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Welcome!OVEC/KDE
Instructional Support Leadership Network
Your facilitators are:Dr. Molly SullivanMr. Buddy BerryMr. Thom Coffee
Mr. Bill HoganMr. Seth Hunter
Mrs. Denise AmosMs. Tina Tipton
Ms. Tracey HarrisMrs. Carol Franks
What’s in Store for You Today?
•Learn about the Teacher Professional Growth and Effectiveness System by “digging deeper” into the KY Framework for Teaching
•Understand a Teacher Leader Professional Learning Strategy you can apply in your district or school
•Hear Content Leadership Network Updates
Teacher Professional Growth & Effectiveness System (TPGES)
Laying the Groundwork
ISLN September 2012
Let’s Reflect• What am I doing now to
support my teachers’ understanding of the Teacher Professional Growth & Effectiveness System (TPGES)?
• What do I need to do?
LEARNING TARGETS
I can make connections between Characteristics of Highly Effective Teaching & Learning (CHETL) and the new Framework for Teaching.
I can apply a process for digging deeper into the elements of the Framework for Teaching.
I can support my teachers’ understanding of the Teacher Professional Growth & Effectiveness System (TPGES).
The Goal of the Kentucky Leadership Networks
“Ensure that every participant has a clear understanding of how to implement/support the implementation of the KCAS within the context of highly effective teaching, learning, and assessment practices so that all Kentucky students have the knowledge, skills, and abilities they will need to be successful and prepared for college and/or career.”
Proposed Multiple Measures
Teacher Professional Growth and Effectiveness System
Observation
Peer Observation
Professional Growth
Reflective Practice
Student Voice
Student Growth
All measures are supported through evidence.
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional
Responsibilities
Domain 5: Student Growth
DRAFT
The Art of Effective Questioning
CHETL & 3b: Questioning & Discussion Techniques
Instructional Rigor & Student EngagementC - Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills.
E -Teacher challenges students to think deeply about problems and encourages/models a variety of approaches to a solution.
G -Teacher structures and facilitates ongoing formal and informal discussions based on a shared understanding of rules and discourse.
3b. Questioning & Discussion Techniques
Why Focus on Questioning?
Think about it . . .What is the relationship
between Effective Questioning and Effective
Class Discussion?
Effective Questioning + Discussion
Leads students to . . . • Deeper understanding of content• Rethinking hypotheses and viewpoints• Making connections
Effective questioning also . . . • Sets the stage for engaging
discussions
Elements of Questioning & Discussion
1. Quality of questions2. Discussion techniques3. Student participation
Quality of Questioning/Prompts
High Quality Prompts• Cause students to think and reflect• Deepen student understanding• Test student ideas against those of
their classmates.
Framework for Teaching Proficiency System. ©2011 Teachscape, Inc
What is the difference between high cognitive level and low cognitive level questions?
Think about it . . .
Think about it . . .
Should all questions be high level questions?
Discussion Techniques“In a true discussion, the teacher poses a question and invites all students’ views to be heard, and also enables students to engage in discussion directly with one another, not always mediated by the teacher.”Framework for Teaching
Proficiency System. ©2011 Teachscape, Inc
Student participation”Experienced teachers use a range of techniques to ensure that all students contribute to the discussion, and they enlist the assistance of students to ensure this outcome.”Framework for Teaching
Proficiency System. ©2011 Teachscape, Inc
Effective Questioning SkillsWhat is Accomplished?
1. Read the 3b Performance Levels.2. Highlight the language that differentiates between levels. 3. Discuss with your table group.
Accomplished• Although the teacher may use some low-level
questions, he or she asks the students questions designed to promote student thinking and understanding.
• The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate.
• The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
Accomplished• Although the teacher may use some low-level
questions, he or she asks the students questions designed to promote student thinking and understanding.
• The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate.
• The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
Exemplary• Teacher uses a variety or series of
questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition.
• Students formulate many questions, initiate topics, and make unsolicited contributions.
• Students themselves ensure that all voices are heard in the discussion.
Exemplary• Teacher uses a variety or series of questions or
prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition.
• Students formulate many questions, initiate topics, and make unsolicited contributions.
• Students themselves ensure that all voices are heard in the discussion.
Accomplished• Although the teacher may use some low-level
questions, he or she asks the students questions designed to promote student thinking and understanding.
• The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate.
• The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
Developing• Teacher’s questions lead students through a single
path of inquiry, with answers seemingly determined in advance.
• Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved.
• Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.
Developing• Teacher’s questions lead students through a single
path of inquiry, with answers seemingly determined in advance.
• Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved.
• Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.
Ineffective• Teacher’s questions are of low cognitive
challenge, require single correct responses, and are asked in rapid succession.
• Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.
• A few students dominate the discussion.
Ineffective• Teacher’s questions are of low cognitive
challenge, require single correct responses, and are asked in rapid succession.
• Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.
• A few students dominate the discussion.
Let’s practice.
• Read the scenarios on the handout provided.
• Using your 3b page of the framework, decide which performance level each scenario reflects.
• Talk with your table group.
Check your accuracy. Continue your discussion.
Questioning & Discussion in Practice
Watch the video. Note what you see and hear regarding questioning and discussion.
Next . . . Based on your evidence, decide which performance level you think is reflected in the video.
Process for Digging Deeper Into the Framework for Teaching
• Choose a component, or components, of focus. • Read the whole component.• Discuss each element referencing the component description
and the accomplished performance level. • Highlight language that differentiates between the 4
performance levels. Develop a statement that differentiates the levels.
• Find/create examples (scenarios, descriptions) that reflect the 4 levels of performance.
• Search related PD360 videos that support understanding of the component OR view training videos from TeachScape if accessible.
Extending your Reflection in Backchannel
• What am I doing now to support my teachers’ understanding of the TPGES?
• What do I need to do?• What are my next steps?
Where To Learn More
• Go to KDE Website.• Enter “Field Test
District Page” into Search Bar. SearchField Test District Page
Awaken Ye Sleeping GiantsA Teacher Leader Professional Learning Strategy
Targets for this Session
I can describe this Teacher Leader Professional Learning Strategy.
I can describe the tools necessary to implement this strategy.
I can describe the roles played by those implementing, or affected by, this strategy.
I can describe the complementary nature of this strategy to scaling Accomplished and Exemplary teaching, described within the KY Framework for Teaching.
Backchannel
• Who introduces, scales, and sustains change in your school(s)?
Catalyst
SchoolStudent
Achievements
Nation State Regional District Classroom
Know
Model
?
?
?
Catalyzing Leadership Content Network ParticipantsA Vision for Teacher Leadership
Know
Model
Collaborate
Implement
Systematize
Responsibilitiesof
Teacher
Responsibilitiesof
Administrators
Responsibilitiesof
Teacher
Responsibilitiesof
Administrators
Functions of a Teacher Leader
Backchannel
• What are some obstacles you may encounter in implementing this strategy?
Peruse Domains I - VII
Read Domain III for sure
Teacher Leadership
• ...differs from other school roles
Teacher Leadership
• ...can enhance the capacity of the principal
Teacher Leadership
• ...supports strategies and behaviors linked to increasing student achievement
Seashore Louis, Leithwood et al, 2010
Teacher Leadership
• ...requires a shift in the culture of schools
Katzenmeyer, Moller, 2001
Teacher Leadership
• ...necessitates new organizational structures and roles in schools in order to successfully meet the needs of 21st century learners
Waters, Marzano & McNulty, 2008Heifetz, Laurie, 1997
Teacher Leader
Department
Administration
Know
Collaboratively Identify Goal,
Evidence
Quality Control on Action Plan
Refine Understanding
of HETL
CHETL/ Danielson Goal
(Feedback)
Evidence of Success
Develop Action Plan
Teacher Leader
Department
Know
Enact, Refine, Adjust
Recognized by Peers
Supports
Recognition
Refine Understanding of
HETLModel
Buy In
Administration
Teacher Leader
Department
Know
Leads Colleagues (Feedback)
Contextually Relevant Teacher Leadership Goal (III.a)
Parallel Planning Process from Know Stage
Co-Lead Teachers
PLC Quality
Control
Resource Allocation
Collaborate
Administration
Teacher Leader
Department
Know
Enact, Refine, Adjust Professional Community Plans
Refining Teacher Leadership Professional Learning
Facilitate Process
Alignment to Relevant Goals,
MissionImplement
Administration
Know
Model
Collaborate
Implement
Systematize
Fulcrum
Catalyst
SchoolStudent
Achievements
Nation State Regional District Classroom
Awaken Ye Sleeping GiantsA Teacher Leader Professional Learning Strategy
English Language ArtsLeadership Update
Denise Amos
502-552-5735
First
ELA meeting
OCSAC
September 25
8:30-3:30
Creativity and Innovation, Critical Thinking,
Communication, Collaboration
Summer ELA Network Meeting: Slogans that Describe the 2012-13 District Work
Summer ELA Network Meeting: Slogans that Describe the 2012-13 District Work
Summer ELA Network Meeting: Slogans that Describe the 2012-13 District Work
Summer ELA Network Meeting: Creating Slogans that Describe the 2012-13
District Work
Shelby Helps All Students Meet Tying it All Together Expectations
Characteristics of the “Right” Network Participants
Displays Leadership Skills -• has the ability and the opportunity to lead
a professional learning team• is viewed as a leader in the
school/department • influences and inspires others• knows how to do the “right thing,” not just
how to do the thing right
Characteristics of the “Right” Network Participants
Commits to the Work -• volunteers – someone who finds this work
engaging and exciting• completes tasks, readings or homework
assignments in order to engage fully in network
• focuses on the goals -- learning, implementing, reflecting and guiding others
Responsibilities of Our Network Participants
Collaborate with other leaders throughout your region to hone your own practice/knowledge, and
Work collaboratively within your district to scale up highly effective practices in every classroom.
2012-13 ExpectationMeetings Oldham County Schools Art Center 8:30-3:30
– September 25– November 27– January 29– March 26– And at least 2 more smaller group meetings, To be arranged based on your input….
2012-13 Expectations Grow as a(n)
– Designer of Student Assessments – Engaging effective teacher– Leader in the school and district
• Submit 2 (or more) LDC modules (task, ladder, scored student work).
2012-13 ELA Learning Goal
I can use careful planning to improve instruction, in order to become an effective teacher and leader.
Back Channel Questions
Which of the planning, preparation and instruction descriptors describe your (ELA) teachers?
What did you do to support that strength?
In preparation for September 25th
Work with a colleague (ELA or other content area teacher), • Write an LDC task (the assignment) and• Bring the text(s) students will read to
complete the assignment .
Planning:
Share an instructional strategy Determine appropriate text complexity using
multiple measures (quantitative, qualitative, reader and task)
Create an effective LDC instructional ladder Compare Professional Growth and
Effectiveness System with the Characteristics of Highly Effective Teaching and Learning
Instruction:
Effective
Teacher: Using the LDC Jurying Tool “Good
to Go,” facilitators will give feedback on task/texts
Effective
Teacher: Complete a comfort survey using the PGES
Planning, Preparation and Instruction descriptors
Please rate your comfort in implementing the
• Planning and Preparation demonstrators
• Instruction demonstrators
Comfort Survey I could show others
how I do this when I plan for my students.
I could tell others how to do this is their classroom.
I know about this but have not implemented it completely as part of my planning or instruction.
I want to make implementing this a priority in my classroom.
Effective
Teacher: Share our Today’sMeet Teacher Strengths
Back Channel Questions
Which of the planning, preparation and instruction descriptors do your (ELA) teachers need the most help in implementing?
What can you and I do to support their learning?
Including Standards, what sessions would you like your ELA Teacher Leaders to attend?
184 days toTeach students to read complex texts in order to write effective argument, informative and narrative pieces
• How can I help your teachers be successful?
• How can I help your Teacher Leaders help your teachers to teach the standards well?
Using your teacher leaders
Plan/Do/Review reporting
Resources• Grammar resources • Publishers Criteria • “Rigor Redefined” • “Three Modes of Writing”
KDE Updates• Program Review• On-demand Rubric
Plan/Do/Review reportingInstructional Strategies/CHETL• X-Raying the Text, text analysis• Share visual images • Student self-assessment• Today’s Meet.com• LDC
– Create module– Module.Creator resource search– Rubrics,– Tasks
184 days toTeach students to read complex texts in order to write effective argument, informative and narrative pieces
• How can your teacher leaders help your teachers be successful?
• How can I help your teacher leaders help your teachers to teach the standards well?
My District Work Common Assessments Reading Gauge Text Complexity Alignment Literacy Walkthroughs PLCs around literacy instruction Writing Strategies for argument,
informative, narrative, A Writer’s Notebook Teacher Feedback Student/Peer Feedback
Final Today’s Meet Summary
Your Teacher Leaders June 2012Summer ELA Network Meeting:
LDC:Rigor,
Relevance, Reach
Plant Seeds, Grow Practice!
MathLeadership Update
Seth Hunter
Wrap it Up!Tina Tipton
Please complete your evaluations!
