WELCOME to ISLN! October 19, 2015 Building capacity for instructional leadership in the KVEC region

Today’s Resources located on Log on the holler. If you have not done so, join the holler and create a user name and password. 2.From the home page locate the horizontal listing of options (directly below your name). 3.Click on RESOURCES. 4.Locate and click on the ISLN folder. 5.Click on the September 21, 205 folder to find all of the tools and resources used in today’s presentation.

ISLN Facilitation Team Stacy Noah, Effectiveness Coach Jennifer Carroll, Project Director/Appalachian Leadership Lab Carole Mullins, ELA Instructional Specialist Chris Bentley, Science Consultant Leslie Moyer, PLEE Katrina Slone, STEM Kim Sergent, Social Studies Abbie Combs, ARI Educator Effectiveness

ISLN Meeting Dates ISLN KVEC Training Room 9:00 a.m. – 12:30 p.m. Contact: Jennifer Carroll September 21, 2015 October 19, 2015 November 20, 2015 January 26, 2016 ** Note the change February 15, 2016 March 18, 2016

ISLN Site Norms Start and end on time Cell phones on vibrate Rule of two feet Calls – phone and nature Contribute…YOU are ISLN. Others?

7 Norms of Collaboration KIM

Four Pillars of ISLN and TLN Meetings  Kentucky’s Core Academic Standards  Characteristics of Highly Effective Teaching and Learning/KY Framework for Teaching  Assessment Literacy  Leadership

Each school and district in KY 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 based on rigorous, college and career ready standards in every classroom, every day. VISIONMISSION Build the capacity of each district leadership team (teacher, school, and district leaders that participate in the Leadership Networks) to effectively implement new standards within the context of highly effective teaching, learning (learning for adults AND students), and assessment practices.

Complete your District Info. Be sure to submit!

Learning Targets  Enhance understanding of capacity building  What it is/What it is not  Explore capacity building strategies and plan for sustainability  Professional Learning, Progress Monitoring, DLT  Analyze the effectiveness of District Leadership Teams in supporting capacity development around KAS, effective teaching and learning, and assessment literacy.  Innovation Configuration Map/Storming, Norming, Performing Protocol

Learning Targets Explore the use of data analysis as a strategy for continuous improvement Analyze observational data to inform application of good practice and assessment principles Plan for sustainability of high quality structures to support professional practice and student learning

Supporting Your Science Teachers As They Transition to NGSS

What does the Kentucky Framework for Teaching look like in a 21 st century science classroom?

There are parts of the Framework that tie nicely to NGSS : 2b.Establishing a Culture for Learning 2e.Organizing Physical Space 3b.Using Questioning and Discussion Techniques 3c.Engaging Students in Learning 3d.Providing Feedback (Adapted: Rob Lang: ISTA)

2b. Establishing a Culture for Learning Traditionally Teacher talks about why science is important NGSS-Aligned Activities are relevant and interesting for all students

2b. Establishing a Culture for Learning In an NGSS-aligned classroom, an observer will find evidence for component 2b by noting the engagement of the teacher and the students in the activity.

2e. Organizing Physical Space Traditionally Desks in rows NGSS-Aligned Group work stations

2e. Organizing Physical Space In traditional classrooms, observers may find that organizing students in groups promotes chaos; but in an NGSS-aligned classroom, the observer will notice that the non-traditional organization of students promotes communication and collaboration among students which are key elements behind NGSS.

3b. Using Questioning and Discussion Techniques Traditionally “Will you please explain the relationship between…” NGSS-Aligned Questions scaffolded Deeper conversations “Why?” “What evidence is there to support your…?”

3b. Using Questioning and Discussion Techniques An observer in an NGSS- aligned classroom will find evidence for component 3b by noticing how a teacher does not look for a single correct answer.

3c. Engaging Students in Learning Traditionally Confirm phenomena: Fill in the blanks NGSS-Aligned Open-ended questions to explain phenomena: Engaging

3c. Engaging Students in Learning An observer in an NGSS- aligned classroom will find evidence for component 3c by noting the student-led investigations and the open- ended questioning the teacher uses.

3d. Providing Feedback Traditionally Grading labs Summative assessments NGSS-Aligned Teacher actively involved Feedback consistent

3d. Providing Feedback An observer in an NGSS- aligned classroom will find evidence for component 3d by noting the teacher acting more as a coach than a grader of summative assessments.

What Does Good Practice Look Like? Engaging in a virtual walkthrough of a teacher beginning to implement NGSS in her class What do we need to know before observing??? – Performance expectation – Targeted SEP, DCI, and CCC for grade level Let us examine the standards……

Using the Appendices Appendix E: DCI Progressions Appendix F: SEP Progressions Appendix G: CCC Progressions – For the three handouts use your KCAS booklets to find the corresponding appendix to become familiar with the layout and design – Which dimension best illustrates good teacher practice? Why?

What Does Good Practice Look Like? The Process: Count off to form groups of 3 All of the 1s will view the video through the lens of the SEP (practices) All of the 2s will view the video through the lens of the DCI (content) All of the 3s will view the video through the lens of the CCC (crosscutting concepts) Also, there are stopping points for discussion built in the video. Be ready to share with your group.

1s, 2s, & 3s share with your group to make your observations known to your teammates. Everyone should push for clear evidence not inferred evidence. When you are comfortable with the evidence provided by your teammates, then complete the 3 dimensional handout What Does Good Practice Look Like?

Feedback How would you offer feedback to this teacher for improvement?? Group Share.

Take 10 min.

Making Observations Work Reflections Large Group Discussion Can these instruments improve teaching practices and student learning????? What changes would you suggest to make these instruments better, or more user friendly? How can we use the walkthrough instruments as resources for DLTs and teachers? What ideas can we take back to our districts?

Weave Data Into Learning Article (Leslie)

Perpetual Data Share Out Jennifer

Please Complete New Evaluation