1. 2013-2014 Day 4

2. Agenda What have you been up to? How are you doing with SLOs? Mini-lesson: Six shifts in ELA/Literacy Mini-observations Managing your time Evidence collection Growth-Producing Feedback

3. The Year at a Glance Beginning of the Year Beginning of the year meeting Standards I and II SLO and local (LAT) target setting End of the Year Evidence from the year collected Compare collected evidence to the rubric Summative score determination and communication Ongoing Evidence Submission by Teacher Evidence Collection Sharing the evidence Feedback Conversations

4. SLO Warm Up Activity What SLO questions and decisions have you encountered so far? At your tables, each person should share one question you faced and how you answered.

5. SLO Q & A What question do you have? What situations have you faced? Get picture of Lucy’s 5 cent advice booth the doctor is in picture

6. SLO Setting & Beginning of the Year Meetings What is your strategy? Is the time blocked in to your calendar? How are you protecting the time? What’s the status? How are you keeping track? How’s the culture?

7. SLO Celebration When the SLO setting is over, is that worth recognition? Celebration? What are some of the ways you do things in school to keep things positive?some of the ways

9. Six Shifts of ELA/literacy A quick look at an engageNY videovideo Publishers criteria has more infoPublishers criteria November 2011 issue of NTnewsNTnews Before/after examples of the shiftsexamples

10. Balancing Informational & Literary Texts (Grades PK-5)Knowledge in the Disciplines (Grades 6-12)Staircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary Six Shifts: ELA/Literacy

11. SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Core Text Pre- CCLS

12. SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Paired Texts: The Hero’s Journey Core Texts Post- CCLS

13. SHIFT 3 Staircase of Complexity Refusal of the Call Often when the call [to adventure] is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her current circumstances. Pre- CCLS

14. SHIFT 3 Staircase of Complexity Refusal of the Call Often in actual life, and not infrequently in the myths and popular tales, we encounter the dull case of the call unanswered; for it is always possible to turn the ear to other interests. Refusal of the summons converts the adventure into its negative. Walled in boredom, hard work, or "culture," the subject loses the power of significant affirmative action and becomes a victim to be saved. His flowering world becomes a wasteland of dry stones and his life feels meaningless—even though, like King Minos, he may through titanic effort succeed in building an empire of renown. Whatever house he builds, it will be a house of death: a labyrinth of cyclopean walls to hide from him his Minotaur. All he can do is create new problems for himself and await the gradual approach of his disintegration. Excerpt from The Hero with a Thousand Faces Post- CCLS

15. SHIFT 4 Text-based Answers Question: What reasons might a hero use to refuse the call to adventure? Refusal of the Call Often when the call [to adventure] is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her current circumstances. Pre- CCLS

16. SHIFT 4 Text-based Answers Question: What fate awaits the (future) hero who refuses the call to adventure? Use specific examples from the text to support your answer. Refusal of the Call Often in actual life, and not infrequently in the myths and popular tales, we encounter the dull case of the call unanswered; for it is always possible to turn the ear to other interests. Refusal of the summons converts the adventure into its negative. Walled in boredom, hard work, or "culture," the subject loses the power of significant affirmative action and becomes a victim to be saved. His flowering world becomes a wasteland of dry stones and his life feels meaningless—even though, like King Minos, he may through titanic effort succeed in building an empire of renown. Whatever house he builds, it will be a house of death: a labyrinth of cyclopean walls to hide from him his Minotaur. All he can do is create new problems for himself and await the gradual approach of his disintegration. Excerpt from The Hero with a Thousand Faces Post- CCLS

17. SHIFT 5 Writing from Sources Write about a time you had to make a difficult decision. Describe the situation and the heroic qualities you exhibited. Pre- CCLS

18. SHIFT 5 Writing from Sources Write a critical essay in which you discuss The Odyssey and The Lost City of Z from the perspective provided in the Critical Lens. In your essay: Provide a valid interpretation of the statement. Agree or disagree with the statement as you’ve interpreted it. Support your opinion using specific references from the two works listed above. Critical Lens Nothing is given to man on earth – struggle is built into the nature of life, and conflict is possible - the hero is the man who lets no obstacle prevent him from pursuing the values he has chosen. Post- CCLS

19. SHIFT 6 Academic Vocabulary Pre-CCLS Archetype Epic Poetry Mythology Odyssey Pre- CCLS

20. SHIFT 6 Academic Vocabulary Tier 3 Words ArchetypeEpic PoetryMythologyOdyssey Tier 2 Words SummonsAffirmativeTitanicDisintegration Post- CCLS

21. Are you seeing this in your school? What are you going to do about it?

23. The Year at a Glance Beginning of the Year Beginning of the year meeting Standards I and II SLO and local (LAT) target setting End of the Year Evidence from the year collected Compare collected evidence to the rubric Summative score determination and communication Ongoing Evidence Submission by Teacher Evidence Collection Sharing the evidence Feedback Conversations

24. COLLECT DATA (Evidence) SORT TO ALIGN WITH YOUR FRAMEWORK Interpret: Clarify Conclusions Impact on learning… Support needed… Impact on learning… Support needed… NO!

25. Jigsaw Turn to page 46 in Marshall. Each of six group members chooses a section: An Idea is Born Mini-Observations Take Off Developing a Style Keeping Track of Visits Keeping it Up Closing the Loop with Teachers p. 46

26. COLLECT DATA (Evidence) Conversation, Questions & Discussion Respect & Rapport Conclusions Impact on learning… Support needed… Impact on learning… Support needed…

27. Being organized and systematic about getting into all classrooms on a regular basis Not announcing visits in order to get a representative sampling of teachers’ work Keeping visits to five to ten minutes in order to boost frequency and observe each teacher at least every two or three weeks Kim says: Essentials of Mini-Observations

28. Giving prompt, thoughtful, face-to-face feedback to the teacher after every observation Making visits and follow-up informal and low-stakes to maximize adult learning Kim says: Essentials of Mini-Observations

29. Getting an accurate sense of the quality of instruction students are experiencing on a daily basis Seeing students in an instructional setting and get to know their strengths and needs Kim says: Essentials of Mini-Observations

30. Getting to know teachers better, both as instructors and as people Developing “situational awareness” – having a finger on the pulse of the school’s culture and climate Kim says: Essentials of Mini-Observations

31. Building trust, the lubricant of effective schools Identifying teachers who are having difficulty so they can get additional support Kim says: Essentials of Mini-Observations

32. Developing a de-bureaucratized, informal style that facilitates collegial learning Being well-informed for meetings with the leadership team, teacher teams, and parents Kim says: Essentials of Mini-Observations

33.  Gathering lots of data for end-of-year teacher evaluations Kim says: Essentials of Mini-Observations

35. # of teachers you have _____ ÷ by the # of administrators you have = _____ ÷ by 4 = the number of days for a cycle in your building

36. What is it going to take?  Must have a goal  Make it a numerical target (not fuzzy)  Make it realistic  How will you record and keep track of your notes? What do you have to do with your schedule, routines, style, etc. in order to build this into your day?

42. Take Out Your Calendar What evidence is there of: Beginning-of-the-Year Meetings Evidence collection visits to classrooms Post-visit growth-producing feedback conversations?

43. 43

45. 45

47. 47 Page 80

48. 48

49. 49

50. COLLECT DATA (Evidence) Conversation, Questions & Discussion Respect & Rapport Conclusions Impact on learning… Support needed… Impact on learning… Support needed…

51. Resources

52. Next Session October 21 st Agenda will include –Evidence Collection –Ongoing Growth-Producing Feedback

53. Questions Visiting the Parking Lot Hits, Misses, and Suggestions