Digging into TEAM Instructional and Environment Indicators Exceeding

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Digging into TEAM Instructional and Environment Indicators Exceeding Expectations through Reflection, Analysis, and Coaching

Digging into TEAM Instructional and Environment Indicators Exceeding Expectations through Reflection, Analysis, and Coaching

Agenda § History and Foundation of the TEAM Rubric § Looking at Instruction §

Agenda § History and Foundation of the TEAM Rubric § Looking at Instruction § Looking at Environment § What does the reflective teacher bring to the Post Conference? 2

Objectives Today’s participant will be able to: § Observe another teacher’s lesson and reflect

Objectives Today’s participant will be able to: § Observe another teacher’s lesson and reflect on their own lesson, analyzing success based on student actions. § Recognize and develop an instructional plan with basic “at expectations” elements. § Prepare for, in a reflective manner, a post conference. 3

Shared Resources § TEAM General Educator Rubric § Student Centered Evidence § Thinking and

Shared Resources § TEAM General Educator Rubric § Student Centered Evidence § Thinking and Problem Solving Definitions 4

Overview and Foundation What is TEAM? Tennessee Educator Acceleration Model 5

Overview and Foundation What is TEAM? Tennessee Educator Acceleration Model 5

Rubric Capacity and Purpose § Differentiated Feedback § Target areas for growth and in

Rubric Capacity and Purpose § Differentiated Feedback § Target areas for growth and in current practice with highest impact on student learning § Evaluations aligned with value-added student growth scores (TN READY / SAT 10 / EOC growth scores) § Rigorous accuracy = more effective teachers over time § Rigorous accuracy = higher retention of more effective teachers and higher turnover of less effective teachers

Rubric Research § 15, 000+ teacher level records (evaluation scores, retention outcomes, value –

Rubric Research § 15, 000+ teacher level records (evaluation scores, retention outcomes, value – added scores) § Average score in achieving school meeting goals: 3. 5 (Scores: 1 – 5) § How scoring is “normed. ” § Scores follow a mound-shaped distribution: • Level 1: 2% • Level 2: 11% • Level 3: 57% • Level 4: 28% • Level 5: 2%

Researched School-wide Impact § Teachers in high-performing schools are more likely to have higher

Researched School-wide Impact § Teachers in high-performing schools are more likely to have higher individual value added scores than others with the same evaluation scores in low performing schools. § When teachers utilized strong instructional skills as accurately measured by observations, their students show higher academic growth regardless of previous achievement and socioeconomic status.

Foundational Components § Frequent Observations § Constructive Feedback • Area of Refinement (Strength) •

Foundational Components § Frequent Observations § Constructive Feedback • Area of Refinement (Strength) • Area of Reinforcement (Developmental Needs) § Student Data § Meaningful Professional Development

Teacher Evaluations aligned with value added student growth scores If scored correctly: § Strong

Teacher Evaluations aligned with value added student growth scores If scored correctly: § Strong relationship between observed teacher evaluation ratings and value-added measures of student learning - Growth Scores § Measures the contributions of teachers or schools to the growth in a student’s academic achievement during a specific school year. § Impact of school year on student learning separated from prior experiences in and out of school as well as characteristics such as demographics, socioeconomic status, and family conditions.

TEAM Predictions of Student TVAAS Scores § 1 = significantly lower than one year

TEAM Predictions of Student TVAAS Scores § 1 = significantly lower than one year of classroom average § § student growth (0 – 0. 5 years growth); no gaps closed 2 =. 5 – 1. 0 years growth; no gaps closed 3=one year of expected academic growth (1 – 1. 0 years growth); no – 1 gap closed 4 = 1. 5 – 2. 0 years growth; 1 -2 gaps closed 5=significantly higher than two years of academic growth; all gaps closed § Relationship between teachers’ individual growth scores and their evaluation score average is significant and positive. § Teacher evaluation scores are aligned with student growth scores (value-added assessments) in terms of student learning.

TEAM Predictions of Student TVAAS Scores § 1 = significantly lower than one year

TEAM Predictions of Student TVAAS Scores § 1 = significantly lower than one year of classroom average § § student growth (0 – 0. 5 years growth); no gaps closed 2 =. 5 – 1. 0 years growth; no gaps closed 3=one year of expected academic growth (1 – 1. 0 years growth); no – 1 gap closed 4 = 1. 5 – 2. 0 years growth; 1 -2 gaps closed 5=significantly higher than two years of academic growth; all gaps closed § Relationship between teachers’ individual growth scores and their evaluation score average is significant and positive. § Teacher evaluation scores are aligned with student growth scores (value-added assessments) in terms of student learning.

TEAM and Student Growth Level Raw Score Years Growth Gaps Closed Site % 1

TEAM and Student Growth Level Raw Score Years Growth Gaps Closed Site % 1 0 - 1. 99 0 -. 5 0 2% 2 2. 0 – 2. 75 . 5 – 1. 0 0 11% 3 2. 76 – 3. 50 1. 0 – 1. 5 1 57% 4 3. 51 - 4. 25 1. 5 – 2. 0 2 -3 28% 5 4. 26 – 5. 0 +2. 0 4 (all) 2% 13

Instruction Domain 14

Instruction Domain 14

Digging into Instruction What is the teacher saying and doing? What is EACH student

Digging into Instruction What is the teacher saying and doing? What is EACH student saying and doing? Referring to the objective, what is EACH student supposed to be able to do by the end of the class? Who can do that? How do you know? Who can not do that? How do you know? 15

Common Core Lives in Significantly Above Expectations Instruction Indicators Teacher Says / Does: Student

Common Core Lives in Significantly Above Expectations Instruction Indicators Teacher Says / Does: Student Says / Does: • Standards & Objectives • Motivating Students • Presenting Instructional Content • Lesson Structure & Pacing • Activities & Materials • Questioning • Academic Feedback • Grouping Students • Teacher Content Knowledge • Teacher Knowledge of Students • Thinking • Problem Solving 16

Standards & Objectives Teacher Says / Does: Student Says / Does: Ø Evidence that

Standards & Objectives Teacher Says / Does: Student Says / Does: Ø Evidence that the teacher connects the objective to: • Prior learning • Life experiences • Other disciplines. Ø I can statement: SWBAT Ø Sub Objectives are clear and ordered. Ø Expectations for students are CLEAR. Evidence that most students demonstrate mastery of the daily objective in a variety of ways. Evidence that most students clearly and explicitly know and understand the objective and what they are to be able to do. Video: https: //www. teachingchannel. org/videos/making-lesson-objectives-clear https: //www. teachingchannel. org/videos/structure-learning-essential-questions 17

Motivating Students Teachers Says // Does: Teacher Says • Regularly reinforces and rewards efforts

Motivating Students Teachers Says // Does: Teacher Says • Regularly reinforces and rewards efforts • Content is relevant and meaningful. Student Says / Does: • Evidence of student inquiry, curiosity and exploration. • High motivation, initiative and encouragement among students. Video: https: //www. teachingchannel. org/videos/student-motivation-techniques https: //www. teachingchannel. org/videos/positive-feedback-to-students 18

Presenting Instructional Content Teacher Says / Does: Student Says / Does: • Effective modeling

Presenting Instructional Content Teacher Says / Does: Student Says / Does: • Effective modeling of desired outcome, • Student modeling of thinking process thinking. and demonstrates performance • Visuals, analogies, and illustrations. expectation • Essential, relevant concise information • Students clearly produce a finished only. product that meets performance • Logical sequencing expectations. Video: https: //www. teachingchannel. org/videos/teach-boyles-law 19

Lesson Structure and Pacing Teachers Says / Does: • Lesson structure has time for

Lesson Structure and Pacing Teachers Says / Does: • Lesson structure has time for a clear and useful end with time for meaningful student reflection. • Clear and logically sequenced beginning, middle and end. • No instructional time lost. • Pacing is brick and differentiated. Student Says / Does: • Evidence that various student learning rates are supported; individual students are each progressing at various rates • Students have adequate time. • No student confusion in transition between activities and concepts. Video: https: //www. teachingchannel. org/videos/end-of-school-day-ideas 20

Activities and Materials Teachers Says / Does: Student Says / Does: • Activities demand

Activities and Materials Teachers Says / Does: Student Says / Does: • Activities demand complex thinking • Students are self-monitoring and analysis by students. (Refer to TNK directing their own personal progress and PS) through cues from the activities • Activities support the objective. throughout the activity. • Incorporate various resources. • Students can explain why the activities • Time for reflection (variety) connects to the objective. Video: https: //www. teachingchannel. org/videos/natural-resources-lesson-plan 21

Questioning Teachers Says / Does: • Teacher asks questions which assess what the student

Questioning Teachers Says / Does: • Teacher asks questions which assess what the student knows and moves the student to a deeper understanding of the objective. • Mix of question types (Bloom’s Taxonomy) • High frequency • Sequenced with increasing complexity • Active response, varied responders, appropriate wait time (3 -5 seconds) Student Says / Does: • Students generate and ask questions that lead to further inquiry and selfdirected learning (motivational). • Students cite evidence • Students’ learning in advanced by the questions asked. • Students ask purposeful questions of each other. Video: https: //www. teachingchannel. org/videos/questioning-in-the-classroom 22

Academic Feedback Teachers Says / Does: • The teacher uses feedback from students to

Academic Feedback Teachers Says / Does: • The teacher uses feedback from students to monitor and adjust instruction within the framework of the day’s lesson and for future lessons. • Teacher consistently circulates during student work (individually or in groups) to give feedback. Student Says / Does: • Students are engaged (guided by teacher) in giving specific and highquality feedback to one another. • Students use academic vocabulary • Students use teacher feedback to strengthen their work • Students are comfortable providing and receiving feedback, even seeking such. Video: https: //www. teachingchannel. org/videos/teacher-backup-plans 23

Grouping Students Teachers Says / Does: Student Says / Does: • The structure and

Grouping Students Teachers Says / Does: Student Says / Does: • The structure and design of the group • Within the group design, students set gives clear evidence that this particular goals, reflect on, and evaluate their design maximizes each student’s learning. understanding and increases learning • Students know their roles, efficiency. responsibilities and expectations • Students are personally compelled to complete group work for the good of the team. • Students work efficiently with various personalities and abilities Video: https: //www. teachingchannel. org/videos/structured-groups https: //www. teachingchannel. org/videos/facilitating-student-collaboration 24

Teacher Content Knowledge Teachers Says / Does: Student Says / Does: • Teacher selects

Teacher Content Knowledge Teachers Says / Does: Student Says / Does: • Teacher selects key concepts in the • The student gives evidence of objective and uses these concepts to understanding the objective and any connect to other powerful ideas. related sub-objectives or connected • Teacher implements a variety of objectives. subject-specific instructional strategies. • Limited content is taught in sufficient depth. (LSP) Video: https: //www. teachingchannel. org/videos/teaching-science-with-current-events 25

Teacher Knowledge of Students Teachers Says / Does: Student Says / Does: • Teacher

Teacher Knowledge of Students Teachers Says / Does: Student Says / Does: • Teacher knows and gives evidence of • Instruction is differentiated such that planning and delivery which addresses each child gives evidence of progress the learning difficulties of each child. toward mastery of objective. • Teacher incorporates student interests • Students make connections between and cultural heritage. (MS) the objective and their world. Video: https: //www. teachingchannel. org/videos/differentiating-instruction-strategy 26

Thinking (the process) Teachers Says / Does: • There is evidence that the teacher

Thinking (the process) Teachers Says / Does: • There is evidence that the teacher clearly teaches and models two or more types of thinking: analytical, practical, creative, research. Student Says / Does: • Students give evidence that they are aware of the learning strategies (type of thinking) they are using and why they are using this type of thinking for this task. (Transferability) Video: 27

Problem Solving (the product) Teachers Says / Does: Student Says / Does: • Activities

Problem Solving (the product) Teachers Says / Does: Student Says / Does: • Activities within the observed class call • Students give evidence of appropriate for students to clearly and distinctly action when a type of problem solving engage in at least three types of is called for. How to categorize, predict problem solving. outcomes, improve solutions, justify solutions, for example. Video: https: //www. teachingchannel. org/videos/pbl-sage-framework-asis 28

ENVIRONMENT DOMAIN 29

ENVIRONMENT DOMAIN 29

Expectations Teachers Says / Does: • High & demanding expectations for each student •

Expectations Teachers Says / Does: • High & demanding expectations for each student • Successful learning opportunities for each student Says / Does: • Students learn from mistakes • Students take initiative and follow through with their work Connected to Instruction: • Teacher Knowledge of Students • Motivating Students • Lesson Structure and Pacing Video: https: //www. teachingchannel. org/videos/students-teaching-themselves 30

Managing Student Behavior Teachers Says / Does: • Clear rules for learning & behavior

Managing Student Behavior Teachers Says / Does: • Clear rules for learning & behavior • Several behavior modification techniques used quickly and firmly • Discipline of child, not entire class Student Says / Does: • Well behaved and on task • Routines are well established and students stay on-task through quick transition times Connected to Instruction: • Standards and Objectives • Presenting Instructional Content (modeling) • Teacher Knowledge of Students • Motivating Students Video: https: //www. teachingchannel. org/videos/setting-classroom-expectations 31

Environment • • Teachers Says / Does: Student Says / Does: Welcoming Organized and

Environment • • Teachers Says / Does: Student Says / Does: Welcoming Organized and understandable layout Supplies and equipment accessible Recent student work displayed • Comfortably and appropriately work in groups of various sizes and individually • Students can operate independently and focus on their work Connected to Instruction: • Lesson Structure and Pacing Video: https: //www. teachingchannel. org/videos/seating-arrangements 32

Respectful Culture Teachers Says / Does: • Teacher-student interactions respectful and caring • Teacher

Respectful Culture Teachers Says / Does: • Teacher-student interactions respectful and caring • Teacher seeks out and is receptive to all opinions and interests Student Says / Does: • Students show caring and respect for each other • Interdependence among students Connected to Instruction: • Motivating Students • Activities and Materials • Grouping • Academic Feedback Video: https: //www. teachingchannel. org/videos/creating-relationships-with-students 33

Preparing for the Post Conference 34

Preparing for the Post Conference 34

FORMAT v. Introduction v. Area of Reinforcement v. Area of Refinement v. Sharing Scores

FORMAT v. Introduction v. Area of Reinforcement v. Area of Refinement v. Sharing Scores 35

Gathering Reflection Notes Think About’s 36

Gathering Reflection Notes Think About’s 36

Introduction How do you think it went? 37

Introduction How do you think it went? 37

Think About: § What was the objective? § What did you want students to

Think About: § What was the objective? § What did you want students to know? § What did you want students to be able to do? § What evidence do you have that they could perform the objective? 38

Area of Reinforcement § What had the greatest impact on student learning? § What

Area of Reinforcement § What had the greatest impact on student learning? § What evidence do you have that links high levels of student learning with what you facilitated in the classroom? 39

Area of Refinement § Who could not perform at proficiency? § What evidence do

Area of Refinement § Who could not perform at proficiency? § What evidence do you have of less-thanexpectations performance? § What could have been done differently to have the greatest impact on student learning? 40

Tips for your Reflective Notes § Use the language of the TEAM Rubric §

Tips for your Reflective Notes § Use the language of the TEAM Rubric § Link learning to an Indicator and Descriptor § Stick to the evidence § Focus on the student action and performance above the teacher actions. 41

Before you Walk Away § What is your Area of Reinforcement? § What is

Before you Walk Away § What is your Area of Reinforcement? § What is your Area of Refinement? § What professional development will you pursue to support your targeted growth area? § What follow up will you receive from an administrator or designee? 42

Signing the Evaluation Report § Receipt, not agreement § Contains Scores, Area of Reinforcement,

Signing the Evaluation Report § Receipt, not agreement § Contains Scores, Area of Reinforcement, Area of Refinement 43

Coaching Conversations https: //www. teachingchannel. org/videos/instructional-coaching-nvps 44

Coaching Conversations https: //www. teachingchannel. org/videos/instructional-coaching-nvps 44

Resources NIET Best Practices learning modules and videos: www. nietbestpractices. org TEAM www. team-tn.

Resources NIET Best Practices learning modules and videos: www. nietbestpractices. org TEAM www. team-tn. org TEAM Questions TEAM. [email protected] gov 45