Lesson Study- Desired Result

Lesson Study- Desired Result

SUPPORT PROVIDER INFORMATION SESSION LESSON DESIGN STUDY ALIGNING INDUCTION CANDIDATES LESSON STUDY WITH TEACHER DRIVEN PROFESSIONAL GROWTH AND DEVELOPMENT Dr. Susan Belgrad, November 4, 2015 With Fewer New Teachers,

Why Do Some Stick Around? NPR ED http://www.npr.org/sections/ed/2015/03/21/39334452 3/with-fewer-new-teachers-why-do-some-stick-around Teacher Evaluation Current Reality From C. Danielson Webinar Series

Dr. Susan Belgrad California State University Northridge Lesson Study Desired Result From C. Danielson Webinar Series Dr. Susan Belgrad California State University Northridge So why does lesson design study bridge our professional

stages of growth and development? It responds to the following concerns about promoting a highly-effective teaching workforce. Dr. Susan Belgrad, November 4, 2015 Heres What We Know about the Importance of Effective Teaching Student achievement will not improve unless teaching

improves. Teachers working alone without feedback will not be able to improve no matter how much professional development they receive. The challenge is to create a system of continuous improvement of instruction, supervision and instructional leadership Collaboration/Supervision needs to be frequent and focused on the teachers goals for improvement of Marzano Evaluation Model

instruction. Dr. Susan Belgrad Cal State University Northridge Lesson Design Studys Potential Communicates the common language of teaching efficiently Facilitates the observation and feedback cycle. Promotes teacher reflection and collaboration. Offers targeted & aligned professional development Provides conditions for deliberate practice

Connects growth, development and performance management for the individual practitioner. Marzano Causal Teacher Evaluation Model MarzanoEvaluation.com Dr. Susan Belgrad Cal State University Northridge So where do you begin the lesson design study process

with your Induction Teacher? Take a look at the FACT Organizer on the next slide. Dr. Susan Belgrad, November 4, 2015 Assessment of Teaching and Learning Connect Teacher Prep with

Induction Experiences In the next week you will assist your Candidate with the FACT B-Series Forms as shown in the next slides. K-W-O Chart (B-2) DIRECTIONS: Candidate determines a specific area of focus for the support providers observation. Reflects on current practice and indicate: What I know about my instructional practice What I want to know about my instructional practice

What I would like my support provider to observe Initial Classroom/Assignment Observation (B-3) Collection of Evidence: California Standards for the Teaching Profession See FACT Users Guide 1: Engaging and Supporting All Students in Learning 3: Understanding and Organizing Subject Matter for Student Learning

5: Assessing Students for Learning 2: Creating and Maintaining Effective Environments for Student Learning 4: Planning Instruction and Designing Learning Experiences for All Students 6: Developing as a Professional Educator

Post-Observation Reflection (B-4) DIRECTIONS: With your support provider, use evidence from the observation to capture key insights about your teaching. Post-Observation Key Insights: Key evidence shared after observation Insights

Research tells us that the role of the teacher is the single greatest factor on student learning.(Sanders & Horn, 1998) . Research also tells that one of the greatest factors central office [administrators] can contribute is to maintain a singular focus on improving instruction. (Marzano and Waters, 2009) Research tells us that an improved focus on teacher evaluation and professional development will improve retention of teachers S.M. Johnson, J.H. Berg, M.L. Donaldson. (2005).

Dr. Susan Belgrad California State University Northridge Next You will guide your Candidate into Lesson Study as Inquiry into Teaching and Learning See FACT Users Guide Individual Induction Plan C-1 (pp.39-44) Lesson Study that includes C-2-C-5(pp.45-50) Action Research on Target Student Learning C-6-C-8 (pp 54-55)

LAUSD TEACHERS: SEE NEXT SLIDE Dr. Susan Belgrad California State University Northridge LAUSD Faculty Individual Induction Plan See FACT Users Guide C-1 (pp.39-44)

LAUSD New Teacher Guide LAUSD Teaching and Learning Framework Lesson Study Template (LAUSD) Dr. Susan Belgrad California State University Northridge The Final Form is the D-1 Conversation to Promote Reflection on Teaching and Learning Culminating Questions and Reflections Guide (D-1)

Yourself What were your growth goals? How would you measure your progress toward meeting those goals? Your students What did you learn about your students needs? What did you learn about differentiating instruction? What did your student assessments tell you about your teaching? Evidence Reflect on evidence collected during the three modules

(Context for Teaching and Learning, Assessment of Teaching and Learning, and Inquiry into Teaching and Learning) in the following areas: Focus students State-adopted Content and Common Core Standards Instructional strategies Assessments References Danielson, C. (2007) Handbook on the Framework for Professional Development. Arlington VA: ASCD.

Marzano , R. and Waters, T. (2009) District Leadership That Works: Striking the Right Balance. Bloomington, IN: Solution Tree. NPR-ED. 2015 http://www.npr.org/sections/ed/2015/03/21/393344523/with-fewer-new-teachers-why-do -some-stick-around Sanders, W.L. & Horn, S.P. (1998). Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database: Implications for Educational Evaluation and Research. Journal of Personnel Evaluation in Education,12(3),247-256. SandersW. L, (2004) A summary of conclusions drawn from longitudinal analysis of

student achievement data over the past 22 years. Paper presented to Governors Education Symposium, Ashville, NC.http://www.sas.com/govedu/edu/hunt_summary.pdf S.M. Johnson, J.H. Berg, M.L. Donaldson. (2005, January). Who Stays in Teaching and Why: A Review of the Literature on Teacher Retention. The Project on the Next Generation of Teachers, Harvard Graduate School of Education . http://assets.aarp.org/www.aarp.org_/articles/NRTA/Harvard_report.pdf Dr. Susan Belgrad California State University Northridge

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