Providing High-Quality Professional Development

1. Providing High-Quality Professional Development The Professional Teaching and Learning Cycle in Action

2. Session Questions • How does the PTLC connect the improvement work to the classroom level? • How does the PTLC help teachers align curriculum, instruction, and assessment to state standards? • How does the PTLC provide job-embedded, continuous professional development? 2

3. Prior to PTLC • Student data has been reviewed and content target area—mathematics, reading, or both—has been identified. • An item analysis of student performance data, identifying the content standards, benchmarks, and performance standards that need attention, has also been conducted. 3

4. Example of Current Standard Mathematics TEKS (7.7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to. . . (A) locate and name points on a coordinate plane using ordered pairs of integers and (B) graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane. 4

5. Examples of Preceding and Next Standards Preceding Standard: TEKS (6.7) Geometry and spatial reasoning. The student uses coordinate geometry to identify location in two dimensions. The student is expected to locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers. Next Standard: TEKS (8.7) Geometry and spatial reasoning. The student is expected to … (D) locate and name points on a coordinate plane using ordered pairs of rational numbers. 5

6. Mini-Review • Fold graph paper in four equal parts; make the folds on lines of the graph paper. • What have you created? • What do you know about it? • Mark a point (line intersection) in quadrant I. Find the coordinates of that point. • Find the reflection of that point in quadrant II. • What can you say about that other point? • What can you say about the y-axis? 6

7. Step 1: Study the selected standard critically and collaboratively, developing a common understanding of the implications for student learning. Study the Standard: Describe and perform single and multiple transformations that include rotation, reflection, translation, and dilation (i.e., shrink or magnify) to two-dimensional figures. Use the Step 1 handout to answer these questions: What do students need to know and be able to do to meet this standard? What does the assessment require students to know and be able to do? Released TAKS questions: TEA Testing and Accountability 7

8. Step 1: Study the selected standard critically and collaboratively, developing a common understanding of the implications for student learning. Possible responses— What do students need to know and be able to do to meet this standard? The coordinate plane has two axes, the horizontal one is called the x-axis and the vertical one is called the y-axis. The reflection of a geometric shape on the coordinate plane is congruent to the original shape, but has a different orientation. If a geometric shape is reflected across the y-axis, the y-axis is its line of symmetry or its line of reflection. 8

9. Step 2: Select instructional strategies and resources to enhance learning and agree on appropriate assessments to provide evidence of student learning. Select Questions to Consider: • What research-based instructional strategies can we select so that our students will learn this standard? • What resources should we use? • What type of assessments should we select that will give us evidence about student learning, and also student thinking? 9

10. Research-Based Instructional Strategies • Identifying similarities and differences • Summarizing and note taking • Reinforcing effort and providing recognition • Homework and practice • Nonlinguistic representations • Cooperative learning • Setting objectives and providing feedback • Generating and testing hypotheses • Cues, questions, and advance organizers Marzano, R. (2001). Classroom instruction that works. Alexandria, VA: ASCD. 10

11. Types of Assessments Northwest Regional Educational Laboratories. (1998). Improving classroom assessment: A toolkit for professional developers. Portland, OR: Author. 11

12. Target Match If this is the target, what assessment will give us that information? Northwest Regional Educational Laboratories. (1998). Improving classroom assessment: A toolkit for professional developers. Portland, OR: Author. 12

13. Step 3: Plan lessons with selected instructional strategies, resources, and assessments. Decide what evidence of student learning will be collected. Plan for Learning Reflection of Images Objectives for the Lesson: • Students will use coordinate geometry to graph location on a plane. • Students will demonstrate ability to graph reflections across the y-axis and x-axis. • Students will demonstrate understanding that reflections preserve the properties of figures, but have different orientations. Materials: • Graph paper • Straightedges (rulers) • Handout: Reflection of Images 13

14. Step 3: Plan lessons with selected instructional strategies, resources, and assessments. Decide what evidence of student learning will be collected. Plan for Learning Reflection of Images • Engage: Brainstorming: Provide students with graph paper and straightedges; tell them to use their straightedges to draw a coordinate plane. (Draw the x-axis and the y-axis.) Ask them to tell you what they know about the coordinate plane. Write their answers on chart paper. Tell them to locate a point in quadrant I and tell you what they know about this point. Ask them to locate the reflection of this point on quadrant II. What do they know about this point? • Explore: Tell students to locate and connect three points (not in a straight line) in quadrant I of their coordinate plane. What shape have they formed? In groups of three, ask students to reflect the same shape across the y-axis. Tell them they have 3 minutes to decide where they are to place the reflection. • Explain: Ask groups to explain what they have done. Tell them that in their explanations they are to use the word “pre-image” which is their original triangle and the word “image” to talk about their new triangle. Also tell them to include how the pre-image and the image are the same and how are they different. • Elaborate: Ask for a group definition of a reflection over the y-axis. Then ask for a group definition of a reflection over the x-axis.(Assure that students understand that the image and the pre-image are congruent but have different orientation.) • Evaluate: Provide handout on “Reflection of Images” and tell students to follow instructions on the handouts. On your handout 14

15. Step 4:Implement the plan during specified period of time provided, record results, and collect agreed-upon evidence. Implement Teachers deliver the lesson as planned in the specified time period, making note of what is working or not working during the lesson. Other staff members may observe the implementation of the lesson, making note of what students and teachers are doing and the effectiveness of the assessments and resources being used. 15

16. Step 5:Analyze student work, but first revisit the standard(s). Analyze • Review the standard. • Review student work: Work in your group of 3 to analyze the 6 samples of student work. Using the rubric provided and the correct responses, compile your student work samples into “proficiency piles” based on the group’s consensus. You have 10 minutes. 16

17. Time Is Up! 17

18. Intervention Plan 18

19. Step 5:Analyze student work, but first revisit the standard(s). Analyze Using the Intervention Plan, identify what knowledge and skill students have gained to identify what needs to be addressed in future lessons. You have 5 minutes. 19

20. Step 6:Adjust lesson to promote student learning, build modifications into future lesson or a new lesson. Adjust What Kind of Intervention? Beginning Students __________________________________ Developing Students __________________________________ Accomplished Students __________________________________ Exemplary Students __________________________________ 20

21. Six Steps of the PTLC Study Select Plan Implement Analyze Adjust 21

22. Reflecting on the PTLC • How is the PTLC process different from the way teachers in your district/school plan and implement lessons and determine student learning? • What knowledge and skills do teachers learn in the PTLC process? 22