Lead Evaluator Training

2013-2014Day 5

Agenda• What have you been up to? Sharing what

we’ve done related to this work in the last month.

• A little more on the Six shifts in ELA/Literacy• Technical v. Personal• Observation > Evidence Collection > Label >

Sort > Rubric• Another mini-observation and follow-up

conversation

Warming up:– Organize the blue cards.

3

Cognitiveengagement

HEDIAPPR

Rubric

BiasEvidence

Collection

Mini

Observation

Observation

Evaluation

Supervision

Validity

Reliability

Fairness

21st Century Skills

Constructivism

Warming up:– Now integrate the yellow cards into your scheme.

4

Professional

DevelopmentChange

Feedback

Evaluation

Support

Reflection

Growth

Risk-taking

ContinuousImprovement

The essential message is not “you are broken and I’m here to fix you” but instead “you are so valuable and worthy, our mission so vital, the future lives of our students so precious, that we have a joint responsibility to each other.”

-Doug Reeves

6

ELA/Literacy and theCommon Core

Balancing Informational & Literary Texts (Grades PK-5)

Knowledge in the Disciplines (Grades 6-12)

Staircase of Complexity

Text-based Answers

Writing from Sources

Academic Vocabulary

Six Shifts: ELA/Literacy

600

800

1000

1400

1600

1200

Text

Lex

ile M

easu

re (L

)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Staircase of Complexity

Shift 1: Balancing Informational and Literary TextWhat the Student Does…

What the Teacher Does…

What the Principal Does…

•Build background knowledge to increase reading skill•Exposure to the world through reading•Apply strategies to reading informational text.

•Provide students equal #s of informational and literary texts•Ensure coherent instruction about content•Teach strategies for informational texts•Teach “through” and “with” informational texts•Scaffold for the difficulties that informational text present to students•Ask students, “What is connected here? How does this fit together? What details tell you that? “

•Purchase and provide equal amounts of informational and literacy text to students•Hold teachers accountable for building student content knowledge through text•Provide PD and co-planning opportunities for teachers to become more intimate with non fiction texts and the way they spiral together

Shift 1: Balancing Informational and Literary TextWhat the Student Does…

What the Teacher Does…

What the Principal Does…

•Build background knowledge to increase reading skill•Exposure to the world through reading•Apply strategies to reading informational text.

•Provide students equal #s of informational and literary texts•Ensure coherent instruction about content•Teach strategies for informational texts•Teach “through” and “with” informational texts•Scaffold for the difficulties that informational text present to students•Ask students, “What is connected here? How does this fit together? What details tell you that? “

•Purchase and provide equal amounts of informational and literacy text to students•Hold teachers accountable for building student content knowledge through text•Provide PD and co-planning opportunities for teachers to become more intimate with non fiction texts and the way they spiral together

To what

extent are

you seeing

this in your

school? In all

classes, or

just ELA?

Shift 2: Knowledge in the DisciplinesWhat the Student Does… What the Teacher Does… What the Principal Does…•Become better readers by building background knowledge•Handle primary source documents with confidence•Infer, like a detective, where the evidence is in a text to support an argument or opinion•See the text itself as a source of evidence (what did it say vs. what did it not say?)

•Shift identity: “I teach reading.”•Stop referring and summarizing and start reading•Slow down the history and science classroom•Teach different approaches for different types of texts •Treat the text itself as a source of evidence•Teach students to write about evidence from the text•Teach students to support their opinion with evidence.•Ask : “How do you know? Why do you think that? Show me in the text where you see evidence for your opinion. “

•Support and demand the role of all teachers in advancing students’ literacy•Provide guidance and support to ensure the shift to informational texts for 6-12•Give teachers permission to slow down and deeply study texts with students

12

Shift 2: Knowledge in the DisciplinesWhat the Student Does… What the Teacher Does… What the Principal Does…•Become better readers by building background knowledge•Handle primary source documents with confidence•Infer, like a detective, where the evidence is in a text to support an argument or opinion•See the text itself as a source of evidence (what did it say vs. what did it not say?)

•Shift identity: “I teach reading.”•Stop referring and summarizing and start reading•Slow down the history and science classroom•Teach different approaches for different types of texts •Treat the text itself as a source of evidence•Teach students to write about evidence from the text•Teach students to support their opinion with evidence.•Ask : “How do you know? Why do you think that? Show me in the text where you see evidence for your opinion. “

•Support and demand the role of all teachers in advancing students’ literacy•Provide guidance and support to ensure the shift to informational texts for 6-12•Give teachers permission to slow down and deeply study texts with students

13

To what extent are

you seeing this in your

school? In all classes, or just ELA?

Shift 3: Staircase of ComplexityWhat the Student Does…

What the Teacher Does…

What the Principal Does…

•Read to see what more they can find and learn as they re-read texts again and again•Read material at own level to build joy of reading and pleasure in the world•Be persistent despite challenges when reading; good readers tolerate frustration

•Ensure students are engaged in more complex texts at every grade level•Engage students in rigorous conversation•Provide experience with complex texts•Give students less to read, let them re-read•Use leveled texts carefully to build independence in struggling readers•More time on more complex texts•Provide scaffolding• Engage with texts w/ other adults•Get kids inspired and excited about the beauty of language

•Ensure that complexity of text builds from grade to grade. •Look at current scope and sequence to determine where/how to incorporate greater text complexity•Allow and encourage teachers to build a unit in a way that has students scaffold to more complex texts over time•Allow and encourage teachers the opportunity to share texts with students that may be at frustration level

14

Shift 3: Staircase of ComplexityWhat the Student Does…

What the Teacher Does…

What the Principal Does…

•Read to see what more they can find and learn as they re-read texts again and again•Read material at own level to build joy of reading and pleasure in the world•Be persistent despite challenges when reading; good readers tolerate frustration

•Ensure students are engaged in more complex texts at every grade level•Engage students in rigorous conversation•Provide experience with complex texts•Give students less to read, let them re-read•Use leveled texts carefully to build independence in struggling readers•More time on more complex texts•Provide scaffolding• Engage with texts w/ other adults•Get kids inspired and excited about the beauty of language

•Ensure that complexity of text builds from grade to grade. •Look at current scope and sequence to determine where/how to incorporate greater text complexity•Allow and encourage teachers to build a unit in a way that has students scaffold to more complex texts over time•Allow and encourage teachers the opportunity to share texts with students that may be at frustration level

15

To what

extent are

you seeing

this in your

school? In all

classes, or

just ELA?

Shift 4: Text Based AnswersWhat the Student Does…

What the Teacher Does…

What the Principal Does…

•Go back to text to find evidence to support their argument in a thoughtful, careful, precise way•Develop a fascination with reading•Create own judgments and become scholars, rather than witnesses of the text •Conducting reading as a close reading of the text and engaging with the author and what the author is trying to say

•Facilitate evidence based conversations with students, dependent on the text•Have discipline about asking students where in the text to find evidence, where they saw certain details, where the author communicated something, why the author may believe something; show all this in the words from the text. •Plan and conduct rich conversations about the stuff that the writer is writing about.•Keep students in the text•Identify questions that are text-dependent, worth asking/exploring, deliver richly, •Provide students the opportunity to read the text, encounter references to another text, another event and to dig in more deeply into the text to try and figure out what is going on. •Spend much more time preparing for instruction by reading deeply.

•Allow teachers the time to spend more time with students writing about the texts they read- and to revisit the texts to find more evidence to write stronger arguments.•Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions.•Create working groups to establish common understanding for what to expect from student writing at different grade levels for text based answers. •Structure student work protocols for teachers to compare student work products; particularly in the area of providing evidence to support arguments/conclusions.

16

Shift 4: Text Based AnswersWhat the Student Does…

What the Teacher Does…

What the Principal Does…

•Go back to text to find evidence to support their argument in a thoughtful, careful, precise way•Develop a fascination with reading•Create own judgments and become scholars, rather than witnesses of the text •Conducting reading as a close reading of the text and engaging with the author and what the author is trying to say

•Facilitate evidence based conversations with students, dependent on the text•Have discipline about asking students where in the text to find evidence, where they saw certain details, where the author communicated something, why the author may believe something; show all this in the words from the text. •Plan and conduct rich conversations about the stuff that the writer is writing about.•Keep students in the text•Identify questions that are text-dependent, worth asking/exploring, deliver richly, •Provide students the opportunity to read the text, encounter references to another text, another event and to dig in more deeply into the text to try and figure out what is going on. •Spend much more time preparing for instruction by reading deeply.

•Allow teachers the time to spend more time with students writing about the texts they read- and to revisit the texts to find more evidence to write stronger arguments.•Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions.•Create working groups to establish common understanding for what to expect from student writing at different grade levels for text based answers. •Structure student work protocols for teachers to compare student work products; particularly in the area of providing evidence to support arguments/conclusions.

17

To what

extent are

you seeing

this in your

school? In all

classes, or

just ELA?

Shift 5: Writing from SourcesWhat the Student Does…

What the Teacher Does…

What the Principal Does…

•Begin to generate own informational texts

•Expect that students will generate their own informational texts (spending much less time on personal narratives)•Present opportunities to write from multiple sources about a single topic. •Give opportunities to analyze, synthesize ideas across many texts to draw an opinion or conclusion.•Find ways to push towards a style of writing where the voice comes from drawing on powerful, meaningful evidence.•Give permission to students to start to have their own reaction and draw their own connections.

•Build teacher capacity and hold teachers accountable to move students towards informational writing

18

Shift 5: Writing from SourcesWhat the Student Does…

What the Teacher Does…

What the Principal Does…

•Begin to generate own informational texts

•Expect that students will generate their own informational texts (spending much less time on personal narratives)•Present opportunities to write from multiple sources about a single topic. •Give opportunities to analyze, synthesize ideas across many texts to draw an opinion or conclusion.•Find ways to push towards a style of writing where the voice comes from drawing on powerful, meaningful evidence.•Give permission to students to start to have their own reaction and draw their own connections.

•Build teacher capacity and hold teachers accountable to move students towards informational writing

19

To what extent are you seeing this in your school? In all classes, or just ELA?

Shift 6: Academic VocabularyWhat the Student Does…

What the Teacher Does…

What the Principal Does…

•Spend more time learning words across “webs” and associating words with others instead of learning individual, isolated vocabulary words.

•Develop students’ ability to use and access words that show up in everyday text and that may be slightly out of reach•Be strategic about the kind of vocabulary you’re developing and figure out which words fall into which categories- tier 2 vs. tier 3•Determine the words that students are going to read most frequently and spend time mostly on those words•Teach fewer words but teach the webs of words around it •Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies

•Provide training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner.

20

Shift 6: Academic VocabularyWhat the Student Does…

What the Teacher Does…

What the Principal Does…

•Spend more time learning words across “webs” and associating words with others instead of learning individual, isolated vocabulary words.

•Develop students’ ability to use and access words that show up in everyday text and that may be slightly out of reach•Be strategic about the kind of vocabulary you’re developing and figure out which words fall into which categories- tier 2 vs. tier 3•Determine the words that students are going to read most frequently and spend time mostly on those words•Teach fewer words but teach the webs of words around it •Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies

•Provide training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner.

21

To what

extent are

you seeing

this in your

school? In all

classes, or

just ELA?

Divide 100% of your staff between:% of your staff who have

heard of the Common Core but not the 6 shifts

in ELA/Literacy

% of your staff who have had an introduction to the

6 shifts in ELA/Literacy and been told that it

applies to them in some way

% of your staff who have internalized that the 6 shifts in ELA/Literacy

require some amount of change in their practice

% of your staff who have started to do something

about the 6 shifts in ELA/Literacy when it

comes to their planning and instruction

% of your staff who embraced the 6 shifts and who are regularly

making changes to their planning and instruction

What is your next step(s)?

Growth-Producing Feedback

The Year at a Glance

Beginning of the Year

• Beginning of the year meeting

• Standards I and II

• SLO and local (LAT) target setting

End of the Year• Evidence from

the year collected• Compare

collected evidence to the rubric

• Summative score determination and communication

Ongoing

• Evidence Submission by Teacher

• Evidence Collection

• Sharing the evidence

• Feedback Conversations

Checking in with Kim– Read what Kim has to say about

feedback to teachers– Discuss as a table group: how

does his advice compare toyour walkthrough/mini experiences?

26

Page 80

Conversations (example)– Form a triad– Each person gets a different colored half-

sheet– Prepare your opening line (<30 seconds)– First triad member says opening line to

the two others– Two others give first person feedback– Repeat the process until everyone in the

group has gone

27

Conversations– Go back to the mini-observation– Review the Evidence– Prepare your thoughts for your follow-up

conversation with the teacher. Make sure you have your opening line ready!

– Role-play the conversation.– Repeat.

28

COLLECTDATA

(Evidence)

Conversation,Questions &Discussion

Respect &Rapport

Conclusions

Impact on learning…Support needed…

Evidence Collectionand

Growth-Producing Feedback

Rubric as Road Maps– Identify your destination– Identify your current location– Design the best route to your destination

and move forward– NOT as inspection tools

31

Evidence and a Rubric– Individually, review the evidence and the

slice of the rubric. – What would be your opening line with the

teacher?– How might the teacher reply?– Now, score the rubric (together).– Plan the opening line and anticipate the

teacher’s response.– Any difference?

32

Element 3.2: Teacher communicates clearly and accurately with students to maximize their understanding and learning. NYSED Indicators: Students understand directions and procedures. Teachers use a variety of questioning techniques to advance student learning a nd reflection. Students’ comments and questions are acknowledged and utilized to advance learning. Students understand lesson co ntent through teachers’ use of oral, written and graphic methods. Adjust communication in response to student needs.

Indicators Ineffective Developing Effective Highly Effective A. Provides directions and

procedures

Teacher directions and procedures are confusing to students. Teacher does not adjust explanation to meet student needs.

Teacher directions and procedures are clarified after initial student confusion. Teacher attempts to adjust explanations to meet student needs.

Teacher directions and procedures are clear to students. Teacher adjusts explanations to meet student needs.

Teacher directions and procedures are clear, complete, and anticipate possible student misunderstanding. Teacher adjusts explanations to meet the needs of individual students.

B. Uses questioning techniques

Teacher’s questions are largely closed in nature. Questions do not invite a thoughtful response or further discussion.

Teacher’s questions are a combination of open and closed questions. Some questions invite a thoughtful response and/or further discussion.

Most of teacher’s questions are open in nature and engage students in deeper thinking and further discussion.

Teacher’s questions are open in nature and challenge students to think and demonstrate reasoning. Students formulate many questions to advance their understanding.

C. Responds to students

Teacher ignores students’ questions/comments and/or provides a response that shuts down student learning.

Teacher responds to some students’ questions/comments. Response gives students the answer rather than challenge student thinking.

Teacher responds to students’ questions/comments. Responses challenge student thinking.

Teacher and students respond to students’ questions/comments. Responses challenge all students’ thinking.

D. Communicates content

Teacher’s spoken language is inaudible, and/or written language is illegible. Spoken or written language contains errors. Graphic methods are not used or used ineffectively.

Teacher’s spoken language is audible, and written language is legible. Both are used correctly. Graphic methods are used occasionally.

Teacher’s spoken and written language is clear and correct. Graphic methods are used regularly to enhance content understanding.

Teacher’s spoken and written language is correct and expressive. Graphic methods are used regularly to enhance content understanding. Students offer their own graphic representation of the content.

Collected Evidence:

Teacher called on students who raised their hand. Teacher asked: “Who wrote the piece we just listened to?” Teacher asked: “In which period does this piece belong?” When student answered incorrectly she called on another volunteer. Teacher asked: “How do you know?” Teacher finished student’s explanation for her. Teacher asked: “What other pieces we have heard does this remind you of?” Teacher told students to draw a picture of which season the music reminded them. Teacher told student who didn’t have anything to write with to borrow from a neighbor. When one table group wasn’t doing drawing, teacher came over, repeated directions, and students went to work. Teacher called on volunteers to share their drawing with the class. Teacher called on some students once and some twice; those who didn’t raise their hand were not called on at all

Time Out for a read!• Read the blog post: Don’t Go There [Yet]• What are some reasons why someone would

argue for scoring the rubric every time? • What would you say to the teacher who says

I want to know my score! Or, I want to know how many points I have so far!

• What is the instructional analogue to this situation?

COLLECTDATA

(Evidence)

SORT TOALIGN

WITH YOURFRAMEWORK

Interpret:Clarify

Conclusions

Impact on learning…Support needed…

NO!

ELA Classroom• Observe what the teacher and the

students are doing in this lesson (excerpt)• Collect evidence electronically• Label it by NYS Teaching Standard or

Domain• Sort it• Compare with your neighbor/table

Growth-Producing Feedback• With your neighbor, plan your conversation

with the teacher

Resources

Next Session• November 4th in Syracuse

• Mid-year electronic feedback

• Agenda will include– Evidence Collection– Ongoing Growth-Producing Feedback– Special Consideration for SWD classrooms