Things to Do!

1. Things to Do! Sign in sheet Nametags Obj. & itin. Cover slide Table packets 4MAT signs

2. LEE Opening: Feedback on feedback Framing the day Community builder Discussion: Beliefs chapter

3. Welcome to Day 2 Please • Sign in • Wear your name tag • Find a seat; but don’t get too cozy, we’ll be re-seating shortly.

4. First steps on the journey… • 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?

5. MCPS Standards The Professional Growth System Developing a common language Post Observation Conference Report (POCR) Taking literal notes; specific techniques & practice 10-2; 30-90 Attention & momentum moves; tools for professional growth Ways to help maximize the potential of teachers CEIJ- and how a write-up is constructed How observing and analyzing are parts of continuous improvement Writing context paragraphs The Knowledge Base on Teaching (triangle) our common source Steps of pre-observation, observation, and post-observation Being objective and not rush to judgment

6. Like having two instructors* Flexibility Treating us like adults Context paragraph Use of props Addressing all class members comments & questions Variety of teaching approaches Welcoming environment Everything is going great! • Materials organized* * * * * * * * * * • Pacing * * * * * * * * • Breaks in lecture * * * * * * • Video & scripting opportunity * * * * * * • Discussion * * * * • Examples * * * • CEIJ * * • Modeling strategies * * • Food * * • Good information – Attention & Momentum * • Clear, concise language *

7. Pacing/processing – too slow/too little * * * Pacing/processing – too fast/too much * Frequency of breaks; shorter lunch* Lot of information Incorporate more movement Clarify questions Chunk material better Include directions and pg. numbers for activities Summaries- Fillers Explain work standards Provide strategy sheet Snow!

8. Line Up: Divide & Slide Years in Education Count Off

9. Framing the Learning

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

11. 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

12. Objectives & Itinerary

13. Objectives – Day 2 • By the end of the day you will be able to: • Explain how supervision and evaluation support the purpose 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.

14. 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

15. 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

16. Effort Based Belief CONFIDENCE + ACHIEVEMENT Ability EFFECTIVE EFFORT + Strategies Hard Work

17. Beliefs in Our Buildings 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. NB page 227; Chapter 2

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

19. 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 and managing 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. MCPS Teacher Standards

20. Objectives – Day 2 • By the end of the day you will be able to: • Explain how supervision and evaluation support the purpose of the Professional Growth System.

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

22. OAT I RBT SUPERVISION EVALUATION Frequent high-quality feedback by individuals who know what they’re talking about in order to stimulate teachers’ thinking about their decisions. Maintaining high minimum standards of teacher performance.

23. OAT I RBT PURPOSE OF SUPERVISION superVision To involve members in spreading a vision of high quality learning and teaching across an entire school. Glickman To increase the opportunity and the capacity of schools to make a difference for student learning. Sergiovanni NB pg. 23

24. NB pg.5 What Do We Want Our Systems of Supervision and Evaluation to Accomplish? Which of the major purposes of supervision and evaluation have been most and least successfully addressed in MCPS?

25. What does it take? KNOWLEDGE POWER COURAGE

26. Journal 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? KNOWLEDGE POWER COURAGE NB pg. 26

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

30. Recipe for a Post- Observation Conference Report • Context paragraph/heading • Objective/mastery planning paragraph • C E I J paragraphs • *Claim – area of performance *Evidence *Impact (thus, as a result, therefore) *Judgment • Post-observation conference summary (including goal-setting) • Summary

31. Provides information about… Teacher Students Course or unit of study Special factors Announced or unannounced observation Context paragraph Teacher: Observation Date: Observer: Observation Time: School: Conference Date: Subject / Grade:

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

33. Balanced Writing CLAIM: statement that a teacher performs a certain teaching skill [generalization] EVIDENCE: a quote or literal description of something said or done IMPACT: statement of what the behavior accomplished [or intended]; its effect on students JUDGMENT: adjective, adverb, sentence, phrase that lets the reader know what the writer thought of the behavior NB pg. 16

34. Feedback: CEIJ Labeling Sarah Smith • Share and compare your labeling of the CEIJ paragraphs. • Come to conclusion and be prepared to share with group. NB pg. 16

35. Sarah Smith CEIJ #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.

36. Sarah Smith CEIJ #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.

37. Sarah Smith CEIJ #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.

38. IMPACT • An impact is a statement of what was accomplished by the behavior just described in the claims and evidence. • An impact establishes what was significant about the move in terms of its impact on students.

39. As a result, students were not engaged by the lecture. Thus, students were able to make connections to their previous learning. Impact and Evidence Effective impact statements: • are context-specific. • follow pieces of evidence that have a unique effect. • show a logical cause-effect relationship with the claim. • often include judgment by stating the quality(positiveor negative)of the impact on students and their learning.

40. Strengthening Your Impact Statements • Silently read and highlight NB pages 45-46. • Reflect on and respond to these questions on the bottom of NB page 46. • When ready, share of your important points with others at your table. What purpose does the impact statement serve? What are some important points you want to remember when writing an impact? More examples on NB pg. 21-22

41. Let’s Take a Break!

42. Objectives – Day 2 • By the end 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.

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

44. 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

45. What are the characteristics of standards-based instruction?

46. What might a student experience in a lesson planned for mastery?

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

48. Planning Decision 1 TST, pg. 397 “Check in with the curriculum, the standards you’re working on, and particularly the big idea (enduring understanding) that’s on the table to be sure the lesson you’re planning connects explicitly to it.” Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 397.

49. What key values do I want them to adopt? Overarching Objectives What thinking skills do they need to know? Thinking Skills Mastery What do I want them to know/be able to do… how will I know they know/can do it? Involvement How will I get them engaged? Activity What activities will develop these skills? Coverage What concepts am I teaching? NB pg. 252

50. Overarching Objectives Thinking Skills Means to an End Mastery Involvement Activity Coverage NB pg. 252