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Bell Work

Bell work As you enter the room today 1.Make a name card on the white paper at your table. 2.on a sticky note write down two things you hope to get from the presentation today. 3. be ready to Introduce yourself and share your thoughts at 8:32!. Bell Work.

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Bell Work

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  1. Bell workAs you enter the room today1.Make a name card on the white paper at your table. 2.on a sticky note write down two things you hope to get from the presentation today.3. be ready to Introduce yourself and share your thoughts at 8:32! Bell Work

  2. Principal Leadership SeriesSession 1Classroom tools for the instructional leader Presented by Mari Fridgen and Jim Stenehjem

  3. Your name:School:Two things you want to get out of workshop10:00 Apt 11:00 APT 1:00 Apt

  4. Today’s Agenda Learning Objective: Increase administrator’s instructional leader toolbox • Overview of Teacher Evaluation (Waiver) • Types of Teacher Observations • Classroom Look 4s • Beginning • Engaging • Practicing • Ending • Google Observation “Are we going to do anything today?”

  5. Norms: • 4 Bs • Bathrooms • Breaks • Be actively engaged • Be good to your neighbor

  6. A Great Learning Environment-What does it look like? • With your group, describe what a great learning environment looks like – jot down your ideas on scratch paper.

  7. A poor Learning Environment-What does it look like? • With your group, describe what a poor learning environment looks like – jot down your ideas on scratch paper.

  8. Teacher Evaluation Waiver http://www.dpi.state.nd.us/ESEA/comment.shtm

  9. Teacher Evaluation Waiver 1. Time Line • Plans based on InTASC Standards (All models will be based on the InTASC Standards)

  10. Teacher Evaluation Waiver 3. A. Aligned to InTASC Standards • Commercial Model • Can have more standards • Must use at least 4 general InTASC

  11. Teacher Evaluation Waiver 3. B. Performance Level must be differentiated by at least four levels. • Level 1 Non-Proficient • Level 2 Developing Proficiency • Level 3 Proficient • Lev el 4 Exemplary

  12. Teacher Evaluation Waiver 3 C. Incorporation of multiple evaluationmeasures • 1. Student Growth and Achievement Measure with NDSA (Required) Others can be used also • 2. Supervisory observation (Required)

  13. Teacher Evaluation Waiver • 4. The Flow of a District Teacher Evaluation System The NDDPI will provide training and technical assistance • 5. Recording and Compiling District Teacher Evaluation Ratings

  14. Teacher Evaluation Waiver • 6. Quality Assurance of a Valid and Reliable Evaluation System: State Monitoring Efforts

  15. Teacher Evaluation Minnesota New Law 2114 35% Student Performance Colorado 50% students' academic growth as measured partially by test scores. 40% Student Performance

  16. Multiple Data Sources Informal Observations Portfolios, Documents, Logs Student Performance Self Evaluation Formal Observations Student Surveys Virginia Performance and Standards for Evaluation 2009

  17. Which 3 Will Have the Greatest Impact Observing and evaluating full lessons, preceded by a preconference with each teacher and followed by a detailed write-up and postconference; Systematic walk-throughs of the entire school, focusing on target areas (the quality of student work on bulletin boards, for example); Mini-observations of three to five classrooms every day (five minutes per visit), with face-to-face follow-up conversations with each teacher; Quick “drive-by” visits to all classrooms every day to greet students and “manage by walking around”; Collecting and checking teachers’ lesson plans every week; Requiring teacher teams to submit common curriculum-unit plans in advance, and discussing them with each team; or Having teacher teams use interim assessments of student learning to improve instruction and help struggling students.

  18. Which 3 Will Have the Most Leverage Observing and evaluating full lessons, preceded by a preconference with each teacher and followed by a detailed write-up and post-conference; Systematic walk-throughs of the entire school, focusing on target areas (the quality of student work on bulletin boards, for example); Mini-observations of three to five classrooms every day (five minutes per visit), with face-to-face follow-up conversations with each teacher; Quick “drive-by” visits to all classrooms every day to greet students and “manage by walking around”; Collecting and checking teachers’ lesson plans every week; Requiring teacher teams to submit common curriculum-unit plans in advance, and discussing them with each team; or Having teacher teams use interim assessments of student learning to improve instruction and help struggling students.

  19. Mini-observations Team Curriculum unit planning End-of-year Rubric evaluation Team Interim assessment work Synergistic ConnectionsKim Marshall

  20. Why Complex Teacher Evaluations DON’T WORK – Mike Schmoker Jim Collins, author of Good to Great discovered that performance and morale of both employees and managers skyrockets when managers: • Severely reduce the number of criteria by which they judge an employee’s performance • Have “crystal clarity”for those very few criteria, abandoning any language that could confuse a practitioner

  21. Observations • Formal full period observations (30-60 min) Feedback to individual • Mini-observations (5-12 min) Feedback to individual • Walk-throughs (Rounds) (2-3 min) Feedback to full staff, but not individual

  22. 900 lessons a year

  23. 900 lessons a year

  24. 900 lessons a year

  25. What approach are you using now? • Full period observations • Mini-observations • Rounds • All of the above

  26. Schmoker Classroom Visits Criteria • Attention and Engagement (i.e. steps are taken to ensure that all students are attentive and on task throughout the lesson) • A clear, well-defined purpose and objective to the lesson; followed by… • Multiple short segments of instruction; immediately followed by… • Opportunities for students to process or practice what was just taught, while the teacher checks and monitors to see how well the class has learned and is applying their learning

  27. Kim Marshall Five irreducible elements of effective instruction • Safety: The class is running smoothly and students can focus on learning. • Objectives: It’s clear where the lesson is going. • Teaching: Learning experiences are being skillfully orchestrated. • Engagement: Students are paying attention and are involved in the lesson. • Learning: What’s being taught is being learned.

  28. Mel Riddle Look 4s • Beginning • Engaging • Practicing • Ending For procedural purposes, this is the model we will be focusing on for classroom operational look 4s

  29. High Quality Feedback • Immediate (Within 24 hours) • Highly Specific (Describe the behaviors) • Cause/Effect (Teacher did, students did) • Growth Oriented – (Tell me more about…) • Preserves Dignity (Where to meet or language in written message)

  30. Observation Feedback "I Liked”

  31. Observation Wording "I Noticed", “I observed” "I Wonder", "What if"

  32. BREAK

  33. Beginning of the Class • Beginning • Evidence of Procedures and Routines - Students should arrive on time. • Bell Work — Students begin working without direction. • Essential Question (activates higher-order thinking) • Clear introduction by the teacher which ties together the previous lesson and today's lesson • Activating strategy — Word Maps, KWL or other's strategies that motivate studentsto want to answer the Essential Question (could be connected to Bell Work • Room Arrangement — matches instructional strategy and student needs • Visible Agenda (i.e. Elem: plans for the day; HS: topics to be discussed during lesson)

  34. Beginning of the Class • Beginning • Evidence of Procedures and Routines - Students should arrive on time. • Bell Work — Students begin working without direction. • Essential Question (activates higher-order thinking) • Clear introduction by the teacher which ties together the previous lesson and today's lesson • Activating strategy — Word Maps, KWL or other's strategies that motivate studentsto want to answer the Essential Question (could be connected to Bell Work • Room Arrangement — matches instructional strategy and student needs • Visible Agenda (i.e. Elem: plans for the day; HS: topics to be discussed during lesson)

  35. BREAK

  36. http://www.allthingsplc.info/wordpress/?p=2598 Classroom Observation Drives Instructional Practices George Knights AllthingsPLC website

  37. Engagement Strategies 10:00 Apt Feedback You Would Give This Person

  38. Engagement Strategies • Think-Pair-Share • Signal Cards (Stop light with Green, Yellow, Red Cards) • Wait time • Cold Calling Videos • S-L-A-N-T • Give Choices (menu strategy)

  39. Mel Riddle Look 4s )Engaging: High Expectations for Students • Cold Call (Any student will be called on at any time.) • Cold Call/Pepper • Cold Call/Vocabulary

  40. Additional Engagement Strategies • Students re-explain: “In your own words…” • Ask opinion questions. “If you had to decide which action to take, what would you do/recommend?” • Repeat question using simpler language. • Use positive non-verbal encouragement such as nods, smiles, eye contact. • Use individual whiteboards or signal cards as a means of non-verbal responses. • Private personal interaction for struggling student in advance to set up a question for him/her to answer.

  41. Engaging: S-L-A-N-T Sit up Listen Ask and answer questions Nod your head Track the speaker

  42. BREAK

  43. Additional Engagement Strategies • 10:2 Theory (Present 10 minutes and discuss or do for 2 minutes, “Chunk and Chew”)* • Think-Pair-Share • Clipboard cruising • Listening in on small group discussions • Checking over shoulders • Signal Cards (Stop light with Green, Yellow, Red Cards) • Journal Entries/Quick-Write • Hand Jesters thumbs up, down, sideways

  44. Engagement Conclusion )During the following video, with your partner, write down and discuss the feedback you would provide this teacher regarding Engagement Strategies.

  45. Video from Coach Like a Champion • Number 16 video

  46. Video from Coach Like a Champion • Feedback • Identify • Label • Explain • Ask a Question • Preserve the Dignity

  47. Practice • Practicing • Frequent checks for understanding • Opportunities for students to demonstrate mastery • Teach and re-teach • Guided and Independent Practice

  48. Practice Theory Practice makes … permanent. Perfect Practice Makes Perfect

  49. Ending • Ending • Time taken to summarize lesson and tie day's lesson into tomorrow's (Teacher Centered) • Students do the summarizing • Formative Assessment and/or Practice Retrieval

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