Itinerary – Day 2

1. Itinerary – Day 2 • Community builder / framing • Building our leadership vision • Planning for mastery • Writing about planning: the objective/planning paragraph • Clarity: framing the big picture • Data sources / literal notes • Summary

2. FOUNDATION OF ESSENTIAL BELIEFS • Objectives • Personal relationships • Climate • Expectations • Principles of learning • Clarity • Attention • Momentum • Beliefs Pyramid Partners page xiii Overarching Objectives Curriculum Design Planning Objectives Learning Experiences Assessment Personal Relationship Building Class Climate Expectations Principles of Learning Modelsof Teaching Clarity Space Time Routines Attention Momentum Discipline

3. Welcome! • Sign in. • Wear your name tag. • Pick the top card and sit at that numbered table. (A=1)

4. What practices or concepts have become clearer to you as a result of today’s class? • How will this knowledge support your growth as an instructional leader? First steps on the journey…

5. Practices or concepts that have become clearer to you and that will support your growth on the first steps on the journey : • The knowledge base on teaching / triangle (10) • Scripting – what it is, why we do it (8) • The components of a report AKA “the recipe” (5) • CEIJ (5) • The six standards of the PGS (3)

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7. Sharing with partners, in groups, at tables (9) Pacing/momentum (3) Exemplars (4) Class climate (4) Presenters Pluses +

8. Deltas • Provide more processing time (2) • Go faster / go slower

9. Ring Tone Revelations • Tell your partner your phone number. They will call you. • Share the name of your ring tone and why you chose it. • Change roles. • Be prepared to report on your partner’s choice.

10. Framing our learning

11. Objectives – Day 2 • By the end of the day you will be able to: • Explain how supervision and evaluation support the purposes of the Professional Growth System. • Explain different levels of thinking about lesson planning and their implications for student learning. • Evaluate objectives based on the criteria for a mastery objective. • Analyze evidence to determine if a teacher is planning and instructing for mastery. • Write an objective paragraph in a post-observation conference report. • Identify components of a teacher’s repertoire for framing learning and explain their importance to students. • Explain the importance of literal note-taking and determine whether notes are literal or descriptive.

12. Itinerary – Day 2 • Community builder / framing • Building our leadership vision • Planning for mastery • Writing about planning: the objective/planning paragraph • Clarity: framing the big picture • Data sources / literal notes • Summary

13. OAT I RBT DATA ABOUT TEACHING & LEARNING KNOWLEDGE ABOUT TEACHING Instructional Leadership HIGH EXPECTATIONS FOR ADULTS EFFECTIVE COMMUNICATION

14. KEY CONCEPTS • Areas of Performance • Repertoire • Matching Overarching Objectives Curriculum Design CURRICULUM PLANNING Objectives Planning Learning Experiences Assessment Personal Relationship Building MOTIVATION Class Climate INSTRUCTIONAL STRATEGIES Expectations Principles of Learning Modelsof Teaching Clarity MANAGEMENT Space Time Routines Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS The Knowledge Base on Teaching

15. Effort-Based Belief / Growth Mindset CONFIDENCE + ACHIEVEMENT ABILITY + EFFECTIVE EFFORT Hard Work Strategies TSTp. 270 Source: Adapted from Efficacy Institute, Lexington, MA.

16. Smart is not something you just are; smart is something you can get. Jeff Howard The Efficacy Institute

17. Which of the seven beliefs are alive, well, and in evidence in your workplace? What effect do you see them having on student learning? • Which are least evident? Why? How does their absence influence student learning? • Discuss the implications of your responses for your leadership role. TSTChapter 2

18. OAT I RBT DATA ABOUT TEACHING & LEARNING KNOWLEDGE ABOUT TEACHING Instructional Leadership HIGH EXPECTATIONS FOR ADULTS EFFECTIVE COMMUNICATION

19. By the end of this portion of the day, you will be able to explain how supervision and evaluation support the purposes of the Professional Growth System. Objective

20. Review: The Six Standards • Stand. Find your EXPECTATIONS partner. • Recite the six standards to him or her. • Share the strategy you used to be able to remember them.

21. MCPS Teacher Standards • Teachers are committed to students and their learning. • Teachers know the subjects they teach and how to teach those subjects to students. • Teachers are responsible for establishing andmanaging student learning in a positive environment. • Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement. • Teachers are committed to continuous improvement and professional development. • Teachers exhibit a high degree of professionalism.

22. Discuss which of the major purposes of supervision and evaluation have been most and least successfully addressed in MCPS. • How do your strategies for working with your staff match these descriptors? Purposes of Supervision and Evaluation

23. Knowledge Power Courage NB p. 27

24. Journal – NB p. 26 Where is the balance of these three aspects of leadership in your current work? What goals might you set for yourself in relationship to these three aspects?

25. Recipe for a Post- Observation Conference Report • Context paragraph • Objective/mastery planning paragraph • C E I J paragraphs • Claim – area of performance • Evidence • Interpretation of impact on students (thus, as a result, therefore) • Judgment included or implied • Post-observation conference summary (including goal-setting) • Summary

26. Context Paragraph: Criteria for Success Teacher: Observation Date: Observer: Observation Time: School: Conference Date: Subject / Grade: Provides information about… • Teacher • Students • Course or unit of study • Special factors • Announced or unannounced

27. Feedback: Information on the ways in which a product or performance meets or does not meet established criteria for success. Peer Feedback: The Context Paragraph

28. Recipe for a Post- Observation Conference Report • Context paragraph • Objective/mastery planning paragraph • C E I J paragraphs • Claim – area of performance • Evidence • Interpretation of impact on students (thus, as a result, therefore) • Judgment included or implied • Post-observation conference summary (including goal-setting) • Summary

29. Compare your labeling of the CEIJin paragraphs three through five in the Sarah Smith report. Come to consensus, if possible.

30. Sarah Smith CEIJ Paragraph 1 • Mrs. Smith effectively presented information through explanatory devices. • She created a graphic organizer on the overhead projector to guide the students through defining run-off. • She translated the words dissolved and suspended into simpler language by way of a class discussion (“Spring-time…fertilizer on grass to make it greener…that salt fertilizer will mix with water and dissolve…we need to talk about what that word suspended means…okay we’re talking about debris..anything that doesn’t get dissolved…”). • She also presented the students with environmental pictures (“To get started I have pictures with pretend news articles about the Chesapeake Bay…”). • As a result, students with a variety of learning styles were focused and engaged.

31. Sarah Smith CEIJ Paragraph 2 • Mrs. Smith used several instructional strategies to help the students make cognitive connections. • She used questioning as a way to prompt a resemblance to the students’ experiences (“What’s usually included with pictures?...If something gets dissolved, what does that mean?”). • She used a personal experience to help the students related the content to their own lives (“I took my cup of coffee and put sugar in it. It got dissolved in the coffee...” ). • She asked the students to compare and contrast in order to make a connection to today’s learning (“Think about the pictures we looked at yesterday…”). • Thus, students’ prior learning was utilized and connected with the new information given during this lesson.

32. Sarah Smith CEIJ Paragraph 3 • Mrs. Smith has built a classroom climate in which students feel safe to take risks. • She made several comments throughout the lesson to promote risk taking (“..could be…you could make that up…you don’t have to be perfect…”). • She stated, “…as long as someone at your table has something to share we’re good.” • After the students were told to write captions for given pictures, a student asked, “What’s a caption?” Mrs. Smith did not chastise the student for not knowing or remembering the meaning of the word caption, but answered her calmly and respectfully. Another student asked a question and Mrs. Smith replied quietly. • Therefore, students could safely communicate their level of understanding and signal their need to move on or request help.

33. CLAIM statement that a teacher performs a certain teaching skill EVIDENCE a quote or literal description of something said or done; at least three pieces of evidence are needed to constitute sufficient documentation to support a claim IMPACT statement of what the behavior accomplished; the effect on students; “the students” are the subject JUDGMENT adjective, adverb, sentence, phrase that lets the reader know what the writer thought of the teacher’s behavior; most often found INthe claim Balanced Analysis NB p. 40

34. Impact • Is a statement of what was accomplishedby the behavior just described in the claims and evidence. • Establishes what was significantabout the move in terms of students. • Has “the students” as its subject.

35. Effective impact statements: • Show a logical cause-effect relationship with the claim. • Match the evidence. • Have the students as their subject. • May include judgment by stating the quality (positiveornegative) of the impact on students and their learning. As a result, students remained unclear as to the desired standard of work. Thus, students were able to reiterate the standards for their projects.

36. Evaluating Impact Statements Review NB pp. 45-46. Evaluate each of the sample impact statements. Does it clearly communicate the effect of teacher behavior on students? Does it use the students as the subject? Discuss with your partner.

37. Let’s take a break!

38. By the end of this part of the day, you will be able to: • Explain different levels of thinking about lesson planning and their implications for student learning. • Evaluate objectives based on the criteria for a mastery objective. • Analyze evidence to determine if a teacher is planning and instructing for mastery. Objectives

39. OAT I RBT DATA ABOUT TEACHING & LEARNING KNOWLEDGE ABOUT TEACHING Instructional Leadership HIGH EXPECTATIONS FOR ADULTS EFFECTIVE COMMUNICATION

40. KEY CONCEPTS • Areas of Performance • Repertoire • Matching Overarching Objectives Curriculum Design CURRICULUM PLANNING Objectives Planning Learning Experiences Assessment Personal Relationship Building MOTIVATION Class Climate INSTRUCTIONAL STRATEGIES Expectations Principles of Learning Modelsof Teaching Clarity MANAGEMENT Space Time Routines Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS The Knowledge Base on Teaching

41. Activator What are the characteristics of standards-based instruction?

42. “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now, so that the steps you take are always in the right direction.” Steven Covey The Seven Habits of Highly Effective People

43. Use the text marking strategy to read the handout. • Got it. (I could explain it to someone else.) • This is important. (This is a key point.) • What??? (I don’t understand it yet.) Reference Guide to Planning for Mastery

44. Key Questions in Lesson Planning THINKING SKILLS OBJECTIVES What thinking skills do I want students to be able to use? Ends MASTERY OBJECTIVES What do I want students to know or be able to do when the lesson is over? How will I know if they know it or can do it? INVOLVEMENT How can I get students really engaged? ACTIVITIES What activities could students do to gain understanding or to develop these skills? Means COVERAGE What knowledge, skill, or concept am I teaching? Thinking Behind OBJECTIVES

45. Data From Pre-Assessment:Objectives and Criteria for Success

46. Criteria for Mastery Objectives The language of a mastery objective… • is specific in terms of curricular knowledge (declarative or procedural) • names an active performance (observable behavior) that demonstrates mastery TSTp. 377 Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.

47. Criteria for Mastery Objectives, con’t Mastery objectives do not use mental action words that do not inform students about what they will have to do to demonstrate mastery, such as… TSTp. 377 Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377. A

48. Today in Science… Mastery Objective: By the end of class, you will be able to identify an infectious disease, the pathogen that causes it, and how the pathogen is spread. • Activities: • Research and take notes about infectious diseases. • Work as a group to ask and answer questions about infectious diseases. • Complete today’s Learning Log.

49. Students will be able to draw and explain the life cycle of a butterfly using a cycle graphic organizer. (ES science) • You will be able to identify the physical traits of a character and support each with at least two pieces of evidence from the text. (MS English) • We will be able to make an accurate scale drawing of a room or apartment given actual dimensions. (HS math)

50. Parents will be able to describe ways that they can support their children with homework. (Parent meeting) Students will be able to identify strategies for resolving conflict and apply them to a given scenario. (Counseling session) Staff will be able to describe three interactive strategies and how they can apply them in class. (Department meeting)