Leading for Impact Standard 3 Nevada Educator Performance

+ Leading for Impact Standard 3 Nevada Educator Performance Framework Focus: All Students 21 st Century Ready

+ Debrief Reflection from Standard 2 Form a triad with two others who don’t work at your school site Look back at pages 18 -19 and discuss… How did the 13 Essential Strategies in the article fit with strategies and schema already in place at your site? How did it highlight new possibilities for coaching teacher practice or professional development at your school? Share an insight or shift in your practice that resulted from this work.

How do we lead schools to increase quality and reduce variance in teacher effectiveness so that every student receives excellent instruction, in every class, every day?

+ Guiding Questions… How do you support teachers so they can effectively meet Standard 3? How do you identify evidence demonstrating effective teaching practice as defined in NEPF Standard 3?

+ Seeing the daily reality of classrooms: • Frequent • Short • Systematic MINIOBSERVATIONS

Gathering Evidence + on Teacher Practice Standard 3

Table Talk Students Engage in Meaning-Making through Discourse and Other Strategies Create your UFO (universal foldable organizer) Number off at your table 1 -4 Gather with like numbered colleagues Discuss… Be prepared to share 39

+ 12 Discuss and Note… n. What skills, strategies and structures must be explicitly taught to students in order to demonstrate teaching at the Effective or Highly Effective level of performance in this indicator?

+ Key Ideas in Standard 3 Resources Indicators Description Notes Theory/ Literature Review Productive Discourse & Representations in Meaning Making Connections to Students’ Existing Knowledge Community-Centered Classroom Culture

14 + Watch… Click video link

+ IRE Discourse Strategies (less involvement) Initiation – Response - Evaluation Ask a known-answer question Evaluating a student response as right or wrong Minimize student interaction through prescribed “turn taking” Establish authority of the text and the teacher Examples: What is the answer to question 5? What political party was in power in Germany at the time? What is the reciprocal of 3/5? 5/3. Yes, that’s right.

+ Discourse Strategies (more involvement) Negotiation Adjust instruction in response to students Model strategies students might use Guide students to a deeper understanding Examples What information is needed to solve this problem? Try to break the problem into smaller parts Here is an example of how I might approach a similar problem. Learn and Share How Rich is Your Classroom Discourse? 17

+ 18 Think about your teachers… Not Yet… Developing… Sophisticated Implementation…

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+ 23 Using the Accountable Talk Stems… n Discuss: Is the Highly Effective level of performance in Standard 3 attainable by teachers at all grade levels? If not, what is the lowest grade level for which this might be achieved? Why?

+ Practice…

+ Recording Evidence from Observation of Standard 3 Take notes What is the teacher doing/saying? What are the students doing/saying? What is the task(s)?

Strategies for Collecting Evidence… 1. Focus on student-centered evidence 2. Record evidence, not judgment 3. Be an efficient note-taker

27 + 2 nd Grade Science Video Link

+ Think & Share What specific evidence did you see during the observation? What confirmatory evidence could you collect, and what evidence might you review during the reflection conversation?

+ Reflection Questions How do you support teachers so they can effectively meet Standard 3? Think about a teacher you know who is struggling with at least one aspect of Standard 3… What information from tonight’s content might be helpful for that teacher?

+ Reflect & Respond Resources: Procedures for Classroom Talk Orchestrating Mathematical Discourse to Enhance Student Learning Talking to Learn Do a mini-observation with feedback around Standard 3

EVERY STUDENT – Life Ready! College and Career Ready! Citizenship Ready!

+ Materials Standard 3 Presenter Materials q Laptop, projector, speakers, Mi. Fi, clicker q Powerpoint and handouts on flash q Sign in sheet & name tags q Go bags with post its (5 different colors) and scissors q 10 sheets chart paper q 5 extra Overview, Admin Instructional Leadership Standards front and Admin. Professional Responsibility Standards back. Students Handouts to Copy q Teaching for Rigor pp. 18 -19 (front/back) q Lit Review Standard 3, CRESST version q Key Ideas from Theory & Research, Standard 3 q THLIS Standard 3 Rubric with Indicators & Description Notes and Levels q DOK Levels Wheel q Article: How Rich is Your Classroom Discourse? q Notetaker: Tasks/ Teacher/ Student/ Scores q Facilitator Guide: Making Claims from Evidence, Standard 3 only Materials to email and put on website q Powerpoint presentation without notes q Lit Review Standard 3, CRESST version q Key Ideas from Theory & Research, Standard 3 q THLIS Standard 3 Rubric with Indicators & Description Notes and Levels q DOK Levels Wheel q Article: How Rich is Your Classroom Discourse? q Facilitator Guide: Making Claims from Evidence, Standard 3 only q Article: Orchestrating Mathematical Discourse to Enhance Student Learning q Article: Procedures for Classroom Talk q Article: Talking to Learn q Article: 12 Steps to Get Students Talking q Edutopia Groupwork Roles q Article: Four Steps to Structures Student Conversation q Language of Learning Poster q Article: Making Cooperative Learning Powerful q Article: Reading Moves-What Not to Do q Article: Research Says/ Which Strategy Works Best? q Article: Show and Tell-A Video Column/ Conversational Moves q Article: Why Talk is Important in Classrooms

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