Building Capacity in Your 21st Century Teachers

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We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.

• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.

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Building Capacity in Your 21st Century Teachers

  1. 1. BUILDING CAPACITY IN YOUR 21ST CENTURY TEACHERS LEE ANNE HOUSLEY, DIRECTOR OF SCHOOL PARTNERSHIPS
  2. 2.  Professional Learning  Professional Growth  Self Efficacy  Personal and professional goals  Teacher evaluations  Changing expectations 2
  3. 3. Our most effective teachers show that great teaching is leadership…. In every highly effective classroom, we find a teacher who, like any great leader, rallies team members (in this case, students and their families) around an ambitious vision of success. We find a teacher who plans purposefully and executes effectively to make sure students reach that vision, even as that teacher also continues to learn and improve. (Farr, 2010) 3
  4. 4. Objectives:  Identify the critical attributes of a 21st century teacher  Examine the multi-tiered approach to differentiated professional development  Identify the six performance traits and what it takes to develop expertise in our students and ourselves. 4
  5. 5. Agree or Disagree We will need a different skill set and mind set to address the needs of 21st century learners. Learning to collaborate with others and connect through technology are essential skills in a knowledge-based economy. ATCS - Assessment & Teaching of 21st Century Skills 5
  6. 6. What are 21st century skills? Twenty-first-century skills are the abilities students will need to develop so that they can be prepared for the challenges of work and life in the 21st century. Compare and Contrast with current practice Highly Somewhat Not at all 6
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  8. 8. Portrait of a 21st century teacher  Critical thinking  Collaboration and Communication  Integration of technology  Leadership and accountability 8
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  10. 10. Critical Attributes of 21st Century Teacher  Must make content more relevant  Must bring outside world in class to make learning more authentic  Must use technology  Must provide students opportunity to collaborate with experts in their field  Must be able to work with diverse children  Must be future-oriented
  11. 11. Other Needed Teacher Skills: • Be part of a team • Negotiate • Network across cultural environments • Collaborate on projects • Manage complex classroom social interactions • Match teaching strategies and technology with student needs • Create global learning connections • Incorporate alternative forms of assessment (Trimble & Case, 1999)
  12. 12. What skills would you add to this list? 12
  13. 13. Reflection What skills did I use while creating this presentation? 13
  14. 14. Self-efficacy  Is the measure of the belief in one’s ability to complete tasks and reach goals.  Affects every area of human endeavor.  Strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make.  Collective efficacy is significantly related to achievement at the school level. A. Bandura – Self-efficacy: The Exercise of Control (1997) 14
  15. 15. Goals: CC Literacy Standards The literate individual should be able to:  Read complex texts independently  Build strong content knowledge from reading, writing, speaking, and listening  Respond to the varying demands of audience, task, purpose, and discipline  Comprehend print and non-print texts as well as critique them  Value evidence gathering and evaluate it  Use technology and digital media strategically  Understand other perspectives and cultures 15
  16. 16. CC: Habits of a Mathematically Expert Student The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students: 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning 16
  17. 17. Why is this important? 17
  18. 18. 21st Century Skills: 4 broad categories  Ways of thinking. Creativity, critical thinking, problemsolving, decision-making and learning  Ways of working. Communication and collaboration  Tools for working. Information and communications technology (ICT) and information literacy.  Skills for living in the world. Citizenship, life and career, and personal and social responsibility ATCS - Assessment & Teaching of 21st Century Skills 18
  19. 19. Danielson Framework – Four Domains Domain 1: Planning and Preparation  1a Demonstrating Knowledge of Content and Pedagogy  1b Demonstrating Knowledge of Students  1c Setting Instructional Outcomes  1d Demonstrating Knowledge of Resources  1e Designing Coherent Instruction  1f Designing Student Assessments 19
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  21. 21. Danielson Framework Domain 2: Classroom Environment  2a Creating an Environment of Respect and Rapport  2b Establishing a Culture for Learning  2c Managing Classroom Procedures  2d Managing Student Behavior  2e Organizing Physical Space 21
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  25. 25. Danielson Framework Domain 3: Instruction  3a Communicating With Students  3b Using Questioning and Discussion Techniques  3c Engaging Students in Learning  3d Using Assessment in Instruction  3e Demonstrating Flexibility and Responsiveness 25
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  27. 27. Academic Learning Time (ALT) Critical Attributes 1. Students know and understand the lesson objective. 2. Students actively manipulate content in relation to lesson objective. 3. During this active manipulation, students are experiencing a 75–95% success rate.
  28. 28. Lesson Planning Template  ARK & Objective:  Teacher Input (TIP) and Student Active Participation (SAP)  ME (Think-Aloud # 1 – Teacher Directed/Modeled)  WE (Think-Aloud # 2 – Interactive)  TWO Guided Practice (with partner)  YOU Independent Practice  ISS/Evidence of Learning Monitor and Adjust Continual assessment of student understanding 28
  29. 29. Danielson Framework Domain 4: Professional Responsibilities  4a Reflecting on Teaching  4b Maintaining Accurate Records  4c Communicating with Families  4d Participating in a Professional Community  4e Growing and Developing Professionally  4f Showing Professionalism 29
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  31. 31. Danielson The Framework may be used for many purposes, but its full value is realized as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. The Framework may be used as the foundation of a school or district's mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners. www.danielsongroup.org 31
  32. 32. Marzano’s Teacher Evaluation Model 32
  33. 33. The Marzano Teacher Evaluation Model shines the spotlight on Domain 1: Classroom Strategies and Behaviors, which contains not only the largest number of elements but also those that have been shown in causal studies to have the most direct effect on student performance. www.marzanoevaluation.com 33
  34. 34. Catapult Learning Teacher Competencies Domain 1: Planning & Preparation  Curriculum Mapping, Unit Planning, Lesson Planning  Setting Clear Goals and Objectives Domain 2: Classroom Environment  Setting up and Managing the Learning Environment 34
  35. 35. Catapult Learning Teacher Competencies Domain 3: Instruction  Shaping and Chunking Instruction  Differentiating Instruction  Teaching for Conceptual Understanding  Teaching for Application and Transfer  Monitoring Student Learning  Providing Feedback Domain 4: Professional Responsibilities  Assessing Student Performance  Teacher Reflection and Collaboration 35
  36. 36. Putting it all together Expected Student Behaviors Teacher Skills Four Domains Evaluation – Using the Rubrics 36
  37. 37. Professional Development for 21st Century  Understand importance of 21st century skills  Integration of skills and tools into instruction daily  Create opportunities for collaboration – PLCs  Use the talent in the school/district for mentoring, coaching, and team teaching  Support teachers in their role as facilitators  Promote effective communication Wikispaces – 21st century teaching 37
  38. 38. Differentiated Professional Development  Use of data  Multi-tiered approach  Teacher input and feedback  PD that delivers the “How to” factor  Instructional strategies for 21st century  Opportunities for practice/coaching 38
  39. 39. The Importance of Character What the Research Tells Us  Research has shown that certain character traits are as important to a student’s success in school and beyond—if not more important—than academic skills and content.
  40. 40. Performance Character  The character traits Defining identified by researchers as Our having profound effect on Terms student success are not moral or ethical traits or values, but performancerelated traits and values.  It’s all about how students think about and interact with their work…
  41. 41. Performance Character Traits Defining Our Terms  Persisting towards solutions  Working with precision  Asking questions  Working with others  Making connections  Monitoring progress and embracing learning
  42. 42. • Try to find places where you can give students chances to keep working on papers, projects, and even tests, so that “getting it right the first time” isn’t the only value being taught. Persisting Towards Solutions Developing and encouraging grit, perseverance, and resilience can have enormous benefits in every aspect of a child’s life.
  43. 43. • Giving students the chance to keep improving on work for a better score rewards precision and attention to detail. • As long as students can keep making their work better, there’s no need to display student work that has errors or is less than exemplary. Working with Precision Whatever subject you teach, students should be encouraged and rewarded for close attention, careful work, attention to detail, and an insistence on excellence.
  44. 44. • Use “think-alouds” to model active reading and active problem-solving. Help demonstrate what active questioning looks, sounds, and feels like throughout the day. Asking Questions Do we reward our students for sitting still, remaining quiet, and simply receiving what we deliver? Or are we modeling the importance of having a restless, active, inquiring mind that wants to—needs to—know more?
  45. 45. • Don’t just provide opportunities for group work. Use rubrics and sample student work to model what effective collaboration really looks like. Working with Others Few jobs in today’s workforce require or reward isolation, secrecy, or “eyes on your own paper.” In fact, being able to work effectively with other people, in the same room or across the world, is increasingly important. Are we teaching these skills?
  46. 46. • Look for opportunities to change formats, perspectives, and genres to help students stretch their understanding and make generalizations. Making Connections If we are not explicitly helping students connect their learning to other subjects and other contexts, nothing we teach them will seem relevant or be of much use to them once they leave our classrooms.
  47. 47. • Give students opportunities and tools to track and evaluate their work and their progress, both within projects and across the school year. Monitoring Progress / Embracing Learning Is school something our students actively do? Or is it simply something that happens to them? We need to help students take ownership of their learning and track, monitor, and evaluate their progress and success.
  48. 48. Building Capacity for 21st Century Teachers 48
  49. 49. Building Capacity for 21st Century Teachers 49

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