tem 3.0 teacher training. shelby county schools | summer 2013 | tem 3.0 do now- the four rooms of...

TEM 3.0 Teacher Training

Shelby County Schools | Summer 2013 | TEM 3.0

Do Now- The Four Rooms of ChangeTake 2-3 minutes to jot down how you feel about TEM 3.0 being part of your teaching practice.What room of change are you in?

Michelle Armstrong

Love this!!!!

TEM 3.0 Framework| Shelby County Schools | Summer 2013

ObjectivesParticipants will:

Examine brief historical progression of TEM 1.0 and TEAM to TEM 3.0.

Develop understanding of TEM 3.0 structure, content, and language.

Align Common Core instructional shifts with language and content in the framework.

Connect language and teaching actions across indicators.


Agenda

History of the Rubric Understanding the Structure of the

Rubric TEM 3.0 and Common Core Connections Across the Rubric Deep Dive into the Indicators


Learning Community Norms

Participate actively Be open to new ideas Trust the process Engage in the learning experience Honor time limits


Question to Keep in Mind throughout the Session. . .

How will the TEM 3.0 observation rubric and revisions help support, grow, and maintain teacher effectiveness so that ALL students benefit?

Teacher Effectiveness Measure: 1.0 to 3.0


How Did We Get Here?

8 88

TEM 1.0, TEAM, The Bill and Melinda Gates Foundation, and TN 1st to the Top

TEM 2.0 and Common Core State Standards

TEM 3.0 rubric and process development for the new Shelby County Schools District


TEM and Common Core Instructional ShiftsStudent readiness for

postsecondary education and the

workforce WHY we teach

Common Core State Standards

provide a vision of excellence for

WHAT we teach

TEM T&L Framework provides a vision of excellence for HOW

we teach

How Did We Get Here?

Getting the Know the TEM 3.0 Rubric

Shelby County Schools| Summer 2013 | TEM 3.0

Descriptors

Footnotes

Michelle Armstrong

Let's add a shaded box to explain the sub descriptors/ open bullets too. I tried, but couldn't match your text box color.


Getting to Know the Rubric

Take a five minutes to flip through the rubric and consider:

Why is the rubric structured as it is?What relationships do you notice among

indicators?What do you notice about the levels of

performance as you read from left to right?

How are student actions incorporated?


Indicator “Speed Dating” Prep

You are now the indicator you were assigned

Review your indicator so you are confident about who you are

Write a “bio” of your indicator. Here’s a sample…

Hi. I’m P1, but many people call me “Know Your Students in

Order to Plan Instruction Effectively.”

If you hang around me, you’ll find I like to use a variety of

sources to know my students’ performance levels, and I regularly use them in my

planning. Also, I have various ways to garner data on my

students’ backgrounds, family, interests and learning styles.I even proactively share this

info with others because I like to be highly effective.

In addition to this…


Indicator “Speed Dating” - Dating Rounds

You’ll have 15 minutes to go on three to four dates.

During each date, you will find a partner and introduce yourselves as your indicator.

Write down the connections that you have with your “date.”

Guiding Questions: What “attracts” you to

your “date”? How can you work

together to support a teacher in developing College and Career Ready students?

If your indicators happen at the highest levels, what are the effects on students?


Indicator “Speed Dating” Debrief

• What new insights were revealed to you through this activity?

• How do these “connections” support students in becoming college and career ready?

• How did this activity help you begin to process the TEM 3.0 Framework?

TEM 3.0 and Common Core


TEM 3.0 and Common Core

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Common Core’s Instructional Shifts and TEM 2.0 and 3.0

TEM 3.0 CCSSTake a minute to review the CC instructional shift assigned to you.

Now search the TEM rubric to find evidence of the CC instructional shift assigned to you.

Debrief:• What linkages do you see between the CCSS

instructional shifts and the TEM language?

Michelle Armstrong

I think we need to reference the state's shifts and then have the facilitators make a comment about the how the Engage NY doc gives more detials about these same shifts. Then still use the NY doc becuase it's what was used to make the revisions and the language is more helpful. This is different from what I told Rachel; what do you think?

Indicator Connections


Connecting the Indicator – T1

T1

•Objective in Relationship to Standards

T4

•Strategies Aligned to the Objective

CLE 3

•Resources Help Students Master Standards

What’s common among these indicators?

Michelle Armstrong

You might create additional slides like this for the other 4 groupings. The 2 orange sections on the picture don't go together; I couldn't find another color marker. You have T3 (scafold and differention)described on the next slide. After the actvity, show the remaining connections. The others are- T7, CLE 2, CLE 4 (maximizing instructional time); T2 and T6 (adjusting instruction when needed); and T2, T4, T5 (modeling instruction/ thinking). Also include a slide before closing this section that clearly explains that a score in 1 of the grouped indicators does not mean that this score will be the same for the other related indicators; however, the evidence for the common practice among the grouped indicator hasn't changed; it's just seen within a slightly different context based on the indicator. This has to be included too so that teachers understand that this is NOT an issue of duplicative scoring.


Connecting the Indicators

1. Read the Teach 3 indicator and focus on the language and footnotes for differentiation/scaffolding.

2. Look at all of the indicators and all of the descriptors

3. Highlight and/or underline all language that is aligned or connects to differentiation/scaffolding.

4. Pull out the language and list it and the indicator in the table.

5. Compare your list with members of your small group and discuss any similarities and differences found in your lists.



T3

•Scaffolding and Differentiation (Content, Process or Product)

T4

•Differentiated Strategies/ Scaffolding Challenge

T 5

•Higher Order Thinking and Challenge

T6

•CFU and Scaffolding

CLE 1

•Promoting Academic Effort and Challenge

CLE 3

•Resources Leveled or Differentiated




T2

•Explanation of Content Includes Modeling

T4

•Modeling Problem Solving Strategies

T 5

•Modeling Thought Process and Thinking Strategies




T7

•Maximizing Instructional Time

CLE 2

•Procedures and Routines Support Instructional Time

CLE 4

•Managing Behavior to Maximize Instructional Time


Diving into the Indicators


TEACH 3

Take a few minutes to read the indicator and then answer the questions:

What are the teacher’s actions for Level 3?

What are the students’ actions for Level 3?

What are the teacher’s actions for Level 4/5?

What are the student’s actions for Level 4/5?


What does TEACH 3 look like?

Teacher and Student Actions

Level 3 Level 4/5

Teacher Actions: - Utilizes varying learning styles based on student needs (ex. kinesthetic activity). -Selects complex text aligned with objective. -Creates tasks to support objective mastery (math or problem-solving). Student Actions: N/A

Teacher Actions: -Selects text, tasks, and activities to move beyond current mastery. Student Actions: N/A


TEACH 4

Take a few minutes to read the indicator and answer the questions:








Level 3 Level 4/5

Teacher Actions: -Models one problem-solving strategy. -Scaffolds and differentiates content, process, and/or product. Student Actions: -Discusses or writes to demonstrate content mastery. -Creates an original product related to one of the problem-solving types. (ex. conducts an experiment and records observations.)

Teacher Actions: -Models two or more problem-solving strategies. -Demonstrates how to select self-select strategies for mastery. -Provides a menu of activity choices. Student Actions: -Models two or more problem-solving strategies. -Demonstrates or explains utilized strategies for mastery. (ex. math task solution) -Relates learning to the content standards. (ex. science experiment)


TEACH 5

Take a few minutes to read the indicator and answer the questions:








Level 3 Level 4/5

Teacher Actions: -Models thought process for questioning. -Questions and provides cues to redirect learning. (ex. assessing and advancing questions) -Teaches one type of thinking related to objectives/content. Student Actions: -Engages in tasks and/or discussions that address at one type of thinking. -Recites relevant evidence.

Teacher Actions: -Provides complex materials to promote higher-level thinking. -Teaches multiple types of thinking related to objectives/content. Student Actions: -Generates their own questions. -Monitors their own thinking for understanding.


The Four Rooms of Change

After learning more about TEM 3.0, what room of change are you in now?

Thank You!

Michelle Armstrong

Really important to have teachers complete a quick survey. Their responses will be really helpful moving through the year!

tem 3.0 teacher training. shelby county schools | summer 2013 | tem 3.0 do now- the four rooms of...

Documents

rubric tem

tem rubric

tem language

tem tl framework

rubric slide

common core slide

indicator connections

teacher training slide