isln november 2012 to teacher effectiveness. slide removed reduce file size
TRANSCRIPT
ISLNNovember 2012
to Teacher Effectiveness
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Aesop’s FableThe Goose That Laid the Golden Eggs
http://www.youtube.com/watch?v=i2xO2Z2DXsc
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The Goose and the Golden Egg
The Paradigm of Effectiveness
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Covey’s Paradigm of Effectiveness
P/PC Balance
Production Capability
Production
Covey’s Paradigm of Effectiveness
P/PC Balance
Production Capability
Production Teacher
CapacityStudent Success
CCR
Achievement
Results
Graduation
Rates
Student
Success
Passion for Teaching
Commitment Enthusiasm
Capability
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 Common Core through 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.
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KY Accountability System
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Grade Range
Achieve-ment
Gap Growth College/Career
Grad Rate
Total
Shown as percentages
Elem 30 30 40 100
Middle 28 28 28 16 100
High 20 20 20 20 20 100
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.
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Covey’s Paradigm of Effectiveness
P/PC Balance
ResourcesResults
Covey’s Paradigm of Effectiveness
P/PC Balance
Resources
Results
Covey’s Paradigm of Effectiveness
P/PC Balance
ResourcesResults
How can the Framework for Teaching be used to identify & support effective teaching practices
Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student Growth
Observ
ation
Reflective
Practice
Student
Growth
Professional
GrowthStudent
Voice
Peer
Observati
on
Zeroing in on 3C
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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.
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What is Engagement?What stands out in 3C?
…they are not merely “busy,” nor are they “on task.”
…students are developing their understanding through what they do.
Zeroing in on 3C
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Performance Level Indicators
Accomplished Exemplary The learning tasks and activities are aligned with
instructional outcomes and designed to challenge student thinking, the result being that most
students display active intellectual engagement with important and challenging content and are
supported in that engagement by teacher scaffolding.
The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.
Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and suitable scaffolding by the teacher and fully aligned with the instructional outcomes.
In addition, there is evidence of some student initiation of inquiry and of student contribution to the exploration of important content.
The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning and to consolidate their understanding.
Students may have some choice in how they complete tasks and may serve as resources for one another.
Instructional Tools with High Levels of Student Engagement
Rigorous implementation of the Common Core through:
Literacy Design Collaborative
Math Design Collaborative
The British Industrial Revolution
LDC Module
Created through collaboration bySara Ballute, Candace Hurley, Timothy Lent
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In the videoed lesson, instruction was built around the following question:
Were the achievements and growth of the Industrial Revolution Era worth the cost to society?
Students will write an argumentative essay.
Let’s use analyze the instruction in this LDC clip using 3C as the look-for lens
Social Studies
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Let’s use analyze the instruction in this MDC clip using 3C as the look-for lens
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PGES & Integration Sites Share Out
What are you seeing?
Now … let’s think beyond to other components within the Framework
GER
How will you share the framework so there is
• a better understanding of effective teaching?
• effective support for teachers?
Before Next Time• Visit a LDC and/or MDC
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.
Make a visit
• Visit a LDC and/or MDC classroom to enhance your list of look-fors and connections to the TPGES.
Where To Learn More
• Go to KDE Website.• Enter “Effective Teachers” into
Search Box. Click on Effective Teachers OR
• http://tinyurl.com/bmj47sz• http://tinyurl.com/ckxqdmg
You can capture this QR code
