DO NOW Please read handout PAL 3 Rubric

DO NOW Please read handout: PAL 3 Rubric 3. c.

SCHOOL INSTRUCTIONAL LEADERSHIP T-330 March 2, 2016 Class 18: Using Supervision and Evaluation for Instructional Improvement

Learning Targets • I can analyze a peer’s feedback session and provide useful, data-based feedback for my colleague. • I can explain how to supervise in a way that is fair, builds trust, and leads to increased student learning.

Agenda • Panel of practitioners • Feedback on colleagues’ videotaped feedback sessions • Supervision that is fair and builds trust • Preview next week • Plus/Delta

Practitioner Panel Breckan Duckworth Dean, Uplift Academy Marco Curnen Assistant Principal, Amigos School Jim Heal Head of Sixth Form, Wellington College

Review PAL 3 Rubric for Feedback • What data will you collect as you watch the video? • How will you determine whether it is a “two-way” discussion? • Suggestion for feedback provider: Instead of “I like the way you…” …replace with “When you did this ____, the [learner] did this ____. ” i. e. What were the outcomes of the behavior?

Video of feedback session: Preparing for PAL 3 (and beyond…) Partner A: • 1 min: Tell what you want feedback about • 10 min: Share a 10 -minute segment of your video • 3 -5 min: Share reflections on the video Partner A & B • 8 -10 min: Partner B shares relevant data from the video (based on Rubric 3. c. & Partner A’s focus); discussion. Switch roles and repeat for Partner B

Video partners • Rachel A. Ally Larsen 513 Rachel B. Madeline Larsen 402 Nick Mike C. Larsen 709 Kaitie Thaddeus Larsen 615 Andy Rachel H. Larsen 710 Jim Tremain Larsen 203 Kristie Justin M. Larsen 203 Lorena Jen Community space on 7 th floor Michael R. Justin R. Larsen 214 Michael S. Marques Larsen 214 Maria Larsen 214 Aleesha Andrew S. Ryon Community space on 4 th floor Matt Chris Community space on 5 th floor Maritza Sam Community space on 6 th floor Mary Karla Ccommunity space on 4 th floor**

Working with underperforming teachers • Key takeaways from readings? • Anything you disagree with (or question) in the readings? • How do you ensure fairness and trust in this process?

Building trust through supervision • Be transparent & consistent about process • Show respect • Be a warm demander high expectations + support • Get feedback about your feedback, act on it • No surprises

IMPORTANT announcements Friday March 4 th • Volunteers to share about increasing responsibility at practicum? • Want help with second guess memo? • Print out LLP for you & mentor on Friday • We’ll discuss “How to Talk So Teachers Listen” article PAL Prep • Office hours for PAL 3 (or 4) with Joe Wednesday March 9 th from 3: 30 -5: 00 pm – SIGN UP • PAL 4 deadline for T 330: March 11 th • Submit Artifacts #1 -3, Commentary • Statement that you have submitted to state PD plans from Dec 3 rd class • For use next week

Preview Next Week Replaced Jensen Case with School. Check tool Moved Jensen Case to March 23 rd Use School. Check tool to assess your practicum site (Alert: “Big Three” have slightly changed since the book was written. ) Unit reflections due next Tuesday. • Gift of time: step back, reflect, synthesize; • Reference at least one reading.

Plus Delta

Following are deleted slides…

You spent 6 minutes giving directions. After you told them to start, You spent the next 10 minutes circulating to answer questions. About 3/4 th of the students didn’t complete the assignment. You need to check for understanding before students do work independently. You spent 6 minutes giving directions. … (etc. ) Did you notice that? How did you make sense of that? Teaching-centered Constructivist Approach Explicit Direction I counted 8 kids who were talking to each other when you were giving the directions. After you told them to start, 12 kids either raised their hand for help or waited for you to come over before they started. About 3/4 th of the students didn’t complete the assignment. Kids need to know what to do so they can work independently. How can you ensure students know what to do before they work independently? I counted 8 kids who were talking to each other … (etc. ) Learning-centered Did you notice that? How did you make sense of that? How can you ensure students know what to do before they work independently?

RETURN: 7: 30 pm • Chris, Mary, Matt 214 Sam, Ryon, Jim 402 Jen, Jeanie, Katie 214 Marques, Karla, Aleesha 4 th CS Rachel B, Rachel A, Mike R 709 Maria, Alley, Michael C 710 Rachel H, Andrew S, Maritza 513 Justin R, Madeline, Michael S 615 Lorena, Thaddeus, Brandon 5 th CS Justin M, Liz, George 7 th CS Kristie, Tremain, Nick 203

Preview next class ALERT: • Next week: bring video of you and teacher at postobservations conference • Send us questions you have about PAL 3 Readings: • SL 2 and SL 3 – dismissing a teacher • Fiarman Book Talk: 6 -8 pm March 29 th in GCC, snacks! • Who will host rounds visits in May? • feedback and $500 for school

SLP 2016 Norms • We collaborate and build a community of respect. • We value vulnerability and truths over comfort. • We trust each other and assume positive intentions. • We expect and seek feedback.

Dismissal Review • Positive intentions high expectations. • Use student learning data • Warm demander mindset • No surprises • School context of adult learning • Document concerns, communication, support • Dismissal • Confidential • Prepare for response (teacher and colleagues) • Encourage resignation

Small groups + facilitators http: //www. aschool. us/random-pair. php Alley Brandon Nick Thaddeus Andy G Rachel H Madeline Tremain George Justin R Aleesha Chris Rachel B Michael C Katie Liz Karla Justin M Mike R Maria Andrew S Alex

• Video link • http: //www. timssvideo. com/58 • http: //plp. eleducation. org/teacher-centered-coaching • https: //www. youtube. com/watch? v=Qx. LFTvod. BBI

Ladder of Inference

You spent 6 minutes giving directions. After you told them to start, You spent the next 10 minutes circulating to answer questions. About 3/4 th of the students didn’t complete the assignment. You need to check for understanding before students do work independently. Teaching-centered Constructivist Approach Explicit Direction Learning-centered

You spent 6 minutes giving directions. After you told them to start, You spent the next 10 minutes circulating to answer questions. About 3/4 th of the students didn’t complete the assignment. You need to check for understanding before students do work independently. Teaching-centered Constructivist Approach Explicit Direction I counted 8 kids who were talking to each other when you were giving the directions. After you told them to start, 12 kids either raised their hand for help or waited for you to come over before they started. About 3/4 th of the students didn’t complete the assignment. Kids need to know what to do so they can work independently. Learning-centered

You spent 6 minutes giving directions. After you told them to start, You spent the next 10 minutes circulating to answer questions. About 3/4 th of the students didn’t complete the assignment. You need to check for understanding before students do work independently. You spent 6 minutes giving directions. … (etc. ) Did you notice that? How did you make sense of that? Teaching-centered Constructivist Approach Explicit Direction I counted 8 kids who were talking to each other when you were giving the directions. After you told them to start, 12 kids either raised their hand for help or waited for you to come over before they started. About 3/4 th of the students didn’t complete the assignment. Kids need to know what to do so they can work independently. How can you ensure students know what to do before they work independently? Learning-centered

Lingering Questions • How do you choose what to focus on in observations & feedback? • Teacher’s goal, team’s goal, school’s goal • What is the task? • Evidence of student learning? (for all students) • What if you don’t know the content? • “What do you want students to know and be able to do by end of lesson? ” (alignment with standards? ) • “What evidence do you have of this? ” (for all students)