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Welcome

Welcome. Day 2 Northwest Arkansas Classroom Walkthrough with Reflective Practice. Overview. Thank-you Introductions Norms for the Day. Goals for Today. Participants will: Share and discuss CWT experiences, successes, and challenges

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Welcome

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  1. Welcome Day 2 Northwest Arkansas Classroom Walkthrough with Reflective Practice

  2. Overview • Thank-you • Introductions • Norms for the Day

  3. Goals for Today Participants will: • Share and discuss CWT experiences, successes, and challenges • Connect student achievement data and walkthrough data to action planning and professional development • Learn and practice a process to initiate reflective conversations and action among faculty • Revisit implementation, planning, and personal goals set in Day 1 training • Learn to use the Teachscape Web site for data analysis and reporting

  4. How did it go? Individual Reflection List: • Successes • Challenges • Number of CWTs conducted • Personal goals from Day 1

  5. How did it go? Group Check-In • From your list: • What successes can you share with the group? • What questions do you have? • With what would you like support? • At each table, create a T-chart and identify the common: -Successes -Challenges • Collective # of CWTs conducted from your table group at bottom of T-chart • Report out – 2 minutes per table

  6. How did it go? Group Check-In continued • Group forum -Brainstorm, discuss, collaborate, seek solutions, provide support • P. 83 of binder – Implementation “idea sheet”

  7. CWT Process

  8. Standard Tool Collect the Data • Focus on Curriculum • Focus on Instruction • Focus on the Learner • Focus on Classroom Environment • Focus on the Needs of All Learners

  9. Walk #1 Prepare for Walk #1: • Visit two classrooms • 2-4 minutes in each classroom • Record your findings • Maintain a talk-free zone on the way back Use Video

  10. Analyze Walk #1 • Group Analysis • Focus on Curriculum • Focus on Instruction • Focus on the Learner • Focus on Classroom Environment • Focus on the Needs of All Learners • Report Out • Record group findings on chart paper • Post and prepare to share findings

  11. Table Group Debrief Focus on Curriculum • What was the learning objective? • The learner will know _________ and be able to _________. • How did you determine? • Was the learning objective evident to the students? How was this determined? • What is grade level/course level of work? Cite the standard. How did you determine? Focus on Instruction • What instructional practices were utilized? List. • What student grouping formats did you see? • Which research-based instructional strategies were utilized? Focus on the Learner • Identify student actions • Identify the instructional materials in use. • What were the level(s) of student work? • Determine the level of class engagement. Focus on Classroom Environment • What elements in the classroom environment support the learning objective? Focus on the Needs of All Learners • Do you see evidence that the teacher is responding to the different learning needs in the classroom?

  12. Table Group Report Out Using the posters your group created, report out about what you saw in this classroom.

  13. Walk #2 Prepare for Walk #2 • View video • Individually record your findings • Record consensus on chart paper • Report out Use Video

  14. Table Group Debrief Focus on Curriculum • What was the learning objective? • The learner will know _________ and be able to _________. • How did you determine? • Was the learning objective evident to the students? How was this determined? • What is grade level/course level of work? Cite the standard. How did you determine? Focus on Instruction • What instructional practices were utilized? List. • What student grouping formats did you see? • Which research-based instructional strategies were utilized? Focus on the Learner • Identify student actions • Identify the instructional materials in use. • What were the level(s) of student work? • Determine the level of class engagement. Focus on Classroom Environment • What elements in the classroom environment support the learning objective? Focus on the Needs of All Learners • Do you see evidence that the teacher is responding to the different learning needs in the classroom?

  15. Reflection Discuss similarities and differences in our charting of CWT data…

  16. CWT Process

  17. Transitioning from Data Analysisto Action Planning Reflection on two sets of data: • Student Achievement Data -Instructional Analysis Tool • Classroom Walkthrough Data -CWT paper tool or wireless device -Teachscape web site

  18. Student Achievement Data All classroom interventions or strategies assume that: • The curriculum is aligned • Teachers are using the aligned curriculum • Teachers have acquired the content knowledge and instructional skills required by the aligned curriculum

  19. Alignment of Curriculum, Instruction, and Assessmentis the highest yield strategy.

  20. Total Instructional AlignmentHow should the elements align? written Curriculum C classroom Instruction I Assessment A

  21. A guaranteed(aligned)and viable(time/pacing)curriculum has the most impact on student achievement. What Works in Schools: Translating Research Into Action Chapter 3, page 22 Robert J. Marzano

  22. Student Achievement Data Instructional Analysis Tool • Connects student achievement data to professional development • Determines if areas of concern are primarily a curriculum issue OR an instructional issue

  23. Student Achievement Data Practice completing blank Instructional Analysis Tool(back pocket of binder) with the following data: Language Arts Benchmark 2007 • 3rd Grade: 31% Proficient and Advanced • 4th Grade: 42% Proficient and Advanced • 5th Grade: 50% Proficient and Advanced • 6th Grade: 68% Proficient and Advanced Mathematics EOC 2007 • Algebra 1: 34% Proficient and Advanced • Geometry: 37% Proficient and Advanced • Algebra 2: 49% Proficient and Advanced

  24. Data Analysis Student Achievement Data Analysis • Instructional Analysis Tool • Identify 2–3 areas for reflective dialogue with staff CWT Data Analysis • Look for trends and patterns in data • Identify 2–3 areas for reflective dialogue with staff Reflective Questions • What do you see? • What do you think about it? • What does this mean? • What do we do now?

  25. CWT Process

  26. Reflecting on the Data Underlying Assumptions of Reflective Practice . . . • Everyone needs professional growth opportunities. • All professionals want to improve. • All professionals want to learn. • All professionals are capable of assuming responsibility for their own professional growth and development. • People need and want information about their performance. • Collaboration enriches professional development.

  27. How can reflective practice affect student achievement? Reflective Practice

  28. Consider . . . “If we don’t provide intellectually stimulating environments for teachers, why do we think they will provide them for students?” —Art Costa

  29. What we want are . . . Conversations that: • Consistently produce intended outcomes • Create a genuine commitment to implementation of actions

  30. The Role of Questions Questions are the most powerful tools we have for making decisions and solving problems.

  31. About meetings . . . “Although meeting in groups and teams is commonplace, reflection and learning in these situations are not.” York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective Practice to Improve Schools.

  32. An assumption: “Productive learning does not ‘just happen’ in groups of children or adults. Design and planning are important. There must be an intentional design to create a safe and productive learning environment.” York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective Practice to Improve Schools.

  33. What we know . . . • Managing group learning is more complex than managing individual or partner learning. More design work is required to elicit constructive participation by all members. • Clear expectations and structures increase the likelihood that reflection, learning, and useful outcomes will actually result from group interactions. • Reflective practice can bring many different benefits to teachers and schools. York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective Practice to Improve Schools.

  34. Reflective Conversation Is guided by the following questions: • What do you see? • What do you think about it? • What does this mean? • What do we do now?

  35. Reflective Conversation • What do you see? • The purpose is to engage everyone in getting facts and information into the conversation regarding the topic/issue. • What do you think about it? • The purpose is to elicit people’s feelings, personal reactions, and associations regarding the topic/issue. • What does this mean? • The purpose is to get at the meaning, significance, and implications of the topic/issue. • What do we do now? • The purpose is to get to action, future direction, and next steps.

  36. Considerations for PlanningGroup Reflection Consider the following before group reflection: • How many people will be in your group? And who? • How will you group participants? • How much time will you allot for the conversation? • How will you document ideas emerging from the reflection? • How will you maintain an environment that is: • Safe, respectful, collegial? • Focused on student learning and improving the instructional program?

  37. Modeling: Group Reflection • Introduction: -CWT data from pages 91-93 of binder (Algebra 1) -Student data charted on Instructional Analysis Tool 2. What do you see? 3. What do you think about it? 4. What does this mean? 5. What do we do now?

  38. Guided Practice: Planning for Group Reflection As a table group: • Use group meeting structure template on page 65 of binder • Plan a meeting using the group meeting structure (additional resources on pages 59-64 of binder)

  39. Debrief Guided Practice:Planning for Group Reflection • I’m ok with… • I’m not sure about…

  40. Practice: Data Analysis and Reflection • Look for trends and patterns in data • Student achievement data • CWT data • Identify 2–3 areas for reflective dialogue with staff

  41. Independent Practice: Planning for Group Reflection Individually: • Use the group meeting template and the data analysis just completed. • Plan a meeting using the group meeting structure. • Imagine how the conversation might unfold. What action steps might you take?

  42. Debrief Independent Practice:Planning for Group Reflection • I feel comfortable with… • I need more practice with…

  43. Using Teachscape’s Online Platform • Creating an account • Logging in and entering data • Creating and runningreports

  44. Creating an Account Write down the following information in your participant’s binder: 1. To create an account, point your browser to: http://cwt.teachscape.com/tsp/web/register 2. Your CWT trainer will give you the following information needed for self-registration: • Program code • Registration code

  45. Self-Registration—Step 1 of 5

  46. Self-Registration—Step 2 of 5

  47. Self-Registration—Step 3 of 5

  48. Self-Registration—Step 4 of 5

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