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Resident Educator Cohort Meeting

Resident Educator Cohort Meeting. Program Overview & Timelines Assessment for Student Learning Instructional Cycles Observations Lesson Study Questions. Welcome Resident Educators! . Introductions Tonight’s Agenda Materials: Binder & Shaker.org http://shaker.org/StaffTemp.aspx.

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Resident Educator Cohort Meeting

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  1. Resident Educator Cohort Meeting Program Overview & Timelines Assessment for Student Learning Instructional Cycles Observations Lesson Study Questions

  2. Welcome Resident Educators! • Introductions • Tonight’s Agenda • Materials: Binder & Shaker.org http://shaker.org/StaffTemp.aspx

  3. Program Overview & Timelines • Ohio’s Resident Educator (RE) Program • RE program is being built year by year. Years 1 & 2 are done. Years 3 & 4 are still being developed. • Ohio’s RE Program is the only one like it in the US. • Created to combat teacher turnover within the first 5 years of their career. Why do teachers leave? • What is Residency? • Residency is a time to practice, refine and gain a deeper understanding of the art and science of teaching under the guidance of a certified mentor and the support of a professional learning community. • Shaker’s RE Program • We created our program based on the requirements of Ohio’s RE Program. • We created our program with Shaker’s expectations for teaching & learning in mind.

  4. Program Overview & Timelines Continued • Major Components of RE Program • Self-Assessment & Goal Setting • Self-Assessment and Summary • 2 SMART goals per year • Teaching & Learning Cycle • Assessment for Student Learning • Instructional Cycles • Observations • 1 observation of you per year • 1 reciprocal observation or observation of an exemplary teacher per year • Lesson Study • Session 1 - Lesson Planning • Session 2 – Lesson Delivery • Formative Progress Review

  5. Program Overview & Timelines Continued • Timelines • Year 1-2 Modified Timeline • Year 2 Normal Timeline • Year 3 Modified Timeline

  6. Teaching and Learning Cycle

  7. Teaching and Learning Cycle “Design and deliver instruction that measures up…plan instruction that engages students in challenging applications of key content knowledge.” - James Popham

  8. Instructional Planning • Translate data gathered into action • Action influences instruction • Explore the thinking behind the thinking in instructional planning • Reflect on the lesson after the instruction • Examine student work to monitor student learning

  9. Assessment of Student Learning Tools • Data Measures Inventory* • Class Profile Tool* • Intentional Instruction Grouping* • Monitoring Student Learning* • Other Assessments and Data Measures * ODE Form

  10. Instructional Planning Guide: Cycle 3* Instructional Plan to be completed before teaching: • Assessment of student learning • Identify the learning need • Establish the learning objective • Gathering appropriate resources • Instructional strategies (how the teacher conveys the content) • Instructional activities (what students do to engage with and learn the content) • Differentiation • Resources of materials

  11. Instructional Planning Guide: Cycle 3* Reflection on Instruction and Revision to be completed after teaching: • Identify the learning need • Establishing the learning objectives • Instructional strategies • Instructional activities • Differentiation • Assessment of student learning

  12. Examining Student Work • Complete Reflection and Revision: Analyzing Individual Student Work* which analyzes two students that demonstrate two different levels of performance. Possible Questions to Answer: • Does the work meet expectations for high quality work? • What do students’ responses/work indicate about the effectiveness of the lesson prompts, activities, and assignments for topic understanding? • How might the assignment be improved to support high-quality student performance? • How does the range of work from a student demonstrate growth in (__) over time? • To what extent is the student challenging him/herself, and in what ways? • Are there patterns or trends that relate to the class profile information or other data measure? • How will this information be used in future lesson and assessment design?

  13. Questions?

  14. Observations

  15. One Can’t Do It Alone! • Flower • One ingredient • Tire • Snowflake • Garden • Cookies • Car • Storm

  16. Our Profession • Isolated (from other adults) • Draining (yet always non-stop excitement) • What now?.... • How should I handle this?... • Turn and talk: struggle in classroom • Reminds me of a movie: Cast Away http://www.youtube.com/watch?v=lv_LfXcjWew • You’re not alone! 

  17. Observations • Turn-over reason • Function: support, guide, problem-solve, encourage • Paper work vs. process • TEAMWORK! http://www.youtube.com/watch?feature=fvwp&v=o9mdHMtxOjY&NR=1

  18. Observations Continued • Non-evaluative • Observations: • 7-10 observers • 1 per year • Pre & Post on phone • Forms • Reciprocal or exemplary teacher • RE and mentor observe another teacher together OR RE observes exemplary teacher • 1 per year • Forms

  19. SUCCESS! • Working together • Collaborate • Trust • Encourage and support • Garden, cookies, car, storm,…LEARNING! • Less me…more __ __! • Focus more on “Let’s…, not I…!” • POP QUIZ!

  20. Questions?

  21. Lesson Study

  22. Lesson Study Objectives • I can identify the elements of a quality lesson plan. • I can explain the purpose of posting learning objectives. • I can explain why informal and formative assessments should be included my planning and teaching.

  23. Lesson Study - Part 1Elements of a Lesson Plan

  24. Elements of a GOOD Lesson Plan • Think • On your own - Brainstorm a list of the elements of a good lesson plan • Pair • Partner up - Discuss your lists • Share • As a group - Let’s come to a consensus… What are the elements of a GOOD lesson plan?

  25. Sometime between now and after dinner, take a sticker and place it in the location that best describes your current practice on the consensogram .

  26. Time For Dinner!

  27. Lesson Study - Part 2Learning Objectives

  28. Think About It… “When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.” – Dr. Robert J. Marzano

  29. Identifying & Posting Learning Objectives… • ... is a best practice! • … is good for students, teachers, & parents! • … is a part of Shaker’s Strategic Plan! • … is a component of the Ohio Teacher Performance Evaluation Rubric.

  30. Learning Objectives • What the learners should know or what skills learners should be able to exhibit following instruction NOT what the teacher is going to do or what activity will take place in the lesson • Purpose of objectives: • Guide the teacher - know where you want the lesson to go • Guide the students – know the purpose of the lesson & what you want them to be able to do as a result of it

  31. Some Examples…

  32. Lesson Study - Part 3Informal/Formative Assessments

  33. Informal/FormativeAssessments • Used during instruction rather than at the end of a unit or course of study • Informs teachers and students about student understanding • Purpose is to check for understanding – and guide instruction

  34. Fist to Five, Assess Yourself, & Consensograms "When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves."  - Black and Wiliam

  35. Exit Slips & Tickets Out The Door • A way to collect student responses to a prompt • Used to help students process new concepts, reflect on information learned, and express their thoughts about new information

  36. Exit Slips & Tickets Out The Door

  37. Think-Pair-Share & Appointment Clocks • Teachers pose a question (or questions). Students think about the answer and discuss their thoughts with a partner (or partners). • Students report out about their conversations allowing teachers.

  38. 2 Minute Assessment Grid Students place post it notes in each quadrant.

  39. Lesson Study - Part 4Quality Lesson Plans

  40. Would you claim this lesson plan? • Take a few minutes and read through The Oregon Trail. • Discuss: Would you claim this lesson plan? Why or why not? • Now, read through Cells. • Compare and contrast The Oregon Trail and Cells. What are the strengths and weaknesses of each? • How might The Oregon Trail be improved? * Keep in mind our discussion about the elements of a good lesson plan.*

  41. Reflect & Challenge Yourself How can I be a better educator tomorrow than I am today? Challenge Yourself: What will you take away from tonight’s lesson study? • The one question to never stop asking…

  42. Questions?

  43. Wrap Up & Reflection

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