SESC Mathematics Leadership Network

SESC Mathematics Leadership Network
September 25, 2012 Perkins Building, EKU Renee’ slides :30-9:40 Kentucky Department of Education Network March 2012 Math Network Meeting

Kentucky Department of Education Network
Fabulous Door Prizes! Name School District What’s you favorite thing about fall? Kentucky Department of Education Network March 2012 Math Network Meeting

TodaysMeet…open “backchannel” today
lovemath Tips: no spell check, limited number of characters, twitter/texting rules do apply, no delete button Kentucky Department of Education Network March 2012 Math Network Meeting

Math Facilitation Team
Renee’ Yates Math Content Specialist, KDE Lisa Perkins Southeast Educational Cooperative Peggy Petrilli Eastern Kentucky University Rachel Stinson Amy Patterson Math Consultant, KDE Krista Althauser Your facilitation team for this year……. New participants stand briefly Kentucky Department of Education Network March 2012 Math Network Meeting

Norms for Network Members
If you must leave early, please sign-out and indicate the time. Also, please fill out the EVALUATION form and leave it on the sign-in/out table before you go! We always need your feedback. Be an ACTIVE leader– before, during & after meetings Keep the success of ALL students the focus and purpose of all we do. Kentucky Department of Education Network

Leadership Network Vision
Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day. Kentucky Department of Education Network March 2012 Math Network Meeting

Leadership Network Goal
All participants will understand how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences. Kentucky Department of Education Network March 2012 Math Network Meeting

Four Pillars of Our Work
Characteristics of Highly Effective Teaching and Learning (CHETL) Assessment Literacy Kentucky’s Core Academic Standards (KCAS) Leadership Kentucky Department of Education Network

How to start a movement? How do you start something small and make it big. A field of dandelions? One seed… A wave at a football stadium? One person or a small group of people who start. Then many many attempts sometimes. But the outcome is pretty spectacular when everyone participates. Even the reluctant folks will throw up their hands eventually. Kentucky Department of Education Network

Kentucky’s Core Academic Standards How are you understanding & implementing the standards in your classroom, school & district? Characteristics of Highly Effective Teaching and Learning – CHETL How are you emphasizing the teacher & student CHETL characteristics in your classroom, school & district? Assessment/Assessment Literacy How are you using formative/summative assessment to improve instruction & learning in your classroom, school & district? Leadership How are you using the leadership capacity you are building to share information in your school & district? Kentucky Department of Education Network

Housekeeping Electronic Device etiquette Rule of 2 Feet Parking Lot Back Kentucky Department of Education Network

Year 1 and 2 Year 1 – develop network/deconstruct standards CASL work Student self assessment Learning targets Year 2 – implementation in classrooms formative assessment lessons (FALs) characteristics of highly effective teaching and learning assessment literacy through quality questioning Kentucky Department of Education Network

Year 3 At a Glance Handout Kentucky Department of Education Network

Day at a Glance TPGES Familiarity Engineering Effective Questions, Discussions and Tasks District Debrief & Action Planning Grade Band Breakout Sessions (K-2) (3-5) (6-8) (9-12) LUNCH Grade Band Break-out Sessions continues CIITS sessions with grade band groups. Kentucky Department of Education Network

Today’s Targets I can prepare to teach Kentucky’s Core Academic Standards in the context of highly effective teaching, learning and assessment practices and lead others to do the same. I can make connections between the four pillars of the teacher leader networks and the Teacher Professional Growth & Effectiveness Framework. Kentucky Department of Education Network

This means… I will practice identifying effective questions, discussions and tasks that elicit evidence of student learning and involve others in that learning process. I will continue to strengthen my content knowledge so that I can better interpret and illustrate the intent of the standards and support others as they do the same. (breakout time) Kentucky Department of Education Network

Teacher Professional Growth and Effectiveness System
Introduction to TPGES Is anyone in here currently participating in the field test of the PGES? Currently, there are 55+ districts that are participating in this round of field test and these district will test the entire system including all the tools. Next year all districts will be part of the pilot project in some capacity. So we want you to become familiar with the Teacher Framework that will be in this system. Kentucky Department of Education Network

Learning Targets I can explain the structure of the Framework for Teaching. I can identify and explain specific domains within the Framework for Teaching. I can understand the progression of the four performance levels and critical attributes of each. I can make connections between the four pillars of the teacher leader networks and the Framework for Teaching. Be certain to point out connections of Framework for Teaching to CHETL, InTasc, Teacher Standards Reference pg. 47 of the Framework for Teaching Kentucky Department of Education Network

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. The field test will address six (6) PROPOSED multiple measures. The emphasis is on the word proposed because it is through the feedback of the field-test participants, the input of the state steering committee, and the office of the Commissioner that the final components of the TPGES will be decided. Currently, the multiple measures being field-tested are: OBSERVATION, PEER OBSERVATION, PROFESSIONAL GROWTH, REFLECTIVE PRACTICE, STUDENT VOICE, and STUDENT GROWTH. By definition, a field-test is “research, or a trial conducted under actual use conditions, instead of under controlled conditions in a laboratory”. During this school year, 55+ districts will involve a limited number of their teachers in the field-test. So, throughout this process evidence, or data, will be collected on each multiple measure. This evidence will be analyzed at the end of the year to determine reliability and validity. Based on those findings, any necessary adjustments will be made prior to a larger pilot process the following year. So, as we talk today, keep in mind that teacher effectiveness in our system will be measured through these different measures. Kentucky Department of Education Network

KENTUCKY’S FRAMEWORK FOR TEACHING This framework is adapted for Kentucky from the work of Charlotte Danielson. The Framework has had input from many groups and advocates, including teacher advocates. Kentucky Department of Education Network

Teaching is complex… “Teaching is a profession more complex than medicine.” Lee Shulman, “The Wisdom of Practice” The focus on professional growth is not because our teaching is bad, but rather because teaching is complex Kentucky Department of Education Network

The Wisdom of Practice If you were to walk into a classroom, what might you see or hear (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert? Have participants reflect on the question Charlotte posed in the video: “If you were to walk into a classroom, what might you see or hear (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?” Invite participants to answer this question, first by themselves (for a few minutes) writing their ideas, one per note, on sticky notes, and then sharing their ideas with their tablemates. Have participants share a few ideas with the whole group. Ask participants to view the next video clip keeping this question in mind at the lens through which they watch the video. 30 second Jot Thought Kentucky Department of Education Network

Organize your group thoughts into the 5 areas of the CHETL chart on chart paper. 1. Learning Climate 2. Classroom Assessment and Reflection 3. Instructional Rigor and Student Engagement 4. Instructional Relevance 5. Knowledge of Content We will refer back to this chart later… 2 minutes Kentucky Department of Education Network

The Domains 1. Planning and Preparation 2. The Classroom Environment 3. Instruction 4. Professional Responsibilities 5. Student Growth Introduce the four domains as a way of organizing teaching. We are only highlighting student growth as domain 5; there will be additional information on day 2 regarding this domain (reference the proposed multiple measures in the matrix. Remind participants that student growth was part of the original proposed Kentucky Framework) Kentucky Department of Education Network

Framework for Teaching
Handout Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Because the domains are the big ideas, there was a need to further define each domain. The bullets below the domains are called components. Kentucky Department of Education Network Overheads Day One

Common Themes Page 1 of Framework Equity
Cultural Competence High Expectations Developmental Appropriateness Accommodating Individual Needs Effective Technology Integration Student Assumption of Responsibility Page 1 of Framework Review the Common Themes and how they are not a separate teaching practice but rather embedded in all the Domains. Kentucky Department of Education Network

Common Language Page 2 of Framework Page two (2) of the Kentucky Framework for Teaching has this sample page highlighting the design of the document. It is important to understand this design because it is consistent across each of the five (5) domains. Each page is clearly labeled with the Domain number and name. In our example it is Domain 1: Planning and Preparation. The name of each component within the domain is listed on its own page along with a brief description. Here we see Component 1A: Knowledge of Content and Pedagogy. You will also note that a component might be further subdivided into elements. Our example has three elements that are part of Component 1A in Domain 1. This might sound a bit confusing, but once you understand the design, you will see how it allows the user to easily access important information! Next you see that there are four (4) performance levels identified as Ineffective, Developing, Accomplished, and Exemplary. The indicators listed under each performance level are the “meat and potatoes” of the Framework for Teaching. These are examples of some of the characteristics of each performance level. They are NOT intended to be an exhaustive list nor a checklist. Their purpose is to guide the evaluator in making his or her best professional judgment of a teacher’s effectiveness based on the evidence. And so the Domain, Component, Elements, Performance Levels, and Indicators comprise the official Framework for Teaching. The two remaining rows, Critical Attributes and Possible Examples, serve to provide additional examples and guidance for the evaluator. However, they are not the teacher practices by which the performance levels are ultimately assigned. (click) Kentucky Department of Education Network

Domain 1 – Planning and Preparation
Page 2 of Framework 1a Demonstrating Knowledge of Content/Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Kentucky Department of Education Network

Domain 1: Planning and Preparation
Knowing Components Doing Components 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1d: Demonstrating Knowledge of Resources 1c: Setting Instructional Outcomes 1f: Designing Student Assessments 1e: Designing Coherent Instruction It’s often helpful to reorganize Domain 1 into the “Knowing Components” (1a, 1b, 1d) and the “Doing Components” (1c, 1e and 1f). (Slide 22) The “Knowing Components” serve as a good foundation before a teacher begins to design instruction. “The Doing Components” follow Wiggins and McTighe’s Understanding by Design, philosophy that many teachers are familiar with. Kentucky Department of Education Network

Domain 2 – The Classroom Environment
2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space Many times, participants do not understand 2b “A Culture” for Learning and how this is different from 2a “ Creating an Environment of Respect and Rapport” Ask participants, especially those that studied Domain 2, to provide clarity to the rest of the group. Component 2a describes the teacher’s ability to develop a trusting, caring learning environment. Kentucky Department of Education Network

Domain 3 – Instruction 3a: Communicating with Students 3b: Questioning and Discussion 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Flexibility and Responsiveness It is important to highlight 3c Engaging Students in the Learning: Student engagement in learning is the heart of the framework for teaching. It is through active engagement that students learn complex content. All the rest of the framework is in the service of student engagement. Kentucky Department of Education Network

Domain 4 – Professional Responsibility
4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participation in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism It is important to highlight 4a “Reflecting on Teaching.” It is through critical reflection that teachers are able to assess the effectiveness of their work and take steps to improve. Kentucky Department of Education Network

Numbered Heads Together…
Count off 1-4 at your table Read the domain that corresponds to your number Highlight words & phrases that align with any of your group jot thoughts from earlier. 10 minutes Kentucky Department of Education Network

Read your vignette to your group. Determine a domain that is evidenced in the vignette Capture language in the domain that matches Move to the 4 corners of the room – based on the domain that matches your vignette Share your story and reasoning Return to table and debrief 15 minutes Kentucky Department of Education Network

This Month’s Focus Domain 3 – Instruction 3a: Communicating with Students 3b: Questioning and Discussion 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Flexibility and Responsiveness This month’s focus is 3b for the networks. It is important to highlight 3c Engaging Students in the Learning: Student engagement in learning is the heart of the framework for teaching. It is through active engagement that students learn complex content. All the rest of the framework is in the service of student engagement. Kentucky Department of Education Network

Talking Chips In what ways does a highly effective teacher ENGINEER effective discussions, questions and tasks that elicit evidence of learning. (8 minutes) One person RECORD comments on chart paper.? Share on Titan Pad Kentucky Department of Education Network

Learning Targets I can identify the role of peer observation within the TPGES and its value in scaling up our work from the teacher leader networks. I can explain the expectations of the observation process. I can differentiate between the peer observer process and the supervisor observation process. Kentucky Department of Education Network

Handout FRAMEWORK Domain Planning & Preparation Classroom Environment
Instruction Professional Responsibilities Student Growth Component 1a -Knowledge of content/pedagogy 1b-Demonstrate knowledge of students 1c- Setting Instructional Outcomes 1d-Demonstrates knowledge of resources 1e-Designing Coherent Instruction 1f- Designing Student Assessment 2a-Creating Env. of Respect & Rapport 2b-Establish Culture of Learning 2c-Maintaing Classroom Procedures 2d-Managing Student Behavior 2e-Organizing Physical Space 3a-Communicating with Students 3b-Questioning & Discussion Techniques 3c-Engaging Students in Learning 3d-Using Assessment in Learning 3e-Demonstrating Flexibility & Responsive 4a-Reflecting On Teaching 4b-Maintaining Accurate Records 4c-Communicating With Families 4d-Participating in Profess. Learning Comm. 4e-Growing & Developing Professionally 4f-Showing Professionalism 5.a-Student Growth (added by KDE) MULTIPLE MEASURES (supported by evidence) Supervisor Observation Evidence (pre and post conferences) Observation Instrument Student Growth Template Student Voice Student Perception Survey Professional Growth Professional Growth and Self Reflection Tool Self Reflection Peer Observation Handout Notice the domains and components of the framework that the measure of Observation aligns with. Classroom observation will measure Domain 2, Classroom Environment and Domain 3, Instruction. The Principal/Supervisor observation will also measure Domain 1, Planning and Preparation. Kentucky Department of Education Network

Peer Observation teacher PEER Kentucky Department of Education Network

To Improve Teaching and Learning
PURPOSE Supervisor’s Observation: To provide documentation and feedback to measure the effectiveness of a teacher’s professional practices within the classroom Peer Observation To provide feedback to teachers about teaching and learning To Improve Teaching and Learning Recall the supervisor’s purpose and goal for observation. Now let’s look the purpose and goal of peer observations. Notice that they have different purposes but ONE goal. Slide will begin with purpose. Click for goal to appear. Kentucky Department of Education Network

“Peer observations allow teachers to learn more about themselves: thus they become better teachers, bringing more knowledge to the classroom. When teachers learn from one another, they develop varied instructional techniques and new ideas. This results in more interesting teaching and more opportunities for students to grow.” Eric Moats “Opening Doors: Teacher Guided Observations” Educational Leadership Have participants read quote. Do Think, Pair, Share to discuss first thoughts about peer observations. How does the description used by Eric Moats compare to what they think about peer observations? Do they agree with Eric? The role of the peer observer is supportive and formative. The peer observer provides positive, supportive feedback which is used formatively to help the teacher grow professionally. Kentucky Department of Education Network

Benefits of Peer Observation
Effective peer observation allows both the observer and the teacher to: Develop reflective practice Share best teaching practices Gain new ideas and fresh perspectives about teaching Enhance skills Improve the quality of the learning experiences made available to students Both the Peer Observing and the teacher being observed benefit from the Peer observation experience. Working together everyone can improve student success. Kentucky Department of Education Network

Peer Observation Cycle
1. Pre-Observation Protocol 2. Classroom Observation The Peer Observation cycle is the same as the supervisor observation cycle. 3. Post-Observation Conferencing: Providing feedback that informs professional practices Kentucky Department of Education Network

2. Together they discuss the lesson to be observed. Handout 1. Completes the pre-observation document. Teacher Watches a lesson. Takes notes on ALL aspects of the lesson. Organizes and records the notes into the observation instrument. Gives a copy of the observation instrument to the teacher. Analyzes the evidence against the evaluative criteria and levels of performance. 3. Peer Observer Reflects on the lesson using the completed observation instrument and assesses the lesson against the criteria and levels of performance. 4. Teacher Assigns a Rating. 6. Peer Observer Together they discuss the lesson in light of their understanding of what constitutes good teaching. Together they decide on the teacher’s strengths and areas of growth. 5. Kentucky Department of Education Network

Major Difference SUPERVISOR PEER RATING NO RATING Participants will have the old slide in their handouts. Let them know that this slide have been changed and request that they make the changes on their handouts. Kentucky Department of Education Network

Neutral Observations- without judgment
Evidence: Facts/What is seen or said Interpretation: What you “think” happened Bias: Your own beliefs Kentucky Department of Education Network

Observation Tool from Framework – Peer Observations
Handout Take a minute to read through the observation form. Underline words, phrases you find important and want to remember in the indicators. (pause for a minute) We will observe two different teachers from the view of just watching for questioning as a peer might observe. Find the Evidence box. Divide it down the middle and label one side teacher one, and the other teacher 2. Watch the video clips with critical eye and ear , keeping in mind the parts of the indicators you underlined. Kentucky Department of Education Network

Practice! While viewing, teachers write observations. Then share at table, determine level, and discuss. Kentucky Department of Education Network

What connections can you make between Domain 3 and the characteristics of Highly Effective Teaching and Learning? Especially 3b for our network purposes today. Refer back to the jot poster from earlier. Kentucky Department of Education Network

Home Work Participate in a peer observation with a coworker. Bring back the observation evidence focused only on 3b (questioning and discussion). Kentucky Department of Education Network

Partnership Agreements-Scaling up the work!
Talk about how one dandelion can spread to this beautiful field. Kentucky Department of Education Network

Student Achievement School Catalyst (PD) premise: closer the fulcrum is to students, easier it is for school to raise achievements Nation State Regional District Classroom Kentucky Department of Education Network

one ACCOMPLISHED/ EXEMPLARY network participant scaling? Kentucky Department of Education Network

Utilizing Your Leadership Content Network Participants
adapted from NCSM Prime Leadership model Utilizing Your Leadership Content Network Participants A Vision for Teacher Leadership Kentucky Department of Education Network

Responsibilities of Teacher Responsibilities of Administrators This strategy describes the roles and responsibilities of instructional support and/ or building admins, teacher leaders, and the colleagues of teacher leaders as one way to build capacity Kentucky Department of Education Network

Responsibilities of Teacher Responsibilities of Administrators outcome, relationship between teacher leader, teachers, and administrators changes. Kentucky Department of Education Network

Teacher Leadership ...differs from other school roles ...can enhance the capacity of the principal ...supports strategies and behaviors linked to increasing student achievement ...requires a shift in the culture of schools ...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 Kentucky Department of Education Network

Our vision…. How will you educate all your staff? Partnership Agreements… Kentucky Department of Education Network

Handout District Teams work on this for just a few minutes to get a start. Listing all schools in district and where teacher leaders are located… Share with administrative team… They did the same thing at the ISLN meeting last week. Kentucky Department of Education Network

FALL PLAN for TPGES work
SEPT: Domain 3: Instruction Component B - Questioning and Discussion Techniques NOV: Domain 4: Professional Responsibilities Component A - Reflecting on Teaching Domain 1: Planning & Preparation Component F - Designing Student Assessment Component D - Using Assessment in Instruction Since we will continue our focus on the five strategies of formative assessment, during Sept we will concentrate on Strategy 2: Engineering Effective Discussion, Questioning, etc. It only makes sense to connect this to 3B. Our goal is for teachers to think about what accomplished would look like in a classroom. In Nov, the teachers will bring back student work from the Formative Assessment Lesson they implement. We will focus on 4A for this part of the day and reflect upon the lesson and student work. We will also devote time during our Nov Network meeting to assessment. Teachers will be listing a set of 411/911 standards they need more help with. They will work together in grade or subject level groups to design assessment items congruent to those standards. We will also continue our focus on the formative assessment strategies and how they relate to the framework. Kentucky Department of Education Network

MATHEMATICS Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction & Learning September Focus: Questioning # 21 Hot Seat Questioning pg. 103 # 38 Partner Speaks pg. 143 Kentucky Department of Education Network January 2012 Math Network Meeting

CHETL When Kentucky adopted the Math Common Core State Standards, it was determined that implementing the standards, using Characteristics of Highly Effective Teaching and Learning, was with Formative Assessment Lessons. REWORD Last year, Math Network Teacher Leaders were asked to teach two FALs. This year, the Teacher Leaders will be expected to begin sharing the Formative Assessment Lessons in their districts. At the Sept meeting the teacher leaders will meet in district teams to begin to think about a plan around how this will happen in their districts. I will be sharing their thoughts with you so that you can work on this together as a District Team. I am available to support this work in your schools and districts. Kentucky Department of Education Network

Expectations for Fall Implement 2 FALs – one before Nov meeting and then one before Jan meeting bring back evidence Collect evidence focusing on Component 3B before Nov meeting. Video self or Observe fellow teacher leader in district or in nearby district, Observe classroom next door, etc. looking for 3b… Collect multiple artifacts of evidence focused on formative assessment strategies 4 and 5 after Nov meeting. Develop a plan for sharing work to others in district. How will your district support these expectations? Kentucky Department of Education Network

Extra! Extra!….. Kentucky Department of Education Network

Breakout Sessions Focus on Mathematical Practices Work through a Formative Assessment Lesson/task Book Study K-8/ New Module series study High School CIITS work in lab as a grade band Evaluation of day Kentucky Department of Education Network

Homework For NOVEMBER Chose a FAL or FAL like task to share with your students. Bring back evidence of students using each other as resources of one another and students as owners of learning. Observe a peer using observation form looking for evidence of 3b OR video tape yourself and find your own evidence of 3b Bring back observation form with evidence noted for discussion at November meeting. Kentucky Department of Education Network

Handout Kentucky Department of Education Network

www.reneeyates2math.com Thanks for your participation today.
Regional Content Specialist Kentucky Department of Education Office of Next Generation Learners Mobile Follow me on Kentucky Department of Education Network March 2012 Math Network Meeting

SESC Mathematics Leadership Network

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