1. Leading for Impact Standard 1
Nevada Educator Performance Framework
NOTE TO PRESENTERS
On slide 23
“Click here for video link” takes you to ASCD for the Show & Tell/ Designing Relevant Learning article
Scroll to the bottom of the article for Show & Tell: A Video Column text box with the video link
You may have to give permission to use Flash Player
SET UP THIS VIDEO BEFORE THE WORKSHOP SO YOU CAN ACCESS IT QUICKLY DURING THE PRESENTATION
Focus: All Students 21st Century Ready

2. in teacher effectiveness so that every student
How do we lead schools
to increase quality
and reduce variance
in teacher effectiveness
so that every student
receives excellent instruction,
in every class,
every day?
How do we lead schools to increase quality and reduce variance in teacher effectiveness so that every student receives excellent instruction, in every class, every day
Class Structure
-alternating presenters
-2 hour class + 1 hour homework
-1 standard per week w/ readings, videos, handouts, website for additional resources
-see flyer for both sets of dates
Snack Sign up (we do snacks first day)
Introductions

3. Assessment for Learning
Pre-Workshop Evaluation
Levels of Attainment Assessments look for growth
Complete p. 1, left column only
Last 4 digits of cell phone number so you can ID yours at end of workshop

4. ?
Guiding Questions…
How do you support teachers so they can effectively meet Standard 1?
How do you identify evidence demonstrating effective teaching practice as defined in NEPF Standard 1?

5. The Administrative Evaluation is connected to the teacher rubric
The Administrative Evaluation is connected to the teacher rubric. The Instructional Leadership Domain sets parameters for the administrator to be an instructional leader while also monitoring teacher performance.
Look at the indicators for AILStandard 1 and think about places where teacher support and supervision live in this Admin Standard.
Discuss with a shoulder partner.

6. What the Research Says . . .
Evaluators need multiple opportunities and settings to observe and assess educator practice
Multiple observations paired with timely feedback are a key part of building teacher expertise

7. MINI-OBSERVATIONS Seeing the daily reality of classrooms: Frequent
Short
Systematic
Research says that after 18 minutes of observing in a classroom, you are maxed out for productivity.
10 – 12 minutes is all the evidence that you can engage in productively in a follow-up conversation.
The announced 20 minute observation with a pre and post observation conference is required by law. You still must do that to meet your legal responsibility.
Once you have met that requirement, it is the frequent, short, and systematic observations, where we can be more efficient at gathering evidence, engaging in follow-up conversations, and work with teachers to plan for their success.
So how do you make that happen?
Now that the standards and indicators are becoming very familiar to you, targeted observations and targeted note-taking is possible…
MINI-OBSERVATIONS

8. “Do the math” for your school
“Do the math” for your school *based on 150 days of potential days for observing
# of teachers
Minis for year
# per day
Stretch goal 60
600
3.3 4 50
500
2.7 3 40
400
2.2 30
300
1.7 2 20
200
1.1 10
100 .6 1
One approach is being called ’s
10 mini observations per teacher throughout the year
10 mins per targeted observation
With 10 mins of focused feedback
A short observation followed by an informal brief conversation with the teacher is a combination of supervision, coaching and evaluation.
10-15 minute observations are sufficient to get a good idea over time how the teacher is functioning routinely
One recommendation we have heard is to save the last two minutes of a mini to summarize what you’ve seen in the lesson before you even leave the room so that you have basic notes to come back to during the feedback conversaton.
(The protocol says “postobservation conferences for announced or unannounced observations can be combined into a single meeting, regardless of the length of time between observations.”)
Is it reasonable to set aside minutes a day…
Discuss with a partner how this fits in with your current practice and what adjustments you are considering based on this information.

9. Gathering Evidence on Standard 1
So now…let’s talk about how to be efficient and effective in gathering evidence on teacher practice during our announced observations as well as our minis…
We have found that most of us have a superficial understanding of Standard 1—we will see the objective posted on the board and immediately check off Standard 1
As you look at the Indicators on the next slide, notice that Standard 1 goes much deeper than just posting the objective on the board

10. HO: Standard 1 THLIS packet, pages 2 & 3

11. “What students already know about the content is one of the strongest indicators of how well they’ll learn the new information.”
-Robert Marzano
ASCD Article: glue that makes learning stick; ability to unlock meaning;
Robert Marzano, “What students already know about the content is one of the strongest indicators of how well they’ll learn the new information”
The challenge for students and teachers is obvious, the background knowledge playing field is not equal

12. Key Ideas in Standard 1 Resources Indicators Description Notes
Theory/ Literature Review
Schema
Misconceptions
Eliciting Prior Knowledge
HO: Intro to Literature Review, pages 1-3
HO: new CRESST version of Literature Review Standard 1, with margin notes pages 1-5
HO: Standard 1 Key Ideas from Theory and Research
Groups of 3
Jigsaw, each take a section (Schema, Misconceptions, Eliciting Prior Knowledge)
You may have read this awhile ago…take a moment to skim your section, noticing details you might not have noticed before and looking for the Most Important Point to share and one connection to what you have seen in classrooms.
Share MIP and new insights in Round Table.

13. Learn & Share Activating Strategies
Brainstorm what Standard 1 looks like in the classroom.
What is the teacher doing/saying?
What are students doing/saying?
Chart paper in center of table
Introduce T-chart as Set for upcoming article:
The rubric emphasizes what the teacher is doing because after all it is a rubric for evaluating teacher instruction. However, students must be engaged in order to be learning. What are they doing and saying also?
Table group discusses and writes what on T-chart what the teacher and students are doing and saying for Standard 1 (using Indicators, Description/Notes and Performance Levels)
2) HO Activating Strategies, 5 pp.
They skim the strategies, each choosing at least one to add to the T-chart (that isn’t already there)
This HO is a resource that you can use when supporting and coaching teachers. 39

14. IF WE DON’T IGNITE THE PRIOR KNOWLEDGE OF OUR STUDENTS WHEN WE TEACH, WE MAY FALL PREY TO… TREATING STUDENTS AS IF THEY ARE EMPTY VESSELS WAITING TO BE FILLED WITH THE KNOWLEDGE OF THE TEACHER.
Brazilian educational theorist Paulo Freire referred to this as “the banking concept” of our pedagogy—treating students as if they are empty vessels waiting to be filled with the knowledge of the teacher.
Activating prior knowledge is a way of inviting students into the learning process. It’s not just “brain dump”; it places value on and honors what students already know. They have a role to play in the learning process as opposed to that banking concept.

15. Key Strategy

16. Making Learning Meaningful
Connecting the area of study to students’ prior knowledge
Connecting to varied student interests and events in their own lives
Demonstrating to students the past, present and future value of what they are learning
Connecting the students’ learning to students’ varied learning profiles
Emphasize key vocabulary
Some students come to us with limited prior knowledge or limited vocabulary with which they can express their prior knowledge.
Some ways to build students’ background might be…

17. Making Learning Meaningful
Watch for those ideas in this video
6 minutes
Click for video link

18. Making Learning Meaningful
Connecting the area of study to students’ prior knowledge
Connecting to varied student interests and events in their own lives
Demonstrating to students the past, present and future value of what they are learning
Connecting the students’ learning to students’ varied learning profiles
Emphasize key vocabulary
Discuss with a partner which of these strategies you saw in the video

19. A central strategy for activating prior knowledge can be simple Questioning…
The question you ask can really grab students…
Include misconceptions with conceptual

20. Hook Their Interest ! Make questions an “itch” not a “scratch”
Odd fact anomaly, counterintuitive example
Provocative entry question
Mystery
Challenge
Problem or issue
Experiment-predict the outcome
Role-play or simulation
Personal experiences
Emotional connection
Humor

21. HO Webb’s Depth of Knowledge Model
You are all familiar with DOK…
This is about using appropriate levels of DOK in questioning during the activation process—what questions might you use at the outset to probe their existing understanding?
Shape questions around how the knowledge can be used and why—
What am I learning?
Why am I learning it?
How will I use it?
With a partner, develop two questions that the teacher from the video we just watched could ask that would activate students’ prior knowledge.

22. Article: Designing Relevant Learning Relevance is Key See it in Action
These two questions tie to DOK!
HO: Show & Tell/ Designing Relevant Learning article by Fisher and Frey
Read Relevance is Key section and See It In Action section

23. Video: Designing Relevant Learning
How do you support teachers so they answer the question from students…
“Why do we have to do this?”
“Why are we learning this?”
Click here for video link
Here is how one teacher does it -- Show video to 4:36
Skim and discuss Your Turn section and ways to use article & video to support teachers.
Use that information to answer the 2 questions from students…
NOTE TO PRESENTERS
“Click here for video link” takes you to ASCD for the Show & Tell/ Designing Relevant Learning article
Scroll to the bottom of the article for Show & Tell: A Video Column text box with the video link
You may have to give permission to use Flash Player

24. practice
Background knowledge has been built about activating prior knowledge, relevance, etc.
Now is time to practice

25. Recording Evidence from Observation of Standard 1
Take notes
What is the teacher doing/saying?
What are the students doing/saying?
What is the task(s)?
From Standard 2 PPT
HO: 3 part targeted notetaker Tasks/ Teacher/ Students columns with space at bottom for Indicator Level Scores

26. 1. Focus on student-centered evidence
Strategies for Collecting Evidence…
1. Focus on student-centered evidence
Capture evidence of impact of teacher’s behavior on student learning
2. Record evidence, not judgment
Quotations, observed actions or movements by teacher and students, literal descriptors, etc. – No scoring during observation
3. Be an efficient note-taker
Capture evidence aligned to the Standards - Establish abbreviations - Think note-taking not scripting
Strategies for what to write on your note taker
1. Be an acute observer. Switch your focus to student learning…
2. Your purpose for recording evidence is so that you can reconstruct the lesson for the teacher in a conference
3. Use the data to make a claim based on the evidence—so capture actual words that were spoken or a picture of the problem completed as an example

27. Watch Video Click for Video Link
5:47 minutes
Guided Groups, Grade 7, ELA
This is a chance to practice a mini-observation
In the big picture, we can’t just randomly collect confirmatory evidence; it has to be linked to the observation
Make note also of any confirmatory evidence that you notice during this video
Click for Video Link

28. Think & Share
What specific evidence did you see during the observation?
What confirmatory evidence did you collect/review during the observation?
At end of video, take a couple minutes to individually summarize your notes related to Standard 1– labeling evidence with 1, 2, 3, or 4 to correspond to the indicators of Standard 1

29. Standard 1 Video Talk
With a partner, discuss the evidence you both collected for each indicator of Standard 1 and your initial level scores
Using the master scores for this video, look at the description of evidence and work together to explain the level scores for each indicator
HO: Master Scores for Guided Groups video, grade 7 (pages 1-2 only)

30. Reflection Questions ?
How do you support teachers so they can effectively meet Standard 1?
How do you identify evidence demonstrating effective teaching practice as defined in NEPF Standard 1?
These were part of our Guiding Questions for today.
Discuss with a partner

31. Reflect & Respond Readings Mini-observations with feedback to teacher
Video – informational or practice
Planning for next year
We know that you are professionals, and we are going to give you a variety of choices for Homework. These are also resources that are available to you as you work with teachers on Standard 1.
We ask that you spend at least an hour with one or more activities which you believe will enhance your understanding of Standard 1 or help you better support teachers as they implement Standard 1.
You may spend that hour here…now…or on your own sometime in this next week.
We have your addresses and will send you the articles and video links
You will need to >>>>
Log your time and activities, documenting at least one hour of independent work.
Jot a few notes to yourself, making meaning through a notetaker/ notemaker, reflection log, or summary of ideas.
Come prepared to discuss…

32. Resources to use with teachers (electronic copies or links or location on NWRPDP website)
Homework options
EVERY STUDENT – Life Ready! College and Career Ready! Citizenship Ready!

33. Materials Standard 1 Materials to email and put on website Notebook?
Presenter Materials
Laptop, projector, speakers, MiFi, clicker, blue cables
Powerpoint and handouts on flash
Sign in sheet & name tags
2” binders with cover sheet and 8-tab dividers: Standard 1, Standard 2, Standard 3, Standard 4, Standard 5, Literature Review,
Reflection Log (composition notebook, see note)
Go bags
10 sheets chart paper
Handouts to Copy
NEPF Workshop Evaluation
Overview, Admin Instructional Leadership Standards front and Admin. Professional Responsibility Standards back.
Introduction to Lit Review, pages 1-3
Lit Review Standard 1, pages 1-5 (CRESST version)
Key Ideas from Theory & Research Standard 1
THLIS Standard 1 Rubric with Indicators & Description Notes and Levels
Activating Strategies for Use in the Classroom, pages 1-5
Webb’s Depth-of-Knowledge Model
Article: Show & Tell/ Designing Relevant Learning
Notetaker: Tasks/ Teacher/ Students/ Score
Facilitator Guide, Guided Groups (find under Standard 4 at CRESST) Standard 1 only, 2 pages
Materials to and put on website
Powerpoint presentation without notes
Introduction to Lit Review, pages 1-3
Lit Review Standard 1, pages 1-5 (CRESST version)
Key Ideas from Theory & Research, Standard 1
Activating Strategies HO, pages 1-5
Article: Show & Tell/ Designing Relevant Learning
Facilitator Guide, Guided Groups (find under Standard 4 at CRESST) Standard 1 only, 2 pages
Article: Are You Tapping into Prior Knowledge Often Enough in Your Classroom? Edutopia
Article: The Science Behind Student Engagement, Pearson white paper
Article: Establishing Purpose for Yourself and Your Students
Article: Show & Tell: A Video Column/ Transfer Goals for Deeper Learning
Article: Instruction Matters! Linking and Making Connections
Notebook?

34. ?
icons
Recolor & insert