Science Teacher Leader Content Network

September 25, 2013Twitter: #kyscinet

Website: grrecscinet.com

Facilitators

KDETeresa Emmert,

Instructional Specialist

Kadi Ralston, Instructional Specialist

Tim Sears, Consultant

GRRECBrian Womack, Science

Consultant

Sandra Baker, Associate Executive Director

Kyle Cassady, PGES Consultant

Nancy Huston, Elementary Literacy Consultant

Barb DeGraf, Special Education Consultant

WKU

Rico Tyler, SKY Teach

Targets• Understand the goal of the Leadership Networks as a

capacity building approach that focuses on professional learning around KCAS, CHETL/PGES, Assessment Literacy, and Leadership in order to support CCR for all students.

• Clarify roles/responsibilities/expectations for Teacher Leaders in the Science Leadership Network and as members of a District Leadership Team.

• Analyze the structure and intent of the Next Generation Science Standards to transform teaching and learning.

• I can identify the KEY shifts in teaching and learning necessary to effectively implement NGSS.

Moonshot Thinking Speed Share:

• My name is . . .• I teach . . .• I wonder . . .

Table Share

What are we doing to create moonshot thinkers in our

classrooms?

Have past Science standards encouraged moonshot, innovative

thinking?

Backchannel www.todaysmeet.com/grrecscinet

Acronym Challenge

KCAS SB1 DCIs GRREC ELA

CHETL CCSS PPGES CCR PE

FfT CASL PLC KDE MDC

PGES LDC C3 NGSS MFAL

Acronyms that KILL!• KCAS: Ky Core Academic Standards

• SB1: Senate Bill 1

• DCIs: Disciplinary Core Ideas

• GRREC: Green River Regional Educational Cooperative

• ELA: English Language Arts

• CHETL: Characteristics of Highly Effective Teaching and Learning

• CCSS: Common Core State Standards

• PPGES: Principal Professional Growth and Effectiveness System

• CCR: College and Career Readiness

• PE: Performance Expectation

• FfT: Framework for Teaching (PGES)

• CASL: Classroom Assessment for Student Learning

• PLC: Professional Learning Community

• KDE: Ky Department of Education

• MDC: Math Design Collaborative

• PGES: Professional Growth and Effectiveness System

• LDC: Literacy Design Collaborative

• C3: College, Career, and Civic Life Framework for Social Studies State Standards

• NGSS: Next Generation Science Standards

• MFAL: Math Formative Assessment Lesson

Goal: Understand the goal of the Leadership Networks as a capacity building approach that focuses on professional learning around KCAS, CHETL/PGES, Assessment Literacy, and Leadership in order to support CCR for all students.

You as a Learner

Collaborating with Small Groups

Leading the Work in Your School, District, or Region

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.

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Leadership Network Vision

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Classroom Assessment for Learning

• CASL

• Pre-Assessment• Answer one question from each ‘KEY’.

CHETL

Skim over the characteristics for Section 4 – Instructional Relevance and pay particular attention to jot evidence as we watch the video clip.

Classroom Assessment and

ReflectionLearning Climate

Instructional Rigor and Student EngagementInstructional

RelevanceKnowledge of Content

Instructional

Relevance

Shelden Teaches Penny Physics

CHETL • Discuss your evidence at your table with an

elbow partner.

• Does the CHETL framework lend itself to finding Sheldon’s strengths and weaknesses?

• If you were responsible for coaching Sheldon in his teaching of physics, how does the CHETL framework guide your conversation to make him a better teacher?

Domain 1: Planning & Preparation

Domain 2: Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

Domain 5: Student Growth

Framework for Teaching

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

PLAN

TEACH

REFLECT

APPLY

CHETL and the KY Framework for Teaching• Framework for Teaching document

• Domain 3• 3A – Communication

• 3B – Questioning and Discussion

• 3C – Student Engagement

• 3D - Assessment

• 3E – Demonstrating Flexibility and Responsiveness

How does the Framework guide Sheldon to improve his instruction?

KCAS• Common Core Math and ELA Standards

• Next Generation Science Standards

• C3 Framework (being developed into state standards)

• Program of Studies

You as a Learner

Collaborating with Small Groups

Leading the Work in Your School, District, or Region

Teacher Leader

Leading

Leading

BREAKOn a post-it note, write down one norm that you would like to add to our group

norms.

Goal: I can describe the roles/responsibilities/expectations of a

Network Teacher Leader within my school and District Leadership Team.

• Leadership List

• “Characteristics of the ‘RIGHT’ Network Participant”

• Pick ONE area of need• Reflect about how to build

capacity in that area in your school.

Framework for Teaching – Component 4EWhile reading, annotate the page with the following symbols:

Growing & Developing Professionally

Mark the text that affirms your current practices with a check mark.

Mark the text that matches the Roles & Responsibilities of a Network Participant with an exclamation point.

Mark the text that you question or want to grow professionally with a question mark.

Be back at 12:30.

LUNCH

Norms• Be present and engaged in our work.

• We are equal partners.

• Seek first to understand and then to be understood.

• Stay positive.

• Respect ideas of others.

• One voice rule – no private conversations.

• Be productive.

• Be flexible and willing to change.

ReflectionLeadership Action Plan

BE MORE AWESOME!“Get your learn on!”

Follow-Up• Meet with your District Leadership Team before the

October meeting.• Share your Action Plan.

• Collaborate with the team to begin a plan to scale the work in your district.

• Read Chapter 4 of the Reader’s Guide to NGSS.

• Read Appendix A of the NGSS.

Closing Comments

Turn In:• Evaluations

Next Meeting• Oct 29, 2013