Lead Evaluator Training

2013-2014

Day 4

Agenda

• What have you been up to? How are you doing with SLOs?

• Mini-lesson: Six shifts in ELA/Literacy• Mini-observations• Managing your time• Evidence collection• Growth-Producing Feedback

The Year at a Glance

Beginning of the Year

• Beginning of the year meeting

• Standards I and II

• SLO and local (LAT) target setting

End of the Year

• Evidence from the year collected

• Compare collected evidence to the rubric

• Summative score determination and communication

Ongoing

• Evidence Submission by Teacher

• Evidence Collection

• Sharing the evidence

• Feedback Conversations

SLO Warm Up Activity

• What SLO questions and decisions have you encountered so far?

• At your tables, each person should share one question you faced and how you answered.

SLO Q & A

• What question do you have?• What situations have you faced?

• Get picture of Lucy’s 5 cent advice booth the doctor is in picture

SLO Setting & Beginning of the Year Meetings

• What is your strategy?• Is the time blocked in to your calendar?• How are you protecting the time?• What’s the status?• How are you keeping track?• How’s the culture?

SLO Celebration

• When the SLO setting is over, is that worth recognition? Celebration?

• What are some of the ways you do things in school to keep things positive?

ELA/literacy and theCommon Core

Six Shifts of ELA/literacy

• A quick look at an engageNY video• Publishers criteria has more info• November 2011 issue of NTnews• Before/after examples of the shifts

Balancing Informational & Literary Texts (Grades PK-5)

Knowledge in the Disciplines (Grades 6-12)

Staircase of Complexity

Text-based Answers

Writing from Sources

Academic Vocabulary

Six Shifts: ELA/Literacy

SHIFT 1

Balancing Information

al and Literary

Texts

SHIFT 2

Building Knowledge

in the Disciplines

Core Text

Pre-CCLS

SHIFT 1

Balancing Information

al and Literary

Texts

SHIFT 2

Building Knowledge

in the Disciplines

Paired Texts: The Hero’s Journey

Core Texts

Post-CCLS

SHIFT 3

Staircase of Complexity

Refusal of the Call

Often when the call [to adventure] is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her current circumstances.

Pre-CCL

S

SHIFT 3

Staircase of

Complexity

Refusal of the Call

Often in actual life, and not infrequently in the myths and popular tales, we encounter the dull case of the call unanswered; for it is always possible to turn the ear to other interests. Refusal of the summons converts the adventure into its negative. Walled in boredom, hard work, or "culture," the subject loses the power of significant affirmative action and becomes a victim to be saved. His flowering world becomes a wasteland of dry stones and his life feels meaningless—even though, like King Minos, he may through titanic effort succeed in building an empire of renown. Whatever house he builds, it will be a house of death: a labyrinth of cyclopean walls to hide from him his Minotaur. All he can do is create new problems for himself and await the gradual approachof his disintegration.

Excerpt from The Hero with a Thousand Faces

Post-

CCLS

SHIFT 4

Text-based Answers

Question:

What reasons might a hero use to refuse the call to adventure?

Refusal of the Call

Often when the call [to adventure] is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her current circumstances.

Pre-CCL

S

SHIFT 4

Text-based Answers

Question:

What fate awaits the (future) hero who refuses the call to adventure?

Use specifi c examples from the text to support your answer.

Refusal of the Call

Often in actual life, and not infrequently in the myths and popular tales, we encounter the dull case of the call unanswered; for it is always possible to turn the ear to other interests. Refusal of the summons converts the adventure into its negative. Walled in boredom, hard work, or "culture," the subject loses the power of significant affirmative action and becomes a victim to be saved. His flowering world becomes a wasteland of dry stones and his life feels meaningless—even though, like King Minos, he may through titanic effort succeed in building an empire of renown. Whatever house he builds, it will be a house of death: a labyrinth of cyclopean walls to hide from him his Minotaur. All he can do is create new problems for himself and await the gradual approachof his disintegration.

Excerpt from The Hero with a Thousand Faces

Post-

CCLS

SHIFT 5

Writing from

Sources

Pre-CCL

S

SHIFT 5

Writing from

Sources

Critical Lens

Nothing is given to man on earth – struggle is built into the nature of life, and conflict is possible - the hero is the man who lets no obstacle prevent him from pursuing the values he has chosen.

Post-

CCLS

SHIFT 6

Academic Vocabular

y

Pre-CCLS

Archetype

Epic Poetry

Mythology

Odyssey

Pre-CCL

S

SHIFT 6

Academic Vocabular

y

Tier 3 Words

Archetype

Epic Poetry

Mythology

Odyssey

Post-

CCLS

Are you seeing this in your school?

What are you going to do about it?

The Power ofMini-Observations

The Year at a Glance

Beginning of the Year

• Beginning of the year meeting

• Standards I and II

• SLO and local (LAT) target setting

End of the Year

• Evidence from the year collected

• Compare collected evidence to the rubric

• Summative score determination and communication

Ongoing

• Evidence Submission by Teacher

• Evidence Collection

• Sharing the evidence

• Feedback Conversations

COLLECTDATA

(Evidence)

SORT TOALIGN

WITH YOURFRAMEWORK

Interpret:Clarify

Conclusions

Impact on learning…Support needed…

NO!

Jigsaw

Turn to page 46 in Marshall.• Each of six group members chooses

a section:• An Idea is Born• Mini-Observations Take Off• Developing a Style• Keeping Track of Visits• Keeping it Up• Closing the Loop with Teachers

p. 46

COLLECTDATA

(Evidence)

Conversation,Questions &Discussion

Respect &Rapport

Conclusions

Impact on learning…Support needed…

• Being organized and systematic about getting into all classrooms on a regular basis

• Not announcing visits in order to get a representative sampling of teachers’ work

• Keeping visits to five to ten minutes in order to boost frequency and observe each teacher at least every two or three weeks

Kim says:Essentials of

Mini-Observations

• Giving prompt, thoughtful, face-to-face feedback to the teacher after every observation

• Making visits and follow-up informal and low-stakes to maximize adult learning

Kim says:Essentials of

Mini-Observations

• Getting an accurate sense of the quality of instruction students are experiencing on a daily basis

• Seeing students in an instructional setting and get to know their strengths and needs

Kim says:Essentials of

Mini-Observations

• Getting to know teachers better, both as instructors and as people

• Developing “situational awareness” – having a finger on the pulse of the school’s culture and climate

Kim says:Essentials of

Mini-Observations

• Building trust, the lubricant of effective schools

• Identifying teachers who are having difficulty so they can get additional support

Kim says:Essentials of

Mini-Observations

• Developing a de-bureaucratized, informal style that facilitates collegial learning

• Being well-informed for meetings with the leadership team, teacher teams, and parents

Kim says:Essentials of

Mini-Observations

Gathering lots of data for end-of-year teacher evaluations

Kim says:Essentials of

Mini-Observations

# of teachers you have _____

÷ by the # of administrators you have

= _____

÷ by 4

= the number of days for a cycle in your building

What is it going to take? Must have a goal Make it a numerical target (not fuzzy) Make it realistic How will you record and keep track of your notes?

What do you have to do with your schedule, routines, style, etc. in order to build this into your day?

Monday Tuesday Wednesday Thursday Friday

7a - 8a

8a - 9a

9a - 10a

10a - 11a

11a - 12p

12p - 1p

1p - 2p

2p - 3p

3p - 4p

4p - 5p

Monday Tuesday Wednesday Thursday Friday

7a - 8a

8a - 9a

9a - 10a

10a - 11a

11a - 12p

12p - 1p

1p - 2p

2p - 3p

3p - 4p

4p - 5p

Monday Tuesday Wednesday Thursday Friday

7a - 8a

8a - 9a

9a - 10a

10a - 11a

11a - 12p

12p - 1p

1p - 2p

2p - 3p

3p - 4p

4p - 5p

Monday Tuesday Wednesday Thursday Friday

7a - 8a

8a - 9a

9a - 10a

10a - 11a

11a - 12p

12p - 1p

1p - 2p

2p - 3p

3p - 4p

4p - 5p

Monday Tuesday Wednesday Thursday Friday

7a - 8a

8a - 9a

9a - 10a

10a - 11a

11a - 12p

12p - 1p

1p - 2p

2p - 3p

3p - 4p

4p - 5p

Take Out Your Calendar

• What evidence is there of:• Beginning-of-the-Year Meetings• Evidence collection visits to classrooms• Post-visit growth-producing feedback

conversations?

Evidence Collection– Do a mini-observation– Collect evidence– Code the evidence– Sort it– Show it to your neighbor

43

Growth-ProducingFeedback

Qualities of Growth-Producing Feedback?

– From Man on Fire, what arethe qualities ofGrowth-Producing Feedback?

– Take a look atPaula Rutherford’s list

– Check out a teacher-principalconversation

45

Decision Point

Checking in with Kim– Read what Kim has to say about

feedback to teachers– Discuss as a table group: how

does his advice compare toyour walkthrough/mini experiences?

47

Page 80

Conversations (example)– Form a triad– Each person gets a different colored half-

sheet– Prepare your opening line (<30 seconds)– First triad member says opening line to

the two others– Two others give first person feedback– Repeat the process until everyone in the

group has gone

48

Conversations– Go back to the mini-observation– Review the Evidence– Prepare your thoughts for your follow-up

conversation with the teacher. Make sure you have your opening line ready!

– Role-play the conversation.– Repeat.

49

COLLECTDATA

(Evidence)

Conversation,Questions &Discussion

Respect &Rapport

Conclusions

Impact on learning…Support needed…

Resources

Next Session

• October 21st

• Agenda will include– Evidence Collection– Ongoing Growth-Producing Feedback

Questions

Visiting the Parking Lot

Hits, Misses, and Suggestions