Download - Teacher Leader Network Connection
Teacher Teacher Leader Leader
Network Network ConnectionConnection
Robin Hebert - ELARenee’ Yates - Math
Partnership Partnership Agreements-Scaling Agreements-Scaling
up the work!up the work!
CatalystCatalyst(PD)(PD)
SchoolStudentAchievement
Nation State Regional District Classroom
CatalystCatalyst(PD)(PD)
SchoolStudentAchievement
Nation State Regional District Classroom
CatalystCatalyst(PD)(PD)
SchoolStudentAchievement
Nation State Regional District Classroom
Utilizing Your Leadership Content Utilizing Your Leadership Content
Network ParticipantsNetwork Participants• A Vision for Teacher Leadership
Responsibilitiesof Teacher
Responsibilitiesof Administrators
Responsibilitiesof Teacher
Responsibilitiesof Administrators
Teacher LeadershipTeacher Leadership...differs from other school roles...can enhance the capacity of the principal...supports strategies and behaviors linked to increasing student achievement...requires a shift in the culture of schools...necessitates new organizational structures and roles in schools in order to successfully meet the needs of 21st century learners
Waters, Marzano & McNulty, 2008Heifetz, Laurie, 1997
Who Are Your Teacher Who Are Your Teacher Network Leaders?Network Leaders?
Bell Teacher Leaders
ELA MathKim Gambel Cristel HoskinsJennifer Yankey Jason StewardAnn Stepp Angelia HammonsChristi LefeversNanette Hensley
Our vision…. How will you
educate all your staff?
Handout
TPGES Connections TPGES Connections toto
Math Network Math Network
TARGET:I can demonstrate the
connections of our work. This means that I can teach the
KCAS in the context of highly effective teaching and learning
and assessment practices.
FALL PLANFALL PLANSEPT: Domain 3: Instruction
Component B - Questioning and Discussion Techniques
NOV:Domain 4: Professional Responsibilities
Component A - Reflecting on Teaching
Domain 1: Planning & Preparation Component F - Designing Student Assessment
Domain 3: InstructionComponent D - Using Assessment in Instruction
QuestioningQuestioning• 3B - Questioning and Discussion Techniques• Strategy 2 - Engineering effective classroom
discussions, questions, activities, and tasks that elicit evidence of students’ learning
• CHETL – o Instructional Rigor and Student Engagement
• Teacher Characteristic C - Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills.
o Instructional Relevance• Student Characteristic A - Student poses and responds
to meaningful questions.
Observation Tool from Framework – Peer Observations
Handout
Strong and Weak Strong and Weak ModelsModels
Effective QuestioningEffective Questioning• Review the evidence you
collected and decide which video comes closer to ‘accomplished’ teaching in Component 3B.
• Discuss your thinking with your group.
Year 3 Math Targets Year 3 Math Targets • I can demonstrate the connections of our work.
This means that I can teach the KCAS in the context of highly effective teaching and learning and assessment practices.
• I can confidently implement formative assessment. This means that I can authentically embed the five strategies through short and medium cycle formative assessments throughout a unit of instruction.
• I can build capacity for highly effective teaching and learning and balanced assessments around KCAS in my district.
• I can deepen my understanding of Kentucky Core Academic Standards and mathematics pedagogy.
Expectations for FallExpectations for Fall• Implement 2 FALs – one before Nov meeting and
then one before Jan meeting
• Collect evidence focusing on Component 3B before Nov meeting.oVideo self, Observe fellow teacher leader in
district or in nearby district, Observe classroom next door, etc.
• Collect multiple artifacts of evidence focused on formative assessment strategies 4 and 5 after Nov meeting.
• Develop a plan for sharing work to others in district.
Why Would Kids Why Would Kids Connect?Connect?
College and Career Readiness
A SERIOUS TALK: KIDS DEMAND NEXT-
GENERATION LEARNING