INSTRUCTIONAL SUPPORTLEADERSHIP NETWORK

September 13, 2013METS Center

WELCOME & INTRODUCTIONS

Link to Resources for Today

Agreements…(please use Today’s Meet to comment on agreements.)

• Be open to learning new strategies.

• Think of how you might use these resources to develop others’ capacity.

• Respect our time schedule.

• Honor your colleagues’ learning needs.

• Take responsibility for your learning.

• Be an active participant.

Learning Targets

Instructional Support Leaders will be able to…

1. understand the responsibilities and skills needed by network participants in order to effectively build capacity within their district to move the work forward.

2. identify tools and processes for recognizing instructional shifts in NGSS.

3. identify tools and processes for effective and timely implementation of PGES (TPGES & PPGES)

4. understand that the Professional Growth and Effectiveness System is a way to measure the outcome of improved student learning.

Characteristics of Network Participants

Learning Design: Save the Last Word

SCIENCE TEACHER LEADERSHIP NETWORKHalle Booth, Instructional Specialist

Who Am I?•Hallie Booth

• Special Education (K-12)• Science 6-8 (Gifted and Talented 6th)• Science Coach 6-12• CTE LDC Coach 9-12• Middle School LDC 6-8 – T2X Trainer• Common Core National Trainer/Advocate • LDC National Trainer

P-12 MSOU of PIMSER

Rate Your Familiarity with NGSS

• Choose one of the following that best describes your familiarity with the NGSS and explain your choice:

1) I know there are new science standards

2) Know a little about them/I know they have different colored sections on the paper

3) Read some of the framework/standards

4) I have a real deep understanding of standards their meaning and the content taught

5) I could lead a PD or group planning on the standards.

P-12 MSOU of PIMSER

Facts and Myths About the NGSS Scientific and Engineering Practices• Place an X next to the descriptions you think are correct.• Which of your answers are you least sure about? Explain

your thinking.• Discuss with a partner.• What other questions do you have?

P-12 MSOU of PIMSER

The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.

A Framework for K-12 Science Education p. 1-2

A New Vision of Science Learning that Leads to a New Vision of Teaching

Sean Elkins' Ted Talk • http://mediaportal.education.ky.gov/next-generation-schoo

ls-and-districts/2013/09/speed-bumps-on-the-road-to-ngss/

What’s Different about the Next Generation Science Standards?

Instructional Shifts in the NGSS

1. Performance Expectations

2. Evidence of learning

3. Learning Progressions

4. Science and Engineering

5. Coherence of Science Instruction

6. Connections within Science and between Common Core State Standards

Crosscutting Concepts

1.Patterns2.Cause and effect3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter6.Structure and function 7.Stability and change

Framework 4-1

The Trail of Two Standards• Read the two standards at your table (front and back) • Make sure to note the following:

• What is different about the two standards • What are the students doing in each Standard• What instructional shifts do you note in each • What would you expect as the overall instructional look of the

classroom if you were observing

Table Talk and Record

Discuss what you have written down on your self- reflection and compare your findings with the people at your table.

Summarize your tables findings and prepare to share out.

What have we learned?

Physical Sciences

• PS 1: Matter and Its Interactions

• PS 2: Motion and Stability

• PS 3: Energy

• PS 4: Waves and Their Applications

Life Sciences• LS 1: From Molecules to

Organisms: Structures and Processes

• LS 2: Ecosystems: Interactions, Energy, and Dynamics

• LS 3: Heredity: Inheritance and Variation of Traits

• LS 4: Biological Evolution: Unity and

Diversity

Earth and Space Sciences

• ESS 1: Earth’s Place in

the Universe

• ESS 2: Earth Systems

• ESS 3: Earth and Human Activity

Engineering, Technology andApplications of Sciences

• ETS 1: Engineering Design

• ETS 2: Links Among Engineering,

Technology,

Science and Society

P-12 MSOU of PIMSER

• “…students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content.”• A Framework for K-12 Science Education, pg. 218

Three Dimensions Intertwined

The NGSS are written as Performance Expectations

NGSS will require contextual application of the three dimensions by students.

Focus is on how and why as well as what

P-12 MSOU of PIMSER

Standards: Nexus of 3 Dimensions

• Not separate treatment of “content” and “inquiry” (No “Chapter 1”)

• Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas.

Core IdeasPractices

Crosscutting Concepts

P-12 MSOU of PIMSER

Guiding Principles• Students in K-12 should engage in all of the eight

practices over each grade band.• Practices grow in complexity and sophistication across the

grades.• Each practice may reflect science or engineering.• Practices represent what students are expected to do,

and are not teaching methods or curriculum.• The eight practices are not separate; they intentionally

overlap and interconnect.• Performance expectations focus on some but not all

capabilities associated with a practice.

Science and Engineering Practices

Science and Engineering Practices

1. Asking questions (science) and defining problems (engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (science) and designing solutions (engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

P-12 MSOU of PIMSER

P-12 MSOU of PIMSER

The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple

years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their

understanding of the core ideas in these fields. Framework pg. 8-9

Coherent Science Instruction

Instruction Builds Toward PEs

Performance Expectations

Lots of work completed, underway, and left to do

Instruction

Curricula

Assessments

Teacher Development

P-12 MSOU of PIMSER

Implications

NGSS

Assessment

Instruction

Curriculum

P-12 MSOU of PIMSER

Take Home Messages

• According to the intent of the Framework, the practices are not to be done in isolation.

• The practices are essential for learning the content.• We won’t have to start from scratch on everything!• Learning experiences should have the student doing the

doing (hands-on and minds-on).

Take Home Messages 2

• Slow and steady• 2013-2014 is not an “official”

implementation year it is a trial year…..learn and get feet wet

• Conversations will take place all year long and will encompass topics such as, curriculum mapping, performance based instruction, etc.

• Begin to use the practices to implement core content in classroom activities

Homeworkfor Network Participants

1. Who is on your District Leadership Team and what the plan to scale the Network goals ?

2. Read over and become familiar with “ your” grade level standards

MANAGING CHANGEPast, present, Future…

4 Questions…Choose 2

1. What work in your district led to instructional shifts and what evidence do you have of impact on student learning?

2. What capacity did you build in the leadership networks to impact future work?

3. What support and resources are needed for continued effective implementation of the work (LDC/MDC/PGES/NGSS)?

4. How do you differentiate to meet the needs of all stakeholders? 

Timer

PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM

TPGES Agenda

•Resources•Housekeeping Items•Student Growth•For Next Time

ResourcesPGES Webpage: http://education.ky.gov/teachers/HiEffTeach/Pages/default.aspx

Professional Learning: http://education.ky.gov/teachers/HiEffTeach/Pages/PGES--Overview-Series.aspx

Share “guide to professional learning”: http://education.ky.gov/teachers/HiEffTeach/Documents/Guide%20to%20TPGES%20PL.docx

 

Lync Sessions in EDS—Emphasize SGG sessions:

PGES Lync Sessions-How to Video  

Register for a Lync Session  

Register for an Archived Lync Session

EDS Help (next slides) (https://powersource.pearsonschoolsystems.com/portal/ciits/ )

 

Webcasts and Newsletters (Headline news): http://education.ky.gov/teachers/HiEffTeach/Pages/PGES-Headline-News.aspx

 

Housekeeping ItemsRoster Verification (https://powersource.pearsonschoolsystems.com/repository/schoolnet/pdf/ciits_qrc_verfiying_roster.pdf )

Self-Reflection in EDS (Please see “Help” in EDS for further directions)

Peer observation module available (See note at the end of agenda)

Observation:

Caseload manager (https://powersource.pearsonschoolsystems.com/repository/schoolnet/pdf/CIITS_QRC_CaseloadManagement.pdf )

Choosing A Model (District Decision: 3 & 1 OR 2 & 2)

1st Window Sept 1-Oct 31

First Administrator Observation (Depending on Model: Full or Mini/Partial)

Pre/post conference protocol (District decision on use of questions and format)

Student Growth•Lync Sessions •Think and Plan Tool (Handout Today) •Scenarios (Handout Today)•Guiding Questions (Step 1 and 2)

PD Search in CIITS

Proposed Multiple Measures

Teacher Professional Growth and Effectiveness System

Observation

Peer Observationformative

Professional Growth

Self-Reflection

Student Voice

Student Growth

All measures are supported through evidence.

State Contribution:Student Growth %

Local Contribution: Student Growth Goals

50

Student Growth ProcessStep 1:

Deter

mine

needs

Step 2:

Create

specific

learning

goals based

on pre-

assessment

Step 3:

Create and implement teach

ing and

learning

strategies

Step 4:

Monitor

student

progress

through

ongoing

formative

assessment

Step 5:

Determin

e whether students achieved the

goals

51

Determine Needs: Your Starting Line

Know the expectations of your content area standards

Know your students

Identify appropriate sources of evidence

52

Sources of Evidence: Variety

Interim Assessments

LDC/MDC Classroom Evidence

Projects

Products

Student Portfolios

Student Performances

Common Assessments

DistrictLearning Checks

53

RigorousCongruency to standards

Measures ask students to demonstrate mastery of the identified skills/concepts at the

level of rigor intended in the standard

54

Selected measures reach the level of rigor expected across the district

Comparable

Thi

nk a

nd P

lan

Tool

Directions

• At your table, read the student growth scenario.• Using the Think and Plan Tool, evaluate the provided information.

• Did the teacher address all of the areas adequately?

• What questions do you still have for the teacher?

Share Out

•One process/structure our school(s) has in place to support Student Growth Goal Setting

•One area that we are going to need to focus our support for some/all teachers

•One question that we still have about setting Student Growth Goals

Tools to Engage in Professional Conversations

•Think and Plan Tool •Scenarios•Guiding Questions

What to Bring Next Time:

•Bring a Think and Plan Tool that has been completed by a teacher from your district (all questions except for the last two questions)

MEASURE TPGES PPGES   

Self-ReflectionBoth systems ask participants to reflect and analyze their practices

Uses the KY Framework for Teaching

Uses the 7 Principal Performance Standards

   

Student GrowthBoth systems have a SGG set by state and a SGG set by local decision.

Local goal is created from data determined at the local level.

Local goal is created based on ASSIST (CSIP) data.

   

Professional Growth

Both systems require development of professional growth goals.These goals should be reflected on throughout the year and be monitored for progress as well as the

need to prioritize and/or develop any additional goals.

In addition to the SGG goal, a teacher must develop a minimum of one Professional Growth Goal.

In addition to the SGG:--Principals must develop a professional growth goal based on multiple data sources (reflection on standards, teacher SGG, feedback from administrator, survey results, etc.)-Principals also create at least one working conditions goal which is a two year goal based on TELL Kentucky Survey Results

Observation

Both systems entail observations from supervisors.

Teacher will be observed 3 times by principal throughout the

school year.

Principal will have 2 site visits from the superintendent, or other appointed personnel. (One each semester)

   

Peer Observation

*NOT IN BOTH SYSTEMSA peer will observe, collect, and

share evidence with a teacher. No formal scoring.

No Peer Observation piece

   

Student Voice

Both systems involve gathering data through perception based surveys.

Teachers will administer the Student Voice survey to their

students.

Principal data will be compiled through the TELL and VAL-Ed surveys. These will be given in alternating years.

Val-Ed Basic Information Document

DISTRICT CONVERSATIONSEach district team will sit together to summarize learning and plan next steps.

EVALUATION/FEEDBACKPlease either complete a paper copy or use the website embedded form to inform us of your learning experiences today.