Dhahran Ahliyya Schools Thursday, November 12, 2009 Bridget Doogan bridgetdoogan@gmail

1. Implementing the Plan for Continuous Progress In Learning Session 3Engaging with the Standards of Good Teaching Dhahran Ahliyya Schools Thursday, November 12, 2009 Bridget Dooganbridgetdoogan@gmail.com

2. Essential Questions What should I know and do to fulfill my role in the PCPL? How can the PCPL be used to increase the learning of DAS students? What improvements need to be made in the PCPL to make it more effective in enhancing learning? The Danielson Group, 2009

3. Learning Focused Collaboration The Danielson Group, 2009

4. Learning Focused Collaboration School Purpose The Danielson Group, 2009

5. From the PCPL - Collective Purpose • Shared norms and values • A sense of shared responsibility for students and collective focus on student learning • Collaboration: people with diverse backgrounds and resources (age, years in the profession, specializations, cognitive styles, language, culture, etc.) working together as equals, valuing their diversity, in order to reach shared goals • De-privatized practice: people operating on mutual trust to disclose both their successes and failures in order to help each other learn and grow and improve student learning • Reflective dialogue The Danielson Group, 2009

6. Training Sequence • Session 3 - Engaging with the Standards of Good Teaching / Evidence of the standards/ Observation practice • Session 4 - Supporting adult learning/ Observation practice / Conversation skills / Coaching conversations • Session 5 – Observation skills / Conversation skills /coaching practice The Danielson Group, 2009

7. Give One to Get One On your index card write: • A belief I have about adults as learners is... • I learn best when... The Danielson Group, 2009

8. Give One to Get One Directions: • Stand up and move around the room to find someone to share your card with. • Take turns to share the information on your card. You must listen carefully and paraphrase what you hear. • Swap cards • Move to find someone else, and repeat. The Danielson Group, 2009

9. From the PCPL • STUDENTS FEEL safe in the school, confident that they will be respected and not exposed to any kind of bullying • STUDENTS FEEL that what they are studying is useful to them all the time and interesting to them at least 65% of the time • STUDENTS FEEL that they are being asked to apply higher level thinking skills to their learning and that they are not being asked simply to memorize • STUDENTS FEEL that they are able to succeed in doing the work assigned and are confident that if they have trouble they will be able to find assistance from teachers who will help them LEARN The Danielson Group, 2009

10. Today’s Agenda • Welcome/overview • Engaging with the Standards of Good Teaching • The ‘Big Ideas’ of teaching • Student engagement • Evidence of the standards • Evidence versus opinion • Video observation • Assignments The Danielson Group, 2009

11. Working Agreements • Manage time well • Stay on topic • Listen actively • Balance participation The Danielson Group, 2009

12. Student Learning We tend, as teachers, to think that our students learn because of what we do. That’s not correct. Our students don’t learn because of what we do; they learn because of what they do. Our challenge, then, is to engage them in intrinsically interesting work that will yield the learning we want. The Danielson Group, 2009

13. A Quote from John Dewey “The child is already intensely active, and the question of education is the question of taking hold of his activities, of giving them direction. Through direction, through organized use, they tend toward valuable results, instead of scattering or being left to merely impulsive expression.” John Dewey, “The School and Society,” 1900 The Danielson Group, 2009

14. Standards of Good Teaching at DAS …for Professional Accountability, Reflection, and Growth • Engaging and Supporting All Students in Learning • Creating and Maintaining an Effective Environment for Learning • Understanding and Organizing Subject Matter Knowledge • Planning, Designing & Delivering Learning Experiences for All Students • Assessing Student Learning • Developing As a Professional Educator The Danielson Group, 2009

15. Overview of the Standards

16. Identifying the Standards Participant Worksheets – Page 3 • Refer to 2 page standards overview • Read each statement and write the number of the standard to which it primarily applies. • Compare notes with the person sitting next to you. The Danielson Group, 2009

17. A Memorable Moment Consider your long life as a student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative. What makes this so memorable? Tell your story to one or two people. The Danielson Group, 2009

18. A Memorable Moment Is the memory positive or negative? Which standard? The Danielson Group, 2009

19. A Memorable Moment Which standard? • Standards 1 and 2 — memories that had to do with feelings about self as a person or learner • Standards 3 or 4 — memories had to do with feelings about the subject The Danielson Group, 2009

20. A Quote from Maya Angelou “People will forget what you said. People will forget what you did. But they will never forget how you made them feel” The Danielson Group, 2009

21. Levels of Performance Levels of Performance: Does not meet the standard • Concept in licensing world is called do no harm pertains to all fields requiring licensure • A license is the state's guarantee to the unwitting public that there will be no harm as a consequence of a person's work • There is nothing in the licensing procedures that require something be beautiful The Danielson Group, 2009

22. Levels of Performance Developing - Performance typical of someone new to the profession • Someone who is doing everything for the first time • Things don't go as planned • Performance is inconsistent • It’s on its way to becoming better The Danielson Group, 2009

23. Levels of Performance Proficient – Typical of experienced teachers • Solid, professional teaching • Typical of an experienced teacher who really knows the subject and their students • Teacher has a repertoire of strategies and knows what to do when • Teacher knows how things work in the school informally The Danielson Group, 2009

24. Levels of Performance Distinguished • Teacher has managed to create a community of learners in which the students have assumed a lot of responsibility for what happens in the classroom • Looks easy The Danielson Group, 2009

25. Implications for Use of the Framework Considerations: • Needs to be used flexibly. The quality of our teaching varies in relation to our assignments. • Value is for reflection, dialogue, analysis, conversation. • Will yield valuable professional conversations in a light, trusting environment. The Danielson Group, 2009

26. Standard 2 Classroom Examples Elements at Different Levels of Performance For the element you have been assigned, read the descriptors carefully. Highlight key points. Describe a classroom example at all four levels of performance. The Danielson Group, 2009

27. Standard 2 Classroom Examples Elements at Different Levels of Performance Move to new table. Make sure there is someone to represent each element if possible. Share the descriptions of each level from Elements 1 -5 The Danielson Group, 2009

28. Standard 1: Engaging and Supporting All Students in Learning If one component can claim to be the most important, it is student engagement. All the other standards are at the service of student engagement. The Danielson Group, 2009

29. Engaging Activities and Assignments • Emphasize problem-based learning • Permit student choice and initiative • Encourage depth rather than breadth • Require complex student thinking (apply, analyze, evaluate, create) • Offer multiple levels of challenge • Designed to be relevant and authentic The Danielson Group, 2009

30. Attributes of Engagement • Teacher purposefully elicits all students to solve a problem, develop a solution, create a tangible product • Involves students actively, not passively • Teacher is actively engaged in facilitating and providing assistance, feedback, clarification • Invites students to dialogue without choice to opt out (NOT one at a time) • Students work collaboratively • Teacher monitors actively during student seatwork The Danielson Group, 2009

31. Recognizing Student Engagement • Thinking level is apply, analyze, evaluate, create • Teacher is actively engaged in facilitating and providing assistance, feedback, clarification • All students, all the time • Teacher consistently insists • Engagement is simultaneous and continuous throughout lesson The Danielson Group, 2009

32. Standard 1 - Looking for Student Engagement Directions • Watch the video clip carefully • Discuss the characteristics of student engagement, with respect to : • the activity • the students • the teacher • Watch the clip again • Make notes on Participant Worksheets Page 5 The Danielson Group, 2009

33. Standard 3 – Understanding and Organizing Subject Matter Directions For the Element you have been assigned, • Determine the three most important ideas in the element • Provide two examples of the use of the element in practice • Formulate one question you have regarding this element. The Danielson Group, 2009

34. Standards 4-6 Directions: • Read the PROFICIENT level standard you have been assigned • Highlight teacher actions in one color and how this benefits student in another color. • Summarize the standard on chart paper • Create a symbol or visual image • Include each of the elements with teacher actions and student gains The Danielson Group, 2009

35. Linking the ‘Big Ideas of Teaching’ to the Standards Look back at the article. What are the ‘Big Ideas’? What constitutes important learning? What causes learning? How are students motivated? What is intelligence and how do students views influence their actions? The Danielson Group, 2009

36. Observations Using the “Big Ideas” • Clarity of purpose • Rigorous learning tasks and assignments • High levels of energy and student engagement • A safe and challenging environment • Smooth organization and management • Implementation of school initiatives The Danielson Group, 2009

37. Watching Video Clips • Watch the clips, paying particular attention to what the students are doing • Determine which of the “big ideas” would provide the most fruitful topic for conversation • Frame an initial question for the teacher The Danielson Group, 2009

38. The Concept of Evidence • Actions and statements by teacher or students- questions- indications of engagement • Intellectual challenge of activities and assignments • Interactions among teachers/students • Features of the classroom Note: Evidence is not opinion! The Danielson Group, 2009

39. Evidence The Danielson Group, 2009

40. Questioning and Discussion Respect and Rapport What is the evidence? • Evidence • Accurate and unbiased • Relevant • Representative of the total Interpretation Judgment The Danielson Group, 2009

41. Observations as Evidence Observations • Actions and statements by teacher or students • Questions • Indications of engagement • Intellectual challenge of activities and assignments • Interaction among teachers/students • Features of the classroom The Danielson Group, 2009

42. Artifacts as Evidence Artifacts • Records, plans, organizational tools and records • Instructional materials • Samples of student work • Professional records The Danielson Group, 2009

43. Assignment - Evidence of the Standards Identify five examples of evidence – observations or artifacts – for each standard. Add them to the wiki before our next session on December 12. The Danielson Group, 2009

44. Reflection on the Workshop • A new understanding I have as a result of the workshop is: •  As a result of the workshop I’m still curious about: • As a result of the workshop, some next steps for me are: The Danielson Group, 2009