Teacher Evaluation and Professional Growth Program Module 5: Engaging Students in Rigorous Learning Winter, 2014

 Module 1: MSFE TEPG Rubric  Module 2: Student Learning Objectives  Module 3: Observation and Feedback  Module 4: Reflecting and Adjusting  Module 5: Engaging Students in Rigorous Learning Participants learn how to collect and analyze multiple measures of teacher behaviors that affect student engagement, with a focus on learner perception surveys and classroom observations. Participants will use sample data to determine students’ level of engagement in the classroom and will work collaboratively to identify strategies to improve engagement.  Module 6: Reflecting and Planning for Next Year Module 5: Engaging Students in Rigorous Learning 2

 Welcome (10 minutes) Intended Outcomes, Module Structures, and Session Norms  Connecting (15 minutes) Have You Ever…  Learning (1 hour, 55 minutes) Review of Tripod Survey (Optional) Show and Tell: I’m Engaged Take a Dip Into Data Connect the Dots  Implementing (35 minutes) I’m the Student!  Reflecting and Wrap-Up (5 minutes) Headliner Agenda 3

At the end of this session, participants will know and be able to  Share, identify, and incorporate strategies to engage students in learning.  Understand the learner perception data measure.  Use multiple data points to understand teacher impact on student engagement. Intended Outcomes 4

Connecting 15 minutes 5

The Four-Step Evaluation Cycle in Action 6

Multiple teacher behaviors affect student engagement.  Which standard indicators call out student engagement?  How do they relate to student engagement? Core Propositions and Standard Indicators 7

 Core Proposition 1: Teachers are committed to students and their learning. 1-a. Understanding of Students: The teacher recognizes individual differences and knows the backgrounds, abilities, and interests of his or her students and adjusts practice according0ly. 1-c. Classroom Climate: The teacher treats students equitably and fosters a safe, stimulating, supportive, and collaborative climate where all students feel respected and are encouraged and expected to participate. 1-d. View of the Whole Child: The teacher supports the development of the whole child, modeling dispositions and employing approaches that extend learning beyond the cognitive capacity of students. Core Propositions and Standard Indicators 8

 Core Proposition 3: Teachers are responsible for managing and monitoring student learning. 3-a. Instructional Approaches: The teacher utilizes a variety of instructional approaches to generate multiple pathways for students as they work to meet identified goals and objectives. 3-b. Classroom Organization and Grouping: The teacher creates an organized classroom that involves and engages all students, maximizes learning time, and enhances student learning in a variety of group settings. 3-c. Student Engagement: The teacher encourages and clearly communicates expectations for student involvement in the learning process that results in a high level of student engagement. 9

 Objectives To share with colleagues experiences engaging students in the classroom.  Directions I am going to read a statement that starts with “Have you ever….” After each “Have you ever…,” you will share stories with each other that represent the statement. Connecting: Have You Ever… 10

 …been surprised that students were interested by a topic?  … been bored by your own lesson?  …been really excited by a lesson and it flopped? Connecting: Have You Ever… 11

Learning 1 hour, 55 minutes 12

 The survey is organized around the 7Cs Framework of Effective Teaching.  The questions ask students about teacher behaviors that have a direct impact on student engagement.  The survey provides an avenue for students to give their perspective about your classroom. Review of Tripod Survey (Optional): Overview 13 Tripod content pedagogy relationships

 Directions Break off into seven groups, in which each group will get one of the 7Cs. Use the Sample Teacher Report handout to learn about your C. – What types of information does it gather? How would the behaviors look in your classroom? What types of information would students be picking up? Use the TEPG Rubric to determine how your C aligns with the rubric Be ready to share out, to the group: – A description of your 7C – What your 7C looks like in practice – What behaviors students are picking up on in the classroom – How it aligns to the TEPG rubric Review of Tripod Survey (Optional): 7Cs Jigsaw 14

 7Cs Care: Show concern and commitment. Challenge: Press for rigor and persistence. Control: Sustain order, respect, and focus. Clarify: Cultivate understanding and overcome confusion. Captivate: Inspire curiosity and interest. Confer: Invite ideas and promote discussion. Consolidate: Integrate ideas and check for understanding. Source: The Tripod Project. (2013). Conceptual framework. Retrieved from The 7Cs 15

 For additional information about the Tripod survey: Tripod Home Page: Maine Tripod Portal: FAQ: maine/FAQ_Tripod_Student_Surveys_Maine.pdf Review of Tripod Survey (Optional): Additional Information 16

Define Engagement Learning Content 1: I’m Engaged 17 Engagement Behavioral Affective Cognitive

Chalk Talk  We have two pieces of chart paper together with the following two questions: How do you know students are engaged? What are some things you can do to engage students?  Without talking, answer the two questions only by brainstorming from each other’s ideas.  After five minutes, do a gallery walk to see what other groups wrote. Learning Activity 1: I’m Engaged 18

 For the main activity, you will work in triads.  You need two things: 1.One of your favorite instructional activities that you brought that really engages students 2.The Activities to Engage Students handout that we have provided for you  In your triads, discuss at least one activity that you brought, and one activity that was provided. How does this affect student behavioral, affective, and cognitive engagement? How do you know it affects student engagement? Does it affects one aspect of engagement more than another? Are there other ways to improve the activity to increase one aspect of engagement? Learning Activity 1: Give One, Get One 19

 Pair up with another triad.  What activity did you select? How does it affect student engagement? How do you know? How could you modify it to fit your context? Learning Activity 1: Give One, Get One Debrief 20

 Administrative tasks for Tripod Survey Have teachers proctor survey completion for Grades 3–12. Make sure to give students privacy when completing the survey. Answer only basic questions about the survey (do not interpret or explain items). Read the directions to the students. Have students read items independently (except in Grades K–2). Other administrative tasks will depend on whether a computer or pencil-and- paper version is used. Surveys should not take longer than 40 minutes (with administrative tasks). Learning Content 2: Take a Dip Into Data: Student Perceptions 21

Learning Content 2: Take a Dip Into Data: Student Perceptions 22  Directions will ask students about one teacher and one subject.

Connecting 2: Take a Dip Into Data: Student Perceptions 23

Learning Content 2: Take a Dip Into Data: Student Perceptions 24 Description 7 C Item-level analysis

 5.1: Sample teacher Ms. Smith, fourth-grade mathematics teacher  Which construct has the most favorable response? The lowest?  What do you think Ms. Smith is doing well and what needs improvement?  Why do you think students in Ms. Smith’s class perceive her classroom differently?  What suggestions would you give Ms. Smith to improve? Learning Activity 2: Take a Dip Into Data: Student Perceptions 25

 Hand Plant Write down two areas she was good in, two areas she needed to improve, and one action strategy she would take. Pass the paper to someone you have not talked to yet today Read the paper you received. Does anyone want to share what was written on their paper? Learning Activity 2: Take a Dip Into Data Debrief 26

 Earlier, we briefly reviewed the components of the TEPG Rubric that affect student engagement.  Let’s take a deeper look into the rubric, and how each teacher behavior will affect student engagement.  After we will discuss how to use scores from observation data and from student perception data to understand better the teaching and learning in the classroom.” Learning Content 3: Connect the Dots 27

 Count off by fours.  Based on your number, look vertically down the rubric on the six standard indicators. 1a, 1c, and 1d 3a, 3b, and 3c  What does student engagement look like along each score?  Why does student engagement look like that along each score? What are teachers doing to affect student engagement for each score? Learning Content 3: Connect the Dots 28

 Now we are going to look at two forms of data Tripod student perception data for Ms. Smith (Tripod Sample Report) TEPG classroom observation data Ms. Smith (TPEG Observation)  Use the Triangulating Data handout to help you.  Let’s first go over the handout together to determine what you will do in the next 20 minutes. Learning Activity 3: Connect the Dots 29

 Two-minute popcorn Think of one-word responses that describe your feelings, thoughts, concerns, and excitement about combining multiple measures to increase student engagement. We will shout these out for the next two minutes. Learning Activity 3: Connect the Dots Debrief 30

Implementing 35 minutes 31

 Choose one of the 7Cs on which you think your students would rate you the lowest. Use the Tripod Survey handout.  Rate yourself on that C at least six times. Think about your best two students, your worst two students, and your two average students.  Once you have six scores per item, average the scores together for (1) each item and (2) the entire C. Implementing Activity: I’m the Student! 32

 What structures in the classroom caused the student to rate that component the lowest?  What strategies or resources could you leverage to improve on the practice? Implementing Activity: I’m the Student! 33

Optional  Think about the self-assessment that you did earlier this year.  Choose one of the standard indicators that affect student engagement.  How does your self-assessment compare with your hypothetical student survey? What are the similarities and what are the differences? Why do you think there are discrepancies between the self-assessment and hypothetical student survey? What action steps can you take to decrease any discrepancies? Implementing Activity: I’m the Student! 34

 Get together in a triad.  Discuss one way in which you will use multiple data points to improve your practice. Implementing Activity: I’m the Student Debrief 35

Reflecting 5 minutes 36

 If you had to create a headline for your local paper about using student perception data to help improve student engagement, then what would that headline be? Headliner 37

 Try out an engagement strategy that you learned from either the resources provided in this module or the resources provided by your colleagues. You should be prepared to share your strategy in the next module.  You should read the National Board PD overview document prior to the next module.  Module 6 will take place DATE. Assignment 38