WKEC Math Leadership Network - Renee' Yates 2 Math

WKEC Math Leadership Network - Renee' Yates 2 Math

SESC Mathematics Leadership Network September 25, 2012 Perkins Building, EKU Kentucky Department of Education Network Fabulous Door Prizes! Name School

District Whats you favorite thing about fall? Kentucky Department of Education Network 2 TodaysMeetopen backchannel today www.todaysmeet.co m/ lovemath Tips: no spell check, limited number of characters, twitter/texting rules do apply, no Kentucky Department of Education Network

3 Math Facilitation Team Renee Yates Math Content Specialist, KDE Lisa Perkins Southeast Educational Cooperative Peggy Petrilli Eastern Kentucky University Krista Althauser Eastern Kentucky University Amy Patterson Math Consultant, KDE

Rachel Stinson Southeast Educational Cooperative Kentucky Department of Education Network 4 Norms for Network Members ACTIVE If Be youanmust leave early, please leader before, sign-out and indicate the time. during & after Also, please fill

out the meetings EVALUATION form and leave it on Keep the success the table before you go! of sign-in/out ALL students the focus and purpose all weyour feedback. We alwaysofneed do. Kentucky Department of Education Network

5 Leadership Network Vision Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day. Kentucky Department of Education Network 6 Leadership Network Goal

All participants will understand how to translate Kentuckys Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/ select rigorous and congruent learning experiences. Kentucky Department of Education Network 7 Four Pillars of Our Work

Characteristics of Highly Effective Teaching and Learning (CHETL) Assessment Literacy Kentuckys Core Academic Standards (KCAS) Leadership Kentucky Department of Education Network 8 How to start a movement? http://www.ted.com/talks/lang/en/derek_sivers_ho w_to_start_a_movement.html

Kentucky Department of Education Network 9 Kentuckys Core Academic Standards How are you understanding & implementing the standards in your classroom, school & district? Characteristics of Highly Effective Teaching and Learning CHETL How

are you emphasizing the teacher & student CHETL characteristics in your classroom, school & district? Assessment/Assessment Literacy How are you using formative/summative assessment to improve instruction & learning in your classroom, school & district? Leadership How are you using the leadership capacity you are Kentucky Department of Education 10 building to share information

Networkin your school & district? Housekeeping Electronic Device etiquette Rule of 2 Feet Parking Lot www.reneeyates2math.com Back Channel @ www.todaysmeet.com/lovemath Kentucky Department of Education Network 11

Year 1 and 2 Year 1 develop network/deconstruct standards o CASL work o Student self assessment o Learning targets Year 2 implementation in classrooms formative assessment lessons (FALs) o characteristics of highly effective teaching and learning o assessment literacy through quality questioning o Kentucky Department of Education Network 12

n Ha Year 3 At a Glance t u o d Kentucky Department of Education Network 13 Day at a Glance

TPGES Familiarity Engineering Effective Questions, Discussions and Tasks District Debrief & Action Planning Grade Band Breakout Sessions (K-2) (35) (6-8) (9-12) LUNCH Grade Band Break-out Sessions continues o CIITS sessions with grade band groups. Kentucky Department of Education Network 14

Todays Targets I can prepare to teach Kentuckys Core Academic Standards in the context of highly effective teaching, learning and assessment practices and lead others to do the same. I can make connections between the four pillars of the teacher leader networks and the Teacher Professional Growth & Effectiveness Framework. Kentucky Department of Education Network 15

This means I will practice identifying effective questions, discussions and tasks that elicit evidence of student learning and involve others in that learning process. I will continue to strengthen my content knowledge so that I can better interpret and illustrate the intent of the standards and support others as they do the same. (breakout time) Kentucky Department of Education Network 16 Professional Growth and Effectiveness System Introduction to

TPGES 17 Kentucky Department of Education Network Learning Targets I can explain the structure of the Framework for Teaching. I can identify and explain specific domains within the Framework for Teaching. I can understand the progression of the

four performance levels and critical attributes of each. I can make connections between the four pillars of the teacher leader networks and the Framework for Teaching. Kentucky Department of Education Network 18 Proposed Multiple Measures Observation Teacher Professional Growth and Effectiveness System All measures are

supported through evidence. Peer Observation Professional Growth Reflective Practice Student Voice Student Growth Kentucky Department of Education Network 19 KENTUCKYS FRAMEWORK FOR TEACHING Kentucky Department of Education Network

20 Teaching is complex Teaching is a profession more complex than medicine. Lee Shulman, The Wisdom of Practice Kentucky Department of Education Network 21 The Wisdom of Practice If you were to walk into a classroom, what might you see or hear (from the students as well as the teacher) that would cause you to think that you were in the presence of an

30 second Jot Thought expert? Kentucky Department of Education Network 22 Organize your group thoughts into the 5 areas of the CHETL chart on chart paper. 1. 2. 3. 4. 5. Learning Climate Classroom Assessment and Reflection

Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content 2 minutes Kentucky Department of Education Network 23 The Domains 1. Planning and Preparation 2. The Classroom Environment 3. Instruction 4. Professional Responsibilities -----------------------------5. Student Growth Kentucky Department of Education Network 24

t u o Framework d n a H for Teaching Domain 1: Planning and Preparation Domain 2: The Classroom Environment Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources

Designing Coherent Instruction Designing Student Assessments Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Domain 4: Professional Responsibilities Domain 3: Instruction Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally

Showing Professionalism Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Kentucky Department of Education Network 25 Page 1 of Framewor k Equity

Equity Student Student Assumption Assumption of of Responsibility Responsibility Effective Effective Technology Technology Integration Integration Cultural Cultural Competence

Competence Common Themes Accommodating Accommodating Individual Individual Needs Needs High High Expectations Expectations Developmental Developmental Appropriateness

Appropriateness Kentucky Department of Education Network 26 Page 2 of Framewor k Common Language Kentucky Department of Education Network 27 Domain 1 Planning and Preparation

Page 2 of Framewor k 1a Demonstrating Knowledge of Content/Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Kentucky Department of Education Network 28 Domain 1: Planning and Preparation Knowing Components

1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students Doing Components 1c: Setting Instructional Outcomes

1f: Designing Student Assessments 1e: Designing Coherent Instruction 1d: Demonstrating Knowledge of Resources Kentucky Department of Education Network 29 Domain 2 The Classroom Environment 2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space Kentucky Department of Education Network 30 Domain 3 Instruction 3a: Communicating with Students 3b: Questioning and Discussion 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Flexibility and Responsiveness Kentucky Department of Education Network

31 Domain 4 Professional Responsibility 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participation in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Kentucky Department of Education Network 32 Numbered Heads Together

Count off 1-4 at your table Read the domain that corresponds to your number Highlight words & phrases that align with any of your group jot thoughts from earlier. 10 minutes Kentucky Department of Education Network 33

Read your vignette to your group. Determine a domain that is evidenced in the vignette Capture language in the domain that matches Move to the 4 corners of the room based on the domain that matches your vignette 15 minutes Share your story and reasoning Return to table and debrief Kentucky Department of Education Network 34 Kentucky Department of Education Network

35 This Months Focu Domain 3 Instruction 3a: Communicating with Students 3b: Questioning and Discussion 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Flexibility and Responsiveness Kentucky Department of Education Network 36 Talking Chips In what ways does a highly

effective teacher ENGINEER effective discussions, questions and tasks that elicit evidence of learning. (8 minutes) One person RECORD comments on chart paper.? Share on Titan Pad Kentucky Department of Education Network 37 Learning Targets I can identify the role of peer observation within

the TPGES and its value in scaling up our work from the teacher leader networks. I can explain the expectations of the observation process. I can differentiate between the peer observer process and the supervisor observation process. Kentucky Department of Education Network 38 SURES (supported by evidence) FRAMEWORK

Compone nt Superviso r Observati on Student Voice Profession Evidence (pre and post conferences) Observation Instrument Student Growth

Kentucky Department of Education Network Student Perception Survey 5.a-Student Growth (added by KDE) Ha n 4f-Showing Professionalism 4e-Growing & Developing Professionally 4d-Participating in Profess. Learning Comm. 4c-Communicating With Families 4b-Maintaining Accurate Records

Instruction 4a-Reflecting On Teaching 3e-Demonstrating Flexibility & Responsive 3d-Using Assessment in Learning 3c-Engaging Students in Learning Classroom Environment 3b-Questioning & Discussion Techniques 3a-Communicating with Students 2e-Organizing Physical Space 2d-Managing Student Behavior

2c-Maintaing Classroom Procedures Planning & Preparation 2b-Establish Culture of Learning 2a-Creating Env. of Respect & Rapport 1f- Designing Student Assessment 1e-Designing Coherent Instruction 1d-Demonstrates knowledge of resources 1c- Setting Instructional Outcomes 1b-Demonstrate knowledge of students

1a -Knowledge of content/pedagogy Domai n Stud Professional ent Responsibilities Grow th do ut Evidence (pre and post conferences) Student Growth Templat

e 39 Peer Observation PEER teach Kentucky Department of Education Network 40 Supervisors Observation: To provide documentation and feedback to measure

the effectiveness of a teachers professional practices within the classroom Peer Observation To provide feedback to teachers about teaching and learning To Improve Teaching and Learning Kentucky Department of Education Network 41 Peer observations allow teachers to

learn more about themselves: thus they become better teachers, bringing more knowledge to the classroom. When teachers learn from one another, they develop varied instructional techniques and new ideas. This results in more interesting teaching and more opportunities for students to grow. Eric Moats Opening Doors: Teacher Guided Observations Kentucky Department of Education Educational Leadership Network 42

Benefits of Peer Observation Effective peer observation allows both the observer and the teacher to: Develop reflective practice Share best teaching practices Gain new ideas and fresh perspectives about teaching Enhance skills Improve the quality of the learning experiences made available to students Kentucky Department of Education Network 43 Peer Observation Cycle 1. PreObservation Protocol

2. Classroom Observation 3. Post-Observation Conferencing: Kentucky Department Education Providing feedback that ofinforms professional44 Network 1. Completes the preobservation document. 2.

Teacher 3. Hand out Together they discuss the lesson to be observed. Watches a lesson. Takes notes on ALL aspects of the lesson. Reflects on the lesson Organizes and records the using the completed notes into the observation observation instrument

instrument. and assesses the lesson Gives a copy of the against the criteria and observation instrument to the levels of performance. Peer Teacher Observe teacher. Peer Observer Analyzes the evidence r against the evaluative criteria and levels of performance. Together they discuss the lesson in light of their understanding of what constitutes good teaching. Together they decide on the teachers

strengths and areas of growth. Kentucky Department of Education 45 Network Assigns a Rating. 5. 4. 6. Major Difference SUPERVISOR

RATING PEER NO RATING Kentucky Department of Education Network 46 Neutral Observationswithout judgment Evidence: Facts/What is seen or said Interpretation: What you think happened Bias: Your own beliefs

Kentucky Department of Education Network 47 Observation Tool from Ha Framework Peer Observations ndou Kentucky Department of Education Network t 48 Practice! Kentucky Department of Education Network

49 What connections can you make between Domain 3 and the characteristics of Highly Effective Teaching and Learning? Kentucky Department of Education Network 50 Home Work Participate in a peer observation with a coworker. Bring back the observation evidence focused only on 3b (questioning and

discussion). Kentucky Department of Education Network 51 Partnership Agreements-Scaling up the work! Kentucky Department of Education Network 52 Student Achievement School

Catalyst (PD) Nation State Regional District Kentucky Department of Education Network Classroom 53 Kentucky Department of Education Network 54

Utilizing Your Leadership Content Network Participants Kentucky Department of Education A Vision for Teacher Leadership Network 55 Responsibilities of Teacher Responsibilities of Administrators

Kentucky Department of Education Network 56 Responsibilities of Teacher Responsibilities of Administrators Kentucky Department of Education Network 57 Teacher Leadership

...differs from other school roles ...can enhance the capacity of the principal ...supports strategies and behaviors linked to increasing student achievement ...requires a shift in the culture of schools ...necessitates new organizational structures and roles in schools in order to successfully meet the needs of 21st century learners Waters, Marzano & McNulty, 2008 Kentucky Department of Education 58 Heifetz, NetworkLaurie, 1997 Our vision. How will you educate all

your staff? Kentucky Department of Education Network 59 H an do ut Kentucky Department of Education Network 60 FALL PLAN for TPGES work SEPT:

Domain 3: Instruction Component B - Questioning and Discussion Techniques NOV: Domain 4: Professional Responsibilities Component A - Reflecting on Teaching Domain 1: Planning & Preparation Component F - Designing Student Assessment Domain 3: Instruction Kentucky Department of Education Component D - Using Assessment in Instruction Network 61 MATHEMATICS Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction & Learning

September Focus: Questioning # 21 Hot Seat Questioning pg. 103 # 38 Partner Speaks pg. 143 Kentucky Department of Education Network 62 CHET L Kentucky Department of Education Network 63 Expectations for Fall

Implement 2 FALs one before Nov meeting and then one before Jan meeting bring back evidence Collect evidence focusing on Component 3B before Nov meeting. o Video self or Observe fellow teacher leader in district or in nearby district, Observe classroom next door, etc. looking for 3b Collect multiple artifacts of evidence focused on formative assessment strategies 4 and 5 after Nov meeting.

Develop a plan for sharingNetwork work to others in district. Kentucky Department of Education 64 Extra! Extra!.. www.ReneeYates2Math.com Kentucky Department of Education Network 65 Breakout Sessions

Focus on Mathematical Practices Work through a Formative Assessment Lesson/task Book Study K-8/ New Module series study High School CIITS work in lab as a grade band Evaluation of day Kentucky Department of Education Network 66 Homework For NOVEMBER

Chose a FAL or FAL like task to share with your students. Bring back evidence of students using each other as resources of one another and students as owners of learning. Observe a peer using observation form looking for evidence of 3b OR video tape yourself and find your own evidence of 3b Bring back observation form with evidence noted for discussion at November meeting. Kentucky Department of Education Network 67 o d n Ha ut

Kentucky Department of Education Network 68 Thanks for your participation today. Renee Yates Regional Content Specialist Kentucky Department of Education Office of Next Generation Learners [email protected] www.reneeyates2math.com Mobile 859.583.4350 Follow me on twitter @ryates2 Kentucky Department of Education Network 69

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