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CFN 201 High School Principals’ Meeting

CFN 201 High School Principals’ Meeting. Thursday, September 27, 2012 12:00 – 3:45 p.m. Agenda. Welcome Introduction and Overview Activity 1: Competencies and Language of The Danielson’s Framework Activity 2: From low inference data to feedback Identifying Next Steps

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CFN 201 High School Principals’ Meeting

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  1. CFN 201High School Principals’ Meeting Thursday, September 27, 2012 12:00 – 3:45 p.m.

  2. Agenda • Welcome • Introduction and Overview • Activity 1: Competencies and Language of The Danielson’s Framework • Activity 2: From low inference data to feedback • Identifying Next Steps • Academic Policy 2.0 • Planning for the January Regents • PPR Goals

  3. Supporting Implementation of the CIE: School Instructional Leads • Principals will identify a set of Instructional Leads (1 – 8 per school) to support school-wide instructional initiatives. • Instructional Leads will work with school leadership and the Network Team to: • Analyze teacher and student work for quality and Common Core alignment • Lead or participate in school-wide inquiry cycles • Implement professional learning experiences that are informed by the learning needs of teachers/students • Help develop and lead peer-mediated activities anchored by Danielson’s Framework for Teaching to build a shared understanding of what constitutes effective teaching

  4. Goals for Today • Commence work with the 2012-13 CIE • Review and analyze the language of Danielson’s Framework (DF) • Categorize data by DF competency • Prioritize data for feedback purposes • Determine where data falls on the DF continuum • Consider what constitutes high leverage feedback

  5. Intended Outcomes • By the end of our session today, we will have: • Looked carefully at DF Competencies • Analyzed the distinctions across the DF continuum • Coded data as per DF competency • Determined priority competency for feedback • Identified where data of priority competency falls on the DF continuum • Considered feedback to move teachers to the next level as per the DF continuum

  6. CIE & Danielson’s Framework • 1. Teacher development focuses on supporting all students to meet the Common Core standards. • a. Schools will strengthen the common language and understanding of what quality teaching looks like by deepening the school community’s comprehension of Charlotte Danielson’s Framework for Teaching.

  7. CIE Focus Competencies • 1e: Designing coherent instruction • 3b: Using questioning and discussion techniques • 3d: Using assessment in instruction • Additional TEP Competencies: • 2b: Establishing a culture for learning • 2d: Managing student behavior • 3c: Engaging students in learning • 4e: Growing and developing professionally

  8. Activity 1: DF Competencies • Part 1: Identifying Domain & Competency • In your triad, take out your DF level of performance squares • Read the squares together • Determine which Domain/Competency they represent • Align squares across the continuum showing the levels of performance [I - D - E - HE] • You may not have all 4 levels for each competency!

  9. Activity 1, cont’d • Part 2: Identify distinguishing language for each level of performance • Highlight/underline the words/phrases in each square that distinguish one level of performance from another • With your triad, discuss your understanding of this language and what it means

  10. Activity 1, cont’d • Part 3: Articulating teacher/student actions that fall along the continuum • Read through each DF Competency, paying particular attention to critical attributes • Discuss what each level of performance looks like, sounds like, feels like • Write 2-3 examples you would see/hear in a classroom that match each level of performance

  11. Activity 1: Whole Group Share • What did you notice about the distinguishing language? • What distinguishes D from E? • What distinguished E from HE? • What a-ha insights did you and your triad members have while doing Activity 1?

  12. CIE: Supporting Teacher Growth • School leaders will conduct frequent formative classroom observations and provide teachers with formative feedback and professional development to support improved practice in identified competencies and across a common framework.

  13. Activity 2: Using DF Competencies with Classroom Data • Part 1: ‘Code’ the data • In your triad, read each line of the classroom observation transcript, and ‘code it’ using the 7 DF Competencies (1e, 2b, 2d, 3b, 3c, 3d, 4e) • Write your coding (1e. 2b, 2d, 3b, 3c, 3d, 4e) in the column labeled ‘Competency’

  14. Activity 2, cont’d • Part 2: Identifying a priority Competency as a high leverage area • Review the transcript coding • What Competencies are have been identified? • Which Competency is most critical for this teacher at this time?

  15. Activity 2, cont’d • Part 3: Where does your ‘priority’ area fall on the continuum? • Look at the transcript coded items one by one alongside the DF competency continuum • Identify where the data falls on the DF competency continuum: I-D-E-HE

  16. Activity 2, cont’d • Part 4: Consider what to provide feedback on and how to articulate next steps • Which area is highest in terms of leverage for this teacher at the present time? • What specific actions could this teacher take to move/shift practice? • What would the next steps be and how would they fall on the continuum? • Provide an example

  17. Activity 2: Whole Group Share • What are you taking away from doing this activity? • A-ha moments? • Insights? • Next Steps?

  18. Reflecting on the morning • Please take the next 5-10 minutes to respond to the 4-square reflection sheet • Please provide your name so that we can tailor support (box 4) to your needs • Thank you for your feedback! 

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