Welcome to OAT 1!

1. Welcome to OAT 1! Please • Sign in and put on your name tag. • Take the open seat nearest to the front and center of the room. • Introduce yourself to the others at your table. • Assemble your binder.

2. Welcome • Introductions • Restrooms • Breaks & lunch • Cell phones • Confidentiality

3. Index Card Introductions Biographical Something fact you do well On an index card, write… NAME Something unique about yourself What you want to get out of this course

4. OAT I RBT DATA ABOUT TEACHING & LEARNING KNOWLEDGE ABOUT TEACHING Instructional Leadership HIGH EXPECTATIONS FOR ADULTS EFFECTIVE COMMUNICATION

5. OBJECTIVES & ITINERARY

6. What do you know about the PGS? PGS How do you know these things? Frame of Reference activator

7. Professional Development Standards Performance criteria Descriptive examples Skillful Teaching and Leading coursework Consulting Teachers / PAR panel Professional growth cycle Observation, evaluation, clear feedback School leadership team training Staff Development Teacher Professional Goal-Setting & Reflection PDP Portfolio Staff Development Substitute Professional Growth System

8. MCPS Teacher Standards I. Teachers are committed to students and their learning. II. Teachers know the subjects they teach and how to teach those subjects to students. III. Teachers are responsible for establishing and managing student learning in a positive environment. IV. Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement. V. Teachers are committed to continuous improvement and professional development. VI. Teachers exhibit a high degree of professionalism.

9. Description of OAT 1 CourseTPGS pg. 4 You will be able to collect and analyze evidence about a teacher’s work: • planning & assessment • capacity to motivate students • communicate high expectations • a repertoire of instructional and classroom management strategies

10. PGS and Observations: Read, Highlight & Compare Read page 7 of the PGS Handbook. Highlight the key points. Compare your highlights with a partner.

11. Partner Summary With a partner from your table, summarize the key points of the Professional Growth System (PGS).

12. 10 - 2 For every tenminutes of instruction, the brain needs two minutes of processing. We must provide time to process! Original research by Mary Budd Rowe.

13. Stages of Skill Development “UNCONSCIOUSLY SKILLED” “CONSCIOUSLY SKILLED” “CONSCIOUSLY UNSKILLED” “UNCONSCIOUSLY UNSKILLED” Strandgaard (1981)

14. OAT I LeadershipTeams High Functioning Content PLC’s Facilitating Work of Coaches & Specialists Hall-Wall Availability Faculty Meetings ProfessionalDevelopment Frequent ShortVisits with CEIQ Public Teaching Planning Conferences Study Groups Formal Obs. & Reports Walks NB p. 22 RBT HOW LEADERS INFLUENCE . . . Quality ofTeaching andLearning

15. OAT I RBT Think About / Talk About • Which of these actions are already familiarbecause you have observed someone else doing them in the past? you are skilled at doing them yourself? you are seeing them being used as powerful tools in your current work setting? • Which are currently unfamiliarbecause you have rarely/never seen them done effectively? you have had little/no opportunity to study and practice them? they are not valued or supported in your current work setting?

16. OAT I LeadershipTeams High Functioning Content PLC’s Facilitating Work of Coaches & Specialists Hall-Wall Availability Faculty Meetings ProfessionalDevelopment Frequent ShortVisits with CEIQ Public Teaching Planning Conferences Study Groups Formal Obs. & Reports Walks NB p. 22 RBT HOW LEADERS INFLUENCE . . . Quality ofTeaching andLearning

17. Of all the factors that are important to student achievement in productive schools – and there are many – the most important are what individual teachers believe, know, and can do. NB pg. 8

20. “There is more to good teaching than skill, but there is no good teaching without it.” TST pg. 2

21. Bonnie What do you observe happening as students enter Bonnie’s classroom?

22. Brainstorm What accounts for student learning?

23. OAT I p. 7 General Pedagogical Knowledge & Skills Curriculum planning Motivation Instructional strategies Management Academic Discipline & Student Standards Children & Their Differences Cognitive Affective Cultural Personal experiences Learning & thinking styles Behaviors of Individuals in Effective Organizations 12 norms Effective meetings Collaborative decision making Communication skills Team building Win-win Student Learning/ Student Achievement Content-Specific Pedagogy Method Materials Examples Misconceptions Analogies Stories Parent Involvement RBT Knowledge Bases for aFully Functioning Teacher TST pg. 7

24. OAT I General Pedagogical Knowledge & Skills Curriculum planning Motivation Instructional strategies Management RBT

25. OAT I RBT

26. OAT I • KEY CONCEPTS • Areas of Performance • Repertoire • Matching Overarching Objectives Curriculum Design CURRICULUM PLANNING Objectives Planning Learning Experiences Assessment Personal Relationship Building Class Climate MOTIVATION Expectations INSTRUCTIONAL STRATEGIES Principles of Learning Models of Teaching Clarity Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS RBT

27. What do the key concepts ofareasofperformance,repertoire, andmatchingmean for your work as an instructional leader? 10 - 2

28. Let’s Take a Break!

29. OAT I MANAGEMENT RBT • KEY CONCEPTS • Areas of Performance • Repertoire • Matching Overarching Objectives Curriculum Design Objectives Learning Experiences Assessment Personal Relationship Building Class Climate Expectations Principles of Learning Models of Teaching Clarity Space Time Routines Attention Momentum Discipline

30. Brainstorm Think of all the ways that teachers get attention, hold attention, or regain attention when they lose it.

31. OAT I Punish Exclude Threaten Sharp Sarcasm Judgmental Reprimand Order Specific Verbal Desist General Verbal Desist Mild Sarcasm Private Desist Bring in Group Pressure Authority Peer Competition DESISTING Move Seat “I” Message Remove Distraction Offer Choice Urge Remind Flattery Signals Pause and Look Name Dropping Offer Help Touch Proximity Startle Using Student’s Name in Instructional Example Redirecting Partial Answer Pre-Alert Unison Looking at One, Talking to Another ALERTING Incomplete Sentences Equal Opportunity Random Order Circulation Wait-Time Eye Contact Freedom from Distraction (visual and auditory) Voice Variety Gesture Piquing Student’s Curiosity Suspense ENLISTING Challenge Making Student a Helper Attraction Props Personification Connecting with Student’s Fantasies ACKNOWLEDGING Acknowledging Encouragement Enthusiasm WINNING Praise Humor Dramatizing RBT Attention TST pg. 25

32. Identify the attention strategies this teacher uses.

33. If our only tool is a hammer… …every problem looks like a nail! The broader our repertoires, the better we can make the match!

34. So why all the attention on attention? • to look at one area of performance through a narrowly focused lens; • to begin to analyze and expand our own repertoire; • to build a common vocabulary • to provide material for matching; teaching is decision making

35. Looking Up Close • Look at your table’s list of ATTENTION moves. Where on the continuum do most of your moves reside? • If you were OBSERVING a class, how would you know if the teacher made a good match?

36. FOUNDATION OF ESSENTIAL BELIEFS • Objectives • Personal relationships • Climate • Expectations • Principles of learning • Clarity • Attention • Momentum • Beliefs Pyramid Partners page xiii Overarching Objectives Curriculum Design Planning Objectives Learning Experiences Assessment Personal Relationship Building Class Climate Expectations Principles of Learning Modelsof Teaching Clarity Space Time Routines Attention Momentum Discipline

37. minutes 30 ~ 90 seconds • The brain can only handle what the body can endure. • Movement is needed to enhance circulation to the brain.

38. OAT I RBT DATA ABOUT TEACHING & LEARNING KNOWLEDGE ABOUT TEACHING Instructional Leadership HIGH EXPECTATIONS FOR ADULTS EFFECTIVE COMMUNICATION

39. Two Beliefs about Intelligence

40. Ability Based Belief Innate Fixed Unalterable Unevenly Distributed Measurable Deterministic

41. What might you observe in a classroom where the ability based belief is held?

42. Effort Based Belief CONFIDENCE + ACHIEVEMENT Ability EFFECTIVE EFFORT + Strategies Hard Work

43. What might you hear from a teacher who believes all students can learn?

44. CONFIDENCE EFFECTIVE EFFORT Strategies Hard Work ACHIEVEMENT Ability + 10 - 2 With your BELIEFS partner, summarize the main points of each of the beliefs: • the ability-based / fixed belief • the effort-based / growth belief

45. OAT I RBT DATA ABOUT TEACHING & LEARNING KNOWLEDGE ABOUT TEACHING Instructional Leadership HIGH EXPECTATIONS FOR ADULTS EFFECTIVE COMMUNICATION

46. Beliefs in Action What messages is the teacher sending Ben (and all of his students) about his beliefs? • How is he sending these messages? • What information do we get from the behavior of the rest of the class?

47. Reflection What will you do as an instructional leader to foster the effort-based belief within your department/school?

48. John Housekeeping Course overview/standards Credit Homework

49. Course Details • Course information and standards • Fitchburg State University credit sheet

50. Effective Effort • In class • Beyond class • Study • Practice • Application • Collegial support Handout