new mexico prek focused nmteach administrator observation and feedback ...€¦ · hanna skandera...

Hanna SkanderaSecretary of Education


New Mexico PreK Focused NMTEACH Administrator

Observation and Feedback Session

November 17 or 19, 2015Linda M. Paul, Ed.D.

SREB


Group Norms• Limit technology distractions (Place phones on silent; please

use technology to take notes and collect evidence).• Be punctual (sessions, breaks, lunch, small group work).• Be conscious of the time limitations of the debrief.• Honor classroom confidentiality.• Let others finish what they are saying without being

interrupted.• Show respect for each other’s opinions.• Be brief and to the point when speaking.• Agree to disagree.• Share your best practices.• Give everyone a chance to speak.• Build on each other’s ideas.


Training Protocols


Time Check

• How much time?

• Your table’s timekeeper will be asked to hold up fingers representing the number of minutes your team will need to complete your task.


Clarity of DirectionsThumbs Up/Down

• I feel good. I do not have any questions and can help others on this topic.

• I feel ok. I may have a few questions about this topic.

• I do not feel ok. I have many questions. I need help with this topic.


Establishing Your Working Teams

• Divide up—Administrators with fewer than 3 years experience in PreK to the left side of the room; greater than 3 years to the right

• Numbered Heads—Count off 1-4

• Relocate to your assigned number table


Introductions

• Name• School• Title


Today’s Agenda9:00 – 9:15 Welcome, Overview of the Day, Training Protocols

9:15 – 10:00 Domain 1 and Scoring the PreK Lesson Plan

10:00 – 10:50 Collecting Evidence for Domains 2 and 3

10:50 – 11:45 Video Scoring and Calibration – Domains 2 and 3

11:45 – 12:30 Lunch

12:30 – 1:30 Video Scoring and Calibration – Domains 2 and 3

1:30 – 3:00 Teacher Feedback Using PreK Resources


Session Objectives

Participants will:• Review Domain 1 using the Essential

Indicators and score a NM PreK Model Lesson Plan.

• Sort evidence from a NM PreK classroom.• View, score and calibrate NM PreK videos.• Craft teacher feedback using the NMTEACH

rubric and other NM PreK resources.


Establishing Your Working Teams

Table Team Job Duties1. Time keeper – paces the team on

assignments.2. Score keeper – guides the calibration of

scores in the debrief.3. Techno scribe – completes final written

summaries for team and posts scores using web-based resources.

4. Reporter – presents the table’s evidence to justify scores within the debrief.

5. Verifier – verifies the evidence collected is aligned to the language of the Rubric and to the Essential Indicators.



Look at Workbook



NMTEACH PreK Update


NMTEACH

*50% ONLY when three years of data are available


NM PreK Teachers

Observation 50%

Multiple Measures

50%


NMTEACH PreK Update

• PED is working on adding STAM to teacher evaluations, but not this year.

• When STAM for PreK teachers is ready to implement – webinar.

• The same rubric is used for all teachers, NM PreK – 12.


Preschool in NM

NM PreK Title I DD Preschool

Walkthroughs


Code Switching

K – 12 • Common Core• SBA/PARCC• Short Cycle Assessments• Content Blocks (ELA, Math,

Science, etc.)

• Locally determined lesson plan

NM PreK• Early Learning Guidelines• Developmental Screening• Observational Assessments• Centers, Large Group, Small

Group, Meals, Outdoor, Family Involvement

• Required PreK Lesson Plan


NM PreK Lesson Plan


Key Elements of Domain 1

1AContent

1BCohesiveness

1COutcomes

1D Resources

1EStudents

1FAssessment


Content: NM PreK Standards

• ≠ Common Core• NM Early Learning Guidelines• Essential Indicators

www.newmexicoprek.org


Content: NM PreK Standards

www.newmexicoprek.org

Abbreviations

• Domain 1: Physical Development, Health and Well-Being

• Outcome 1: The child uses gross motor control independently,including balance, spatial awareness and stability.

• Indicator 1.1: Exhibits body coordination and strength in activities such as climbing stairs with alternating feet, marching, running, jumping, hopping, dancing, riding tricycles, and scooters.

• Essential Indicator 1.1: Exhibits body coordination and strength in activities such as climbing stairs with alternating feet, marching, running, jumping, hopping, dancing, riding tricycles, and scooters.

• Coordination and Strength


Content: NM PreK Lesson PlanHighlight all the places teachers

will enter the Essential Indicators on the NM PreK

Lesson Plan.


Assessment: PreK Requirements

I. Developmental ScreeningII. Observational Assessments – Fall, Winter,

Spring



Developmental Screening• Ages and Stages Questionnaire (ASQ)• Ages and Stages Questionnaire and 1-Social

Emotional (ASQ-SE)• Denver or Brigance Screening



Observational Assessments – Fall, Winter, Spring• Portfolio – 4 EI + Creativity Sample• Essential Indicators with Rubrics• Family Teacher Summary Report


NM PreK Website

https://www.newmexicoprek.org/

Portfolio

Essential Indicators with Rubrics

Family Teacher

Summary Report


Assessment: NM PreK Lesson Plan

Highlight all the places teachers may plan for student

assessments on the NM PreK Lesson Plan.


Domain 1 + NM PreK

Directions• As a table team, identify evidence or artifacts

that is needed to score a teacher at the Effective Level for each element of Domain 1.

• Collect notes on Page 32 of your workbook.


Suggestions 1A

• NM PreK Early Learning Guidelines. • NM PreK Essential Indicators.• Developmentally appropriate practice.• Essential Indicators have been unpacked and

activities are logical for the developmental level of the students.

• Teacher’s examples and materials do not contain content errors.


Suggestions 1B

• Center work, large group work and small group work are aligned to the same Essential Indicators.

• All of the Essential Indicators are addressed over time.

• Essential Indicators are woven into routines: meal time, transition time and outdoor time.

• Teachers have identified possible student questions or challenge areas (teachers anticipate student questions).

• Plans support students spending at least 1/3 of the day in centers.


Suggestions 1C• Early Learning Guidelines indicators posted in each learning center.• Plans include the 8 required learning centers with the Essential

Indicators and hands-on experiences.• Vocabulary words listed for several centers.• Essential Indicators have been unpacked and activities align with the

developmental level of the students.• Large group and small group plans have Essential Indicators.• Plans list the teacher support (scaffolding) and additional plan

(learning prompts or provocations) for at least 4 of the centers weekly.

• A supplemental form MAY be used to document modifications for children with IEPs, if the lesson plan does not provide sufficient space.


Suggestions 1D• Students are given a wide variety of developmentally

appropriate activities and tasks.• Resources include suggestions from the PreK

Consultant Reports to improve planning, preparation and delivery of instruction.

• Available technology is used as appropriate.• Teachers use posted content resources (ABCs, number

line, etc.) and/or student work to support the Essential Indicators.

• Family involvement is used as a resource.• There is a balance of adult-guided and child-guided

activities.


Suggestions 1E

• Centers, large and small group work provide equitable access and thoughtful inclusion of culturally- and linguistically-diverse students.

• Home visit data and developmental screening results are used to group students or to select learning activities or resources.

• Evidence of the Essential Indicator rubric data is referenced and used systematically in the design of centers, large and small group work.

• Modifications for individual children are noted in the lesson plan.


Suggestions 1F

• Teacher has the Quick Look Recording Sheet up to date.

• Selects center, large group and small group work so the Essential Indicators rubric can be observed in all children.

• The Essential Indicators and Creativity Sample are selected to highlight students’ strengths.


Lesson Plan Scoring Activity

Using the rubric for Domain 1– Independently score the Sample NM PreK Lesson

Plan on Pages 36. – Provide supporting evidence to justify your scores.– Come to consensus as a table group on the scores.– As a whole group, we will come to consensus

about the scoring of the two lesson plan samples.


Recommended Scores Domain Element

Score for Sample NM PreK Lesson Plan

1A HE1B HE1C E1D E1E HE1F E


Follow Up Question

Were there any Elements you were unable to score from the lesson plan?


Domain 1 Key Artifacts

Observers can score Domain 1 elements using the following:– Lesson plans– Early Learning Guidelines, Essential Indictors and

agendas posted in the classroom– Student materials available at centers, whole

group time, small group time, routines and outdoor time


NM Observation Domains

Planning and Preparation

Creating an Environment for Learning

Teaching for

LearningProfessionalism


NMTEACH Rubric Elements3A

Communicating

3BQuestioning

3CEngaging Students

3DAssessment

3EFlexibility

2ARapport

2BPhysical Space

2CCulture for Learning

2DProcedures

2EBehavior


The Process• Gather the evidence• Align (tag) the evidence• Score the evidence

Evidence = Concrete Facts


Preponderance of Evidence

• Not a Checklist• Indicators and

Descriptors


Aligning Activity

• At your table you have a poster of the Elements of Domains 2 and 3 and 21 evidence cards.

• As a table group, align the evidence cards with best fit Elements. Be prepared to discuss why the evidence has been aligned with that Element.


Alignment Report Out


Target Alignment AnswersElement Aligned

Card3A 2, 14

3B 10

3C 5, 19

3D 7, 13, 20

3E 12, 17

Element Aligned Card

2A 6, 11, 21

2B 9, 16

2C 4, 15

2D 1, 8

2E 3, 18


Video Practice – Round 1Domains 2 and 3

During the next segment we will use the NMTEACH Rubric to:

– Collect Evidence from the Video

– Score the Elements in Domain 2 and 3

– Calibrate


NMTEACH Rubric Elements3A

Communicating

3BQuestioning

3CEngaging Students

3DAssessment

3EFlexibility

2ARapport

2BPhysical Space

2CCulture for Learning

2DProcedures

2EBehavior


Individual Alignmentand Scoring Time

• Review your notes for the first video that we observed.

• Individually align your evidence and score all elements of Domains 2 and 3 for Video #1.


Team Consensus Scoring

As a table team:• Review your scores for the first video – page

37.• Use the collected evidence to determine and

justify a consensus score for your table.• Techno Scribes will post your scores for each

Element on Poll Everywhere.• Reporters may be asked to share your team’s

best piece of evidence to justify scores.


Poll Everywhere Directions

• Techno Scribe: sign onto the room’s Poll Everywhere account (via tablet or phone).

• Enter your scores for each domain as we proceed through each Element.

• Record the consensus scores for the room to use for comparison later.

www.PollEv/lindapaul


How Did Your Team Do?Each table team will compare the table scores to the consensus score for the room.

• Which elements were in exact alignment? • Which elements were not scored at the same level and

why? • Identify any discrepancies in scoring and discuss why those

discrepancies could have occurred.


Lunch

Please be back and ready to go at 12:30. Thanks!


Video Practice – Round 2Domains 2 and 3

During the next segment we will use the NMTEACH Rubric to:

– Collect Evidence from the Video

– Score the Elements in Domain 2 and 3

– Calibrate


Individual Alignmentand Scoring Time

• Review your notes for the second video that we observed.

• Individually align your evidence and score all elements of Domains 2 and 3 for Video #2.


Team Consensus Scoring

As a table team:• Review your scores for the second video –

page 38.• Use the collected evidence to determine and

justify a consensus score for your table.• Techno Scribes will post your scores for each

Element on Poll Everywhere.• Reporters may be asked to share your team’s

best piece of evidence to justify scores.


Poll Everywhere Directions

• Techno Scribe: sign onto the room’s Poll Everywhere account (via tablet or phone).

• Enter your scores for each domain as we proceed through each Element.

• Record the consensus scores for the room to use for comparison later.

www.PollEv/lindapaul


How Did Your Team Do?Each table team will compare the table scores to the consensus score for the room.

• Which elements were in exact alignment? • Which elements were not scored at the same level and

why? • Identify any discrepancies in scoring and discuss why those

discrepancies could have occurred.


NM Observation Domains

Planning and Preparation

Creating an Environment for Learning

Teaching for

LearningProfessionalismFeedback


Leveraging PreK Resources

• Administrator(s)/Consultant Meeting Report• NM PreK Consultant Classroom Visitation

Report• NM PreK Classroom Portfolio Accountability

Report• Alternative/Direct Support Meeting Report• NM PreK Portfolio Coaching Record


Jigsaw Basics• You are now sitting with your “Home Table

Group.” • You will now move to an “Expert Table Group”

to fully review your assigned PreK Resource(s). • Expert Teams will work to complete the

requested information• PreK Resource Experts will then return to their

“Home Table Group” and teach others about their assigned PreK Resource(s).


Experts will…

1. Review the PreK Resource(s). 2. Create a Resource(s) Summary to help peers

understand key points in the resource(s).3. Identify two ways to use the resource(s) to support

teachers.4. Create two feedback actions that can help teachers

to move from Minimally Effective to Effective in an element using the PreK Resource(s).

5. Number off 1 – 3.


Move to Expert Tables

• Please move to your assigned Expert Table.

• As a team, complete the row that corresponds with your assigned NM PreK Resource(s).

• You will have 10 minutes to work at your Expert Table.


Move to Expert Tables

• Group 1: Administrator(s)/Consultant Meeting Report, Pages 41-42

• Group 2: NM PreK Consultant Classroom Visitation Report, Pages 43-49

• Group 3: New Mexico PreK Classroom Portfolio Accountability Report + Alternative/Direct Support Meeting Report + New Mexico PreK Portfolio Coaching Record, Pages 50-53


Presentation Clean UpYou will have two (2) minutes to solidify your Expert

Group Presentation.

Please be sure that all Experts at your table have notes reflecting the common consensus of your Expert Group.

These notes will be shared with your Home Table Group.


Jigsaw Report Out

• Return to your Home Table Group.• Check to see that your table has an expert for

each NM PreK Resource.• Each expert will provide the overview of their

assigned NM PreK Resource(s) to the group.• Table team members should collect notes on

their handout for each NM PreK Resource during the report out.


What are your Take-Aways?

As a table, share via Poll Everywhere• 1 or 2 actions to move a teacher

forward, or• an Ah-ha from the NMPReK

Resources.


Session Objectives

Participants will:• Review Domain 1 using the Essential

Indicators and score a NM PreK Model Lesson Plan.

• Sort evidence from a NM PreK classroom.• View, score and calibrate NM PreK videos.• Craft teacher feedback using the NMTEACH

rubric and other NM PreK resources.



Linda M. Paul, [email protected]

(505) 330-4910

mailto:[email protected]

new mexico prek focused nmteach administrator observation and feedback ...€¦ · hanna skandera...

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