ISLN November 2012 to Teacher Effectiveness. Slide removed reduce file size.

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

Email resource -If you have questions about

the field [email protected]

[email protected]