elevating celebrating effective
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Elevating celebrating effective. Teaching and teachers. Welcome!. Agenda. Participants will be: i ntroduced to Common Core introduced to the Framework for Teaching Lesson Planners (FFT) introduced to Student Learning Outcomes (SLOs) - PowerPoint PPT PresentationTRANSCRIPT
T E AC H I N G A N D T E AC H E R S
ELEVATING CELEBRATING EFFECTIVE
WELCOME!
Agenda
• Participants will be:• introduced to Common
Core• introduced to the
Framework for Teaching Lesson Planners (FFT)
• introduced to Student Learning Outcomes (SLOs)
• Use our new Crosswalk documents to create a lesson plan aligned to Common Core and FFT
COMMON CORE
• English Language Arts• Building knowledge through content-rich nonfiction and
informational text• Reading and writing grounded in evidence from the text• Regular practice with complex text and its academic
vocabulary
• Mathematics• Focus strongly where the Standards focus• Coherence: think across grades, and link to major topics
within grades• Rigor: require conceptual understanding, procedural skill
and fluency, and application with intensity
TRANSITION TO COMMON CORE
https://transitiontocommoncore.wikispaces.hcpss.org/
PGCPS COMMON CORE LINK
• PGCPS Common Core Portal is under construction• See your handout
• http://www1.pgcps.org/commoncore/• https://sites.google.com/a/pgcps.org/common-core-school
s/• https://sites.google.com/a/pgcps.org/common-core-paren
t-portal/• https://sites.google.com/a/pgcps.org/common-core-portal
/
COMMON CORE IN MARYLAND
Mathematics
COMMON CORE IN MARYLAND
• Mathematics• Kindergarten• Grade 1• Grade 2• Grade 3• Grade 4• Grade 5• Grade 6• Grade 7• Grade 8• High School: Number & Quantity• High School: Algebra• High School: Functions• High School: Modeling• High School: Geometry• High School: Statistics & Probability
COMMON CORE IN MARYLAND
• Reading/ELA Frameworks• Reading Literature• Reading Informational
Text• Reading Foundational
Skills• Writing• Speaking and
Listening• Language
• Literacy for History/Social Studies, Science & Technology Frameworks
COMMON CORE IN MARYLAND
• Reading/ELA Frameworks• Reading Literature• Reading Informational
Text• Reading Foundational
Skills• Writing• Speaking and Listening• Language
• Literacy for History/Social Studies, Science & Technology Frameworks
COMMON CORE AND MARYLAND SCHOOL REFORM
UnderstandingStudent Learning Objectives (SLOs)
FEBRUARY 2013PRINCE GEORGE’S COUNTY PUBL IC SCHOOLS
TODAY’S OUTCOMES
Recognize how SLOs align with
the goals for Maryland’s
RTTT Initiative
Develop a shared
understanding of the purpose for using SLOs
Become familiar with the SLO vocabulary,
development and
implementation process
Create an SLO from
using your student data
Plan for key considerations
in pilot implementation
of SLOs
MARYLAND CLASSROOM
15
What new information is presented about teacher evaluation? What aspects will remain the same?
What training do you think you need to fully understand and implement the processes mentioned?
What are some potential technological glitches? Do you see any conflicts with existing efforts? What are they?
How does this information align with the other responsibilities?
STUDENT LEARNING OBJECTIVE FRAMING
Curriculum&
Instruction
CommonCore
StudentLearning
Objectives
Data Usage&
Assessment
Student Learning Objectives are not a disconnected initiative. Rather, they bring together all the essential aspects of instruction.
Curriculum, standards, instruction, assessment and data review, inform high quality SLOs
Instructional Coherence
Maryland Educator Effectiveness Committee: Mandated more robust evaluation tools for
teachers and administrators who receive Race to the Top funding
50% Professional Practice:
50% Student Growth Measures:Multiple Measures(ex. Local Tests, State Tests, Attendance, and SLOs)
State Teacher Evaluation ModelCharlotte Danielson’s Framework For Teaching and Learning
Professional Practice
Student Growth
Planning Preparation
12.5 %
Instruction12.5 %
Classroom Environmen
t12.5 %
Professional Responsibilities
12.5 %
Elementary/Middle School
Teacher Two Content
Areas
• 10 % - Reading MSA (Class)
• 10 % - Math MSA (Class)
• 20 % - Student Learning Objectives (S.L.O.s)
•10 % - School Performance Index (SPI)
Elementary/Middle School Teacher
One Content Area
ELA• 20% - Reading MSA (Class)• 20% - Student Learning Objectives (S.L.O.s)• 10% - School Index (SI)
orMATH• 20% - Math MSA (Class)• 20% - Student Learning Objectives (S.L.O.s)•10% - School Performance Index (SPI)
Elementary/Middle School
Teacher Non-Tested
Subject
• 35% - Student Learning Objectives (S.L.O.s)
• 15% - School Performance Index (SPI)
High SchoolTeacher
• 35% - Student Learning Objectives (S.L.O.s)
• 15% - School Performance Index (SPI)
50 % Qualitative Measures
50 % Quantitative Measures
or
oror
Rev.5-15-12
18
SPI = Achievement Growth Gap Reduction College and Career Readiness
State Principal Evaluation ModelProfessional
Practice
Student Growth
•School Vision•School Culture •Curriculum, Instruction, and Assessment•Observation/Evaluation of Teachers •Integration of Appropriate Assessments •Use of Technology and Data •Professional Development •Stakeholder Engagement
Elementary/Middle School Principals
•10% - Reading MSA (School)• 10% - Math MSA
(School)• 10% - School Performance Index•20% - Student Learning Objectives (SLOs)
High SchoolPrincipals
•30%* - Student Learning Objectives (SLOs) •20%* - School Performance Index*Amendment submitted to USDE to change to: •35% - Student Learning Objectives (SLOs)•15% - School Performance Index
Other Principals (e.g., Special
Center, PreK-2)
•35% - Student Learning Objectives (SLOs) •15% - School Performance Index
50% Qualitative Measures
50% Quantitative Measures
or or
•School Operations and Budget•Effective Communication•Influencing the School Community•Integrity, Fairness, and Ethics
12 Domains Each 2-10%
PILOT
Content Areas/Grades
R/ELA (ESOL) Grade 2, 6, 9
Science Grade 5, Grade 7
AP Government
Vocal/General Music
CosmetologyBusiness
Spanish I
Head Start/MMSR
Health, Grade 7
Grade 7 Math/Algebra
I
Integrating the Sciences
A STUDENT LEARNING OBJECTIVE (S.L.O.) IS…
…an instructional
goal… for specific
students…for a specific
time interval
Focused on the most valuable learning
Based on the most current
student data
Aligned to current
curriculum standards
Specific and measurable
Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts
SLO Components• Data Review• Statement of Objective• Aligned Standards• Rationale• Student Population• Baseline Evidence• Interval of Instruction• Target/Evidence of Growth• Scoring• Instructional Strategies for Attaining
Objectives• Professional Development
ANATOMY OF A STUDENT LEARNING OBJECTIVE
Student Learning Objectives include:
• Statement of Objective• Rationale• Aligned Standards• Student Population• Interval of Instruction
• Baseline Evidence• Target• Rationale for Target(s)
• Evidence of Growth• Scoring
Priority of Content
Rigor of Target
Quality of Evidence
SLO RESOURCES
PGCPS Template
Guidance Documents
SLO Checklist
SLO GOOGLE SITE
https://sites.google.com/a/pgcps.org/slo/home
SLO
REV
IEW
• Step 1:
– Review Sample SLOs
• Step 2:– Work in pairs to discuss the evidence
presented in each component
• Step 3:– Record findings on checklist training
tool
– Step 4: Report Out– How will you start the process for
completing each component?
SLO
REV
IEW
What do you see in the sample SLO that
meets the requirements of this
component?
How will you start the process for
completing this component?
Analysis of Sample SLO Pre-Planning for Your Work
SLO
REV
IEW
Review exemplars from your content area
https://sites.google.com/a/pgcps.org/slo/
CREATING YOUR OWN SLO: CLASS DATA
Insert your data here Insert your data here
Insert your data here Insert your data here Insert your data here
Insert your data here Insert your data here Insert your data here
Weaknesses
StrengthsGrade/Content Area
Data
Insert your data here Insert your data here Insert your data here
CONSIDERATIONS FOR PILOT IMPLEMENTATION:
MAKING THE CONNECTIONSFrame evaluation process as part of the continuous
improvement processAlign State – District - School goals with SLO goalsConnect SLO process with other aspects of good teaching Integrate SLO training with Common Core and other curricular
trainingIntegrate SLO development with existing data review/analysis
processes
31
CONSIDERATIONS FOR PILOT IMPLEMENTATION:
MAKING THE CONNECTIONS
Use existing structures and processes to support SLO implementation School Improvement Planning Professional Learning Communities Department Chairpersons/Teacher Coordinators Grade Level Teams Action Research Performance Assessment
TIMELINE OF THE SLO PROCESSFeb
ruary
2013 Develop SLOs for
implementation during second semesterSubmit SLOs for approval and revise as needed L
ATE S
PR
ING Track SLO
progress and adjust as neededSubmit student learning data for scoringProvide feedback on the SLO process
ON-GOING PROFESSIONAL DEVELOPMENT AND REFLECTIVE PRACTICE
IdentifyTotal
StudentPopulation(Beginning of year)
Implement Data Review and Document Baseline Evidence
Classroom Focused
Improvement Process (CFIP)
Identify Complexity
Factors
Identify Learning Objective (s)for student
population (s)
DevelopRationale
and Growth Target(s)
Identify Professional
DevelopmentNeeds
Receive Professiona
l Developme
nt
Implement Instruction
al Strategies
Monitor Progress
Mid IntervalProgress Check
Evaluate Effectiveness
Reaching Targets
Identify Professional
Development Needs
Continue Professional
Development
34
AUGUST
OCTOBER
NOVEMBER - MAYJUNE/JULY
SEPTEMBER
ON-GOING PROFESSIONAL DEVELOPMENT & REFLECTIVE PRACTICE
• STEP 1 - Data Review• STEP 2 – SLO Development• STEP 3 - Review and Approval Conference• STEP 4 - Mid-Interval Conference• STEP 5 - Final SLO Review• STEP 6 – Integration of SLO Results• STEP 7 – Professional Development• STEP 8 – Next steps
SLO Process
FRAMEWORK FOR TEACHING (FFT)
A CLOSER LOOK AT FFT
PGCPS AND FFT
Components of Professional Practice Domain 1: Planning and Preparation
6 Components Elements
Domain 2: Classroom Environment 5 Components
Elements
Domain 3: Instruction 5 Components
Elements
Domain 4: Professional Responsibility 6 Components
Elements
2 Components
2 Components
2 Components
2 Components
PGCPS AND FFT
Let’s look at our documents on the Professional Development Wiki Lesson Planner Rough Draft Lesson Planner Outliner Lesson Planner for Formal Lesson Plan Writing
http://lms-professional-development.wikispaces.com/Framework+for+Teaching+%28FFT%29
Daily Resource Planner
PGCPS AND FFT
Domain 1: Planning and Preparation Component: 1c: Setting Instructional Outcomes
Elements: Value, sequence and alignment Clarity Balance Suitability for diverse learners
Are your outcome(s) on target?
PGCPS AND FFT
Domain 1: Planning and Preparation Component: 1e: Designing Coherent Instruction
Elements: Learning activities Instructional materials and resources Instructional groups Lesson and Unit structure
Is your instruction designed for optimum learning?
PGCPS AND FFT
Domain 2: Classroom Environment Component: 2b: Establishing a Culture for Learning
Elements: Importance of the content Expectations for learning and achievement Student pride in work
Is your instruction aligned with Common Core and Classroom Content? Passionate?
PGCPS AND FFT
Domain 1: Planning and Preparation Component: 1c: Setting Instructional Outcomes
Elements: Value, sequence and alignment Clarity Balance Suitability for diverse learners
Are your outcome(s) on target?
PGCPS AND FFT
Domain 1: Planning and Preparation Component: 1e: Designing Coherent Instruction
Elements: Learning activities Instructional materials and resources Instructional groups Lesson and Unit structure
Is your instruction designed for optimum learning?
PGCPS AND FFT
Domain 2: Classroom Environment Component: 2b: Establishing a Culture for Learning
Elements: Importance of the content Expectations for learning and achievement Student pride in work
Is your instruction aligned with Common Core and Classroom Content? Passionate?
PGCPS AND FFT
Domain 2: Classroom Environment Component: 2b: Managing Student Behavior
Elements: Expectations Monitoring of student behavior Reponses to student behavior
Is you behavior management plan linked to the school’s plan? Do you have seating charts? Procedures? Are they working?
PGCPS AND FFT
Domain 3: Instruction Component: 3b: Using Questioning and Discussion Techniques
Elements: Quality of questions Discussion techniques Student participation
Do you ask open ended questions? Do students share their thoughts? (Dispositions In Action)
PGCPS AND FFT
Domain 3: Instruction Component: 3c: Engaging Students in Learning
Elements: Activities and assignments Grouping of students Instructional materials and resources Structure and pacing
Teacher Directed Activities, Teacher-Monitored Activities, Extension, Refinement, and Practice Activities, Assessments
PGCPS AND FFT
Domain 4: Professional Responsibilities Component: 4a: Reflecting on Teaching
Elements: Accuracy Use in future teaching
How do you reflect on yourteaching after the lesson?
PGCPS AND FFT
Domain 4: Professional Responsibilities Component: 4c: Communicating with Families
Elements: Information about the instructional program Information about individual students Engagement of families in the instructional program
How do you communicatewith the school community?
FRAMEWORK FOR TEACHING LESSON PLANNER
Formal Lesson Planner (14 pages) Lesson Planner Outliner
(7 pages)
Lesson Planner Rough Draft (2 pages)
Multiple key questions to assist you to create your lesson plan aligned with FFT Components for evaluation.
Blank formats with few instructions to rough out and write your lesson plan.
LESSON SEED BASICS
Standards for the 21st Century Learner National Common Core Standards
Crosswalk of Common Core Standards and the Standards for the 21st Century Learner, 2009
LESSON SEED BASICS
Crosswalk of Common Core Standards and the Standards for the 21st Century Learner (AASL)
Grade-Level BENCHMARKS?
What does this look like in Maryland’s
classrooms?
LESSON SEED BASICS
PGCPS Curriculum Connections Crosswalks for English Language Arts (K-12)
• Skills with benchmarks (2, 5, 8, 10, 12)• Dispositions in Action (Sample Behaviors/Stages of
Development)• Responsibilities (Sample Behaviors/Stages of
Development)• Self Assessment Skills
PGCPS CURRICULUM CONNECTIONS CROSSWALKS (K-12)
Frameworks: Reading Literature Reading Informational Text: 9-10 Reading
Informational 7 Reading Foundational Skills Writing: K-2 Writing 8 Speaking and Listening Language
QUESTION
In which English/LA framework do library media standards appear most?
Writing
Speaking and Listening
Reading Informational Text
PGCPS CROSSWALKS
Download a version of the crosswalk to review. http://lms-professional-development.wikispaces.c
om/Curriculum+Crosswalks
OLMS Google Page
PLANNING OUR LESSON
• Common Core Standard: K-2 Writing 8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
What would your lessonlook like?
K-2 ASSIGNMENT LESSON
• Common Core Standard: K-2 Writing 8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
• Grade 2, Topic B. Geographic Characteristics of Places and Regions. • Classify places and regions in an environment using geographic
characteristics• Identify natural/physical features and human made features using
maps and photographs• Describe and classify regions using climate, vegetation, animal life,
and natural physical features• Classify places as rural and urban (suburban)• Describe how geographic characteristics determine choices, such as
climate guides decisions about food, clothing, and shelter.
K-2 ASSIGNMENT
Natural, Physical
Human-made
Maps, Photographs
Climate, Vegetation
Animal life
Rural, Urban, Suburban
Food, Clothing, Shelter
K-2 ASSIGNMENT LESSON
K-2 ASSIGNMENT LESSON
K-2 ASSIGNMENT LESSON
K-2 ASSIGNMENT
Differentiation
K-2 ASSIGNMENT
WHAT WOULD YOUR LESSON INCLUDE?
• Connect to own interests• Keywords• Simple notetaking• Citing• Quotations marks• Writing information in own words• Opportunity to share own experiences• Technology
MAPPING OUT A
SUCCESSFUL PLAN
BUILDING A LESSON
Content Knowledge: Topic
Pedagogical Knowledge: Strategies
Lib
rary Med
ia
Stan
dard
s
Content Knowledge: Topic
Pedagogical Knowledge: Strategies
Lib
rary Med
ia
Stan
dard
s
Content Knowledge: Topic
Pedagogical Knowledge: Strategies
Begin your resource hunt….
What do we have to teach this?
Print resources, electronic resources, databases, etc.
Lib
rary Med
ia
Stan
dard
s
Scenario:Real Life
Experience
Content Knowledge: Topic
Pedagogical Knowledge: Strategies
Begin your resource hunt….
What do we have to teach this?
Print resources, electronic resources, databases, etc.
Select the most appropriate resources
Stan
dard
s
Lib
rary Med
ia
Content Knowledge: Topic
Pedagogical Knowledge: Strategies
Begin your resource hunt….
What do we have to teach this?
Print resources, electronic resources, databases, etc.
Select the most appropriate resources
What product can students make that would demonstrate an understanding for the Content and Library Media Standards?
Stan
dard
s
Lib
rary Med
ia
Content Knowledge: Topic
Pedagogical Knowledge: Strategies
Begin your resource hunt….
What do we have to teach this?
Print resources, electronic resources, databases, etc.
Select the most appropriate resources
What product can students make that would demonstrate an understanding for the Content and Library Media Standards?
Background Knowledge
What do students
already know?
Stan
dard
s
Lib
rary Med
ia
Content Knowledge: Topic
Pedagogical Knowledge: Strategies
Begin your resource hunt….
What do we have to teach this?
Print resources, electronic resources, databases, etc.
Select the most appropriate resources
What product can students make that would demonstrate an understanding for the Content and Library Media Standards?
Background Knowledge
What do students
already know?Engagement
Stan
dard
s
Lib
rary Med
ia
Content Knowledge: Topic
Pedagogical Knowledge: Strategies
Begin your resource hunt….
What do we have to teach this?
Print resources, electronic resources, databases, etc.
Select the most appropriate resources
What product can students make that would demonstrate an understanding for the Content and Library Media Standards?
Background Knowledge
What do students
already know?Engagement
Instruction Activity
Closure
Stan
dard
s
Lib
rary Med
ia
What product can students make that would demonstrate an understanding for the Content and Library Media Standards?
Background Knowledge
What do students
already know?Engagement
Instruction Activity
Closure
Engagement
Instruction
Activity
Closure
Dispositions in ActionResponsibilitiesSelf-Assessment
Strategies
LESSON SEEDS
• Choose a standard• Think about strategies to teach this standard and
the resources available• Consider a real-life scenario to hook students’
interest• Think through the lesson’s structure:
engagement, introductory activity/developmental, guided practice, independent activity, assessment
• Product• Fine-tune with AASL Benchmarks, Dispositions in
Action, Responsibilities, and Self-Assessment Skills
LESSON SEEDS
http://www.corestandards.org/assets/Appendix_A.pdf
CREATE!
• Get in groups• Brainstorm the parts of your lesson using the FFT
lesson planning documents• Write your lesson on poster paper• Share with the group