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September NCEES Calibration
- 1. Starter: On your table you will find a quote from NCEES Standard 2, 3, or 4. Please read and reflect on the quote. Then on the back of the page, write down SPECIFIC evidence you could see or hear IN A CLASSROOM OBSERVATION to show the teacher is developing, proficient, accomplished, or distinguished in that element of that standard. You will add to this throughout the session. Bring up the NCEES rubric from this link: http://tinyurl.com/q9eoxuv and compare the look-fors with your answers.
- 2. Essential Questions: •What is the purpose of NCEES? •How can we use NCEES to move our schools and the system forward? Answer each of these questions with your shoulder partner.
- 3. Reflect, what does this photo have to do with our NCEES Observation Process?
- 4. Tea Party Activity: There were different quotes from the standards/elements on the papers that were handed out when you came in. You read, reflected and wrote on your standard/element. Now, you will get up and mingle about the room, stopping to talk to another person every minute.
- 5. At each stop: •Read your Standard/Eleme nt to your partner •Tell him/her what your connection/takeaway was •Look for themes
- 6. Analysis of Video 1 8th Grade ELA Class We will watch about 4 minutes. Look for evidence pertaining to your standard/element. Jot it down. What else do you need to make a judgment? https://www.teachingchannel.org/videos/improving-student-engagement
- 7. Standards: http://www.corestandards.org/ELA- Literacy/RL/8/ Learning Targets: “I can understand symbols and themes.” “I can explain the relevance of symbols and themes in ‘Mockingbird’ and give similar symbols and themes from my life.” HW Assignment http://www.quia.com/cc/142829.html
- 8. Partners with Whiteboards Locate other people who had the same standard on their index card. Listen to each statement, then discuss with your partner what rating you would give and what evidence you have. Record your answer on your whiteboard. When asked, hold up your board to show the class. Be prepared to defend your answer.
- 9. Growing the Culture Depends on Clear Communication http://www.schooltube.com/video/7836329a6ed6462 cb526/Xtranormal%20Rigor%20in%20the %20Classroom
- 10. What feedback or coaching would you give this teacher?
- 11. So, do how we coach teachers? Present each key point for improvement during post-conference in this format:
- 12. 4th Grade Reading Lesson: https://www.youtube.com/watch ?v=2CctoWt-0mY CCSS ELA 4: http://www.corestandards.org/E LA-Literacy/L/4/ Video:
- 13. Standards: http://www.corestandards.org/ELA-Literacy/L/4/ Learning Targets: “I can understand six new key words from our story.” “I can create physical reminders of the meaning of words.” HW Assignment: worksheet on following slide
- 15. What feedback or coaching would you give this teacher?
- 16. Remember The One Minute Manager?
- 17. How Can Leaders/Peer Coaches Help? • Analyze lesson plans for alignment with SCOS and evidence of student engagement. • Visit classrooms weekly and stay at least 10 mins. • Examine student work each time. • Ask students, “What are you learning?” • Give teacher 1 minute verbal feedback. • Visit PLCs regularly and spark the conversation. • Ask teachers to share best practices with a school-wide focus. • Highlight successes in weekly bulletin. • Model expectations in how you conduct staff meetings and PD.
- 18. Coming into the Home Stretch! School-wide Systemic Practices are Key
- 19. Essential Questions: •What is the purpose of NCEES? •How can we use NCEES to move our schools and the system forward? Answer each of these questions with your other shoulder partner.
Editor's Notes
- IIa. “Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.” Iib. “Teachers embrace diversity in the school community and in the world.” Iic. “Teachers treat students as individuals.” Iid. “Teachers adapt their teaching for the benefit of students with special needs.” IIIa. “Teachers align their instruction with the NC SCOS.” IIIc. “Teachers recognize the interconnectedness of content areas/disciplines.” IIId. “Teachers make instruction relevant to students.” Iva. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social and emotional development of their students.” Ivb. “Teachers plan instruction appropriate for their students.” Ivc. “Teachers use a variety of instructional materials.” Ive. “Teachers help students develop critical thinking and problem-solving skills.” Ivg. “Teachers communicate effectively.” Ivh. “Teachers use a variety of methods to assess what each student has learned.”
- (2 mins) Rice Students’ POV: What engages ss? Teachers’ POV: What does engagement look/sound like if I’m doing it right? Admins’ POV: How do we grow and support it? Catch ideas on anchor chart with post its.
- Davis (2 min) Whole group discussion Marvin Gaye “What’s Going On”
- (4 mins) Do four one minute time increments then have participants return to seats. Debrief about how engaging that activity was at activating prior knowledge and setting a hook for the content Ask for volunteers to share out what they gained from this experience. PINK “Get the party started”
- (10 mins) Improving Student Engagement In an 8th Grade ELA classroom run from 3:30 to 7:34 https://www.teachingchannel.org/videos/improving-student-engagement
- (5 mins) Davis Do five true/false questions in this format: Learning is more likely to take place when students talk create, and integrate knowledge. Rigorous classrooms provide opportunities for higher performing student work from higher grade level standards in an effort to accelerate learning. Students sitting quietly in rows indicates to an administrator that the teacher has good classroom control, allowing students opportunity to think. Purposeful, constant, targeted instruction is what matters most in student achievement. Most students are simply not wired to pay attention to a teacher presentation.
- (5 mins) Davis So, you just saw an ineffective conversation between a principal and a teacher. We want to show you an effective one minute model that you can use for regular informal feedback to grow teachers in any area your building is focused on. Tonight, we will practice using this model to grow student engagement. S– Situation – Set the context, the time, a few details about when the observation took place so both of you are on the same page. For example, “I came by this morning for a walkthrough during 1st period and you were just finishing the direct instruction portion of your lesson plan, and moved into research groups.” B – Behavior – Focus on data and facts as much as possible. Do not talk about personal things, or attitudes. Just be matter of fact. For example, “I noticed that as students worked on this engaging research activity, you remained seated at your desk.” I – Impact – What happened to student learning because of the teacher behavior? For example, “As a result, some of your groups were not on task at all. When students are engaged in group work, it is most beneficial if the teacher is in close proximity and aware of what they are doing and can give feedback and redirect.” N – Next Steps – What do you want the person to do differently. State it positively if at all possible. For example, “Give me a time when you are going to have students working in groups tomorrow, and let me come back and see that. If you need help, I will jump in and model for you the kind of monitoring I would like for you to do.” Complete by 7:25
- (6 mins) Davis Engaging Students in Direct Instruction http://fw.to/0ieTWjX Classroom video from a different grade level. Use evidence/impact again.
- (5 mins) Davis So, you just saw an ineffective conversation between a principal and a teacher. We want to show you an effective one minute model that you can use for regular informal feedback to grow teachers in any area your building is focused on. Tonight, we will practice using this model to grow student engagement. S– Situation – Set the context, the time, a few details about when the observation took place so both of you are on the same page. For example, “I came by this morning for a walkthrough during 1st period and you were just finishing the direct instruction portion of your lesson plan, and moved into research groups.” B – Behavior – Focus on data and facts as much as possible. Do not talk about personal things, or attitudes. Just be matter of fact. For example, “I noticed that as students worked on this engaging research activity, you remained seated at your desk.” I – Impact – What happened to student learning because of the teacher behavior? For example, “As a result, some of your groups were not on task at all. When students are engaged in group work, it is most beneficial if the teacher is in close proximity and aware of what they are doing and can give feedback and redirect.” N – Next Steps – What do you want the person to do differently. State it positively if at all possible. For example, “Give me a time when you are going to have students working in groups tomorrow, and let me come back and see that. If you need help, I will jump in and model for you the kind of monitoring I would like for you to do.” Complete by 7:25
- (3 mins) Rice Discuss Lessons from a public school turnaround Consistent practice throughout the building is key for children. Staff buy-in is imperative. People need to be empowered to move and talk and do authentic learning.
- (2 mins) Rice Students’ POV: What engages ss? Teachers’ POV: What does engagement look/sound like if I’m doing it right? Admins’ POV: How do we grow and support it? Catch ideas on anchor chart with post its.
- (5 mins) Rice
- Restroom break if needed. “Harlem Shake”