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Session Outcomes
Reading: 1. Develop a common language for the change process. Calibration: 1. Identify connections between Domain 1 and Domain 3. 2. Collect and interpret evidence using the Danielson Framework. 3. Calibrate ratings and evidence with Charlotte Danielson.
Shape the Path: "What looks like a people problem is often a situation problem."
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LEVEL 1: Read aloud one passage LEVEL 2: Describe what he/she thinks about the passage (interpretation, connection to past experiences, etc.) LEVEL 3: Discuss the implications it has on his/her leadership as we work to elevate the quality of teaching in our schools.
2. The group responds (for a total of up to 2 minutes) 3. After all rounds are complete, debrief the process
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Which one of these three could you spend more time focusing on while leading your staff?
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Calibration
Calibration refers to a periodic assessment of whether raters are continuing to score reliably and the degree to which an evaluation may drift from the original training.
Adapted from National Comprehensive Center for Teacher Quality
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Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in Professional Learning Communities 4e Growing and Developing Professionally 4f Showing Professionalism
Domain 3: Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating flexibility and Responsiveness
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Why Be Descriptive?
Descriptive scripting consists only of what you see and hear, without writing positive or negative inferences or judgments from what you see and hear. Allows us to analyze what we see as opposed to debating our own idea of effective instruction. Helps us search for cause and effect relationships between what we observe teachers and students doing and what students actually know and are able to do as a consequence.
Adapted from Elmore, Instructional Rounds in Education, Chapter 4
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What is a Claim?
A statement that a teacher performs a certain teaching skill or carries out a certain pattern in his or her instruction (thus, a generalization). Claims are used in written teacher evaluations and are also useful when discussing building trends. Examples: She communicated high expectations for learning. The expectations werent enforced in the class.
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Claim Examples
Mrs. Green has built and clearly protects a climate in which students feel safe to take risks. The pacing of the lesson was slow because the teacher wasnt prepared. Ms. Smiths discussion techniques led to the engagement of all students. Ms. Finn used a range of instructional strategies to help students reach her intended outcome.
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Next Steps
What would your next step be with this teacher to help elevate his practice? What support or resources might you provide?
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Session I: Friday, Dec. 2, 8:30 3:30 at JSCEE & Session II: Thursday, Dec. 8, 4:30 7:30 at JSCEE
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https://www.surveymonkey.com/s/D33KBV6
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