Early Release Professional

DevelopmentEast Iredell Middle School

March 16, 2011

Overview

NCEES Follow-up with Dr. Stillerman

Perceptual Lens – Who Are We?

HYIS – Similarities & Differences

NC Falcon: Module 4: Feedback

Collaborative Team Planning Time PLC Meeting Time LightHouse Team Meeting Time

NC Educator EvaluationTeacher Evaluation inIredell-Statesville Schools& theNorth Carolina Educator Evaluation System

“Coming Attractions”

Facilitated by Kathy Stillerman(3/16/11)

Your Perceptual Lens

Fill in each of the boxes with information about you.

Carefully, fold and cut out along the dotted line.

The hole in your paper is now your window. Work your way around the room and view your peers through this lens.

Our Lens

Things to make you go ‘hmmm….’

What lens do you show your students?

What lens do you see them through?

Our School Lens

The next few charts are an attempt to paint a portrait of who we are as East Middle.

Things to make you go ‘hmmmm….’

East Iredell Middle School

Amin0%Multi

2%

White44%

Asian7%

Hispanic18%

Black29%

Amin Asian Black Hispanic White Multi

Based on total school population as of 03/11/11.

EIMS Student of the Week by Race

Multi0%

Amin0%

White49%

Asian6%

Hispanic15%

Black30%

Amin Asian Black Hispanic White Multi

Based on 47 students identified for grade level and/or activity/athletics.

EIMS ODR by Race

Amin0%

Multi5%

White29%

Asian1%

Hispanic12%

Black53%

Amin Asian Black Hispanic White Multi

Based on reported ODR data for 3/15/11 Gallery Walk.

East Iredell Middle

Male52%

Female48%

Male Female

Based on total school population as of 03/11/11.

EIMS Student of the Week by Gender

Female70%

Male30%

Male Female

Based on 47 students identified for grade level and/or activity/athletics.

EIMS ODRs by Gender

Male71%

Female29%

Male Female

Based on reported ODR data for 3/15/11 Gallery Walk.

Culturally Responsive Teaching

Some considerations:

Relationship building

Gaining Cultural Knowledge, Awareness, Sensitivity and eventual competence.

Establish Inclusion

Positive Attitudes

Enhance Meaning

Engender Competence

Resources

Books: Other People’s Children by Lisa Delpit’s The Dreamkeepers: Successful Teachers of African

American Children by Gloria Ladson-Billings

TNL Course: Culturally Relevant Teaching

HYIS – Similarities & Differences

Explicit Guidance

Independently Identify

Graphic or Symbolic Representations

Variety of methods: Classifying Comparing Analogies Metaphors

Comparing

The process of identifying similarities

and differences between or among

things or ideas.

Classifying

The process of grouping things that are alike into categories on the basis of their characteristics.

6th Grade LA

Creating Metaphors

The process of identifying a general or basic pattern in a specific topic and then finding another topic that

appears to be quite different but that has the

same general pattern.Periodic Table of Visualization Methods

8th Grade LA

Creating Analogies

The process of identifying

relationships between pairs of concepts.

Analogies Explained

7th Grade LA

Resources

Teacher Guide to Similarities & Differences

Staff Development Wiki

http://eimspd.pbworks.com/

Links to Resources and Links for graphic organizers and more!

NC FALCON

Module 4: Analyzing Evidence and

Descriptive Feedback

Quick Quotes

On your table is a quote from this module on Feedback.

Discuss your thoughts/connections to the quote.

Select a spokesperson to share quote and some of the main ideas discussed.

Analyzing Evidence

Where are students in their learning?

Types of Feedback

Evaluative Feedback

Descriptive Feedback

Classify Types of Feedback

Using feedback cards, classify pictures and phrases on feedback as Evaluative Feedback or

Descriptive Feedback.

Another Way to Think About it…

Evaluative Feedback

is to

Summative Assessment

As

Descriptive Feedback

is to

Formative Assessment

Connections

NC Falcon

Module 4

Connections

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

What are the learning targets?Are they clear?Are they good?

Good DesignAssess How?

What method?Sampled how?

Avoid bias how?

Sound CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment Process

Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

NC Falcon

Module 4

Plan Do Study Act

Make sure you complete EXIT TICKET

Thank You

Remaining Time…

PLC, Team Planning Time

LightHouse Meeting

References

http://cecp.air.org/cultural/Q_howdifferent.htm

Wodkowski, R. and Ginsberb, M. (1995) Educational Leadership, Vol. 53, #1. A Framework for Culturally Responsive Teaching.

Peters, S. Do You Know Enough About Me To Teach Me? King Lindsay Printing Corp. (2006)

NC Falcon website: http://center.ncsu.edu/falcon/

Brookhart, S. Formative Assessment Action Research Toolkit. ASCD (2009)

Marzano, R., Pickering,D., Pollock, J. Classroom Instruction That Works. Prentice Hall (2004)