OCM BOCESDay 6
LeadEvaluatorTraining
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Lead Evaluator Training continues…1. What have you been up to? Sharing what we’ve
done related to this work in the last month.2. Mini-lesson: Six Shifts in Math (finally)3. Getting back to the NYS Teaching Standards4. Collecting evidence at the preconference5. Evidence Collection > Rubric > Feedback6. HW: Seven decision points of mini-observations7. Student Learning Objectives (SLOs)8. Beginning of the year conference9. Picturing the year
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Day Five Agenda
Clarifying sign-up for half days: As each one approaches we will email you with a
link so you can tell us which one is better for you The link will also be at the website MyLearningPlan is not flexible in this way
Reminder about how listservs work!
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Taking Care of Business
Checking in: What have you tried since we last met? Ten minutes for the table, so pace your self
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Discussion
Finally! Math!
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CCLS Math
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CCLS Math
Focus
Coherence
Fluency
Deep Understanding
Applications
Dual Intensity
Six Shifts: Math
CCLS Math
1. Focus
2. Coherence
3. Fluency 4. Deep Understanding
5. Application
6. Dual Intensity
CCLS Math
Make sense of problems & persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of
others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
Habits of Mind:
CCLS Math
Make sense of problems & persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of
others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
Math Practices:
CCLS Math
CCLS Math
K-8 wiki is up HS unpacking is scheduled:
MARCH 9 - Unpacking Algebra. MARCH 23 - Unpacking Geometry MARCH 30 - Unpacking Algebra II
UnpackingCCLS Math
NYS Teaching Standards
As a table group, label the seven pieces of the “pie.”
NYS Teaching Standards
Take out the evidence you collected.
NYS Teaching Standards
Take out the evidence you collected.
For which Standards did you gather evidence?
NYS Teaching Standards
Take out the evidence you collected.
For which Standards did you gather evidence?
How will you gather evidence for the others?
Evidence Collection
Gathering evidence at a preconference meeting Prior to the conference, teacher prepares for meeting
by reviewing questions Teachers brings (electronically submits) lesson plans,
maps, scopes and sequences, other artifacts Teachers and Lead Evaluator have conversation Lead Evaluator collects evidence
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PreConferences
Practice a preconference meeting Watch the preconference Collect evidence on “Agenda”
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PreConferences
Evidence Collection
COLLECTDATA
(Evidence)
SORT TOALIGN
WITH YOURFRAMEWORK
Interpret:Clarify
Conclusions
Impact on learning…Support needed…
NO!
The Evidence Cycle
Evidence and a Rubric Review Element III part of the rubric (all of it) What might be some of the things you might hope to
see in a classroom with regard to this piece of the rubric?
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Evidence Collection
Element 3.2: Teacher communicates clearly and accurately with students to maximize their understanding and learning. NYSED Indicators: Students understand directions and procedures. Teachers use a variety of questioning techniques to advance student learning a nd reflection. Students’ comments and questions are acknowledged and utilized to advance learning. Students understand lesson co ntent through teachers’ use of oral, written and graphic methods. Adjust communication in response to student needs.
Indicators Ineffective Developing Effective Highly Effective A. Provides directions and
procedures
Teacher directions and procedures are confusing to students. Teacher does not adjust explanation to meet student needs.
Teacher directions and procedures are clarified after initial student confusion. Teacher attempts to adjust explanations to meet student needs.
Teacher directions and procedures are clear to students. Teacher adjusts explanations to meet student needs.
Teacher directions and procedures are clear, complete, and anticipate possible student misunderstanding. Teacher adjusts explanations to meet the needs of individual students.
B. Uses questioning techniques
Teacher’s questions are largely closed in nature. Questions do not invite a thoughtful response or further discussion.
Teacher’s questions are a combination of open and closed questions. Some questions invite a thoughtful response and/or further discussion.
Most of teacher’s questions are open in nature and engage students in deeper thinking and further discussion.
Teacher’s questions are open in nature and challenge students to think and demonstrate reasoning. Students formulate many questions to advance their understanding.
C. Responds to students
Teacher ignores students’ questions/comments and/or provides a response that shuts down student learning.
Teacher responds to some students’ questions/comments. Response gives students the answer rather than challenge student thinking.
Teacher responds to students’ questions/comments. Responses challenge student thinking.
Teacher and students respond to students’ questions/comments. Responses challenge all students’ thinking.
D. Communicates content
Teacher’s spoken language is inaudible, and/or written language is illegible. Spoken or written language contains errors. Graphic methods are not used or used ineffectively.
Teacher’s spoken language is audible, and written language is legible. Both are used correctly. Graphic methods are used occasionally.
Teacher’s spoken and written language is clear and correct. Graphic methods are used regularly to enhance content understanding.
Teacher’s spoken and written language is correct and expressive. Graphic methods are used regularly to enhance content understanding. Students offer their own graphic representation of the content.
Collected Evidence:
Teacher called on students who raised their hand. Teacher asked: “Who wrote the piece we just listened to?” Teacher asked: “In which period does this piece belong?” When student answered incorrectly she called on another volunteer. Teacher asked: “How do you know?” Teacher finished student’s explanation for her. Teacher asked: “What other pieces we have heard does this remind you of?” Teacher told students to draw a picture of which season the music reminded them. Teacher told student who didn’t have anything to write with to borrow from a neighbor. When one table group wasn’t doing drawing, teacher came over, repeated directions, and students went to work. Teacher called on volunteers to share their drawing with the class. Teacher called on some students once and some twice; those who didn’t raise their hand were not called on at all
Going Through the Process Collect evidence ALONE Check that it is evidence (fix if needed) PARTNER Code it PARTNER Sort it ALONE Compare to section of the rubric PARTNER and the
TABLE Determine HEDI for each of the indicators
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Evidence Collection
Evidence and a Rubric How did we rate each indicator (PollEverywhere) Trainer feedback about each indicator
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Evidence Collection
Element 3.2: Teacher communicates clearly and accurately with students to maximize their understanding and learning. NYSED Indicators: Students understand directions and procedures. Teachers use a variety of questioning techniques to advance student learning a nd reflection. Students’ comments and questions are acknowledged and utilized to advance learning. Students understand lesson co ntent through teachers’ use of oral, written and graphic methods. Adjust communication in response to student needs.
Indicators Ineffective Developing Effective Highly Effective A. Provides directions and
procedures
Teacher directions and procedures are confusing to students. Teacher does not adjust explanation to meet student needs.
Teacher directions and procedures are clarified after initial student confusion. Teacher attempts to adjust explanations to meet student needs.
Teacher directions and procedures are clear to students. Teacher adjusts explanations to meet student needs.
Teacher directions and procedures are clear, complete, and anticipate possible student misunderstanding. Teacher adjusts explanations to meet the needs of individual students.
B. Uses questioning techniques
Teacher’s questions are largely closed in nature. Questions do not invite a thoughtful response or further discussion.
Teacher’s questions are a combination of open and closed questions. Some questions invite a thoughtful response and/or further discussion.
Most of teacher’s questions are open in nature and engage students in deeper thinking and further discussion.
Teacher’s questions are open in nature and challenge students to think and demonstrate reasoning. Students formulate many questions to advance their understanding.
C. Responds to students
Teacher ignores students’ questions/comments and/or provides a response that shuts down student learning.
Teacher responds to some students’ questions/comments. Response gives students the answer rather than challenge student thinking.
Teacher responds to students’ questions/comments. Responses challenge student thinking.
Teacher and students respond to students’ questions/comments. Responses challenge all students’ thinking.
D. Communicates content
Teacher’s spoken language is inaudible, and/or written language is illegible. Spoken or written language contains errors. Graphic methods are not used or used ineffectively.
Teacher’s spoken language is audible, and written language is legible. Both are used correctly. Graphic methods are used occasionally.
Teacher’s spoken and written language is clear and correct. Graphic methods are used regularly to enhance content understanding.
Teacher’s spoken and written language is correct and expressive. Graphic methods are used regularly to enhance content understanding. Students offer their own graphic representation of the content.
Collected Evidence:
Teacher called on students who raised their hand. Teacher asked: “Who wrote the piece we just listened to?” Teacher asked: “In which period does this piece belong?” When student answered incorrectly she called on another volunteer. Teacher asked: “How do you know?” Teacher finished student’s explanation for her. Teacher asked: “What other pieces we have heard does this remind you of?” Teacher told students to draw a picture of which season the music reminded them. Teacher told student who didn’t have anything to write with to borrow from a neighbor. When one table group wasn’t doing drawing, teacher came over, repeated directions, and students went to work. Teacher called on volunteers to share their drawing with the class. Teacher called on some students once and some twice; those who didn’t raise their hand were not called on at all
Evidence Collection
Break!
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Evidence Collection
COLLECTDATA
(Evidence)
Conversation,Questions &Discussion
Respect &Rapport
Conclusions
Impact on learning…Support needed…
The Evidence Cycle
Decision Points1. How long to stay in each classroom.2. How to keep up the pace.3. What to look for.4. Whether to take notes during visits.5. How to deliver feedback.6. Whether to give feedback to every teacher.7. Whether to use data from mini-observations in year-
end teacher evaluations.
What are the answers to these decisions?
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Mini-Observations
NYS GROW
THSCORE
S
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SLOs
The scores arrive…
SLOs
The principal receives the results in his office…
SLOs lesson and examplesSLO TemplateMore to come next time
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SLOs
SLOs
The Learning Map
Management
2007-2008 JDMS Learning Map Essential/Guiding
Question Staff
Meetings The Midway
(Letter & Readings) Student Conduct Supervision Culture Content Area
Literacy Supporting New Staff Instruction Parent
Communication
Sept
embe
r
How do we ensure that we start off the year on a positive note with all stakeholders?
4th: Using the planner, crisis response flip-chart, student conduct, first week schedule, etc.
25th:
7th: Ten Timely Tools for Success on the First Days of School
14th: Back to School: Meeting the Parents
21st: Speak with Poise, Power and Pizzazz!!
28th: Classroom Assessment: Minute by Minute, Day by Day
Review with staff
Pictionary
Dining room processes and procedures
Bus
Treasure Chest readied
Recognition referrals
Get in EVERY classroom within 10 days
Communicate evaluation schedule by 30th
Ready birthday cards
Chili’s Reception on 7th
Little sundaes right after group photo at end of 1st day
Staff post-curriculum night breakfast (28th)
Department Leaders building common understanding
Welcome package presented at opening day lunch
Stop in each class once per week; check in with each once per week
??th: Induction session
Processes and procedures
Curriculum nights (grades 5 & 7 on the 26th. grades 6 & 8 on the 27th)
5th grade picnic: 18th (need staff tee shirts)
PTG meeting 18th:
September
Oct
ober
How can we learn from each other?
5th: Poverty study group panel discussion, staff goals show
23rd: Right to Know Meeting
5th: none
12th: JDMS Learning Program
19th: How Can We Learn From Each Other?
26th: Peer Observation Possibilities by Paula Rutherford
Second round of emphasis on dining room behavior to prevent relaxation
Recognition referrals push
Mia: 1,2,3,4 Mike: 2,3,4,SA Jeff: 3,4,SA,1
Non-tenured announced evaluations
School Bus Driver Appreciation Day: card delivered at drop off and donuts/coffee
Department Leaders building common understanding
Meet and share Instruction for All Students and JDMS Learning binder
Collaboration and planning
PTG meeting 17th:
October
Nov
embe
r
Is Excellence with Equity Attainable?
27th: Developmental Assets presentation
2nd: Tripod Project Overview
9th: Ferguson: Time Spent Studying and Doing Homework
16th: Ferguson: Why Students Work Hard
30th: December Dilema
Halls emphasis
Mia: 2,3,4,SA Mike: 3,4,SA,1 Jeff: 4,SA,1,2
Tenured announced evaluations
Secret Rammy Award
JDMS Fleece orders
Department Leaders building common understanding
27th: Induction session planning
Meeting the needs of all learners
PTG meeting 28th:
Novem
ber D
ecem
ber
How can traditional strategies still work in today’s classroom?
None. 7th: Framing the Learning When Presenting Information
14th: Demonstrations and Beyond
21st: Best and favorite Teacher
Student Dining Room Emphasis
Mia: 3,4,SA, Mike: 4,SA,1 Jeff: SA,1,2 Kerri: 2, 3, 4
Non-tenured unannounced evaluations
Holiday luncheon prepared by and served on December 19th
Brush snow off cars
Donuts/coffee dropped off at bus garage
Lunch for custodians
Department Leaders building common understanding
Meet individually with all new teachers… just checking in
No let down before holidays and breaks
Holiday Shops
Presentations at concerts
Decem
ber Ja
nuar
y
How can traditional strategies still work in today’s classroom (continued)?
22nd: Developmental assets, History Less on video from Jerry Seinfeld
4th: Lectures
11th: Lectures with Discussion Partners
18th: Using Examples in lectures
25th: Analogies & Metaphors in Lectures
New signs and bulletin boards up
Reminders via PA of school rules
Tape down the middle of the halls
Mia: 4,SA,1,2,3 Mike: SA,1,2,3,4 Jeff: 1,2,3,SA Kerri: 3, 4, SA, 1
PGP progress meetings
Unannounced evaluations completed
Roll of lifesavers in each mail box on random day
College Sweatshirt Day
Secret Rammy Award
Department Leaders start action planning
10th: Induction session on assessment
Strengthening traditional models of instruction, especially lectures and discussion
Schedule/announce Coffee with the Principal sessions, Jeff’s Office
PTG Meeting on January 15th: Developmental Assets
January
What a year “looks like”
Management
What a year “looks like”
Management
Evidence Collection
Homework: Gather evidence, electronically, from a classroom in
your school
and Mini-observations
Resources are archived at the Lead Evaluator Training page off of leadership.ocmboces.org.
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Resources
QuestionsVisiting the Parking Lot+/∆
Closure
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