1. Leading for Impact Standard 2
Nevada Educator Performance Framework
Leading for Impact Standard 2
Prepare Diamond Discussion chart paper for each table.
Focus: All Students 21st Century Ready

2. Debrief Reflection from Standard 1
Form a pair with someone who doesn’t work at your school site
Take three minutes each to describe the following:
Summarize the learning experiences that you engaged in around Standard 1 since we last met.
Share an insight or shift in your practice that resulted from this work.

3. 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

4. Learning Goals… You will…
Have a deeper understanding of the indicators
Be able to identify evidence of effective teaching practices as defined in NEPF
Be better able to support teachers in attaining the expectations with additional resources and examples
Refine your skills with supervision and support of teachers
By the time we leave tonight you will… for Standard 2

5. Last session we pointed out how 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. Take a minute to dig a little deeper… Look at the indicators for AIL Standard 2 and think about places where teacher support and supervision lives in this Admin Standard. Highlight indicators in the Administrator NEPF Standard 2 where teacher support and supervision lives.
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 Frequent Short Systematic 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 conversation.
Table Talk: If you are thinking about implementing a model. What might be your first steps?
(The protocol says “post-observation” 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…

9. Gathering Evidence on Teacher Practice Standard 2
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…

10. Pass out Standard 2 indicators levels and description notes
Pass out Standard 2 indicators levels and description notes. Take a minute or two to skim and scan the handout.
What are some celebrations/ challenges that you have encountered in accurately observing and analyzing teaching practice in Standard 2?
Some examples of challenges were: Timing, “They’re not developmentally ready”,

11. Table Talk Discuss what Standard 2 looks like in the classroom.
Learning tasks have high cognitive demand for diverse learners. Do tasks require cognitive effort?
Discuss what Standard 2 looks like in the classroom.
What is the teacher doing/saying?
What are students doing/saying?
DISCUSSION DIAMOND: Prepare chart paper with a diamond shape in the middle. Brainstorm answers to the questions on the slide in your corner. 39

12. A Deeper Look at Standard 2
Now we’re going to watch a short video of an 8th grade mathematics teacher engaging in a lesson warm up. This is an authentic lesson—may be typical of what you would see at your school. You don’t need to script just watch through the lens of Standard 2. Be prepared to share a strength that you observe as it relates to the standards and an opportunity for this teacher to improve.
There is also a first grade video of “My Favorite No”. If you would like to view that the link will be included in the resource materials uploaded on the website.
Look over your Standard 2 rubric. Discuss the question on the screen with your tablemates.
What is the relationship between what the teacher and students are doing and the Indicators in Standard 2?
Click here for video link

13. The “big idea” in Standard 2 designing instruction at the appropriate level of rigor. Rigor is a term our profession uses frequently without taking time to define its component parts and create common understanding . Digging deeper into the indicators in Standard 2 helps us to do this.
We can think about rigor in terms of these thinking and practice pieces. Refer to the slide.
Think about My Favorite No. In what ways did the components of this warm up address the elements of rigor as thy are describes here?

14. Learn and Share
The literature review for Standard 2 reminds us of the importance Vygotsky’s ZPD plays in planning rigorous instruction. Our math teacher both established ZPD and drew upon it to scaffold understanding for her students. Take a moment to return to you diamond chart and add any additional thinking you may have to your brainstorming space on the chart.
We are going to continue our conversations around high cognitive demand tonight. Let’s pause here though to Close the Conversation by sharing ideas from what you’ve written individually in corners and find commonalities to list in the center.

15. Key Ideas in Standard 2 Resources Indicators Description Notes
Theory/ Literature Review
Learning Tasks Have High Cognitive Demand…
Tasks That Support Deep Learning…
The Zone of Proximal Development
HO: new CRESST version of Literature Review Standard 2 and Key Ideas, with margin notes
This will serve as a resource to you. Please add it to your binder.

16. Skilled scaffolding is another important component in ensuring success for students as they engage with cognitively demanding tasks. In our example the teacher began with independent practice or demonstration of knowledge. The students provided scaffolding and support for one another’s thinking and the teacher was able to gain understanding of the students development relative to the concept for use in future planning.

17. Here is another model of scaffolding with some more specific descriptors of what students might be doing as they accept greater levels of responsibility in the learning process.

18. With Your Shoulder Partner
Discuss:
What is the difference between scaffolding and differentiating instruction?
We use the terms scaffolding and differentiation frequently in our work. Take a minute to discuss this question with your shoulder partner.
Pass out cut up paragraphs from article Six Scaffolding Strategies to four participants. Ask them to read their paragraph in numbered order. To most of us these are familiar strategies. If you have a teacher who is struggling these are some simple possibilities. Pass out article.

19. Learn and Share
Strategic use of questions can deepen learning, build a growth mindset, and help students become more aware of their own thinking processes. Questioning plays a critical role in effective practice in all of the high leverage instructional strategies. To explore questioning and its role in shaping tasks with appropriate cognitive demand as envisioned in Standard 2 we’re going to read an article that will inform how we might offer feedback and support to teachers.
HO: Five Strategies for Questioning with intention
Directions on next slide

20. Five Strategies for Questioning…
All read the introductory paragraph and the last section entitled From Teachers to Students
Self select a section that interests you.
Read. On a post-it write down a key idea from your section that you might share with a teacher who needs support in Standard 2
Get up and partner with someone not at your table. Share your post-it.
All read beginning and ending (PAUSE). Then reveal next directions.
Ask participants to indicate by a show of fingers the number of the question they read. Partner with someone who has read a different section.

21. Designing Rigorous Learning How do you support teachers so they…
“help students engage in deeper learning?”
“help students engage in increasingly complex cognitive tasks?”
Let’s look at some additional strategies for designing rigorous learning. Hand out Marzano Center: Essentials for Achieving Rigor (pp16-17 only)

22. Essentials for Achieving Rigor
Individually read pp
On p. 17 each star a DIFFERENT strategy from the list that you would like to explore more deeply.
HO Marzano pp 16-17(back to back on white)
Read. Let participants know that they will have the opportunity to read the whole article for homework .
Be sure that everyone at the table has selected a different strategy.

23. Essentials for Achieving Rigor
THEN:
#1: Reads the description for their strategy
#2: Highlights key words and phrases and shares them
#3: Provides an example from classroom practice
#4 Gets a Bye
Rotate clockwise & repeat with next strategy
Ask participants to number off 1-4
Hand out Marzano pp (copied on a different color). Let participants know that they will have the opportunity to read the whole article for homework.
Begin the collaborative structure. After each round rotate numbered responsibilities clockwise and repeat.

24. Practice… Background knowledge has been built about rigor
Now is time to practice

25. Recording Evidence from Observation of Standard 2
Take notes
What is the task(s)?
What is the teacher doing/saying?
What are the students doing/saying?
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. Document Based Questions Warm and Cool Feedback AP World History 10th or 11th grade 10:43 min
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

28. Think & Share
What specific evidence did you see during the observation that would support a score of “4”?
What confirmatory evidence could you collect, and what question(s) might you ask this teacher in a post-observation conference?
Then hand out the Facilitator Guide--DBQ Warm and Cool Feedback. Together work to explain the master scores for each indicator.
1. At end of video, take a couple minutes to individually summarize your notes related to Standard 2– labeling evidence with 1, 2, 3, or 4 to correspond to the indicators of Standard 2 (if time)
2. Hand out the Facilitator Guide (all 4’s).
3. Work together to locate evidence in your notes that support a score of 4.
4. If time, ask for possible “Glow and Grow” opportunities for this teacher.

29. ?
Reflect
What practices constitute evidence of a teacher’s belief that all students’ can achieve at high levels?
When you have your answer stand…
When all participants are standing ask participants to share their thinking one at a time and then sit. Continue around the room. If a colleague shares your answer you can sit.

30. Learning Goals… You will…
Have a deeper understanding of the indicators
Be able to identify evidence of effective teaching practices as defined in NEPF
Be better able to support teachers in attaining the expectations with additional resources and examples
Refine your skills with supervision and support of teachers
Discuss with your eye-to-eye partner across the table…

31. “From Mindless to Meaningful”
Section Assignments
All read Lines 1-14
Then…
#1 Reads Lines 16-55
#2 Reads Lines
#3 Reads
#4 Reads
Highlight Most Important Points in your reading and be prepared to discuss…
Independent Work (part 1)
HO: From Mindless to Meaningful
Participants read their assigned section for next week’s class highlighting MIP’s and preparing to discuss.

32. Reflect & Respond
Reading: Teaching for Rigor: A Call for a Critical Instructional Shift
by Robt. Marzano and Michael Toth
Mini-observation with teacher feedback
Independent Work (remaining time)
Please read the full article Teaching for Rigor: A Call for a Critical Instructional Shift
from the Marzano Center. We are not advocating adoption of the framework or the accompanying PD. It is offered as a resource.
Conduct one mini observation through the lens of Standard 2
You may spend that hour here…now…or on your own sometime in this next week.
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…
Here’s what’s new on the website as a resource:
The Raising Rigor PPT
Low-Stakes Writing article

33. EVERY STUDENT – Life Ready! College and Career Ready! Citizenship Ready!

34. Materials Standard 2 Presenter Materials
Laptop, projector, speakers, MiFi, clicker
Powerpoint and handouts on flash
Sign in sheet & name tags
Go bags with post its (5 different colors) and scissors
10 sheets chart paper
1st 4 paragraphs cut in strips from 1 copy of Article: 6 Scaffolding Strategies to Use With Your Students
5 extra Overview, Admin Instructional Leadership Standards front and Admin. Professional Responsibility Standards back.
Handouts
Lit Review Standard 2, CRESST version
Key Ideas from Theory & Research, Standard 2
THLIS Standard 2 Rubric with Indicators & Description Notes and Levels
Article: 6 Scaffolding Strategies to Use With Your Students
Article: 5 Strategies for Questioning with Intention
Excerpt: Essentials for Achieving Rigor, pp back to back on white and pp back to back on a color. DO NOT STAPLE
Notetaker: Tasks/ Teacher/ Student/ Scores
Facilitator Guide: Document Based Questions: Warm & Cool Feedback, pgs. 3-4 for Standard 2 only
Poster made of slide 14, Left Column only and numbered (Sally is making this)
From Mindless to Meaningful article
Materials to and put on website
Powerpoint presentation without notes
Lit Review Standard 2, CRESST version
Key Ideas from Theory & Research, Standard 2
Article: 6 Scaffolding Strategies to Use With Your Students
Article: 5 Strategies for Questioning with Intention
Excerpt: Essentials for Achieving Rigor, pp Marzano and Toth
Facilitator Guide: Document Based Questions: Warm & Cool Feedback, pgs. 3-4 for Standard 2 only
Raising Rigor in Your Classroom by Dr. Mills (supplemental PPT)
Article: Low Stakes Writing: Writing to Learn, Not Learning to Write
Article: Marzano: Teaching for Rigor: A Call for a Critical Instructional Shift

35. ?
icons
Recolor & insert