classroom mosaic prof. dev. for api's 12314

8/13/2019 Classroom Mosaic Prof. Dev. for API's 12314

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Classroom Mosaic Technical Prof. Dev. for APIs

January 23, 2014


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Learning Target

I can navigate and use all the featuresassociated with the new classroommosaic app and the website (version2.0).


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ScenariosScenario Suggestions

When you want the teacher to reect Provide a reective prompt {student-oriented, specic focus, open- ended,(no right answer), no answer required with support offered.

When you want to make a suggestion Offer an afrmation, a rationale for the suggestion, context and situation forthe suggestion, teach the concept or skill, invite feedback

When you need to be more directive Be more directive but do so in a constructive manner which preserves thetrust relationship

When you have an idea to try If it seems more appropriate to ask the teacher to reect on the idea withyou or to ask her to try it out and give you feedback

When there is nothing you can think of tocomment on

Ask the teacher to reect on his/her own practice; ways in which they wantto grow, a question related to learning and teaching

The class is in transitionNotice the structure and length of the transition, look closely on the teacher

management of the transition

That class hasnt started or is over when youenter

Notice the structure of the setting; how the time is being used? Examineclosely the teacher management of student behavior

The class isnt doing what you thought theywould be doing

Ask the teacher about it afterwards to assure instructional time is beingused as expected

When you encounter teacher resistanceDepersonalize the feedback with the data, appeal to core values of the

school, appeal to how the teacher wants others to think of him/her, checkour st le, is it constructive and em owerin or critical and evaluative

When you have a serious concern about whatyou have seen

This situation is outside the instructional walk-through process Involve yourprincipal/supervisor and intervene as soon as possible to address the

concern


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Feedback

How do you provide feedback toteachers? What does it typically looklike?

Turn and talk to your neighbor and

share one + and -.


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Questions, Needs, etc..


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Classroom Mosaic Professional DevelopmentAssistant Principals for Instruction

School District Five of Lexington and Richland CountiesThursday, January 23, 2014

Learning Target: I can navigate and use all the features associated withthe new classroom mosaic app and the website (version 2.0).

Task 1 : Can you download or have you downloaded the new app? Showyour partner! When you both have it, give a thumbs up!

Task 2 : Can you navigate the new app with enough precision to model anddemonstrate for leaders in your building? When you have it, verify withyour neighbor and validate each others progress.

Understanding and Navigating the New App1. Settings

a. Select the gear icon settings tabi. One time forced log inii. Refresh on device data with server (adding and

deleting teachers)iii. Clear all data and refresh

1. Selecting the clean button (wipes all dataselected on your saved observation)

2. Observe buttona. Creating an observation

i. Selecting a template ii. Selecting a teacher

1. (new search field) 2. Right side (fast find)

iii. Demo, Demo Teacher1. Start Observation2. Complete At-A-First-Glance


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3. Menu (save observation)3. Continuing an Observation (toggle buttons)

a. Select an observationb. Selecting the observation you want to continue

c. Click Start Observation (complete the observation)4. Managing Observations

a. Click on the penciled tab titled (Manage Observations)b. Select the observation you want to managec. Select the green Sync Observation tab at the bottom

of the appd. Success pop-up notification

Task 3 : Can you successfully utilize all new app inputs and correctly sharethem with the teacher you are observing? When you can successfullycomplete an observation using the new inputs, show a thumbs up!

1. Adding photosa. At-A-First-Glanceb. Technology Integration/Incorporationc. Learning Conditionsd. Lesson Closure

2. Multi-select segmented controlsa. Instructional Strategiesb. Instructional Activitiesc. Technology Integration/Incorporationd. Rigor/Relevancee. Feedbackf. Assessment

g. Lesson ClosureTask 4 : Can you run quick glance and detailed reports using the mosaic(2.0) website? When are able to run:

! the most recent thirty day report and! the quick glance reports from the teacher and observer tabs,signify by stating, Ive got it during the Whip Around protocol.


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1. Run a quick glance observer report to see how many observationsthe personnel in your building have completed.

2. Run a quick glance report to see how many observations have beencompleted on each teacher in your building.

3. Using the teal colored filter button, type in the last name of ateacher in your building to get another version of the quick glancereport.

4. Go back to the observer tab and run the same report using the tealcolored filter button. Remember, type in the last name of anobserver in your building to get another version of the quick glancereport.

5. Can you run a detailed classroom mosaic report using the yourmosaic report tab, including the following specifications: a. Last 30 days b. Add filters for departments (Math/Science, ELA/SS,

Arts/Expl/CATE), teachers, and observers c. After you click the green add button, wait 10-15 seconds and

watch the observation count in the upper right hand corner (nextto the export tab). Tell me what happens!

Task 5 : What questions do you still have? Use Todays Meet to leave thosewith us so we can address all concerns and requests.


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Oregon K-12 Literacy Framework Professional Developmenthttp://oregonliteracypd.uoregon.edu

Copyright 2010 Oregon Department of Education and University of Oregon Page 1 of 1

Walk-Through Training: Follow-up Scenarios

Stan Paine

Western Regional Reading First Technical Assistance Center

Scenario Guidelines

When you want the teacherto reflect

Provide a reflective prompt [student-oriented, specific focus,present/future tense, open-ended (no right answer), no answer required,support offered]

When you want to make asuggestion

Offer affirmation Offer rationale for the suggestion Offer context and situation for suggestion Teach the concept or skill in the suggestion Invite feedback, clarification on suggestion

When you need to be moredirective

Be more directive! (But do it in a constructive manner which preservesthe trust relationship on which the walk-through model is based)

When you have an idea totry

If it seems appropriate ask teacher to reflect on the idea with you or totry it out and give you feedback

When there is nothing youcan think of to comment on

Ask the teacher to reflect on his/her own practice Ask the teacher a question related to teaching and learning Ask the teacher in which way(s) they want to grow Connect the teacher with another skilled colleague

The class is in a transition

Notice the structure and length of the transition Possibly comment on teacher management of transition

Class hasnt started or isover when you enter

Notice the structure of the setting; how is this time used? Possibly comment of teacher management of student behavior outside

the bell

Class isnt doing what youthought they would bedoing

Ask the teacher about the schedule afterwards to assure that time isbeing used as scheduled

When you encounterteacher resistance

Depersonalize the feedback with data Appeal to core values (such as those in mission/vision statement) Appeal to how teacher wants others to think of him/her Check your style; is it constructive & empowering or critical and

evaluative?

When you have a seriousconcern about what youhave seen

This situation is outside the instructional walk-through process.Intervene as soon as possible to address the concern.


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Positive Feedback Statements to Teachers

& Other Instructional Group Leaders

Guidelines for Feedback Statements

Describe the positive teacher skill or behavior you saw.

(e.g. I saw or You (insert verb phrase)

Provide a rationale as to why/how that skill promotes or supports student learning.

(e.g. Practicing with partners engages everyone and supports student learning.)

Make statements affirming, but not overdone.

(e.g. avoid Wow! That was AWESOME! or You are the best teacher ever!)

Avoid evaluative statements or implied value judgments.

(e.g. avoid I like or I like the way you )

Sample Feedback Statements

Allowing more wait time, which you did, gets kids thinking and participatingmore.

You corrected every error that I saw. That will help kids become more accuratedecoders more quickly.

You consistently highlighted the new vocabulary words. That will build bothword knowledge and comprehension.

Your comprehension questions often went beyond the literal level. You arereally getting these kids to think about what they read!

I heard you praise kids who were not with an adult but who were doing the rightthing. That will keep them accountable and build independent work habits.


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