1 / 34

Bell Ringer

Supporting Good Career-Technical Teachers to Become Great Teachers Steve Broome Director, State Development for High School, SREB Sandy Culotta Manager, Enhanced Career-Technical Programs, SREB Lynda Jackson Director, Technology Centers That Work (TCTW) , SREB. Bell Ringer.

bevan
Download Presentation

Bell Ringer

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Supporting Good Career-Technical Teachers to Become Great TeachersSteve BroomeDirector, State Development for High School, SREBSandy CulottaManager, Enhanced Career-Technical Programs, SREBLynda JacksonDirector, Technology Centers That Work (TCTW), SREB

  2. Bell Ringer With an elbow partner, discuss three “I wonders” you have about CT lesson design.

  3. Session Objectives Participants will: • Use formal and informal classroom observations to identify and address gaps in student learning. • Identify desirable practices that will better prepare students for work and further study. • Utilize effective feedback to support teachers in their efforts to move from good to great.

  4. The Main Thing The main thing is to keep the main thing the main thing. - ZigZiglar

  5. Current Status • With an elbow partner, answer each of the following questions: • How many walkthrough (15 minute) teacher observations do you complete daily? • What type of feedback is provided to teachers and/or departments? • How do these observations support improvement effortsin your center?

  6. More Than a Checklist Using walkthrough observations to analyze lesson plans can improve the quality of instruction being delivered and promote student success.

  7. Shifting the Focus From Teacher as Performer:Three Broad Observation Inspection Areas • Artifacts • Student Behavior • Teacher Behavior

  8. Artifacts To Observe in CT • Assignments • Lesson Plans

  9. Students’ Experiences with AssignmentsIndicators Used to Define Rigorous Assignments

  10. Students’ Experiences with Assignments Indicators Used to Define Rigorous Assignments

  11. Source: 2012 TCTW Assessment

  12. Source: 2012 TCTW Assessment

  13. Source: 2012 TCTW Assessment

  14. Lesson Plans What are the components of a quality lesson plan? Planner – page

  15. Lesson Plans • Elbow partner discussion: How do you currently review lesson plans?

  16. Review Lesson Plansin the Classroom • Folder should include: • Lesson Cycle (One - five days of instructional planning) • Standards-based Units (Series of lessons linked into a unit of study) • Curriculum Pacing (Calendar in folder)

  17. Lesson Plan Analysis • Based on what we have discussed, review the plans on the table with your elbow partner. • Determine which components of the plan matches your list of requirements. • What are your WOWS? • What are your WONDERS? Planner – page

  18. Clusters of Effective Leadership Practices

  19. The Process

  20. Clusters of Effective Leadership Practices

  21. Components of Monitoring • Observation and recording of specific teaching practices • Frequent, constructive, and addresses adult actions • Focus on the “treasure hunt” not the “witch hunt”. Vs.

  22. Clusters of Effective Leadership Practices

  23. What Is Efficacy? • Authentic efficacy is present only if leaders and teachers believe that they have a personal and profound information on student results. A combination of these variables has an impact not only on student performance, but teacher morale. – Reeves, 2011

  24. Putting Lesson Design in Context Document Analysis: Possible Examples of How the Framework for Teaching Could Apply to Career and Technical Education Teachers Scan the document and star areas where lesson planning helps teachers meet the proficient/distinguished cell.

  25. So you have observed classes, now what?

  26. Feedback from Observations • Individual Teacher Feedback • Teacher Team Feedback • Whole Faculty Feedback

  27. Wows and Wonders • Wow: • 100% of the staff posted an objective(s) on the board. Objective(s) is clear, uses student language and matches the objectives in your plans. • Wonder: • How can implementing an effective bell ringer focus the students and get class started immediately? Planner – page

  28. Providing Collective Data

  29. State of Instruction Address • Completed periodically • Clarifies and refocuses goals • Founded on data • Identifies accomplishments • Sets the stage for future work

  30. The Flow of the Address

  31. In Closing… • The greatest impact on student achievement stems from a combination of focus, monitoring and efficacy. Effective monitoring is possible only when leaders focus no more than six instructional priorities. Authentic efficacy is present only if leaders and teachers believe they have a personal and profound influence on student results. - Reeves, 2012

  32. Questions & Concerns

  33. Thank You!Steve BroomeDirector, State Development for High School, SREBsteve.broome@sreb.orgSandy CulottaManager, Enhanced Career-Technical Programs, SREBsandy.culotta@sreb.orgLynda JacksonDirector, Technology Centers That Work (TCTW), SREBlynda.jackson@sreb.org

More Related