Science Teacher Leader Content Network September 25, 2013 Twitter: #kyscinet Website: grrecscinet.com
Feb 25, 2016
Science Teacher Leader Content Network
September 25, 2013Twitter: #kyscinet
Website: grrecscinet.com
Facilitators
KDETeresa Emmert,
Instructional Specialist
Kadi Ralston, Instructional Specialist
Tim Sears, Consultant
GRRECBrian Womack, Science
Consultant
Sandra Baker, Associate Executive Director
Kyle Cassady, PGES Consultant
Nancy Huston, Elementary Literacy Consultant
Barb DeGraf, Special Education Consultant
WKU
Rico Tyler, SKY Teach
Targets• Understand the goal of the Leadership Networks as a
capacity building approach that focuses on professional learning around KCAS, CHETL/PGES, Assessment Literacy, and Leadership in order to support CCR for all students.
• Clarify roles/responsibilities/expectations for Teacher Leaders in the Science Leadership Network and as members of a District Leadership Team.
• Analyze the structure and intent of the Next Generation Science Standards to transform teaching and learning.
• I can identify the KEY shifts in teaching and learning necessary to effectively implement NGSS.
Moonshot Thinking Speed Share:
• My name is . . .• I teach . . .• I wonder . . .
Table Share
What are we doing to create moonshot thinkers in our
classrooms?
Have past Science standards encouraged moonshot, innovative
thinking?
Backchannel www.todaysmeet.com/grrecscinet
Acronym Challenge
KCAS SB1 DCIs GRREC ELA
CHETL CCSS PPGES CCR PE
FfT CASL PLC KDE MDC
PGES LDC C3 NGSS MFAL
Acronyms that KILL!• KCAS: Ky Core Academic Standards
• SB1: Senate Bill 1
• DCIs: Disciplinary Core Ideas
• GRREC: Green River Regional Educational Cooperative
• ELA: English Language Arts
• CHETL: Characteristics of Highly Effective Teaching and Learning
• CCSS: Common Core State Standards
• PPGES: Principal Professional Growth and Effectiveness System
• CCR: College and Career Readiness
• PE: Performance Expectation
• FfT: Framework for Teaching (PGES)
• CASL: Classroom Assessment for Student Learning
• PLC: Professional Learning Community
• KDE: Ky Department of Education
• MDC: Math Design Collaborative
• PGES: Professional Growth and Effectiveness System
• LDC: Literacy Design Collaborative
• C3: College, Career, and Civic Life Framework for Social Studies State Standards
• NGSS: Next Generation Science Standards
• MFAL: Math Formative Assessment Lesson
Goal: Understand the goal of the Leadership Networks as a capacity building approach that focuses on professional learning around KCAS, CHETL/PGES, Assessment Literacy, and Leadership in order to support CCR for all students.
You as a Learner
Collaborating with Small Groups
Leading the Work in Your School, District, or Region
Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day.
11
Leadership Network Vision
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sFour Pillars
Classroom Assessment for Learning
• CASL
• Pre-Assessment• Answer one question from each ‘KEY’.
CHETL
Skim over the characteristics for Section 4 – Instructional Relevance and pay particular attention to jot evidence as we watch the video clip.
Classroom Assessment and
ReflectionLearning Climate
Instructional Rigor and Student EngagementInstructional
RelevanceKnowledge of Content
Instructional
Relevance
Shelden Teaches Penny Physics
CHETL • Discuss your evidence at your table with an
elbow partner.
• Does the CHETL framework lend itself to finding Sheldon’s strengths and weaknesses?
• If you were responsible for coaching Sheldon in his teaching of physics, how does the CHETL framework guide your conversation to make him a better teacher?
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Domain 5: Student Growth
Framework for Teaching
Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism
Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments
Domain 2: The Classroom Environment•Creating an Environment of Respect and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space
PLAN
TEACH
REFLECT
APPLY
CHETL and the KY Framework for Teaching• Framework for Teaching document
• Domain 3• 3A – Communication
• 3B – Questioning and Discussion
• 3C – Student Engagement
• 3D - Assessment
• 3E – Demonstrating Flexibility and Responsiveness
How does the Framework guide Sheldon to improve his instruction?
KCAS• Common Core Math and ELA Standards
• Next Generation Science Standards
• C3 Framework (being developed into state standards)
• Program of Studies
You as a Learner
Collaborating with Small Groups
Leading the Work in Your School, District, or Region
Teacher Leader
Leading
Leading
BREAKOn a post-it note, write down one norm that you would like to add to our group
norms.
Goal: I can describe the roles/responsibilities/expectations of a
Network Teacher Leader within my school and District Leadership Team.
• Leadership List
• “Characteristics of the ‘RIGHT’ Network Participant”
• Pick ONE area of need• Reflect about how to build
capacity in that area in your school.
Framework for Teaching – Component 4EWhile reading, annotate the page with the following symbols:
Growing & Developing Professionally
Mark the text that affirms your current practices with a check mark.
Mark the text that matches the Roles & Responsibilities of a Network Participant with an exclamation point.
Mark the text that you question or want to grow professionally with a question mark.
Be back at 12:30.
LUNCH
Norms• Be present and engaged in our work.
• We are equal partners.
• Seek first to understand and then to be understood.
• Stay positive.
• Respect ideas of others.
• One voice rule – no private conversations.
• Be productive.
• Be flexible and willing to change.
Follow-Up• Meet with your District Leadership Team before the
October meeting.• Share your Action Plan.
• Collaborate with the team to begin a plan to scale the work in your district.
• Read Chapter 4 of the Reader’s Guide to NGSS.
• Read Appendix A of the NGSS.
Closing Comments
Turn In:• Evaluations
Next Meeting• Oct 29, 2013