Elevating celebrating effective

2. Elevating celebrating effective Teaching and teachers

3. Welcome! Agenda • Participants will be: • introduced to Common Core • introduced to the Framework for Teaching Lesson Planners (FFT) • introduced to Student Learning Outcomes (SLOs) • Use our new Crosswalk documents to create a lesson plan aligned to Common Core and FFT

4. Common core

5. Common Core • English Language Arts • Building knowledge through content-rich nonfiction and informational text • Reading and writing grounded in evidence from the text • Regular practice with complex text and its academic vocabulary • Mathematics • Focus strongly where the Standards focus • Coherence: think across grades, and link to major topics within grades • Rigor: require conceptual understanding, procedural skill and fluency, and application with intensity

6. Transition to Common Core https://transitiontocommoncore.wikispaces.hcpss.org/

7. PGCPS Common Core link • PGCPS Common Core Portal is under construction • See your handout • http://www1.pgcps.org/commoncore/ • https://sites.google.com/a/pgcps.org/common-core-schools/ • https://sites.google.com/a/pgcps.org/common-core-parent-portal/ • https://sites.google.com/a/pgcps.org/common-core-portal/

8. Common core in maryland Mathematics

9. Common Core in Maryland • Mathematics • Kindergarten • Grade 1 • Grade 2 • Grade 3 • Grade 4 • Grade 5 • Grade 6 • Grade 7 • Grade 8 • High School: Number & Quantity • High School: Algebra • High School: Functions • High School: Modeling • High School: Geometry • High School: Statistics & Probability

10. Common core in Maryland • Reading/ELA Frameworks • Reading Literature • Reading Informational Text • Reading Foundational Skills • Writing • Speaking and Listening • Language • Literacy for History/Social Studies, Science & Technology Frameworks

11. Common core in Maryland • Reading/ELA Frameworks • Reading Literature • Reading Informational Text • Reading Foundational Skills • Writing • Speaking and Listening • Language • Literacy for History/Social Studies, Science & Technology Frameworks

12. Common Core and Maryland School Reform

13. February 2013 Prince George’s County Public Schools

14. Today’s Outcomes

15. Maryland Classroom What new information is presented about teacher evaluation? What aspects will remain the same? What training do you think you need to fully understand and implement the processes mentioned? What are some potential technological glitches? Do you see any conflicts with existing efforts? What are they? How does this information align with the other responsibilities?

16. Student Learning Objective Framing Instructional Coherence Student Learning Objectives are not a disconnected initiative. Rather, they bring together all the essential aspects of instruction. Curriculum, standards, instruction, assessment and data review, inform high quality SLOs

17. Maryland Educator Effectiveness Committee: Mandated more robust evaluation tools for teachers and administrators who receive Race to the Top funding • 50% Professional Practice: • 50% Student Growth Measures: • Multiple Measures • (ex. Local Tests, State Tests, Attendance, and SLOs)

18. State Teacher Evaluation Model Charlotte Danielson’s Framework For Teaching and Learning Professional Practice 50 % Qualitative Measures Student Growth Planning Preparation 12.5 % Instruction 12.5 % Classroom Environment 12.5 % Professional Responsibilities 12.5 % 50 % Quantitative Measures • High School • Teacher • 35% - Student Learning • Objectives (S.L.O.s) • 15% - School Performance Index (SPI) • Elementary/Middle School Teacher • Non-Tested Subject • 35% - Student Learning • Objectives (S.L.O.s) • 15% - School Performance Index (SPI) • Elementary/Middle School Teacher • Two Content Areas • 10 % - Reading MSA • (Class) • 10 % - Math MSA (Class) • 20 % - Student Learning • Objectives (S.L.O.s) • 10 % - School Performance Index (SPI) • Elementary/Middle School Teacher • One Content Area • ELA • 20% - Reading MSA (Class) • 20% - Student Learning • Objectives (S.L.O.s) • 10% - School Index (SI) • or • MATH • 20% - Math MSA (Class) • 20% - Student Learning • Objectives (S.L.O.s) • 10% - School Performance Index (SPI) or or or SPI = Achievement Growth Gap Reduction College and Career Readiness Rev.5-15-12

19. State Principal Evaluation Model Professional Practice 50% Qualitative Measures • School Vision • School Culture • Curriculum, Instruction, and Assessment • Observation/Evaluation of Teachers • Integration of Appropriate Assessments • Use of Technology and Data • Professional Development • Stakeholder Engagement 12 Domains Each 2-10% • School Operations and Budget • Effective Communication • Influencing the School Community • Integrity, Fairness, and Ethics Student Growth 50% Quantitative Measures • High School • Principals • 30%* - Student Learning Objectives (SLOs) • 20%* - School Performance Index • *Amendment submitted to USDE to change to: • 35% - Student Learning Objectives (SLOs) • 15% - School Performance Index • Other Principals (e.g., Special Center, PreK-2) • 35% - Student Learning Objectives (SLOs) • 15% - School Performance Index • Elementary/Middle School Principals • 10% - Reading MSA • (School) • 10% - Math MSA (School) • 10% - School Performance Index • 20% - Student Learning Objectives (SLOs) or or

20. Pilot

21. A Student Learning Objective (S.L.O.) is… Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts

23. Anatomy of a Student Learning Objective Student Learning Objectives include: • Statement of Objective • Rationale • Aligned Standards • Student Population • Interval of Instruction • Baseline Evidence • Target • Rationale for Target(s) • Evidence of Growth • Scoring Priority of Content Rigor of Target Quality of Evidence

24. SLO Resources

25. SLO Google Site https://sites.google.com/a/pgcps.org/slo/home

26. SLO Creative arts

27. Step 1: • Review Sample SLOs • Step 2: • Work in pairs to discuss the evidence presented in each component • Step 3: • Record findings on checklist training tool • Step 4: Report Out • How will you start the process for completing each component? SLO Review

28. SLO Review

29. Review exemplars from your content area https://sites.google.com/a/pgcps.org/slo/ SLO Review

30. Creating Your Own SLO: Class Data Grade/Content Area Strengths • Insert your data here • Insert your data here • Insert your data here • Insert your data here • Insert your data here Data • Insert your data here • Insert your data here • Insert your data here Weaknesses • Insert your data here • Insert your data here • Insert your data here

31. Considerations for Pilot Implementation:Making the Connections • Frame evaluation process as part of the continuous improvement process • Align State – District - School goals with SLO goals • Connect SLO process with other aspects of good teaching • Integrate SLO training with Common Core and other curricular training • Integrate SLO development with existing data review/analysis processes

32. Considerations for Pilot Implementation:Making the Connections • Use existing structures and processes to support SLO implementation • School Improvement Planning • Professional Learning Communities • Department Chairpersons/Teacher Coordinators • Grade Level Teams • Action Research • Performance Assessment

33. Timeline of the SLO Process

34. On-Going Professional Development and Reflective Practice JUNE/JULY NOVEMBER - MAY OCTOBER SEPTEMBER AUGUST ON-GOING PROFESSIONAL DEVELOPMENT & REFLECTIVE PRACTICE

35. SLO Process • STEP 1 -Data Review • STEP 2 – SLO Development • STEP 3 - Review and Approval Conference • STEP 4 - Mid-Interval Conference • STEP 5 - Final SLO Review • STEP 6 – Integration of SLO Results • STEP 7 – Professional Development • STEP 8 – Next steps

36. Framework for teaching (FFT)

37. A Closer Look at FFT

38. PGCPS and FFT • Components of Professional Practice • Domain 1: Planning and Preparation • 6 Components • Elements • Domain 2: Classroom Environment • 5 Components • Elements • Domain 3: Instruction • 5 Components • Elements • Domain 4: Professional Responsibility • 6 Components • Elements 2 Components 2 Components 2 Components 2 Components

39. PGCPS and FFT • Let’s look at our documents on the Professional Development Wiki • Lesson Planner Rough Draft • Lesson Planner Outliner • Lesson Planner for Formal Lesson Plan Writing • http://lms-professional-development.wikispaces.com/Framework+for+Teaching+%28FFT%29 • Daily Resource Planner

40. PGCPS and FFT • Domain 1: Planning and Preparation • Component: • 1c: Setting Instructional Outcomes • Elements: • Value, sequence and alignment • Clarity • Balance • Suitability for diverse learners Are your outcome(s) on target?

41. PGCPS and FFT • Domain 1: Planning and Preparation • Component: • 1e: Designing Coherent Instruction • Elements: • Learning activities • Instructional materials and resources • Instructional groups • Lesson and Unit structure Is your instruction designed for optimum learning?

42. PGCPS and FFT • Domain 2: Classroom Environment • Component: • 2b: Establishing a Culture for Learning • Elements: • Importance of the content • Expectations for learning and achievement • Student pride in work Is your instruction aligned with Common Core and Classroom Content? Passionate?

43. PGCPS and FFT • Domain 1: Planning and Preparation • Component: • 1c: Setting Instructional Outcomes • Elements: • Value, sequence and alignment • Clarity • Balance • Suitability for diverse learners Are your outcome(s) on target?

44. PGCPS and FFT • Domain 1: Planning and Preparation • Component: • 1e: Designing Coherent Instruction • Elements: • Learning activities • Instructional materials and resources • Instructional groups • Lesson and Unit structure Is your instruction designed for optimum learning?

45. PGCPS and FFT • Domain 2: Classroom Environment • Component: • 2b: Establishing a Culture for Learning • Elements: • Importance of the content • Expectations for learning and achievement • Student pride in work Is your instruction aligned with Common Core and Classroom Content? Passionate?

46. PGCPS and FFT • Domain 2: Classroom Environment • Component: • 2b: Managing Student Behavior • Elements: • Expectations • Monitoring of student behavior • Reponses to student behavior Is you behavior management plan linked to the school’s plan? Do you have seating charts? Procedures? Are they working?

47. PGCPS and FFT • Domain 3: Instruction • Component: • 3b: Using Questioning and Discussion Techniques • Elements: • Quality of questions • Discussion techniques • Student participation Do you ask open ended questions? Do students share their thoughts? (Dispositions In Action)

48. PGCPS and FFT • Domain 3: Instruction • Component: • 3c: Engaging Students in Learning • Elements: • Activities and assignments • Grouping of students • Instructional materials and resources • Structure and pacing Teacher Directed Activities, Teacher-Monitored Activities, Extension, Refinement, and Practice Activities, Assessments

49. PGCPS and FFT • Domain 4: Professional Responsibilities • Component: • 4a: Reflecting on Teaching • Elements: • Accuracy • Use in future teaching How do you reflect on your teaching after the lesson?

50. PGCPS and FFT • Domain 4: Professional Responsibilities • Component: • 4c: Communicating with Families • Elements: • Information about the instructional program • Information about individual students • Engagement of families in the instructional program How do you communicate with the school community?