Welcome! OVEC/KDE Instructional Support Leadership Network Your facilitators are: Dr. Molly Sullivan Mr. Buddy Berry Mr. Thom Coffee Mr. Bill Hogan Mr. Seth Hunter Mrs. Denise Amos Ms. Tina Tipton Ms. Tracey Harris Mrs. Carol Franks

What’s in Store for You Today? Learn about the Teacher Professional Growth and Effectiveness System by “digging deeper” into the KY Framework for Teaching Understand a Teacher Leader Professional Learning Strategy you can apply in your district or school Hear Content Leadership Network Updates

Teacher Professional Growth & Effectiveness System (TPGES) Laying the Groundwork ISLN September 2012

Let’s Reflect What am I doing now to support my teachers’ understanding of the Teacher Professional Growth & Effectiveness System (TPGES)? What do I need to do?

LEARNING TARGETS  I can make connections between Characteristics of Highly Effective Teaching & Learning (CHETL) and the new Framework for Teaching.  I can apply a process for digging deeper into the elements of the Framework for Teaching.  I can support my teachers’ understanding of the Teacher Professional Growth & Effectiveness System (TPGES).

The Goal of the Kentucky Leadership Networks “Ensure that every participant has a clear understanding of how to implement/support the implementation of the KCAS within the context of highly effective teaching, learning, and assessment practices so that all Kentucky students have the knowledge, skills, and abilities they will need to be successful and prepared for college and/or career.”

Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Peer Observation Professional Growth Reflective Practice Student Voice Student Growth All measures are supported through evidence.

Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth DRAFT

The Art of Effective Questioning

CHETL & 3b: Questioning & Discussion Techniques Instructional Rigor & Student Engagement C - Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills. E -Teacher challenges students to think deeply about problems and encourages/models a variety of approaches to a solution. G -Teacher structures and facilitates ongoing formal and informal discussions based on a shared understanding of rules and discourse.

3b. Questioning & Discussion Techniques Why Focus on Questioning?

Think about it... What is the relationship between Effective Questioning and Effective Class Discussion?

Effective Questioning + Discussion Leads students to... Deeper understanding of content Rethinking hypotheses and viewpoints Making connections Effective questioning also... Sets the stage for engaging discussions

Elements of Questioning & Discussion 1.Quality of questions 2.Discussion techniques 3.Student participation

Quality of Questioning/Prompts High Quality Prompts Cause students to think and reflect Deepen student understanding Test student ideas against those of their classmates. Framework for Teaching Proficiency System. ©2011 Teachscape, Inc

What is the difference between high cognitive level and low cognitive level questions? Think about it...

Should all questions be high level questions?

Discussion Techniques “In a true discussion, the teacher poses a question and invites all students’ views to be heard, and also enables students to engage in discussion directly with one another, not always mediated by the teacher.” Framework for Teaching Proficiency System. ©2011 Teachscape, Inc

Student participation ”Experienced teachers use a range of techniques to ensure that all students contribute to the discussion, and they enlist the assistance of students to ensure this outcome.” Framework for Teaching Proficiency System. ©2011 Teachscape, Inc

Effective Questioning Skills What is Accomplished? 1. Read the 3b Performance Levels. 2. Highlight the language that differentiates between levels. 3. Discuss with your table group.

Accomplished Although the teacher may use some low-level questions, he or she asks the students questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

Accomplished Although the teacher may use some low-level questions, he or she asks the students questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

Exemplary Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

Exemplary Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

Accomplished Although the teacher may use some low-level questions, he or she asks the students questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

Developing Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.

Developing Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.

Ineffective Teacher’s questions are of low cognitive challenge, require single correct responses, and are asked in rapid succession. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers. A few students dominate the discussion.

Ineffective Teacher’s questions are of low cognitive challenge, require single correct responses, and are asked in rapid succession. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers. A few students dominate the discussion.

Let’s practice. Read the scenarios on the handout provided. Using your 3b page of the framework, decide which performance level each scenario reflects. Talk with your table group.

Check your accuracy. Continue your discussion.

Questioning & Discussion in Practice Watch the video. Note what you see and hear regarding questioning and discussion. Next... Based on your evidence, decide which performance level you think is reflected in the video.

Process for Digging Deeper Into the Framework for Teaching Choose a component, or components, of focus. Read the whole component. Discuss each element referencing the component description and the accomplished performance level. Highlight language that differentiates between the 4 performance levels. Develop a statement that differentiates the levels. Find/create examples (scenarios, descriptions) that reflect the 4 levels of performance. Search related PD360 videos that support understanding of the component OR view training videos from TeachScape if accessible.

Extending your Reflection in Backchannel What am I doing now to support my teachers’ understanding of the TPGES? What do I need to do? What are my next steps?

Where To Learn More Go to KDE Website. Enter “Field Test District Page” into Search Bar.

resource - If you have questions about the field test

Awaken Ye Sleeping Giants A Teacher Leader Professional Learning Strategy

Targets for this Session  I can describe this Teacher Leader Professional Learning Strategy.  I can describe the tools necessary to implement this strategy.  I can describe the roles played by those implementing, or affected by, this strategy.  I can describe the complementary nature of this strategy to scaling Accomplished and Exemplary teaching, described within the KY Framework for Teaching.

Backchannel Who introduces, scales, and sustains change in your school(s)?

Catalyst School Student Achievements Nation State Regional District Classroom

Know Model ???

Catalyzing Leadership Content Network Participants A Vision for Teacher Leadership

Know Model CollaborateImplementSystematize

Responsibilities of Teacher Responsibilities of Administrators

Responsibilities of Teacher Responsibilities of Administrators

Functions of a Teacher Leader

Backchannel What are some obstacles you may encounter in implementing this strategy?

Peruse Domains I - VII Read Domain III for sure

Teacher Leadership...differs from other school roles

Teacher Leadership...can enhance the capacity of the principal

Teacher Leadership...supports strategies and behaviors linked to increasing student achievement Seashore Louis, Leithwood et al, 2010

Teacher Leadership...requires a shift in the culture of schools Katzenmeyer, Moller, 2001

Teacher Leadership...necessitates new organizational structures and roles in schools in order to successfully meet the needs of 21st century learners Waters, Marzano & McNulty, 2008 Heifetz, Laurie, 1997

Teacher Leader Department Administration Know Collaboratively Identify Goal, Evidence Quality Control on Action Plan Refine Understanding of HETL CHETL/ Danielson Goal (Feedback) Evidence of Success Develop Action Plan

Teacher Leader Department Know Enact, Refine, Adjust Recognized by Peers Supports Recognition Refine Understanding of HETL Model Buy In Administration

Teacher Leader Department Know Leads Colleagues (Feedback) Contextually Relevant Teacher Leadership Goal (III.a) Parallel Planning Process from Know Stage Co-Lead Teachers PLC Quality Control Resource Allocation Collaborate Administration

Teacher Leader Department Know Enact, Refine, Adjust Professional Community Plans Refining Teacher Leadership Professional Learning Facilitate Process Alignment to Relevant Goals, Mission Implement Administration

Know Model CollaborateImplementSystematize

Fulcrum

Catalyst School Student Achievements Nation State Regional District Classroom

Awaken Ye Sleeping Giants A Teacher Leader Professional Learning Strategy

English Language Arts Leadership Update Denise Amos

Creativity and Innovation, Critical Thinking, Communication, Collaboration Summer ELA Network Meeting: Slogans that Describe the District Work

Summer ELA Network Meeting: Creating Slogans that Describe the District Work

Shelby Helps All Students Meet Tying it All Together Expectations

Characteristics of the “Right” Network Participants Displays Leadership Skills - has the ability and the opportunity to lead a professional learning team is viewed as a leader in the school/department influences and inspires others knows how to do the “right thing,” not just how to do the thing right

Characteristics of the “Right” Network Participants Commits to the Work - volunteers – someone who finds this work engaging and exciting completes tasks, readings or homework assignments in order to engage fully in network focuses on the goals -- learning, implementing, reflecting and guiding others

Responsibilities of Our Network Participants  Collaborate with other leaders throughout your region to hone your own practice/knowledge, and  Work collaboratively within your district to scale up highly effective practices in every classroom.

Expectation Meetings Oldham County Schools Art Center 8:30-3:30 – September 25 – November 27 – January 29 – March 26 – And at least 2 more smaller group meetings, To be arranged based on your input….

Expectations Grow as a(n) – Designer of Student Assessments – Engaging effective teacher – Leader in the school and district Submit 2 (or more) LDC modules (task, ladder, scored student work).

ELA Learning Goal I can use careful planning to improve instruction, in order to become an effective teacher and leader.

Back Channel Questions  Which of the planning, preparation and instruction descriptors describe your (ELA) teachers?  What did you do to support that strength?

In preparation for September 25 th Work with a colleague (ELA or other content area teacher), Write an LDC task (the assignment) and Bring the text(s) students will read to complete the assignment.

 Share an instructional strategy  Determine appropriate text complexity using multiple measures (quantitative, qualitative, reader and task)  Create an effective LDC instructional ladder  Compare Professional Growth and Effectiveness System with the Characteristics of Highly Effective Teaching and Learning

 Using the LDC Jurying Tool “Good to Go,” facilitators will give feedback on task/texts

 Complete a comfort survey using the PGES Planning, Preparation and Instruction descriptors  Please rate your comfort in implementing the Planning and Preparation demonstrators Instruction demonstrators

Comfort Survey I could show others how I do this when I plan for my students. I could tell others how to do this is their classroom.  I know about this but have not implemented it completely as part of my planning or instruction.  I want to make implementing this a priority in my classroom.

 Share our Today’sMeet Teacher Strengths

Back Channel Questions  Which of the planning, preparation and instruction descriptors do your (ELA) teachers need the most help in implementing?  What can you and I do to support their learning?  Including Standards, what sessions would you like your ELA Teacher Leaders to attend?

184 days to Teach students to read complex texts in order to write effective argument, informative and narrative pieces How can I help your teachers be successful? How can I help your Teacher Leaders help your teachers to teach the standards well?

Using your teacher leaders

Plan/Do/Review reporting Resources Grammar resources Publishers Criteria “Rigor Redefined” “Three Modes of Writing” KDE Updates Program Review On-demand Rubric

Plan/Do/Review reporting Instructional Strategies/CHETL X-Raying the Text, text analysis Share visual images Student self-assessment Today’s Meet.com LDC – Create module – Module.Creator resource search – Rubrics, – Tasks

184 days to Teach students to read complex texts in order to write effective argument, informative and narrative pieces How can your teacher leaders help your teachers be successful? How can I help your teacher leaders help your teachers to teach the standards well?

My District Work  Common Assessments  Reading Gauge  Text Complexity Alignment  Literacy Walkthroughs  PLCs around literacy instruction  Writing Strategies for argument, informative, narrative,  A Writer’s Notebook  Teacher Feedback  Student/Peer Feedback

Final Today’s Meet Summary

Your Teacher Leaders June 2012 Summer ELA Network Meeting: LDC: Rigor, Relevance, Reach Plant Seeds, Grow Practice!

Math Leadership Update Seth Hunter

Wrap it Up! Tina Tipton Please complete your evaluations!