Post on 01-Jan-2016
transcript
Welcome to the Latest and Greatest (?)
Deliberate Practice Review
Goal and Scale
3 I understand the new DP and can work with my PLC to answer any questions.
2 I understand the new DP, and I have a few questions.
1 I know there’s a new DP, but I have a lot of questions still.
0 There’s a new DP?
…Info• Video
– 30 minute video going over teacher eval modifications and new-new DP.
– Must be shown, by contract. – 45 minutes.– Any questions you can’t answer– send them to ME! I will compile
an FAQ.
• Brand new teacher training– Year 1 and/or new to BDS (NOT category 1 and 2 teachers)– Within first 10 days of schools, you must go over the evaluation more
in depth with them. I will provide a PPT for you to use with them; I do not have this PPT at this time.
Instructional Appraisal SystemPercentile Changes
2014-2015 AND 2015-2016•33% Instructional Practice•34% IPDP/DP
– IPDP (2014-2015) – DP (2015/2016)
•33% Student Growth/Achievement
Instructional Appraisal SystemComponent Changes
• Instructional practice–22 components to 11
Evidence to be collectedClassroom Teacher Rubric
1A-Demonstrating knowledge of content and pedagogy
1C-Setting instructional outcomes1E-Designing coherent instruction1F-Designing student assessments
PLC MinutesIndividual (regularly submitted) lesson plans
Other lesson planning evidence (for example- Guided Reading planning documents)
Pre-conference**
2D- Managing student behavior Observation**3A-Communicating with students
3B-Using questioning and discussion techniques
3C-Engaging students in learning3D-Using assessments in instruction
3E-Demonstrating flexibility and responsiveness
PLC MinutesObservation**
Post-conference**
4B Maintaining accurate recordsRegularly submitted evidence (for example, grades,
FOCUS gradebook)
**Alt Evaluation would do two walkthroughs.
Deliberate Practice and PLCs
Primary PLC
Step One:ALL (Teacher, school based admins, district based admins)
Identify a Primary PLC
Primary PLC
Because 33% of all evaluations continue to be student growth/achievement of students at the assigned school, then everyone has a vested interest in the students at his/her assigned school.
Primary PLC
Similar Academic Area
3 Algebra I teachers
Math Department Math Department
1 each
Prioritize
Ideas• Common standards/common assessments
– Content area, K-8– Alg I (multi-prep consideration)
• Common problem/solution– PLUS2 data ideas– Higher Order Thinking Tasks and Questions– Content Area Framework
• Common Problem– Socialization/communication– Lowest 25% (mentors)– Graduation concerns (mentors)– PBS Implementation (attendance/behavior)
Key Words
• Meaningful• Collaborative• Impact student growth/achievement
Primary PLC
• Also to consider, common problem teams must still engage in a recursive cycle. If they “solve” the problem by November, then they re-engage in either an extension of the problem or a new problem perhaps considering a problem of a different nature.
…collaborate with others
outside of the PLC…
examples
Implementation plans, tools,
common ____Same Same
(DATA!)Same
Primary PLC
• Common problem teams still answer the 4 main questions– – How will we know if our students are being
successful?– How will we know they have learned it (whatever it
is)? What will mastery of it look like?– What strategies will we use to ensure the success of
all students?– What will we do for those who DO NOT achieve
mastery? What will we do for those that DO?
Goals, Gains and Barriers
Step Two: Establish Anticipated Goals, Gains and Barriers
Goals, Gains and Barriers
• Teams will have already begun PLC work.• But…..why wait until September 23rd? • If a team starts before then, they should start this
decision making too!
• Note: There is no set number for how many goals, gains or barriers. The identification of the goals, gains and barriers are to help teams establish the work that must be done next in the Action Steps.
Goals
• Must be numeric• NO MAP• May or may not be “assessment” data• May vary based on teams’ PLC journey.• Have a 10% total class average increase of the combined three rubric
components (purpose, focus, organization, elaboration and conventions) as measured by Bay Writes.
• Complete no less than 6 common assessments (with the corresponding recursive PLC process to include data analysis review and adjustment to instruction). (This goal most appropriate for beginning PLC teams).
• Rate ourselves at a 3 on the Learning Goal and Scale for PLC Implementation; current rating is at a 1.
Gains• What do we want to learn?• Gains may vary based on WHERE the team is
on their continuum of PLC implementation.• Gains help understand professional
development needed.• (We may want to learn about inclusion for ESE
students, but may need PD in how to make this happen.)
Gains
• We hope to gain improved understanding of the gradual release model in order to arrive at a student centered classroom.
• We hope to gain a fully implemented inclusion model in order to differentiate appropriately for all our students.
• We hope to gain more engaged students so that our student discipline issues decrease as student engagement increases.
• We hope to collaboratively problem solve and find strategies for differentiating our instruction.
• We hope that by working together as a team we will lessen our stress levels! No more IPDP individuality! YAY!
Barriers• Acknowledgement of barriers helps us to
move forward.– Administrator uses to determine resources.– Team uses to determine professional
development needed.
• Remember from our improv, think “yes…and” and not “No….because.”
Barriers• Time will be a barrier. In order to overcome this barrier, we have
established and pledge to follow our norms which will encourage us to stay on topic, allow all to have a voice- but not allow one voice to dominate. We will have roles and responsibilities that will help ensure we stay on track (norm person, timekeeper, etc.) We also agree to abide by due dates and areas of responsibility in order to ensure we come to meetings prepared and ready to work.
• We aren’t really sure how to differentiate instruction for our students. We plan on engaging in job embedded professional development with our school’s coach in order to increase our knowledge of how to do differentiate instruction. We need to get with our coach as soon as possible to have her help us with our plan to increase our knowledge in this area through job embedded PD.
Action Steps
Step Three: Create Action Steps
Action Steps
• Please consider that when you have dissimilar teams of singletons, they all need to be sure to meet at a time conducive to all members.
• For example, teams need to be mindful of the SLP at the school. They do not have planning periods during the school day, so teams need to be sure that they consider this.
Action Steps
• Not carved in stone!• Monitored and adjusted as necessary.• Mindful of due dates• Processes and procedures may not have “due
dates”
Engage!
Step Four: Engage in the PLC work
Reflect
Step Five: Complete Reflections
Rating
Step Six: Administrator Assigns Rating
DP Rating RubricU NI E HE Demonstrates no
significant effort to work on the goals/gains/barriers/ action steps.
Demonstrates an indifference/ resistance to data, PLC/DP process.
No verifiable change in practice compared to previous year.
Inconsistencies exist in fulfilling Action Steps.
Limited evidence of an effort to work on the goals/gains/barriers/ action steps.
Participation in PLC/DP process may be limited or inappropriate- resistant to step forward as leader or back as team member as appropriate.
Made a limited change to practice.
Individual fulfills personal responsibility in Action Steps due dates.
Individual contributes to discussions, led if facilitator role was assigned.
Met outside the PLC; presented information to PLC.
Made a change to personal practice, but may or may not be sustained.
Individual fulfills personal responsibility in Action Steps by due dates.
Individual participates in discussions, problem solving with team members, contributing ideas, stepping in as a facilitator/leader or back as a team member regularly and as appropriate.
Individual regularly collaborates outside the PLC and brings back suggestions/ideas which also serve to strengthen the PLCs work.
Has made a relevant change to personal practice with verifiable impact and/or has sustained implementation of the change.
YOUR DP
• Admin teams should work together as a PLC.• The admin team may choose to bring in other
personnel like guidance counselors, coaches, resource teachers, etc. Just remember– you want this to be their primary PLC. Don’t just make the leadership team your primary PLC– those people already have another primary PLC.
YOUR DP• An admin team may choose as their “common problem” – PLC
Implementation. • Have teacher PLCs use the Learning Goal and Scale to determine
where they feel they are, then the admin team do the same thing. Take that data to establish a goal for the admin PLC team.
• How will we know if our teachers are being successful?• How will we know they have learned it? What will mastery look
like?• What strategies will we use to ensure the success of all teachers?• What will we do for those who DO NOT achieve mastery? What
will we do for those that DO?
Along those lines…
• Action Step Ideas: – Admin PLC reviews teacher PLC goals, gains, barriers
and action steps. – As a team, decides about feedback and if the DP is
ready for implementation. – Admin in charge relays information.– During PLC meetings, share progress of PLC teams
towards meeting the goal, action step outcomes/adjustments needed, concerns, questions, etc.
Questions?