BUILDING CAPACITY IN YOUR 21ST CENTURY TEACHERS

LEE ANNE HOUSLEY, DIRECTOR OF SCHOOL PARTNERSHIPS

Professional Learning

Professional Growth

Self Efficacy

Personal and professional goals

Teacher evaluations

Changing expectations

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Our most effective teachers show that great teaching is leadership…. In every highly effective classroom, we find a teacher who, like any great leader, rallies team members (in this case, students and their families) around an ambitious vision of success. We find a teacher who plans purposefully and executes effectively to make sure students reach that vision, even as that teacher also continues to learn and improve.

(Farr, 2010) 3

Objectives:

Identify the critical attributes of a 21st century teacher

Examine the multi-tiered approach to differentiated professional development

Identify the six performance traits and what it takes to develop expertise in our students and ourselves.

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Agree or Disagree

We will need a different skill set and mind set to address the needs of 21st century learners.

Learning to collaborate with others and connect through technology are essential skills in a knowledge-based economy.

ATCS - Assessment & Teaching of 21st Century Skills

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What are 21st century skills?

Twenty-first-century skills are the abilities students will need to develop so that they can be prepared for the challenges of work and life in the 21st century.

Compare and Contrast with current practice

Highly

Somewhat

Not at all

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Portrait of a 21st century teacher

Critical thinking

Collaboration and Communication

Integration of technology

Leadership and accountability

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Critical Attributes of 21st Century Teacher

Must make content more relevant

Must bring outside world in class to make learning more authentic

Must use technology

Must provide students opportunity to collaborate with experts in their field

Must be able to work with diverse children

Must be future-oriented

Other Needed Teacher Skills:

• Be part of a team

• Negotiate

• Network across cultural environments

• Collaborate on projects

• Manage complex classroom social interactions

• Match teaching strategies and technology with

student needs

• Create global learning connections

• Incorporate alternative forms of assessment

(Trimble & Case, 1999)

What skills would you add to this list?

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Reflection

What skills did I use while creating this presentation?

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Self-efficacy

Is the measure of the belief in one’s ability to complete tasks and reach goals.

Affects every area of human endeavor.

Strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make.

Collective efficacy is significantly related to achievement at the school level.

A. Bandura – Self-efficacy: The Exercise of Control (1997)

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Goals: CC Literacy Standards

The literate individual should be able to:

Read complex texts independently

Build strong content knowledge from reading, writing, speaking, and listening

Respond to the varying demands of audience, task, purpose, and discipline

Comprehend print and non-print texts as well as critique them

Value evidence gathering and evaluate it

Use technology and digital media strategically

Understand other perspectives and cultures

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CC: Habits of a Mathematically Expert Student

The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students:

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

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Why is this important?

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21st Century Skills: 4 broad categories

Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning

Ways of working. Communication and collaboration

Tools for working. Information and communications technology (ICT) and information literacy.

Skills for living in the world. Citizenship, life and career, and personal and social responsibility

ATCS - Assessment & Teaching of 21st Century Skills

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Danielson Framework – Four Domains

Domain 1: Planning and Preparation

1a Demonstrating Knowledge of Content and Pedagogy

1b Demonstrating Knowledge of Students

1c Setting Instructional Outcomes

1d Demonstrating Knowledge of Resources

1e Designing Coherent Instruction

1f Designing Student Assessments

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Danielson Framework

Domain 2: Classroom Environment

2a Creating an Environment of Respect and Rapport

2b Establishing a Culture for Learning

2c Managing Classroom Procedures

2d Managing Student Behavior

2e Organizing Physical Space

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Danielson Framework

Domain 3: Instruction

3a Communicating With Students

3b Using Questioning and Discussion Techniques

3c Engaging Students in Learning

3d Using Assessment in Instruction

3e Demonstrating Flexibility and Responsiveness

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Academic Learning Time (ALT)

Critical Attributes

1. Students know and understand the lesson objective.

2. Students actively manipulate content in relation to

lesson objective.

3. During this active manipulation, students are

experiencing a 75–95% success rate.

Lesson Planning Template

ARK & Objective:

Teacher Input (TIP) and Student Active Participation (SAP)

ME (Think-Aloud # 1 – Teacher Directed/Modeled)

WE (Think-Aloud # 2 – Interactive)

TWO Guided Practice (with partner)

YOU Independent Practice

ISS/Evidence of Learning

Monitor and Adjust

Continual assessment of student understanding

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Danielson Framework

Domain 4: Professional Responsibilities

4a Reflecting on Teaching

4b Maintaining Accurate Records

4c Communicating with Families

4d Participating in a Professional Community

4e Growing and Developing Professionally

4f Showing Professionalism

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Danielson

The Framework may be used for many purposes, but its full value is realized as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. The Framework may be used as the foundation of a school or district's mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners.

www.danielsongroup.org

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Marzano’s Teacher Evaluation Model

The Marzano Teacher Evaluation Model shines the spotlight on Domain 1: Classroom Strategies and Behaviors, which contains not only the largest number of elements but also those that have been shown in causal studies to have the most direct effect on student performance.

www.marzanoevaluation.com

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Catapult Learning Teacher Competencies

Domain 1: Planning & Preparation

Curriculum Mapping, Unit Planning, Lesson Planning

Setting Clear Goals and Objectives

Domain 2: Classroom Environment

Setting up and Managing the Learning Environment

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Catapult Learning Teacher Competencies

Domain 3: Instruction

Shaping and Chunking Instruction

Differentiating Instruction

Teaching for Conceptual Understanding

Teaching for Application and Transfer

Monitoring Student Learning

Providing Feedback

Domain 4: Professional Responsibilities

Assessing Student Performance

Teacher Reflection and Collaboration

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Putting it all together

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Expected Student Behaviors

Teacher Skills

Four Domains

Evaluation – Using the Rubrics

Professional Development for 21st Century

Understand importance of 21st century skills

Integration of skills and tools into instruction daily

Create opportunities for collaboration – PLCs

Use the talent in the school/district for mentoring, coaching, and team teaching

Support teachers in their role as facilitators

Promote effective communication

Wikispaces – 21st century teaching

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Differentiated Professional Development

Use of data

Multi-tiered approach

Teacher input and feedback

PD that delivers the “How to” factor

Instructional strategies for 21st century

Opportunities for practice/coaching

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The Importance of Character

What the Research Tells Us

Research has shown that certain character traits are as important to a student’s success in school and beyond—if not more important—than academic skills and content.

Performance Character

Defining Our Terms

The character traits identified by researchers as having profound effect on student success are not moral or ethical traits or values, but performance-related traits and values.

It’s all about how students think about and interact with their work…

Performance Character Traits

Defining Our Terms

Persisting towards solutions

Working with precision

Asking questions

Working with others

Making connections

Monitoring progress and embracing learning

Developing and encouraging grit, perseverance, and resilience can have enormous benefits in every aspect of a child’s life.

Persisting Towards Solutions

• Try to find places where you can give students chances to keep working on papers, projects, and even tests, so that “getting it right the first time” isn’t the only value being taught.

Whatever subject you teach, students should be encouraged and rewarded for close attention, careful work, attention to detail, and an insistence on excellence.

Working with Precision

• Giving students the chance to keep improving on work for a better score rewards precision and attention to detail. • As long as students can keep making their work better, there’s no need to display student work that has errors or is less than exemplary.

Do we reward our students for sitting still, remaining quiet, and simply receiving what we deliver? Or are we modeling the importance of having a restless, active, inquiring mind that wants to—needs to—know more?

Asking Questions

• Use “think-alouds” to model active reading and active problem-solving. Help demonstrate what active questioning looks, sounds, and feels like throughout the day.

Few jobs in today’s workforce require or reward isolation, secrecy, or “eyes on your own paper.” In fact, being able to work effectively with other people, in the same room or across the world, is increasingly important. Are we teaching these skills?

Working with Others

• Don’t just provide opportunities for group work. Use rubrics and sample student work to model what effective collaboration really looks like.

If we are not explicitly helping students connect their learning to other subjects and other contexts, nothing we teach them will seem relevant or be of much use to them once they leave our classrooms.

Making Connections

• Look for opportunities to change formats, perspectives, and genres to help students stretch their understanding and make generalizations.

Is school something our students actively do? Or is it simply something that happens to them? We need to help students take ownership of their learning and track, monitor, and evaluate their progress and success.

Monitoring Progress / Embracing Learning

• Give students opportunities and tools to track and evaluate their work and their progress, both within projects and across the school year.

Building Capacity for 21st Century Teachers

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Building Capacity for 21st Century Teachers

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