leveraging the power…
TRANSCRIPT
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Leveraging the Power… Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure )
Surveys of Instructional Practice
(Grades 3-5, Grades 6-8, Grades 9-12)
Teacher Assessment on Performance Standards
(Observations and Documentation)
Student Growth and Academic Achievement
Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects - DOE-approved, district-developed
Student Learning Objectives
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Leader Keys Effectiveness System
Leader Keys Effectiveness System (Generates a Leader Effectiveness
Measure)
Governance and Leadership
-Climate Survey -Student Attendance -Retention of Effective Teachers
Leader Assessment on Performance Standards
-Performance Goal Setting -Documentation of Practice
Student Growth and Academic
Achievement
- Student Growth Percentile - Achievement Gap Reduction - DOE-approved Student Learning Objectives Utilizing District Identified Growth Measures
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Leveraging the Power… Time Management
“Plan your work and work your plan.” Vince Lombardi
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Planning for TKES and LKES Implementation 1. Create Implementation Calendar: Implementation requirements, due dates, and target deadlines need to be outlined on your school and/or district academic calendar, or the timeline provided by GaDOE.
2. Share Responsibilities and Create Consistency: Determine how to share the responsibilities for each component of TKES and LKES. Ensure consistency of implementation.
3. Communicate the Plan and Process: Effectively communicate the purpose and process of TKES or LKES to those being evaluated throughout the year.
4. Monitor Progress: Develop a system to maintain contact with other evaluators and check specific responsibilities.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Utilize Timeline/Checklist
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August TKES LKES Provide TKES
orientation for teachers
Provide LKES orientation for leaders
Teachers complete self-assessment
Leaders complete self-assessment
Evaluators conduct Pre-Evaluation conferences
Leaders begin Performance Goal-Setting process
Evaluators begin conducting Walk-throughs (after pre-evaluation conferences)
Evaluators plan for Pre-Evaluation conferences
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Leveraging the Power… Professional Learning Opportunities
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
The Professional Learning Opportunities are located on the TLE Electronic Platform: • Quick Guides – A one page document focusing on a
critical component of TKES and/or LKES. • Flow Charts – Graphic representations of sequential
guidance on TKES and/or LKES implementation. These can be used as decision-making tools and serve as reminders for facilitating the process with efficacy.
• Mini-Modules – On-line professional learning courses designed to enhance the participants’ understanding of various concepts of TKES and/or LKES.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Let’s look inside a Mini-Module…
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Using Low Inference Feedback and Conferencing:
A School Leader’s Guide for Improvement
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
- Ken Blanchard
What is low inference feedback and why is it “the breakfast of champions?”
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
The Purpose of this Module is to…
• provide school leaders an opportunity to strengthen their understanding of low inference feedback.
• identify key aspects of low inference feedback.
• learn strategies to assist in using low inference feedback to enhance teaching and learning in your building.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Essential Questions:
• Why is it important to collect low inference evidence before trying to assess teacher practice?
• How can low inference evidence support teacher development?
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Reflection Questions: Think about your current practices of conducting observations and providing teachers with feedback. • What is your approach to completing a classroom
observation? • What kind of notes do you make when visiting a
classroom? • How do you provide teachers with feedback? • How does your feedback impact classroom
instruction and how do you know? • Record your responses to the questions above on the
participant’s guide page 2.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
What is Low Inference Feedback? • Low inference feedback is a product of a low
inference observation. • Using a description of observable facts or events,
without interpretation. • Uses a low degree of subjectivity. • Just the facts, not your opinion. • A factual observation, not a judgment.
• Low inference feedback, either written or verbal, addresses very specific behaviors and observations. All subjectivity and value judgments are removed.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Low Inference Feedback… • provides a detailed record of what took place, using a
transcript of events versus an opinion of what was observed.
• deepens a practitioners’ ability to observe and reflect on their practice.
• focuses on student interactions and learning. • stimulates collegial discourse on narrowing the gap
between teaching and learning. • is for the purpose of professional learning and
growth.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
How can Low Inference Observations contribute to improving student achievement
outcomes?
Low Inference Observations and Feedback can allow us to: • dramatically increase practitioners capacity to accurately
observe practice. • engage in collegial conversations about a classroom event
without debating the facts. • illuminate small changes in practice across classrooms that
make a big difference in learning. • identify patterns within and across classrooms to inform
more targeted professional learning.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Let’s Practice… Here are some statements made after observing a classroom. Use page 3 of the participant’s guide to answer the following: • Which are written in low inference and which are written in high
inference? How can you tell?
• How can we change the high inference statement into low-inference statements?
1. The teacher asked 3 clarifying questions to the pair of students.
2. One child did not understand the assignment.
3. There are five students who had their heads down.
4. This student is an English Language Learner.
5. Two causes for the American Revolution were listed and discussed.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Now Review:
1. The teacher asked 3 clarifying questions to the pair of
students. – This could be considered a low inference statement because it is a
factual observation. However, one could record information about how the students answered the questions…this will help understand the learning that is going on in the classroom.
2. One child did not understand the assignment.
– High inference: Make adjustments such as noting what the teacher and student did. This statement is interpretation of what is taking place. Ask the student questions or record teacher – student interactions for clarity.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Review…continued
3. There are five students who had their heads down.
– This is a low inference, factual statement.
4. This student is an English Language Learner. – This is a low inference, factual statement.
5. Two causes for the American Revolution were listed and
discussed. – Although this is a factual recording, if more information were
included about the student interaction and a transcript or excerpt of the discussion, it would allow for more specific feedback.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Questions to consider during low inference classroom observations: • What is the teacher doing?
• What are the students doing?
• What are students saying to the teacher? To each other?
• What is the task?
• How much time is spent on the task?
• What is the Depth of Knowledge of the task?
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
An Example:
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Reflection: Using the form on page 8 of the participant’s guide, complete an
action plan for implementing Low Inference Feedback and Conferencing.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Let’s look inside the Courageous Conversations
Mini-Module.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Engaging in Courageous Conversations
“ To listen closely and reply well is the highest perfection we are able to attain in the art of
conversation.” - Francois de La Rochefoucauld, French nobleman.
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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
For further Information, contact: [email protected]
Avis King, Deputy Superintendent, Office of School Improvement [email protected]
Cindy Saxon, Associate Superintendent, Division of Teacher/Leader Effectiveness [email protected]
Robin Gay, Director, Division of Teacher/Leader Effectiveness [email protected]
Melinda Moe, Program Manager, TLE-TKES/LKES Implementation [email protected]
Carlene Kirkpatrick, Program Manager, TLE-Title II, Part A & TLE Electronic Platform [email protected]
Michele Purvis, Program Manager, TLE-Student Learning Objectives [email protected]
Keisla Tisdel, Program Manager, TLE-Evaluation, Data, & Documentation
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