welcome to oat 1!
DESCRIPTION
Welcome to OAT 1!. Please Sign in and put on your name tag. Take the open seat nearest to the front and center of the room. Introduce yourself to the others at your table. Assemble your binder. Please pick up your materials…. 1. Notebook 2.Table of contents & dividers - PowerPoint PPT PresentationTRANSCRIPT
Welcome to OAT 1!Please Sign in and put on your name tag.
Take the open seat nearest to the front and center of the room.
Introduce yourself to the others at your table.
Assemble your binder.
Please pick up your materials…
1. Notebook
2.Table of contents
& dividers
3. The Skillful Teacher Text
Studying Skillful
Teaching
WelcomeIntroductionsRestroomsBreaks & lunchCell phonesConfidentiality
Index Card Introductions
Biographical Something
fact you do well
On an index card, write…On an index card, write…
Something uniqueabout yourself
Something uniqueabout yourself
What you want to get out of this
course
What you want to get out of this
course
NAMENAME
KNOWLEDGE ABOUT
TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
OBJECTIVES & ITINERARY
PGS
How do you know these things?
What do you know about the PGS?
activator
Professional Growth System
Professional Development
Skillful Teaching and
Leading courseworkSchool
leadership team training
Consulting Teachers / PAR panel
Professional Goal-Setting & Reflection
PDP
Portfolio
Staff Development
Teacher
Staff Development
Substitute
Standards
Performance criteria
Descriptive examples
Professional growth cycle
Observation, evaluation,
clear feedback
MCPS Teacher StandardsI. Teachers are committed to students and their learning.II. Teachers know the subjects they teach and how to
teach those subjects to students.III. Teachers are responsible for establishing and managing
student learning in a positive environment.IV. Teachers continually assess student progress, analyze
the results, and adapt instruction to improve student achievement.
V. Teachers are committed to continuous improvement and professional development.
VI. Teachers exhibit a high degree of professionalism.
Description of OAT 1 CourseTPGS pg. 4
You will be able to collect and analyze evidence about a teacher’s work:
planning & assessment capacity to motivate students communicate high expectations a repertoire of instructional and
classroom management strategies
Read page 7 of the PGS Handbook.
Highlight the key points.
Compare your highlights with a partner.
PGS and Observations:Read, Highlight & Compare
With a partner from your table, summarize the key points of the
Professional Growth System (PGS).
Partner Summary
10 - 210 - 2
Original research by Mary Budd Rowe.
For every ten minutes of instruction, the brain needs two
minutes of processing.
Stages of Skill Development
“UNCONSCIOUSLYUNSKILLED”
“CONSCIOUSLYUNSKILLED”
“CONSCIOUSLYSKILLED”
“UNCONSCIOUSLYSKILLED”
Strandgaard (1981)
OAT I
RBT
NB p. 22NB p. 22
HOW LEADERS INFLUENCE . HOW LEADERS INFLUENCE . . .. .
Quality ofQuality ofTeachingTeaching
andandLearningLearning
Frequent ShortVisits with CEIQ
Walks
Hall-Wall Availability
LeadershipTeams High Functioning
Content PLC’s Facilitating Work of Coaches & Specialists
ProfessionalDevelopment
Public Teaching
Study Groups
Faculty Meetings
Planning Conferences
Formal Obs. & Reports
OAT I
RBT
Think About / Talk Think About / Talk AboutAbout
1. Which of these actions are already familiar because
you have observed someone else doing them in the past?you are skilled at doing them yourself?you are seeing them being used as powerful tools in your
current work setting?
2. Which are currently unfamiliar becauseyou have rarely/never seen them done effectively?you have had little/no opportunity to study and practice them?they are not valued or supported in your current work setting?
OAT I
RBT
NB p. 22NB p. 22
HOW LEADERS INFLUENCE . HOW LEADERS INFLUENCE . . .. .
Quality ofQuality ofTeachingTeaching
andandLearningLearning
Frequent ShortVisits with CEIQ
Walks
Hall-Wall Availability
LeadershipTeams High Functioning
Content PLC’s Facilitating Work of Coaches & Specialists
ProfessionalDevelopment
Public Teaching
Study Groups
Faculty Meetings
Planning Conferences
Formal Obs. & Reports
Of all the factors that are important to student
achievement in productive schools – and there are
many – the most important are what individual teachers
believe, know, and can do.
NB pg. 8
27
44
79
96
0
20
40
60
80
100
Test Scores by
Percentile
Students with 3 Least EffectiveTeachers
Students with 3 AverageEffective Teachers
Students with 3 Most EffectiveTeachers
FIFTH GRADE MATH SCORES ON TENNESSEE STATEWIDE TESTBASED ON TEACHER SEQUENCE IN GRADES 3, 4, 5
(Second Grade Scores Equalized)Research by Sanders & Rivers (1996)
28
FIFTH GRADE MATH SCORES ON TENNESSEE STATEWIDE TEST BASED ON TEACHER SEQUENCE IN GRADES 3.4.5
(Second Grade Scores Equalized)Research by Sanders & Rivers (1996)
29
50
83
44
79
96
0
20
40
60
80
100
120
Students with 3 Least EffectiveTeachers
Students with 3 Average EffectiveTeachers
Students with 3 Most EffectiveTeachers
Test
Sco
res
by P
erc
enti
le
School System B
School System A
TST pg. 2
“There is more to good teaching than skill, but there is no
good teaching without it.”
Bonnie
What do you observe happening as students enter Bonnie’s classroom?
Brainstorm
What accounts for student learning?
Behaviors of Individualsin Effective Organizations
12 normsEffective meetings
Collaborative decision makingCommunication skills
Team buildingWin-win
Knowledge Bases for aFully Functioning Teacher
General PedagogicalKnowledge & SkillsCurriculum planning
MotivationInstructional strategies
Management
Content-SpecificPedagogy
MethodMaterialsExamples
MisconceptionsAnalogies
Stories
Children & TheirDifferences
CognitiveAffectiveCultural
Personal experiencesLearning & thinking styles
AcademicDiscipline &
Student Standards
ParentInvolvement
StudentLearning/Student
Achievement
OAT I
RBT
QuickTime™ and a decompressor
are needed to see this picture.
p. 7
TST pg. 7TST pg. 7
General PedagogicalKnowledge & SkillsCurriculum planning
MotivationInstructional strategies
Management
OAT I
RBT
OAT I
RBT
CURRICULUMCURRICULUMPLANNINGPLANNING
MOTIVATIONMOTIVATION
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
MANAGEMENTMANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of Performance
• Repertoire• Matching Overarching
Objectives
CurriculumDesign
Objectives
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
Clarity Principles ofLearning
Models of Teaching
Space Time Routines
Attention Momentum Discipline
Planning
OAT I
RBT
What do the key concepts of
areas of performance,
repertoire, and matching mean for your work as an instructional
leader?
10 - 210 - 2
Let’s Take a Break!
MANAGEMENTMANAGEMENT
OverarchingObjectives
CurriculumDesign
Objectives
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
Clarity Principles ofLearning
Models of Teaching
Space Time Routines
Attention Momentum Discipline
OAT I
RBT
KEY CONCEPTS• Areas of Performance
• Repertoire•Matching
Brainstorm
Think of all the ways that teachers get attention, hold attention, or regain attention when they lose it.
AttentionPunishExcludeThreatenSharp SarcasmJudgmental Reprimand
OrderSpecific Verbal DesistGeneral Verbal Desist
Mild SarcasmPrivate DesistBring in Group PressurePeer Competition
Move Seat“I” MessageRemove Distraction
Offer ChoiceUrgeRemindFlattery
SignalsPause and LookName DroppingOffer Help
TouchProximity
StartleUsing Student’s Name in Instructional Example
Redirecting Partial AnswerPre-AlertUnisonLooking at One, Talking to Another
Incomplete SentencesEqual Opportunity
Random OrderCirculation
Wait-TimeEye Contact
Freedom from Distraction (visual and auditory)
Voice VarietyGesturePiquing Student’s Curiosity
SuspenseChallengeMaking Student a Helper
PropsPersonificationConnecting with Student’s Fantasies
Acknowledging
EncouragementEnthusiasm
PraiseHumorDramatizing
DESISTING
ALERTING
ENLISTING
ACKNOWLEDGING
WINNING
Authority
Attraction
OAT I
RBTTST pg. 25TST pg. 25
Identify the attention strategies this teacher uses.
If our only tool is a hammer…
…every problem looks like a nail!
The broader our repertoires, the better
we can make the match!
So why all the attention on attention?
to look at one area of performance through a narrowly focused lens;
to begin to analyze and expand our own repertoire;
to build a common vocabulary
to provide material for matching; teaching is decision making
Looking Up Close Look at your table’s list of
ATTENTION moves. Where on the continuum do most of your moves reside?
If you were OBSERVING a class, how would you know if the teacher made a good match?
page xiii
FOUNDATION OF ESSENTIAL BELIEFS
OverarchingObjectives
CurriculumDesign
Planning
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
ClarityPrinciples of
LearningModels of Teaching
Space Time Routines
Attention Momentum Discipline
Objectives
▲ Objectives▲ Personal
relationships▲ Climate▲ Expectations ▲ Principles of
learning▲ Clarity▲ Attention▲ Momentum▲ Beliefs
The brain can only
handle what the body can endure.
Movement is needed toenhance circulation to the brain.
KNOWLEDGE ABOUT
TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
Two Beliefs about Intelligence
Ability Based Belief
2.1
13.6
34.1
49.8
34.1
13.6
2.1
55 70 85 100 115 130 145
InnateFixed
UnalterableUnevenly Distributed
MeasurableDeterministic
What might you observe in a classroom where the ability
based belief is held?
Effort Based Belief
CONFIDENCECONFIDENCE
ACHIEVEMENTACHIEVEMENT
EFFECTIVEEFFORT
EFFECTIVEEFFORT
AbilityAbility
Hard WorkHard Work StrategiesStrategies
+
+
What might you hear from a teacher who believes all
students can learn?
• the ability-based / fixed belief
With your BELIEFS partner, summarize the main points of each of the beliefs:
10 - 210 - 2
• the effort-based / growth belief
CONFIDENCECONFIDENCE
ACHIEVEMENTACHIEVEMENT
EFFECTIVEEFFORT
EFFECTIVEEFFORT
AbilityAbility
Hard WorkHard Work StrategiesStrategies
+
2.1
13.6
34.1
49.8
34.1
13.6
2.1
55 70 85 100 115 130 145
KNOWLEDGE ABOUT
TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
Beliefs in Action What messages is the
teacher sending Ben (and all of his students) about his beliefs?
• How is he sending these messages?
• What information do we get from the behavior of the rest of the class?
Reflection
What will you do as an instructional leader to foster the effort-based
belief within your department/school?
• Course information and standards
• Fitchburg State University credit sheet
Course Details
In class
Beyond class Study
Practice
Application
Collegial supportHandout
Effective Effort
Homework
Let’s Do Lunch!
KNOWLEDGE ABOUT
TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
CURRICULUMCURRICULUMPLANNINGPLANNING
CURRICULUMCURRICULUMPLANNINGPLANNING
MOTIVATIONMOTIVATIONMOTIVATIONMOTIVATION
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
MANAGEMENTMANAGEMENTMANAGEMENTMANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of Performance• Repertoire• Matching
OverarchingObjectives
CurriculumDesign
Planning
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
ClarityPrinciples of
LearningModels of Teaching
Space Time Routines
Attention Momentum Discipline
Objectives
The Knowledge Base on Teaching
MomentuMomentumm
NB pg. 376
Momentum: The Big 8
NB page 376Provisioning
Overlapping
Fillers
Managing intrusions
Momentum: The Big 8NB pg. 376Lesson flexibility
Giving advance notice
Subdividing
Anticipation
KNOWLEDGE ABOUT
TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
Watch and listen to Mr. Banks as he runs his elementary Physical Education class.
Take notes.
KNOWLEDGE ABOUT
TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
CURRICULUMCURRICULUMPLANNINGPLANNING
CURRICULUMCURRICULUMPLANNINGPLANNING
MOTIVATIONMOTIVATIONMOTIVATIONMOTIVATION
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
MANAGEMENTMANAGEMENTMANAGEMENTMANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of
Performance• Repertoire• Matching
OverarchingObjectives
CurriculumDesign
Planning
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
Clarity Principles ofLearning
Models of Teaching
Space Time Routines
Attention Momentum Discipline
Objectives
The Knowledge Base
on Teaching
Our source for our
common language
to describe and analyze teaching
Recipe for a Post Observation Conference Report
1. Context Paragraph2. Objective/Planning Paragraph3. CEIJ Paragraphs
• Claim- areas of performance
• Evidence• Impact (thus, therefore, as a result)
• Judgment
4. Post observation conference5. Summary paragraph
Provide information about… Teacher Students Course or unit of study Special factors Announced or unannounced
Teacher: Observation Date:Observer: Observation Time:School: Conference Date:
Subject / Grade:
Your old best friend….
C, E, I, & JClaim
EvidenceImpact
Judgment
Meet your new best friend…
Claim
Definition: a statement that a teacher performs a certain teaching skill or carries out a recognizable pattern
Example: Mr. Banks carefully maintained the momentum in his class.
EvidenceDefinition: quotes or literal descriptions of
something the teacher said or did that illustrate and give the reasons for the claim
Example: He provisioned by having the required class materials – jump ropes – lined up in a row against the wall.
Impact
Definition: a statement of the impact (or intended impact) of the teacher’s action on student learning; typically begins with Thus, Therefore, or As a result; has the students as its subject
Example: As a result, all students obtained their materials in a timely manner.
Judgment
Definition: a phrase, adjective or adverb that lets the teacher know what the observer thought of the behavior (skill / ability)
Example: Mr. Banks carefully maintained the smooth flow of events in his class.
RAW DATA / UNANALYZED
EVIDENCE
T’ s QUOTES
T’s ACTIONSARTIFACTS
S RESPONSES
?
SORT BY CATEGORY(Area of Perf.)
Literal Notes/Stuff
C-1
C-2 C-3FINDING FINDING CLAIMSCLAIMS
OAT I
RBT
Putting it all Together!Label the:
Claims Evidence Impact Judgment
in the paragraphs
Homework
First steps on the journey…
Summary
Pre-assessment
Plusses & deltas
1.End of Class
Routine
4.
2.
3.Side
Table
See you tomorrow!
See you Jan. 29!
Please pick up your materials…
1. Notebook
2. Inserts
3. The Skillful Teacher Text
Studying Skillful
Teaching
Read page 7 of the PGS Handbook.
Highlight the key points.
Compare your highlights with a partner.
PGS and Observations:Read, Highlight & Compare
Be the video camera!
Your observation notes capture
teaching & learning
in action.
Capturing What You Observe
• quotes & descriptions
• important events, actions, conversations
• times
• specific names
• facts; not analysis
• characteristics of interactions & settings
• questions for follow-up
NB pg. 26
Criteria for High Quality Literal Notes
√ I know this and I can do it!
* I’m not sure what this is?
∆ This may be a goal area for
me.
notebook page 29
Time notations,
Questions,
Analysis
Teacher actions and
quotes
Student names, actions, quotes
Note TakingNB pg. 30
Compare the literal notes on NB pg. 79.
Making the Case for Literal Notes
Making the Case for Literal NotesNarrative notes from a 6th grade math observation:
“The teacher went over the homework, and then moved on to another topic.”
What impact do copious literal notes have on the feedback we
give teachers?
What goals
can you set
for yourself
in writing
literal notes?