November 12, 2012 www.kvecsupportnetwork.wikispaces.com

1. Instructional Support Leadership Network November 12, 2012 www.kvecsupportnetwork.wikispaces.com

2. Your Facilitator’s for Today Stacy Noah Effectiveness Coach/ISLN Facilitator stacy.noah@education.ky.gov Abbie Combs KVEC Director of Innovations and PPGES abbie.combs@hazard.kyschools.us Carole Mullins Regional Network Content Specialist, Eng/LA carole.mullins@education.ky.gov Katrina Slone Regional Network Content Specialist, Math katrina.slone@education.ky.gov

3. Today’s Targets • I can make connections to effective teaching and learning using the Teacher/Principal Effectiveness Frameworks. • I can describe the purpose of Innovation Configuration Maps. • I can identify the focus established for the November 27, 2012 English/LA Teacher Leader Network. • I can identify the focus established for the November 20, 2012 Mathematics Teacher Leader Network.

4. ISLN November 2012 to Teacher Effectiveness

5. Aesop’s FableThe Goose That Laid the Golden Eggs http://www.youtube.com/watch?v=i2xO2Z2DXsc

6. The Goose and the Golden Egg The Paradigm of Effectiveness

7. P/PC Balance Covey’s Paradigm of Effectiveness Production Capability Production

8. P/PC Balance Covey’s Paradigm of Effectiveness CCR Passion for Teaching Graduation Rates Capability Enthusiasm Achievement Results Student Success Commitment Production Capability Production Teacher Capacity Student Success

9. Today’s Targets • I can connect the KDE strategic plan priorities to our schools’ / district’s vision and goals. • I can recognize rigorous implementation of The KY Core Academic Standards (KCAS) including the use of the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) instructional tools. • I can apply the Framework for Teaching to identify and support effective teaching practices.

11. KY Accountability System

16. 16 69.0 13.8 25 5 50.5 10.1 64 12.8 81 16.2 57.9 Weighted Score comes from Achievement, Gap, Growth, College/Career Readiness and Graduation points multiplied by the weights in the chart. Weighted Score Summary comes from adding the weighted scores for each area.

17. P/PC Balance Covey’s Paradigm of Effectiveness Resources Results

18. How can the Framework for Teaching be used to identify & support effective teaching practices

19. Student Voice Professional Growth Student Growth Peer Observation Reflective Practice Observation Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth

20. Zeroing in on 3C

21. Engaging Students in LearningWhat is Accomplished? 1. Read the 3C component description and rubric. 2. Highlight the “look fors” for this component. 3. Discuss with your table group.

22. What is Engagement? …they are not merely “busy,” nor are they “on task.” …students are developing their understanding through what they do.

23. Zeroing in on 3C

25. Instructional Tools with High Levels of Student Engagement Rigorous implementation of the KCAS through tools such as Literacy Design Collaborative Math Design Collaborative

26. Let’s use analyze the instruction in this LDC clip using 3C as the look-for lens Social Studies Lesson

27. Let’s use analyze the instruction in this MDC clip using 3C as the look-for lens Math Lesson

28. PGES Sites Share Out What are you seeing?

29. Now … let’s think beyond to other components within the Framework GER

30. How will you share the framework so there is • a better understanding of effective teaching? • effective support for teachers?

31. Before We Meet Again • Visit a classroom to enhance your list of look-fors and connections to the TPGES. • Check out the student growth module on KDE’s website • Field test participants – bring samples of student growth documents.

32. Where To Learn More • Go to KDE Website. • Enter “Field Test District Page” into Search Box.

33. Email resource -If you have questions about the field test cathy.white@education.ky.gov

34. Innovation Configuration Maps An instrument used to define and measure implementation of a new program or practice Hall and Hord, (2011). Implementing Change: Patterns, Principles, and Potholes. Boston: Allyn and Bacon

35. Innovation Configuration Map… • Clarifies what a new program is or isn’t • Defines “quality” clearly—what practices look like in use or in operation • Indicates the degree to which the innovation is being implemented • Informs how to best assist and support educator’s successful use of new practices

36. Innovation Configuration Map… • Provides a blueprint for learning, planning, and resources required for implementation • Determines significant factors that ensure successful implementation of the innovation to increase student achievement • Provides a consistent guide to how districts begin and continue efforts to implement the standards

37. Innovation Configuration Map Conventions Continuum of Behaviors Level One: Ideal

38. IC Map Conventions • An IC map describes behaviors for a specific group—Central Office staff [principals, teachers, etc.] • The component describes major outcomes for Central Office related to implementation of a CCSS pillar. • “Ideal” or high-quality implementation appears on left-hand side—Level One. • The continuum of behaviors describes implementation variations from “Ideal—Level One” to “Not Yet Begun—Level Five/Six” • The number of levels can differ for each component. Some components might have 3 levels others 6.

39. Directions • In a district group, select a single pillar to focus on • Each person individually reads all the levels and decides which level best describes the district’s current actions • Using a Round Robin process, each person shares his/her response and provides a brief rationale • If responses indicate different levels, discuss and come to consensus on a single level • Identify next steps—examine the level beyond your current assessment for other strategies

40. November 27, 2012 Mathematics teacher leader Network www.kvecmtln@webbly.com

41. Focus Using evidence of success to make informed decisions.

42. The Day’s Goals: • Recognize and evaluate congruence between evidence of success (items, prompts, lessons, student work) and standards • Evaluate student work for evidence of learning and use it as data for determining next steps • Evaluate evidence of success (artifacts, observations, professional learning logs, video, interviews) as data to determine professional learning experiences • Discuss questions that can be answered by various data sources

43. Next Generation Science Cadre • Deepen understanding of the Framework for K-12 Science Education • Discuss and model best-practice instructional strategies to support science and engineering practices • Share ideas and network with colleagues from across the region. • Build teacher capacity for adapting own student-centered tasks. • Embed the science and engineering practices throughout disciplinary core lessons. • Develop quality questions to provide feedback to move students forward in their learning. • Learn different ways to use formative assessment in the classroom effectively. • Reflect on current teaching practice and how to move to the next level.

44. http://nextgenscience.weebly.com

45. Investigating strategies that promote highly effective teaching and learning for meeting the Kentucky Core Academic Standards for Mathematics (KCASM), including the Standards for Mathematical Practice, for grades K-5 Math-It’s Elementary

46. Homework Implement an open task that is congruent with the Kentucky Core Academic Content Standard that you are teaching. Identify and record at least three student behaviors that demonstrate the Standards for Mathematical Practices.

47. November 27, 2012 ELA teacher leader meeting www.kvecelatln@webbly.com

48. What is close reading? “Close reading” is a method of literary analysis involving reading and writing. When one “close reads” a text, one analyzes it based on individual words, or groups of words, rather than by long quotes. Despite its name, close reading has a lot more to do with writing than reading! Why is it important? “Close reading” is an essential college skill, regardless of a writer’s discipline. It is often a more effective way of explaining a text than by using long quotes, as you have been taught to do throughout high school. Text-dependent questions: • Draw the reader back to the text to discover what it says. • Have concrete and explicit answers rooted in the text. • Frame inquiries in ways that do not rely on a mix of personal opinion, background information, and imaginative speculation.

49. Which of the following questionsrequire students to read the text closely? • If you were present at the signing of the Declaration of Independence, what would you do? • What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

50. Progression of Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part Nancy Frey www.fisherandfrey.com