SOUTH CAROLINA TEACHING STANDARDS 4.0 TEACHER TRAINING

SOUTH CAROLINA TEACHING STANDARDS 4.0 TEACHER TRAINING
Date: SOUTH CAROLINA TEACHING STANDARDS 4.0 TEACHER TRAINING Training Materials Needed: Sticky Chart Paper Highlighters Colored Markers Post-it notes

Today’s Agenda Getting Ready to Learn (Training Materials)
Placemat Consensus Activity Introduction to the South Carolina Evaluation Rubrics Instruction Domain Gallery Walk Lunch Environment and Planning Domain Making Connections Across Domains Looking at the Rubric Through Student Outcomes Observation Process

Objectives: [Insert photo here] We will:
Develop a procedural knowledge and understanding of the South Carolina Teaching Standards and begin to move to a conceptual understanding. Gain an understanding of the evaluation process, expectations and protocols that will be used by evaluators. [Insert photo here]

Research Supporting the NIET Teaching Standards
To create the NIET Teaching Standards, we reviewed instructional guidelines and standards developed by numerous national and state teacher standards organizations and from this information developed our standards for teacher evaluation. Selected guidelines and standards reviewed include: The Interstate Teacher Assessment and Support Consortium (InTASC) The National Board for Professional Teacher Standards Massachusetts Principles for Effective Teaching California Standards for the Teaching Profession Connecticut Beginning Educator Support Program The New Teacher Center’s Developmental Continuum of Teacher Abilities Rochester (New York) Career in Teaching Program Douglas County (Colorado) Teacher’s Performance Pay Plan Vaughn Next Century Charter School (Los Angeles) Performance Pay Plan Rolla (Missouri) School District Professional Based Teacher Evaluation

Placemat Consensus Consensus Elements Participant B Participant A
D C 3 minutes to talk and reach consensus 2 minutes to write individually 5 minutes to debrief T When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision?

Elements of an Effective Lesson
Placemat Consensus Consensus Elements When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision? Why this question? Why this way?

Foundational Elements
Lesson has a clear purpose Lesson includes academic rigor for all students Transitions are smooth and materials are organized Procedures and rules are in place for effective classroom management Students assume responsibility for their learning Classroom environment is safe and respectful

Effective Elements Summary
Defined learning goal that is clearly communicated to students Student engagement and interaction Alignment of activities and materials throughout lesson Student relevancy Numerous checks for mastery Differentiation

South Carolina Teaching Standards
Handout 1 South Carolina Teaching Standards NIET has defined a set of professional indicators, known as the Instructional Rubrics, to measure teaching skills, knowledge, and responsibilities of the teachers in a school. Instruction Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. There is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. State standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective.

Parts of the Rubric * Domains Handout 1 Instruction Exemplary (4)
Proficient (3) Needs Improvement (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. There is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. State standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective.

Parts of the Rubric * Domains *Indicators Handout 1 Instruction
Exemplary (4) Proficient (3) Needs Improvements (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. There is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. State standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective.

Parts of the Rubric Domains *Indicators *Descriptors Handout 1
Instruction Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. There is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. State standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective.

Handout 1 Parts of the Rubric * Domains *Indicators *Descriptors *Performance Levels Instruction Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. There is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. State standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective.

The Rubric: Four Domains
Planning Planning Instruction Instruction Environment Professionalism Professionalism Environment

South Carolina Teaching Standards
Planning Environment Instruction Managing Student Behavior Expectations Environment Respectful Culture Instructional Plans Student Work Assessment Standards & Objectives Motivating Students Presenting Instructional Content Lesson Structure & Pacing Activities & Materials Questioning Academic Feedback Grouping Students Teacher Content Knowledge Teacher Knowledge of Students Thinking Problem Solving Professionalism Staff Development Instructional Supervision School Responsibilities Reflecting on Teaching

Process of Modeling Your Thinking
GRADUAL RELEASE MODEL

Think-Aloud: Standards and Objectives
Instruction Domain Think-Aloud: Standards and Objectives Trainer Model… Rubric Highlighter Pen/Pencil

Highlighting Activity
Compare changes in descriptors across performance levels. Model highlighting key words in the descriptors – beginning with the “Proficient” level. What does the descriptor look and sound like in practice? What is the essence of the indicator? (2 to 3 words)

Standards & Objectives
Instruction Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. There is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. State standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective.

Rubric Activity: Instruction Domain Standards and Objectives
Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Objectives, standard, communicated Aligned Connected previous learning Expectations clear, demanding, high Displayed, referenced Evidence of mastery, most Displayed, students read and discuss purpose Understanding of how this objective connects to previous learning and standard Teacher explains what is expected by the end of the lesson and students understand expectations Students see the displayed objective but it is also communicated to students and ifs often referenced throughout the lesson Student discussion, exit tickets, reflection journals, student work Alignment Expectations Mastery

Instruction Domain With a table partner, use the same process to complete the six Instruction indicators: Motivating Students Presenting Instructional Content, Activities and Materials Questioning Academic Feedback Grouping Students

Instruction Domain Individually, use the same process to complete the
six Instruction indicators: Lesson Structure and Pacing Teacher Content Knowledge Teacher Knowledge of Students Thinking Problem Solving

Rubric Activity: Instruction Rubric
Using your tables assigned indicator, chart the following to be shared with the whole group: Key words What does the indicator look and sound like in practice (teacher and students)? What is the essence of the indicator? (2-3 words)

Rubric Activity: Instruction Rubric Standards and Objectives
Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Objectives, standard, communicated Aligned Connected previous learning Expectations clear, demanding, high Displayed, referenced Evidence of mastery, most Displayed, students read and discuss purpose Understanding of how this objective connects to previous learning and standard Teacher explains what is expected by the end of the lesson and students understand expectations Students see the displayed objective but it is also communicated to students and ifs often referenced throughout the lesson Student discussion, exit tickets, reflection journals, student work Alignment Expectations Mastery

Gallery Walk [Insert photo here]
One person from each Table Team grab a Sticky Pad and a marker… As a table team, think about any indicators from the BIG 12 (Instruction Rubric) that are connected to this indicator/descriptors. Put that indicator/descriptors on a sticky note and place it on the chart. Table Teams may make more that one connection when visiting a chart. [Insert photo here]

Look Back at Your Consensus Maps …
Find the parts of the rubric that correspond to your consensus maps. For example: If you wrote “there should be a clear objective,” where in the rubric would that be found? Put the abbreviation of the indicator on the placemat consensus on the wall. Take 5 minutes to discuss the connections between what you said needed to happen in an effective lesson, and what the descriptors define as effective instruction.

Let’s Reflect: Partner Sharing: Share at least one “Aha” with your partner. Given how we have deconstructed the rubric, what connections are you making?

Lunch!

The Environment Domain
What does the research say? Briefly examine the Environment Rubric. We will read some of the research and then the trainer will model how to highlight the key words for the Environment Rubric.

Research Supporting the Environment Domain
Students thrive in environments where they feel safe, nurtured and respected. (Michelle McFarland-McDaniels) We work hard to build a community of thinkers, expressers, listeners, and learners, a community where kids and teachers care and wonder about each other's interests and ideas and take time to talk about them, think about them, and explore them. (Harvey & Goudvis, 2007) The classroom environment is fundamental to success and learning in a classroom. Classroom environment is much more than discipline and rules. (Dennis, 2009)

Environment Rubric Think-Aloud – Environment Indicator
Workbook p. Environment Rubric Trainer Model… Think-Aloud – Environment Indicator What connections do you see with the Instruction Domain? Trainer will review descriptors in the Proficient column then advance to slide 62 for model.

Descriptors for Environment Domain
Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) The classroom: Welcomes all members and guests. Is organized an understandable to all students and encourages student collaboration. Supplies, equipment, and resources are easily and readily accessible for all students. Displays student work that frequently changes. Is consistently arranged to promote individual and group learning. Welcomes most members and guests. Is organized an understandable to most students. Supplies, equipment, and resources are accessible for most students. Displays student work . Is arranged to promote individual and group learning. Welcomes some members and guests. Is organized and understandable to some students. Supplies, equipment, and resources are accessible. Displayed student work is not updated regularly. Is sometimes arranged to promote individual and group learning. Is somewhat cold and uninviting. Is not well organized and understandable to students. Supplies, equipment, and resources are difficult to access. Does not display student work. Is not arranged to promote group learning. Environment Trainer will make connections with the Instruction Domain and Environment Domain.

Environment Connection Activity
Key Words Explicit Links Environment Welcomes most guests Organized and understandable Supplies, equipment Displays student work Arranged to promote individual and group learning MOT-content is personally meaningful and relevant. PIC- all essential information, no irrelevant, confusing, or non-essential information. LSP-routines for distributing materials are efficient. ACT-incorporate multi-media and technology ACT-provide opportunities for student to student interaction Trainer can refer to the chart during the model.

How Does the Learning Environment Impact Thinking and Problems Solving?
How do the expectations, environment, culture, and behavior impact the quality and quantity of the learning? How is evidence of student learning also evidence connected to the Environment Rubric?

Environment Video Clip 1
1. Script short video clip 2. We will discuss the following questions with a table partner: Are expectations high? Are expectations low? Is there any identified connection to the impact on the learning?

Script short video clip Discuss the following questions as a table group: Do behaviors allow for students to be on task? Do behaviors disrupt learning? Is there any identified connection to the impact on the learning?

1. Script short video clip 2. Answer the following questions with your table partner: How is the environment stimulating learning? How is the environment impeding the learning? What are the identified connections to the Thinking and Problem Solving indicators? Video Clip Time: Environment Clip: 2:24 The teacher provides students with choices (time) which encourages respectful culture and supports environment. The teacher has set up inter dependence. Their roles would not be accomplished without the relationships between the students within the groups.

1. Script short video clip 2. Answer the following questions with your table partner: How is the culture stimulating learning? How is the culture impeding the learning? What are the identified connections to the Thinking and Problem Solving indicators? Respectful Culture Clip: 2:46 The teacher provides students with choices (time) which encourages respectful culture and supports environment. The teacher has set up inter dependence. Their roles would not be accomplished without the relationships between the students within the groups.

Talking Chips: Environment Debrief
When looking at a lesson’s overall results what might you think if: Thinking and problem solving are high and the Environment Indicators are low? Thinking and problem solving are low and the Environment Indicators are high?

Connections Between the Planning and Instruction Domains

Planning and Instruction Connections
Handout 2 Planning and Instruction Connections Indicator My Meaning Questions/Connections Instructional Plans Standards are written with clear measurable objective, sequenced appropriate for students and content Student Work Assessment

Indicator-Meaning-Questions/Connections
Read over the indicators with your table teams. Record your meaning statements for each indicator of the Planning Rubric. Make connections to the Instruction Rubric. Record any questions you may have about the indicator.

Planning and Instruction Connections
Indicator My Meaning Questions/Connections Instructional Plans Standards are written with clear measurable objective, sequenced appropriate for students and content Student Work Assessment

Planning Video Clip We will view a 3rd Grade Math Lesson Clip.
Record what the teacher says and does and what the students say and do. Following the video clip, table groups will discuss evidence of planning captured in the clip.

Planning Video Clip

What evidence of planning did we capture?
Talking Chips Each person gets two chips, when you want to respond, you must put in one chip. You can only speak if you put in a chip. When you have no chips you can not speak, only listen. When everyone has used all their chips, take them back and start over. What evidence of planning did we capture?

The Observation Process
Opportunities for coaching and growth: Pre-Conference Observation Post Conference The Pre-Conference is a recommended option but not required. If a pre-conference is not held how might your you share evidence with your evaluator?

the students? the teacher? the evaluator?
Pre- Conference Students- Teacher- Evaluator- How does an effective pre-conference benefit … the students? the teacher? the evaluator?

4th Grade ELA Pre-Conference

Table Talk: What did you notice as you observed the pre-conference?
How was this conversation helpful for the evaluator? How was this conversation helpful for the teacher? How was this conversation helpful for students in the classroom?

Effective Best Practice
Using the Post-Conference for self reflection and professional growth What can that look and sound like?

Round Robin What is the purpose of a Post-Conference?
As a teacher, what do you want/not want in a post conference?

4th Grade ELA Post Conference

Table Talk: What did you notice as you observed the post conference?
How was the conversation helpful for the evaluator? How was the conversation helpful for the teacher? What changes might we expect to see for the students as a result of the post conference?

Talking Chips: One thing that makes this observation system different from our current system is ……. One thing that makes this observation system similar to our current system is ….. One thing I plan to do to grow as a teacher is …….

Wrap-Up and Questions?

Thank You!

SOUTH CAROLINA TEACHING STANDARDS 4.0 TEACHER TRAINING

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