Guest Presenter

Juan Flecha

AALA President

Lee Lee Chou

Director, LD South

PLLD Presenters

Ileana Dávalos

Beth Bythrow

Michelle Barker

Marco Nava

Esther Kim

Norms for Collaborative Work

Make your assumptions/biases transparent

Take a stance of inquiry (listening actively)

Assume positive intent

Push each other’s thinking

Maintain Confidentiality

Turn and Talk

“Make your assumptions/biases transparent”

What does this mean?

What is it going to look like in our session today?

Clock Appointments

Agenda

Supervision of Instruction

• Representativeness• Ratings• Post Conference

Group Activity:Scheduling

Observations

Norms

Supervision of Instruction

• Objectivity• Alignment

WelcomeGuest Speaker

NormsObjectives

Break(10 min)

ReflectionsPerformance Task

Triple Track

Instructional Strategies Suitable for:

Your personal learning (present group)

Working with your staff (other adult groups)

Working with students (classroom instruction)

Aspiring Principals Program Objective

Learn, practice, and apply leadership skills that align to LAUSD’s expectations for Highly Effective Leaders as evidenced by the School Leadership Framework

Session 3 Objective

Participants will refine classroom observation skills to provide actionable feedback to effectively supervise and improve instruction

KWL

Leverage Leadership Core Idea

By receiving weekly observations and feedback, a teacher develops as much in one year as most teachers do in twenty

Page 61

Leverage Leadership Core Idea

Teachers are like tennis players: they develop most quickly when they receive frequent feedback and opportunities to practice

Page 65

Keys to Observation and Feedback

Scheduled observations

-Lock in frequent and regular observations

Key action steps

-Identify the one or two most important areas for growth

Keys to Observation and Feedback Effective feedback

-Give direct face-to-face feedback that practices specific action steps for improvement

Direct accountability

-Create systems to ensure feedback translates to practice

Page 65

SLF Connection

SLF Elements

SLF Rubric Component 3c

Descriptive Evidence…

What’s happening

here?

19

What do You SEE?

Turn & Talk Partner

The upper rungs of the ladder represent inferences; ask yourself, “What evidence do I have to support this inference?”

The lower rungsof the ladder represent direct evidence.

Objectivity

Alignment & Representa-

tiveness

Rating

LAUSD Evidence Collection Competencies Criteria Not Yet Certified

NYC Preliminary Certification

PC

Certified Cert

Certified with Distinction

Cert D

Objectivity of Evidence Objective evidence consists of dialogue, quantifiable data, and unbiased descriptive statements that capture observed behavior.

Evidence includes frequent bias, opinions, and/or judgments. There is frequent use of subjective or summary statements.

Evidence includes occasional bias, opinions, and/or judgments. Some of the evidence includes subjective or summary statements.

Evidence is largely free of bias, opinions, and judgments. The majority of evidence consists of dialogue, quantifiable data, and/or unbiased descriptive statements that capture observed behavior.

Evidence is completely free of bias, opinions, and judgments. Evidence consists of dialogue, quantifiable data, and unbiased descriptive statements that capture observed behavior.

Alignment of Evidence Evidence must be appropriately and selectively aligned to the elements in the LAUSD School Leadership Framework to en-sure that school leaders receive specific evidence of their practice for a given element.

Most of the evidence is misaligned to the chosen element. Pieces of evidence are repeated frequently and inappropriately.

Some of the evidence is aligned to the appropri-ate element, but multiple alignment errors are also present. Some of the evidence selected is not precisely aligned to the specific element chosen. There is some repeated use of pieces of evidence.

The majority of the evidence is aligned to the appropriate element, although a few minor alignment errors may be present. The majority of evidence is selected to ensure precise alignment to specific elements. Repeated use of pieces of evidence is limited.

All of the evidence is aligned to the appropriate element. All of the evidence is selected to ensure precise alignment to specific elements. Repeated use of pieces of evidence is limited.

Representativeness of Evidence

Evidence must include actions/dialogue, descriptive statements regarding the school environment and student or teacher work that is produced in sufficient quantity to accurately represent what happened in the school visit.

The majority of elements have insufficient evidence, providing an inaccurate representation of what happened in the school visit. Descriptive statements that provide context to the observation evidence are missing, or are over summarized and have no supporting detailed evidence. Some elements may have no evidence at all.

Some of the elements have sufficient evidence, providing a limited representation of what happened in the school visit. Descriptive statements that provide context to the observation evidence may be missing.

The majority of elements have sufficient evidence, providing an accurate representation of what happened in the school visit. Descriptive statements are included, and when used, provide context to observation evidence.

All elements have sufficient evidence, providing comprehensive, accurate representation of what happened in the school visit.

©2010 Teaching Learning Solutions. Adapted by LAUSD with permission for use in the SLGDC trainings

Objective Evidence

Evidence is a factual reporting of events

• It may include teacher and student dialogue and/or actions

• It may also include artifacts prepared by the teacher, students, or others

• It is free of bias, opinion, or judgment

• It does not contain summary statements

Observable“27/30 students talked in pairs

about the task”

Makes Inferences

“The students were engaged”

Evid

ence

Judgment

Evidence vs. Bias, Opinion,

Judgment

Not influenced by perspective

“All the pairs were talking”

Depends on Observer’s Perspective

“The classroom was too loud”

Evid

ence

Bias

Free of evaluative

words“The teacher asked three questions”

Includes evaluative

words“The teacher

asked insightful questions”

Evid

ence

Opinion

24

Teacher monitored the groups and responded to students’ questions.

(S raises hand, T approaches group) S1: Is this literal or figurative?T: Let’s review the definitions. What does it mean to be literal?S2: It’s the definition, rather than a comparison.T: Okay. So is this example a definition, or is it a comparison? Talk about it.

Summ

ary Statements

Evid

ence

Evidence vs.

Summary

Alignment

EDST Focus Elements for 2015 - 2016

Focus on 15 of 61 possible elements:

• 4 in Planning & Preparation

• 3 in Classroom Environment

• 7 in Delivery of Instruction

• 1 in Professional Growth

REPLACE

Big Idea & Examples

27

• Partner off, A & B

• For each element:• PARTNER A:

big idea• PARTNER B:

concrete example(s)

End12:00 Clock

Partner

Alignment vs. Ratings

The purpose of Alignment is to categorize your evidence

At this point you are not making any determination regarding levels of performance, however you will use the rubric to determine the best alignmentfor your evidence

Which focus element from Standard 3 is best aligned to both of these

examples?

29

T: Today you are going to make a poster about the water cycle.

T: We have been learning about Plants. Today we are going to re-read the book, “Oak Trees” to learn more about how plants grow. Yesterday, we read the book to determine WHAT the author said. Today, we are going to re-read the text to determine HOW the author says it – in other words, how is the text organized. Knowing how a text is organized can help us understand the story better.

3a1 Communicating the Purpose of the Lesson

Alignment PracticeT: To wrap up.. Can you raise your hand and tell me why we might need to know the Pythagorean Theorem? What might we use it for?

S1: So we can find out the side of the hypotenuse?

S2: I think we should learn the triangle because it is the building block of all shapes and that’s what I think. S smiles.

S3: I think we need the Pythagorean Theorem so you know all sides of a triangle. You can use a ruler to find 2 sides and then you can figure out the hypotenuse; so that’s why I think it is important to know the Pythagorean Theorem . T smiles.

Alignment:3a1, Communicating the Purpose of the Lesson

Evidence collected:

Framework Connection: Under which element(s) would you align this evidence?

Break

10 Minutes

Infelice Video

Aligning the Script

• Using your script or the sample script provided, independently align evidence to Focus Elements for Standards 2 and 3.

• Calibrate with a partner to share evidence.

TLF Focus Elements

3:00 Clock Partner

Representativeness

Evidence is accurately aligned, and there is sufficient evidence for each element

Evidence is included from the beginning, middle, and end of lesson

Evidence includes both teacher and student voice

Pair Share: • What does it mean to have “representative”

evidence?• What are some of the ways you can ensure an

accurate representation?

Accurate Ratings

35

Ensuring Accurate RatingsIn pairs :

• Highlight descriptors in the rubric for 2a3 and 3a1.• Examine the aligned script provided and come to a consensus

on the rating, based on the evidence. Ineffective Developing Effective Highly Effective

6:00 Clock Partner

Ensuring Accurate Ratings

Ensuring Accurate RatingsWhole Group Consensus

Professional Conversations

“A rigorous instructional rubric plays a critical role in defining effective instruction and creating a shared language for teachers and principals to talk about instruction, but it is the conversations themselves that act as the true lever for instructional improvement and teacher development.”Source: Talk About Teaching, Leading Professional Conversations; Danielson, Charlotte

Handout # 5

Post-Observation Conference

What are some questions you might ask Ms. Infelice to move her teaching practice to the next level?

Using the Suggested Coaching Stems and Questions from Handout 5, write down your questions. (5 minutes)

Share your questions with your stand up partner (5 minutes)

9:00 Clock Partner

ScenarioWork with your mentor group toPlan the following EDST Activities for 6

teachers (A,B,C,D,E,F) including a BSE teacher (Teacher A) for the months of January, February, and March.

1. Formal Observations (Pre-Conference, Observation, Post Conference) – Due: 4/1/16

2. Informal Growth Plan Visits (at least one per teacher)

Mentor Groups

Session 3 Performance TaskObservation of Teacher Practice

Observe 20 minutes (minimum) of instruction

Script evidence

Align ( Tag ) the evidence using the TLF Align/Sort Template

Write down some questions you would ask the teacher at a post conference.

Upload to MyPLN by January 25, 2016

Reading Assignmentfor Session 4

Rules of the Gameby Marilou Ryder

Section III: Packaging-The Art of Self PromotionPages 62 - 86

Session 3 ObjectiveRevisited

Participants will refine classroom observation skills to provide actionable feedback to effectively supervise and improve instruction.

The Triple TrackStrategies for Learning

Clock Partners

KWL

Turn & Talk/Elbow Partners

Attention Hand

Minute Fingers

Triple Track Reflection

With a partner discuss the following:

How might the information used today support my personal learning?

How might I apply these strategies when coaching my teachers?

How might I assist teachers in using the strategies in their own classrooms?

Eye Contact Partner

Questions

Are there any questions or concerns that you might have?