OVEC/KDEInstructional Support Leadership Network

WelcomeYour facilitators are:

Dr. Molly SullivanMr. Buddy BerryMr. Thom Coffee

Mr. Bill HoganMr. Seth Hunter

Mrs. Denise AmosMrs. Shannon Treece

Ms. Tina TiptonMrs. Carol FranksMr. Jodie Zeller

Copy of Agenda is on the table

AGENDA

I. Welcome and IntroductionsII. Teacher Effectiveness/Content Networks UpdatesIII. Status Check! Where have we been? Where are we? Where are we going?IV. Using “Rounds” to Examine Strong Examples of HETLV. Breakout Sessions: 1. Feedback for Learning-Seth Hunter 2. Publisher’s Criteria-Denise Amos 3. HETL and Walk-throughs-Grant County Team 4. Teacher Effectiveness-Carol Franks, Jodie ZellerVI. District Talk Time

Resources and Backchannel

• www.ovecisln.wikispaces.com

• Backchannel–http://www.todaysmeet.com/

OVECISLN

Teacher and Principal Professional Growth and

Effectiveness Systems

Principle 3: Supporting Effective Instruction and Leadership

• Develop and adopt state guidelines for local teacher and principal evaluation and support systems

• Ensure districts implement teacher and principal evaluation and support systems that are consistent with state guidelines

5

6

Timeline for Teacher and Principal Professional Growth and Effectiveness System

Rigor & Engagement and the

Teacher Professional Growth and Effectiveness

System

Connections to HETL

If teachers are performing at the desired performance level on the framework, they are setting the

stage for rigorous work and engaging classrooms.

Math and English Language Arts Network Updates

Writing our TasksLDC’s Task template(Insert question) After reading _____, write ______________ that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing vies. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

OVEC SamplesLDC’s Task template(Insert question) After reading _____, write ______________ that addresses the question and support your

position with evidence from the text (s). L2 Be sure to acknowledge competing vies. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

OVEC’s Example:

• After reading The Great Plains Indians and The Northwest Indians by Mary Englar, write a paragraph explaining the Native American region that would be the more difficult way of life. Include three reasons to support your opinion. Support your reasons with at least one detail. (1st grade)

Feedback: Since this task does not include an essential question, it is not an

example of Task 2. Explain is for an informative task, not an opinion task. Should this be used later as an informative writing task or be revised to fit Task 2?

OVEC SampleWhich efforts were most helpful in overcoming

challenges faced by the main character? After reading Half-A-Moon Inn by Paul Fleischman, write an essay that addresses the question and support your position with evidence from the text. (5th grade)

Feedback: Do we need the words “main character?” Is it a

better EQ without it? Is essay the best form for 5th graders? What other forms?

OVEC SampleHigh School• How does awareness of the historical background of Italy

and Machiavelli influence your reading of Machiavelli’s The Prince? After reading chapters 8, 17, and 18 from The Prince and the accompanying critical essay, write an open response that addresses the question and support your position with evidence from the texts. (Senior English)

Feedback: Is an open response an appropriate form? Where will students get

the historical background?

OVEC SampleTask 6• Why does Harper Lee choose an adult narrator who is

looking back on her coming-of-age experience, rather than a child’s point of view? After reading chapters 1-6 from To Kill a Mockingbird, write an essay that discusses Lee’s use of an adult narrator and evaluates the benefit of using an adult’s point of view over a child’s point of view. Be sure to support your position with evidence from the text. Freshman English

LDC Time Line

• October: Teacher leaders develop a teaching task that focuses on Writing Standard 1/Argumentative Writing

• November 30: Come to ELA Meeting prepared to work on Instructional Ladder

• December and January: Plan a time to teach the teaching task, collect student work around the teaching task

• January: Bring student work to January 30th ELA meeting for scoring and analysis

Anatomy of an Instructional Ladder:What Instruction?

Examples of mini tasks that teachers might consider:Skill Cluster 1: Pretest, quick write on first reaction to

prompt and student translation of the rubricSkill Cluster 2: Reading strategies to demonstrate student

interaction with the text, note taking, summarization of text and organizing notes into a Writer’s Notebook

Skill Cluster 3: Students take information from the reading/s and plan the opinion/argument writing piece

Skill Cluster 4: Students write a formal claim using quick writes, notes and article information. Then students proceed through the Writing Process.

November’s Learning Targets• I can make connections between the CCR embedded in the LDC

teaching task 2 and my grade level deconstructed standards.• I can create and/or revise my instructional plan to ensure

congruency to my teaching task and grade level deconstructed standards.

• I can identify and practice the five characteristics of effective feedback.

• I can develop a working knowledge of “The Publishers’ Criteria” in order to advance the implications for teaching and learning

• I can set personal goals and make an action plan to advance the vision of 21st century learning

• November or January: I can explore 21st century learning and communications through print and non-print examples

ELA Breakout Session

• I can develop a working knowledge of “The Publishers’ Criteria” in order to advance the implications for teaching and learning

After the November 30th Meeting

• Teach the task using the instructional plan.• Bring Student work and instructional

ladder for scoring and self-reflection• Read “Rigor on Trial”

Where have we been?

Where we are?

Formative/Summative Assessments

• High Quality

Feedback—research summary

• Corrective in nature• Timely• Specific to criterion• Students can effectively provide own feedback

Remember…

It isn’t the method that determines whether the assessment is summative or formative,

it is how the results are used.

Reflection

• Where do you want to go with formative and summative assessments?

• Where are you know?

• What needs to happen to get from where you are to where you want to go?

Data Driven

• Use the results from the formative assessments to drive instructional decisions.

• Purposeful assessments not only measure the impact but also the innovation that cause change in student learning.

• Effective assessment procedures and use of the associated data are fundamental to a school’s continuing achievement and improvement.

• “It is not so much a lack of data, but an absence of analysis, and an even greater absence of actions driven by the data.”

• Douglas Reeves

Where and When

• Where do you want to be when using data to improve teaching and learning in your district?

• Where are you know?

• How do you get where you want to be?

Learning Experiences

• Where do you want to be in planning rigorous and congruent learning experiences for instructions?

• Where are you now on this piece? (good time to back channel, how do you know for sure?

• How do get from where you are to where you want to be?

Selecting evidence based research strategies

Reflection time again

• Where do you want to be in selecting evidence based resources for instruction?

• Where are you now?

• How do you get where you want to be?

Quality Evidence

• What does it mean to have quality evidence? • What is acceptable for you to prove that it is

being done at a high level in your school/district?

HETL

• Break out sessions on HETL with planning time to decide how to use in your school and district.

Where we are going

• Use of HETL• Instructional Rounds• Publishers’ Criteria• Feedback for Learning

USING “ROUNDS” TO EXAMINE STRONG EXAMPLES OF HETL

Why are we tying Instructional Rounds Process to HETL?

• Many of you are familiar with IRP

• IRP has that strong focus on citing evidence and avoiding judgment during observation, description, analysis

• This activity provides an opportunity to

--think about how the IRP observation form can be adapted to HETL;

--practice using the IRP observation form;

--think about how the IRP protocol (theory of action, problem of practice, observation, debrief, follow-up) can be internalized/adapted to observation

Instructional Rounds Process

• Theory of Action• Problem of Practice• Observation of Practice (watch video)• Observation Debrief (observe a group) -Describe -Analyze -Predict -Next Level of Work• Follow-up with School/District

DescribePart 1: Individual Work (5-10 minutes)

-Read through your notes and * those most relevant to problem of practice (making sure to only * those that are evidence)

-Select 5-10 most relevant/important and write each one on a sticky note

Describe (continued)

Part 2: Group Work

-Each member shares his/her 5-10 pieces of evidence with others probing when necessary to assure evidence and avoid judgment

-Guideline to consider: Each person speaks once before anyone speaks twice

Analyze-Using chart paper cluster the sticky notes in a way that makes sense to your group (One piece of evidence can be a category of its own; pieces of evidence that belong in more than one category can be copied on another sticky note)

-Label the clusters

Analyze (continued)

- Individually, consider the clusters and look for patterns. What are your questions?

- Discuss the patterns and questions, noting variations as well as similarities.

- Using chart paper, note the patterns.

Breakout Sessions:

1. Feedback for Learning-Seth Hunter

2. Publisher’s Criteria-Denise Amos

3. HETL and Walk-throughs-Grant County Team

4. Teacher Effectiveness-Carol Franks, Jodie Zeller

District Talk Time