© tntp 2014 march principal training. / 2 do now reflect on your progress from the last session:...
TRANSCRIPT
© TNTP 2014
March Principal Training
/ 2
Do Now
Reflect on your progress from the last session:
• How successful were you in supporting a teacher to identify a complex text and teach a Close Reading lesson?
• What challenges did you face in the process?
• What did you learn from engaging with the teacher?
/ 3
Session Overview
By the end of the session, participants will be able to:
• Analyze instructional practices that lead to all students having access to complex texts and tasks
• Develop feedback and an action plan for how to improve literacy instruction in both specific classrooms and a grade level as a whole. Feedback and action plans should be grounded in the Core Actions.
/ 4
Session Overview
Opening (10 min)
Introduction to Core Action 3 (10 min)
Core Action 3 Model (40 min)
Case Study (60 min)
Planning (15 min)
Closing (10 min)
/ 5
Introduction to Core Action 3
Review Core Action 3 in the Instructional Practice Guide:
What do you notice about Core Action 3?
• What evidence do you have of strong practices in your schools in Core Action 3?
• What evidence do you have of the need for growth in your schools in Core Action 3?
• Why is Core Action 3 vital for student success?
/ 6
Session Overview
Opening (10 min)
Introduction to Core Action 3 (10 min)
Core Action 3 Model (40 min)
Case Study (60 min)
Planning (15 min)
Closing (10 min)
/ 7
Core Action 3 Model - Elementary
Meet Ms. Greco –Grade 1:
• As you watch the video, capture evidence of Core Action 3 criteria in your notes.
• After the video, turn and talk with your elbow partner about the evidence you collected and answer the following questions:
What evidence did you collect of Core Action 3 practices?
How does this look similar or different from the classrooms in your building?
/ 8
Core Action 3 Model – Middle/Intermediate
Meet Ms. Wellbrock: Grade 5
• As you watch the video, capture evidence of Core Action 3 criteria in your notes.
• After the video, turn and talk with your elbow partner about the evidence you collected and answer the following questions:
What evidence did you collect of Core Action 3 practices?
How does this look similar or different from the classrooms in your building?
/ 9
Core Action 3 Model – High School
Meet Ms. Wu – Grades 9-12:
• As you watch the video, capture evidence of Core Action 3 criteria in your notes.
• After the video, turn and talk with your elbow partner about the evidence you collected and answer the following questions:
What evidence did you collect of Core Action 3 practices?
How does this look similar or different from the classrooms in your building?
/ 10
Session Overview
Opening (10 min)
Introduction to Core Action 3 (10 min)
Core Action 3 Model (40 min)
Case Study (60 min)
Planning (15 min)
Closing (10 min)
/ 11
Review: Six Steps for Effective Feedback
1 Praise: Provide concrete and specific positive feedback.
Probe: Start with a targeted question & add scaffolding as needed.
Action Step: Use probing to lead to bite-sized action step.
Practice: Role play how to implement action step in current or future situations.
Plan Ahead: Create a plan to implement these actions.
Follow-up: Set timeline for follow-up.
2
3
4
5
6
/ 12
Practice: Finding Evidence of Core Actions 1-3
/ 13
Video Analysis #1
Grades 9-12:
• As you watch the video, capture evidence for Core Actions 1,2, and 3.
• After the video, turn and talk with your elbow partner about the evidence you collected and answer the following questions:
What evidence did you collect for Core Actions 1,2, and 3?
Where does this teacher need additional work in the Core Actions?
/ 14
Action Step: Is it….Clear and Measurable• Can anyone understand the action? Can you easily measure if the
teacher has made the change? • What evidence will you have of mastery?
Bite-Sized• If you can’t make the change in a week, the action step isn’t small enough
Applicable Across Lessons• Can the action step be applied to more than just the specific lesson you
observed?
Creating A Bite-Sized Action Step
Create an action step based on your video notes and the Core Teacher Action you selected.
Partners: Provide feedback using the questions below.
/ 15
Debrief
• What evidence did you collect for Core Actions 1, 2, and 3?
• Where does this teacher need additional work in the Core Actions?
• What action step(s) did you identify for her?
/ 16
High leverage Clear & measurable
Bite-sized (can be done in 1 week)Transferable
Practice - Communicating a Strong Action Step
Communicating a clear action step requires confidence– in your decision about the action step and in your position as their manager.
You might begin with:o Your action step is….o By next Friday, I should see…o The one thing that I need you to do now is…o Based on the time I was in your classroom, you need
to…
/ 17
Video Analysis #2
Grades 9&10
• As you watch the video, capture evidence for Core Actions 1 ,2, and 3.
• After the video, turn and talk with your elbow partner about the evidence you collected and answer the following questions:
What evidence did you collect for Core Actions 1,2, and 3?
Where does this teacher need additional work in the Core Actions?
/ 18
Action Step: Is it….Clear and Measurable• Can anyone understand the action? Can you easily measure if the
teacher has made the change? • What evidence will you have of mastery?
Bite-Sized• If you can’t make the change in a week, the action step isn’t small enough
Applicable Across Lessons• Can the action step be applied to more than just the specific lesson you
observed?
Creating A Bite-Sized Action Step
Create an action step based on your video notes and the Core Teacher Action you selected.
Partners: Provide feedback using the questions below.
/ 19
Debrief
• What evidence did you collect for Core Actions 1, 2, and 3?
• Where does this teacher need additional work in the Core Actions?
• What action step(s) did you identify for him?
/ 20
Video Analysis #3
Grade 9
• As you watch the video, capture evidence for Core Actions 1 ,2, and 3.
• After the video, turn and talk with your elbow partner about the evidence you collected and answer the following questions:
What evidence did you collect for Core Actions 1,2, and 3?
Where does this teacher need additional work in the Core Actions?
/ 21
Action Step: Is it….Clear and Measurable• Can anyone understand the action? Can you easily measure if the
teacher has made the change? • What evidence will you have of mastery?
Bite-Sized• If you can’t make the change in a week, the action step isn’t small enough
Applicable Across Lessons• Can the action step be applied to more than just the specific lesson you
observed?
Creating A Bite-Sized Action Step
Create an action step for based on your video notes and the Core Teacher Action you selected.
Partners: Provide feedback using the questions below.
/ 22
Debrief
• What evidence did you collect for Core Actions 1, 2, and 3?
• Where does this teacher need additional work in the Core Actions?
• What action step(s) did you identify for him?
/ 23
Develop a Grade Level Action Plan
• Look back at the action steps you identified and the evidence you collected for all three teachers. What trends do you notice?
• How do these trends help inform what action step(s) should be taken at grade level?
• What action step(s) would you recommend for this grade level? Why? (Ground your answers in the Core Actions).
/ 24
Session Overview
Opening (10 min)
Introduction to Core Action 3 (10 min)
Core Action 3 Model (40 min)
Case Study (60 min)
Planning (15 min)
Closing (10 min)
/ 25
Planning
Reflect on the following:
How will you take this information back to your school?
What are your next steps to make sure key school personnel get this information?
/ 26
Session Overview
Opening (10 min)
Introduction to Core Action 3 (10 min)
Core Action 3 Model (40 min)
Case Study (60 min)
Planning (15 min)
Closing (10 min)
/ 27
Closing
By the end of the session, participants will be able to:
• Analyze instructional practices that lead to all students having access to complex texts and tasks
• Develop feedback and an action plan for how to improve literacy instruction in both specific classrooms and a grade level as a whole. Feedback and action plans should be grounded in the Core Actions.