence

Session 3 - Engaging with the Standards of Good Teaching / Evidence of the standards/ Observation practice

Session 4 - Supporting adult learning/ Observation practice / Conversation skills / Coaching conversations

Session 5 – Observation skills / Conversation skills /coaching practice


Give One to Get One

On your index card write:

A belief I have about adults as learners is...

I learn best when...


Give One to Get One

Directions:

1. Stand up and move around the room to find someone to share your card with.

2. Take turns to share the information on your card. You must listen carefully and paraphrase what you hear.

3. Swap cards

4. Move to find someone else, and repeat.


From the PCPL

STUDENTS FEEL safe in the school, confident that they will be respected and not exposed to any kind of bullying

STUDENTS FEEL that what they are studying is useful to them all the time and interesting to them at least 65% of the time

STUDENTS FEEL that they are being asked to apply higher level thinking skills to their learning and that they are not being asked simply to memorize

STUDENTS FEEL that they are able to succeed in doing the work assigned and are confident that if they have trouble they will be able to find assistance from teachers who will help them LEARN


Today’s Agenda

Welcome/overview Engaging with the Standards of Good Teaching The ‘Big Ideas’ of teaching Student engagement Evidence of the standards Evidence versus opinion Video observation Assignments


Working Agreements

Manage time wellStay on topicListen activelyBalance participation


Student Learning

We tend, as teachers, to think that our students learn because of what we do. That’s not correct. Our students don’t learn because of what we do; they learn because of what they do.

Our challenge, then, is to engage them in intrinsically interesting work that will yield the learning we want.


A Quote from John Dewey

“The child is already intensely active, and the question of education is the question of taking hold of his activities, of giving them direction. Through direction, through organized use, they tend toward valuable results, instead of scattering or being left to merely impulsive expression.”

John Dewey, “The School and Society,” 1900


Standards of Good Teaching at DAS

…for Professional Accountability, Reflection, and Growth

1. Engaging and Supporting All Students in Learning

2. Creating and Maintaining an Effective Environment for Learning

3. Understanding and Organizing Subject Matter Knowledge

4. Planning, Designing & Delivering Learning Experiences for All Students

5. Assessing Student Learning

6. Developing As a Professional Educator


Overview of the Standards1. Engaging and Supporting All Students in Learning

2. Creating and Maintaining an Effective Environment for Learning

3. Understanding and Organizing Subject Matter Knowledge

1. Connects prior knowledge2. Variety of instructional strategies3. Learning experiences to promote

autonomy, interaction, choice4. Engages thinking and problem

solving5. Promotes self-directed, reflective

learning6. Language for learning

1. Engaging physical environment 2. Climate of fairness and respect3. Social development and group

responsibility4. Standards for student behavior5. Procedures and routines to

support learning

1. Knowledge of subject matter and its vocabulary

2. Subject matter aligned with DAS Content and Performance Standards

3. Interrelate within and across subject areas

4. Appropriate instructional strategies5. Engaging materials, resources,

technologies

4. Planning, Designing & Delivering Learning Experiences for All Students

5. Assessing Student Learning 6. Developing As a Professional Educator

1. Develop lesson plans2. Value students’ backgrounds,

interests, needs3. Articulate student outcomes

based on DAS Content and Performance Standards

4. Sequence and use instructional time effectively

5. Modify plans according to student needs

1. Establish and communicate learning outcomes to students

2. Use multiple sources of information to assess learning

3. Involve students in assessing their own learning

4. Use assessment results to guide instruction

5. Communicate with students and families about progress

6. Assess application and thinking

1. Develop language skills in the language of instruction

2. Reflect on teaching practices3. Work with families4. Work with communities 5. Establish professional goals and

pans for growth6. Work with colleagues to improve

practice7. Share responsibility for

implementing school expectations, priorities, policies, and procedures

Identifying the Standards

Participant Worksheets – Page 3

Refer to 2 page standards overview

Read each statement and write the number of the standard to which it primarily applies.

Compare notes with the person sitting next to you.


A Memorable Moment

Consider your long life as a student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative.

What makes this so memorable? Tell your story to one or two people.


A Memorable Moment

Is the memory positive or negative?

Which standard?


A Memorable Moment

Which standard?

Standards 1 and 2 — memories that had to do with feelings about self as a person or learner

Standards 3 or 4 — memories had to do with feelings about the subject


A Quote from Maya Angelou

“People will forget what you said. People will forget what you did. But they will never forget how you made them feel”


Levels of Performance

Levels of Performance: Does not meet the standard

Concept in licensing world is called do no harm pertains to all fields requiring licensure

A license is the state's guarantee to the unwitting public that there will be no harm as a consequence of a person's work

There is nothing in the licensing procedures that require something be beautiful



Developing - Performance typical of someone new to the profession

Someone who is doing everything for the first time

Things don't go as planned Performance is inconsistent It’s on its way to becoming better



Proficient – Typical of experienced teachers

Solid, professional teaching Typical of an experienced teacher who really

knows the subject and their students Teacher has a repertoire of strategies and

knows what to do when Teacher knows how things work in the school

informally



Distinguished

Teacher has managed to create a community of learners in which the students have assumed a lot of responsibility for what happens in the classroom

Looks easy


Implications for Use of the Framework

Considerations: Needs to be used flexibly. The quality of our

teaching varies in relation to our assignments.

Value is for reflection, dialogue, analysis, conversation.

Will yield valuable professional conversations in a light, trusting environment.


Standard 2

Classroom Examples

Elements at Different Levels of Performance

For the element you have been assigned, read the descriptors carefully. Highlight key points.

Describe a classroom example at all four levels of performance.


Standard 2

Classroom Examples

Elements at Different Levels of Performance

Move to new table. Make sure there is someone to represent each element if possible.

Share the descriptions of each level from Elements 1 -5


Standard 1: Engaging and Supporting All

Students in Learning

If one component can claim to be the most important, it is student engagement. All the other standards are at the service of student engagement.


Engaging Activities and Assignments

Emphasize problem-based learning

Permit student choice and initiative

Encourage depth rather than breadth

Require complex student thinking (apply, analyze,

evaluate, create)

Offer multiple levels of challenge

Designed to be relevant and authentic


Attributes of Engagement

Teacher purposefully elicits all students to solve a problem, develop a solution, create a tangible product

Involves students actively, not passively Teacher is actively engaged in facilitating and

providing assistance, feedback, clarification Invites students to dialogue without choice to opt out

(NOT one at a time) Students work collaboratively Teacher monitors actively during student seatwork


Recognizing Student Engagement

Thinking level is apply, analyze, evaluate, create

Teacher is actively engaged in facilitating and providing assistance, feedback, clarification

All students, all the time Teacher consistently insists Engagement is simultaneous and continuous

throughout lesson


Standard 1 - Looking for Student Engagement

Directions

Watch the video clip carefully Discuss the characteristics of student engagement,

with respect to : the activity the students the teacher

Watch the clip again

Make notes on Participant Worksheets Page 5


Standard 3 – Understanding and Organizing Subject Matter

Directions

For the Element you have been assigned, Determine the three most important ideas in

the element Provide two examples of the use of the

element in practice Formulate one question you have regarding

this element.


Standards 4-6

Directions: Read the PROFICIENT level standard you

have been assigned Highlight teacher actions in one color and

how this benefits student in another color. Summarize the standard on chart paper

Create a symbol or visual image Include each of the elements with teacher

actions and student gains


Linking the ‘Big Ideas of Teaching’ to the Standards

Look back at the article. What are the ‘Big Ideas’?

What constitutes important learning?

What causes learning?

How are students motivated?

What is intelligence and how do students views influence their actions?


Observations Using the “Big Ideas”

Clarity of purpose

Rigorous learning tasks and assignments

High levels of energy and student engagement

A safe and challenging environment

Smooth organization and management Implementation of school initiatives


Watching Video Clips

Watch the clips, paying particular attention to what the students are doing

Determine which of the “big ideas” would provide the most fruitful topic for conversation

Frame an initial question for the teacher


The Concept of Evidence

Actions and statements by teacher or students- questions- indications of engagement

Intellectual challenge of activities and assignments

Interactions among teachers/students Features of the classroom

Note: Evidence is not opinion!


Evidence



Judgment

Evidence

•Accurate and unbiased

•Relevant

•Representative of the total

Respect and Rapport

Questioning and Discussion

Interpretation

What is the evidence?

Observations as Evidence

Observations Actions and statements by teacher or students Questions Indications of engagement Intellectual challenge of activities and

assignments Interaction among teachers/students Features of the classroom


Artifacts as Evidence

Artifacts

Records, plans, organizational tools and records

Instructional materials Samples of student work Professional records


Assignment - Evidence of the Standards

Identify five examples of evidence – observations or artifacts – for each standard.

Add them to the wiki before our next session on December 12.


Reflection on the Workshop

A new understanding I have as a result of the workshop is:

As a result of the workshop I’m still curious about:

As a result of the workshop, some next steps for me are:


Dhahran Ahliyya Schools Thursday, November 12, 2009 Bridget Doogan bridgetdoogan@gmail

Documents

Transcript of Dhahran Ahliyya Schools Thursday, November 12, 2009 Bridget Doogan bridgetdoogan@gmail