Learning Teaching Enhancing Supporting Sharing

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Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready. Build an infrastructure to support PGES to full scale.

Continuous formative assessment question: What new learning have you discovered you need as a result of this meeting?

Session Review and List of “To Do” Topic & ActivitiesSuggested Follow-up in DistrictFor ISLN Social Studies Standards -update Contact Amy Treece for information and support Science Standards -update -further understanding of practices & concepts Meet with Science leaders to establish or further district practices to promote the standards Innovation Configuration Maps -review -planning Use the ICM with appropriate groups to move forward implementation of SS and Science standards and PGES

Session Review and List of “To Do” Topic & ActivitiesSuggested Follow-up in DistrictFor ISLN PGES -further understanding of student growth Share information from today with other administrators Principals continue to discuss student growth with teachers Pilot principals begin next round of observations (11-1) Bring a sample of a professional growth goal

Chart as a district team What do I need to do to support my teachers? What’s my school plan? Looking back at last month’s charts.

Teacher Professional Growth and Effectiveness System (TPGES)

Guiding Questions for District Scaling Plans 1. Are all principals and key administrators certified in Teachscape? 2. Do all certified staff have a basic understanding of PGES? 3. Have all certified staff been trained on the Framework for Teaching? 4. Have you identified the Peer Observers for 2014/15? 5. Have the Peer Observers for 2014/15 been trained? Other questions to consider:  Who can you utilize as trainers?  How can you best utilize the On-Line Training Modules?

To Do List Bring ideas from your scaling plan to share at our January ISLN.

The TPGES Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self-Reflection Student Voice Student Growth 12

A Solid Foundation for Student Growth

Reflect on the graphic. Talk about what your district is doing to support a meaningful student growth process. Post it! Identify where you need support. Write each on a sticky note and post it on the chart.

The TPGES Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self-Reflection Student Voice Student Growth 16

Considerations for PG planning Reflection on Kentucky Adapted Framework for Teaching (FfT) Student growth goal Content standards and content-specific skills Student Voice results Program Review data

Goal setting for Professional Growth Answer the following to develop a PG goal: 1.What do I want to change about my practice that will effectively impact student learning? 2.How can I develop a plan of action to address my professional learning? 3.How will I know if I accomplished my objective?

Any content area – questioning & discussion techniques During the school year, I will improve my questioning techniques to engage students in higher level critical thinking and problem solving. I will implement learning from study of Thinking Strategies, explore resources in PD360, and analyze videos of my lessons. Growth will be evidenced through lesson plans, observation, self-reflection, and student work samples. 19 Sample Professional Growth Goal

20 “It is essential to recognize that these goals are goals for the teacher’s learning, not student learning.” –Charlotte Danielson

Share & discuss your teachers’ professional growth goal samples the 3 questions to evaluate the goals: Does the goal answer all 3 questions?

Professional Growth Process 22 Teacher & principal discuss goal. Teacher reflects on Framework for Teaching. Teacher reflects on progress; principal and teacher discuss progress Teacher implements learning strategies for attaining PG goal Teacher considers PL needs and drafts goal using the 3 questions.

PGES Calendar and To Do list 2nd round of observations began November 1 st for pilot schools. Continue conversations with teachers about goal setting (student growth and for professional growth). Begin preparing for student voice surveys. Watch for information in December. Keep planning for PGES scaling (May Use Innovation Configuration Map). Share what you learned today with other principals and administrators in your district.

Science Learning Targets Begin by answering three questions: What are the key words/concepts? What do students need to know and do? What is the intent of performance expectation/learning?

W hat are the key words/concepts? What do students need to know and do? What is the intent of performance expectation/learning? Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]

W hat are the key words/concepts? What do students need to know and do? What is the intent of performance expectation/learning? Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]

W hat are the key words/concepts? What do students need to know and do? What is the intent of performance expectation/learning? Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]

Knowledge Targets Describe pushes/pulls as forces that move an object. Know that speed is how fast something moves. Identify change as a difference in something. Recognize that “data” is collected information.

Reasoning or Performance Skill Targets Describe the relationship between the strength of the push or pull and the change in speed or direction. Infer that people can cause change in an object’s speed or direction. Interpret speed/direction data to support a claim that the design solution worked or not.

Product Targets No products

Marshmallow Design Challenge Ready, set, GOGO Target: Engage in the engineering design process to solve a defined problem The Challenge: Using only the materials given, build the tallest freestanding structure that will support a marshmallow. RULES: Build the tallest freestanding structure The entire marshmallow must be on top Use as much or as little of the kit, except the envelope Okay to break up the spaghetti, string or tape The challenge lasts 15 minutes

Just Fluff? Does this challenge, as presented, meet the Engineering Design Performance Expectations in any chosen grade band?

Dare to Disagree

Be a Skeptic Google search for “middle school engineering challenges” yields 17,800,000 results Just because an activity advertises engineering, does not mean that it fulfills the intent of the standards. A key task for you as science leaders for your district is to be a productive skeptic, and to encourage others to be as well

Protocols for productive disagreement DeBono’s Six Colored Hats hp Accountable Talk /character-education/documents/Accountable- Talk.pptx Lesson review protocols

Dicalcium silicate + Water--->Calcium silicate hydrate + Calcium hydroxide +heat 2 Ca 2 SiO H 2 O---> 3 CaO. 2SiO 2. 4H 2 O + Ca(OH) kJ You can’t make concrete without water…

…but water alone can’t make a driveway!

Social Studies Networks Facilitators January 24, 2014 Dr. Jim Klotter Dr. Kathy Swan Angela Hamblen Kentucky State Historian Co-Author C3 Framework Teacher Leader Bullitt Co. Mikkaka Overstreet Amy Treece Sean Elkins KDE Literacy Consultant Instructional Specialist Instructional Specialist

Communicate with Social Studies Teacher Leaders Purpose of the Networks

What to expect … Special Guest Speaker—Dr. Kathy Swann Lead Author of C3 Framework (Vision for Social Studies Education) Clarify Roles/Responsibilities/Expectations for Teacher Leaders (Building Capacity--TPGES) Analyze Structure and Intent of College, Career, and Civil Life (C3) Framework Identify Key Shifts in Teaching and Learning to effectively implement C3 Framework and Related Standards

Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready. Build an infrastructure to support PGES to full scale.

Session Review and List of “To Do” Topic & Activities Suggested Follow- up in District For 1-14 ISLN PGES: Scaling UpIdentify & begin to implement next step(s) in scaling up. Share what you learned. Be prepared to share what you have done or plan to do. PGES: Foundations for Student Growth Goals Identify & begin to establish appropriate foundations. Share what you learned.

Topic & Activities Suggested Follow-up in District For 1-14 ISLN PGES: Writing & Discussing Professional Growth Goals Use the three questions. Share what you learned. KCAS-Science: -Deconstructing Standards -Culture of productive disagreement Discuss with Science Leaders: Establish or continue practices for deconstructing standards. Check out the protocols for productive disagreement

Topic & Activities Suggested Follow- up in District For 1-14 ISLN KCAS-Social Studies: -KDE Facilitators -OVEC Activities Contact District Teacher Leaders – Network meeting January 24 Open SpaceTry It!!

As We Move Into Our “Open Space” Meetings... Presenters, Facilitators, PARTICIPANTS Please complete the evaluation

Open Space Begin with some important questions about the topics of our meeting today Identify 2-4 questions worthy of discussion Be willing to facilitate a discussion around those questions

Five Guiding Principles (and one Law) Whoever comes are the right people... Whenever it starts is the right time... Wherever it happens is the right place … Whatever happens is the only thing that could have … When it's over, it's over... Law of two feet …