School Instructional leadership February 10, 2016 Class 15: Using Frameworks for Teacher Supervision and Evaluation

Plus/Delta from last 2 classes Principals (esp principals of color) sharing specifics Specifics, real life scenarios, time to talk about them Pacing Work in small groups and give/get feedback from each other Course assignments are PALs DELTA Collect questions or comments so we don’t lose them Proposal for PAL 4 extension More PAL support Need shared purpose in order to be accountable community

SLP 2016: Mix it up. Sit next to new colleagues today SLP 2016: Mix it up! Sit next to new colleagues today. Exchange ideas with new thought partners.

Alumni of Color Conference March 3-5 Always excellent Always worthwhile Invite your mentor for March 4th afternoon

Small Group / Whole Group I think the whole group discussions are the most valuable. We could do more small group work and less whole group discussions. Whole class discussions seem to be helpful at times and at other times dominated by only a few people. The different small group breakouts that we do in class are so incredibly useful, especially when they relate to our practicum sites and future work as leaders. Small group discussions sometimes work, except when you are in a group where not everyone has done the reading - then, the work can be less meaningful. I am hoping that we will get more small group time to begin delving deeper into these topics and issues that will affect our work in schools in the future. I enjoy the small group work task assigned in class.

Learning Targets I can explain the framework I use to observe and analyze teaching. I can use this framework to analyze teaching.

Agenda What teaching/learning framework guides your supervision? How do you apply this to a real example of teaching? Preview next week Plus/Delta

What is the (implicit and explicit) framework used at your practicum site to evaluate teaching and learning? Is this good for all students? Why or why not? How do the readings inform your view? How does your experience (past and practicum) inform your view? Keep track of questions.

Is this good for all students? Why or why not? What is the (implicit and explicit) framework used at your practicum site to evaluate teaching and learning? Is this good for all students? Why or why not? What might be arguments for using different frameworks? What might be arguments against using different frameworks?

So what are the implications for classroom observations So what are the implications for classroom observations? …for what you expect to see in the task?

Observing and Analyzing the Task WHAT IS THE ACTUAL WORK THAT STUDENTS ARE BEING ASKED TO DO? WHAT DO YOU HAVE TO KNOW IN ORDER TO ENGAGE THE TASK? Predict: IF YOU WERE A STUDENT AND DID THE TASK, WHAT WOULD YOU KNOW AND BE ABLE TO DO? WHAT IS THE ACTUAL PRODUCT OF THE TASK? WHAT IS THE DISTRIBUTION OF PERFORMANCE AMONG STUDENTS IN THE CLASS ON THE TASK?

Elementary and Middle Schools in SC. Research on task Source: Education Trust; John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC.

Assignments in 14 High Schools in South Carolina Research on task Source: Education Trust; John Holton, South Carolina Department of Education, analysis of English Language Art Assignments in 14 High Schools in South Carolina

Observing and Analyzing the Task WHAT IS THE ACTUAL WORK THAT STUDENTS ARE BEING ASKED TO DO? WHAT DO YOU HAVE TO KNOW IN ORDER TO ENGAGE THE TASK? Predict: IF YOU WERE A STUDENT AND DID THE TASK, WHAT WOULD YOU KNOW AND BE ABLE TO DO? WHAT IS THE ACTUAL PRODUCT OF THE TASK? WHAT IS THE DISTRIBUTION OF PERFORMANCE AMONG STUDENTS IN THE CLASS ON THE TASK?

Video link http://www.gse.harvard.edu/ppe/clg/clg-resources

Small groups + facilitators http://www.aschool.us/random/random-pair.php Alley Brandon Nick Thaddeus Andy G Rachel H Madeline Tremain George Justin R Aleesha Chris Rachel B Michael C Katie Liz Karla Justin M Mike R Maria Andrew S Alex Matt Maritza Sam Rachel A Jeanie Jim Kristie Lorena Jen Michael S Marques Ryon Mary

214 Ryon, Aleesha, Alley, Maria Andrew S, George, Justin R, Mary Jim, Jen, Karla, Maritza, Rachel H, Lorena, Rachel A 203 Marques, Liz, Tremain Matt, Jeanie, Brandon, Chris, Sam, Thaddeus 203 Annex:  Mike R, Andy G, Rachel B, Michael S

Instructional Improvement In small groups: What is the task? What would you work on with this teacher? What questions does this raise for you about instructional coaching?

Role play

Preview next class Bambrick-Santoyo, Chapter 2:  Observation and Feedback.  pp. 59-108 Marshall, Rethinking Teacher Supervision and Evaluation: How to Work Smart, Build Collaboration, and Close the Achievement Gap Chapter 3 - 4 "How to Talk So Teachers Listen" by Laura Lipton and Bruce Wellman "The Coaching Formula" by Match Education, Match Minis.

SLP 2016 Norms We collaborate and build a community of respect. We value vulnerability and truths over comfort. We trust each other and assume positive intentions. We expect and seek feedback.

Plus Delta

SLP 2016 Norms We collaborate and build a community of respect. We value vulnerability and truths over comfort. We trust each other and assume positive intentions. We expect and seek feedback.