learning centered conferencing using the cel framework
DESCRIPTION
Learning Centered Conferencing Using the CEL Framework . Nick Hedman and Patty Howard. Learning Target and Success Criteria. LT - Identify the steps in a learning centered pre-inquiry and post-inquiry conference. - PowerPoint PPT PresentationTRANSCRIPT
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LEARNING CENTERED CONFERENCING USING THE CEL FRAMEWORK
NICK HEDMAN AND PATTY HOWARD
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LEARNING TARGET AND SUCCESS CRITERIA
LT - Identify the steps in a learning centered pre-inquiry and post-inquiry conference.
SC – I can tell a partner how to structure a conversation for growth with a teacher.
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AWSP CRITERIA 5Improving Instruction: Monitoring, assisting
and evaluating effective instruction and assessment practices.
Level 3: Proficient: Develops and uses observable systems and routines for monitoring instruction and assessment; uses data consistently to provide staff meaningful, personal feedback that is effective for improving instruction and assessment practice
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ASSUMPTIONS
1. Teachers’ practice improves with on-going feedback
2. Feedback is best delivered in bite-size bits
3. Opportunities to practice and apply skill are
critical to changing practice
4. Immediate application and follow-up is essential
5. Self-Assessment is at the heart of learning process
6. “Learning is done by the learner.”
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PRE-INQUIRY/OBSERVATION CONFERENCE
●Purpose is to elevate the quality of the lesson(s) on a teacher’s area of focus
●One-on-one coaching session
●Teach transferable skills that can be generalized across multiple lessons
●Focuses on a lever (short-term feedback) in the area of focus
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WHAT MAKES A GOOD LEVER?● Teacher possesses the…
❖ skill ❖ resources ❖ knowledge
…. to implement the strategy tomorrow.
● Addresses an area of the teacher’s and/or building’s focus
● Connected to a sub-dimension and indicator
● Can be generalized across multiple lessons and content areas
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BEFORE PRE-INQUIRY/OBSERVATION CONFERENCE● Prior to the pre-observation conference
the evaluator reviews the teacher’s area of focus and possible lesson plan
● Determines lever● Plans clarifying and probing questions to
ask teacher using Pre-Inquiry Conference architecture as a guide
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YOUR TURN
●Review case study/lesson plan
●Identify potential levers/short-term feedback
●Which ONE would you select? What is your rationale?
●What questions would you prepare?
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PATTY’S PRE-CONFERENCE LEVER:
Identify and communicate success criteria tied to the learning target at different levels. Success criteria clearly tells students what they should be able to do as a result of this lesson.
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VIDEO
Watch Mock Pre-Conference:• Write down the key questions or
comments that Nick (principal) makes while talking with Patty (teacher).
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DEBRIEF
• Review your notes
• In your own words, name all of the steps he takes.
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BETWEEN THE FINAL OBSERVATION AND POST-INQUIRY CONFERENCE
● Evaluator codes the scripted lesson to CEL indicators
● Evaluator prepares noticings and wonderings to share with teacher.
● Evaluator identifies lever (short term feedback) to discuss at post-inquiry conference
● Evaluator prepares to reference the rubric and indicator performance level in order articulate the lever (process for this depends on teacher)
● Evaluator may use the Post-Inquiry Conference Architecture to guide the conference (see handout)
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PATTY’S POST-INQUIRY CONFERENCE LEVER:
• Student use of assessment data related to the success criteria. Agency and goal setting with students
• This will be the focus of the next inquiry cycle
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POST-CONFERENCE VIDEO
Watch Mock Post-Conference:• Write down the key questions or
comments that Nick (principal) makes while talking with Patty (teacher).
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DEBRIEF
1. Review your notes
2. In your own words, name all of the steps in the post-observation/inquiry cycle process.
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REFERENCES
Leverage Leadership: A Practical Guide to Building Exceptional Schools by Paul Bambrick-SantoyoCEL tools:
Pre-Inquiry Conference architecturePost-Inquiry Conference architecture
TPEP Website:tpep-wa.org