lead. inspire. teach. Welcome! Mentor Collaboration working together to increase student achievement

lead. inspire. teach. Training Topic Focus ASU iTeachAZ Academic Feedback

lead. inspire. teach. Celebrate!! Please sign in and take a seat Think about something great that has happened with your Teacher Candidate and complete the “Celebration!!!” sheet. Be prepared to share with the mentors at your table.

lead. inspire. teach. Reflect How you might respond in the following situation: While reviewing your TC’s lesson plan, you noticed that the TC doesn’t have detailed explanations of the objective in the opening, and doesn’t have allotted moments for the TC to give and receive quality academic feedback.

lead. inspire. teach. Discuss your ideas for supporting the TC in ensuring that their feedback is given during guided practice and homework review. How will you coach your TC? Stand Up, Hand Up, Pair Up Timed Pair Share

lead. inspire. teach. iTeachAZ Key Features Accountability For Effective Teaching and Student Growth Co-TeachingTAP Clear Professional Expectations Performance- based Accountability The 4 key Features of iTeachAZ

lead. inspire. teach. Agenda Case Study Reflection5 min Coursework Update5 min Co-teaching20 min Mentoring Skill: Coaching Your TC Academic Feedback 60 min Closing/Evaluation5 min

lead. inspire. teach. Objectives Review coursework expectations Create a plan for maximizing student achievement by utilizing the _________ Co-teaching approach Build coaching capacity to support TC growth in developing academic feedback for their lessons

lead. inspire. teach. Review the newsletter for upcoming assignments What questions to you have about upcoming assignments?

lead. inspire. teach. Coursework Update SAMPLE

lead. inspire. teach. Agenda Case Study Reflection5 min Coursework Update5 min Co-teaching20 min Mentoring Skill: Coaching Your TC in Activities & Materials 60 min Closing/Evaluation5 min

lead. inspire. teach. TC Expectations WeekCo-Teaching StrategiesTeacher Candidate Responsibility Weeks 1-4One Teach, One Observe; One Teach, One Assist; Alternative Teaching Assume partial responsibility for leading classroom routines (attendance, bell work, dismissal, etc.) Co-plan and lead small group activities Weeks 5-9Any of the above strategies as well as Station Teaching, Parallel Teaching, and Team Teaching Co-plan and lead in one subject area/class period Weeks 10-15Any co-teaching strategy appropriate for the subject areas being taught Co-plan and lead in two subject areas/class period Weeks 16-20Any co-teaching strategy appropriate for the subject areas being taught Co-plan and lead in three subject areas/class period Weeks and beyond Any co-teaching strategy appropriate for the subject areas being taught Co-plan and lead all subject areas/periods Single Placement Senior Year Residency Progression

lead. inspire. teach. Co-Teaching Data SAMPLE

lead. inspire. teach. Co-teaching According to our Walkthrough and Bi- weekly survey data, ________ Teaching is occurring _____% of the time. How can we use __________ teaching to support student learning?

lead. inspire. teach. _______________ Teaching OVERVIEW/DEFINITION –Add definition of the co-teaching strategy

lead. inspire. teach. Examples WHEN TO USE Add examples of when to use the co- teaching strategy

lead. inspire. teach. Reflect Work with a teammate to create a plan to maximize student learning by identifying 1 subject in which ______________can be be applied. Share out your plans (Round Robin)!

lead. inspire. teach. Agenda Case Study Reflection5 min Coursework Update5 min Co-teaching20 min Mentoring Skill: Coaching Your TC in Standards and Objectives 60 min Closing/Evaluation5 min

lead. inspire. teach. Agenda and Objectives PA Data Review Coaching Cycle and Preview Coaching Questions for Academic Feedback Determine the meaning of high quality feedback Review examples of quality academic feedback Evaluate a lesson plan and incorporate effective times to elicit and solicit quality academic feedback, with times to circulate Build coaching capacity to support TC growth developing skills to incorporate quality academic feedback into their lessons

lead. inspire. teach. PA 1 and 2 Cohort Averages Standards & Objectives (+.3) Presenting Instruc. Content (+.7) Academic Feedback (+.8) Activities & Materials (+0) Managing Student Behavior (+.1) Teacher Content Knowledge (+.4) Teacher Knowledge of Student (+.5) Instructional Plans (+.5) Sample

lead. inspire. teach. PA 1 and 2 Cohort Averages Standards & Objectives (+.3) Presenting Instruc. Content (+.7) Academic Feedback (+.8) Activities & Materials (+0) Managing Student Behavior (+.1) Teacher Content Knowledge (+.4) Teacher Knowledge of Student (+.5) Instructional Plans (+.5) Sample

lead. inspire. teach. Coaching Cycle Pre- Conference Observation Plan/Model Lesson Co-Teach Observation Post- Conference

lead. inspire. teach. Coaching Questions How do you decide on the type of feedback you provide to students? How do you use student feedback to make adjustments in your instruction? How do you engage students in providing quality feedback to one another?

lead. inspire. teach. InTASC Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

lead. inspire. teach. What is Backward Design? Consensus Elements Take a minute to write your personal definition of “backwards design” as it relates to academic feedback

lead. inspire. teach. What is “Backward Design?” One starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform (Wiggins and McTighe, 2000, page 8).

lead. inspire. teach. Planning Process The design process involves teachers planning in 3 stages, each with a focusing question: Stage 1 What is worthy and requiring of understanding? Stage 2 What is evidence of understanding? Stage 3 What learning experiences and teaching promote understanding, interest and excellence?

lead. inspire. teach. What is High Quality Feedback? Aligned to the Objective Prompts Students to Think Is Differentiated

lead. inspire. teach. Aligned to the Objective Formative assessments need to planned Formative assessments need to be aligned to each sub-objective.

lead. inspire. teach. Multiply a fraction or whole number by a fraction. Each Student will be able to multiply fractions by whole numbers in story contexts using visual models. Evidence will be completed problems scored at proficient using the problem solving rubric. Students will recall how to create a model to represent fractions. Students will recall the steps to solving a problem (Polya’s) Students will multiply fractions by a whole number in story contexts by using objects. Students will multiply fractions in story contexts by applying the array method. Students will solve problems by using a visual model of their choice and will evaluate themselves using the rubric. -St will use objects to represent a fraction -Physical response, think pair share -Students will solve problems using their white boards -Solve problems individually on the assessment. One more example!

lead. inspire. teach. Academic Feedback What does TAP Say About Academic Feedback? Academic Feedback

lead. inspire. teach. Planning Rubric Descriptor Oral and written feedback is mostly academically focused, frequent, and mostly high quality It is NOT……….. “Good job sitting down, I’m glad you answered the question correctly, etc.”

lead. inspire. teach. Planning Rubric Descriptor It is….

lead. inspire. teach. Planning Rubric Descriptor Feedback is sometimes given during guided practice and homework review. It is NOT……….. Walking around aimlessly to check for behavior

lead. inspire. teach. Planning Rubric Descriptor It is….

lead. inspire. teach. Planning Rubric Descriptor The teacher circulates during instructional activities to support engagement and monitor student work. It is NOT……….. Sitting at your desk, sitting with one student

lead. inspire. teach. Planning Rubric Descriptor Feedback from students is sometimes used to monitor and adjust instruction. It is NOT……….. Ignoring the student….

lead. inspire. teach. Planning Rubric Descriptor It is

lead. inspire. teach. Making a Connection Work with a partner to evaluate the following from a lesson plan:  Where could you see planned checks for understanding aligned with each sub-objective  Places to incorporate specific feedback to delve into higher levels of understanding during guided practice and homework review  Sample feedback from students to monitor and adjust instruction

lead. inspire. teach. Mentor As Coach In your role as a coach, how can you support your teacher candidate in delivering high quality academic feedback Inside, Outside Circle Timed Paired Share

lead. inspire. teach. Agenda and Objectives PA Data Review Coaching Cycle and Preview Coaching Questions for Academic Feedback Determine the meaning of high quality feedback Review examples of quality academic feedback Evaluate a lesson plan and incorporate effective times to elicit and solicit quality academic feedback, with times to circulate Build coaching capacity to support TC growth developing skills to incorporate quality academic feedback into their lessons

lead. inspire. teach. Coaching Cycle Pre- Conference Observation Plan/Model Lesson Co-Teach Observation Post- Conference

lead. inspire. teach. Coaching Cycle Pre- conference with TC Coach observes TC Coach models the entire instructional block using required components Coach and teacher co-teach Coach observes the teacher again/Debriefing

lead. inspire. teach. Pre-Conference Questions How will students demonstrate what they know throughout the lesson? How do you plan to track student progress and understanding? How can you gather information about student understanding from the majority of students throughout the lesson?

lead. inspire. teach. Case Study With your partner, choose a case study and role play a pre-conference. One person will be the TC and the other the coach. The coach will focus his/her questions around the topic: creating objectives and are sub-objective aligned to the standard Once finished, swap roles.

lead. inspire. teach. Case Study #1 How you might respond in the following situation: While reviewing your TC’s lesson plan, you noticed that the sub-objectives were not aligned to the lesson’s major objective. You also noticed that the learning objectives were not connected to what students learned the day before. Your TC planned to teach the lesson in two days.

lead. inspire. teach. TAP/Standards & Objectives Academic Feedback Feedback is sometimes given during guided practice and homework review. Circulation during instructional activities to support engagement and monitor student work. Feedback from students is sometimes used to monitor and adjust instruction.

lead. inspire. teach. Objectives Review coursework expectations Create a plan for maximizing student achievement by utilizing the _________ Co-teaching approach Build coaching capacity to support TC growth in developing high quality academic feedback

lead. inspire. teach. Action Plan Summary Support your TC in implementing _________ co- teaching in at least one lesson per day. When pre-conferencing with your TC, ensure he/she has used the TAP rubric to be sure it is proficient. Be ready to support your TC by providing explicit examples of timeliness and explicit planned examples of giving and receiving quality academic feedback

lead. inspire. teach. Thank You! Next meeting date is _____________ Please complete the Survey evaluation following this meeting. The survey will be forwarded to you.

lead. inspire. teach.