welcome to oat 1!

Welcome to OAT 1!Please Sign in and put on your name tag.

Take the open seat nearest to the front and center of the room.

Introduce yourself to the others at your table.

Assemble your binder.

Please pick up your materials…

1. Notebook

2.Table of contents

& dividers

3. The Skillful Teacher Text

Studying Skillful

Teaching

WelcomeIntroductionsRestroomsBreaks & lunchCell phonesConfidentiality

Index Card Introductions

Biographical Something

fact you do well

On an index card, write…On an index card, write…

Something uniqueabout yourself

Something uniqueabout yourself

What you want to get out of this

course

What you want to get out of this

course

NAMENAME

KNOWLEDGE ABOUT

TEACHING

EFFECTIVE COMMUNICATION

DATA ABOUT TEACHING & LEARNING

HIGH EXPECTATIONSFOR ADULTS

OAT I

RBT

InstructionalLeadership

OBJECTIVES & ITINERARY

PGS

How do you know these things?

What do you know about the PGS?

activator

Professional Growth System

Professional Development

Skillful Teaching and

Leading courseworkSchool

leadership team training

Consulting Teachers / PAR panel

Professional Goal-Setting & Reflection

PDP

Portfolio

Staff Development

Teacher

Staff Development

Substitute

Standards

Performance criteria

Descriptive examples

Professional growth cycle

Observation, evaluation,

clear feedback

MCPS Teacher StandardsI. Teachers are committed to students and their learning.II. Teachers know the subjects they teach and how to

teach those subjects to students.III. Teachers are responsible for establishing and managing

student learning in a positive environment.IV. Teachers continually assess student progress, analyze

the results, and adapt instruction to improve student achievement.

V. Teachers are committed to continuous improvement and professional development.

VI. Teachers exhibit a high degree of professionalism.

Description of OAT 1 CourseTPGS pg. 4

You will be able to collect and analyze evidence about a teacher’s work:

planning & assessment capacity to motivate students communicate high expectations a repertoire of instructional and

classroom management strategies

Read page 7 of the PGS Handbook.

Highlight the key points.

Compare your highlights with a partner.

PGS and Observations:Read, Highlight & Compare

With a partner from your table, summarize the key points of the

Professional Growth System (PGS).

Partner Summary

10 - 210 - 2

Original research by Mary Budd Rowe.

For every ten minutes of instruction, the brain needs two

minutes of processing.

Stages of Skill Development

“UNCONSCIOUSLYUNSKILLED”

“CONSCIOUSLYUNSKILLED”

“CONSCIOUSLYSKILLED”

“UNCONSCIOUSLYSKILLED”

Strandgaard (1981)

OAT I

RBT

NB p. 22NB p. 22

HOW LEADERS INFLUENCE . HOW LEADERS INFLUENCE . . .. .

Quality ofQuality ofTeachingTeaching

andandLearningLearning

Frequent ShortVisits with CEIQ

Walks

Hall-Wall Availability

LeadershipTeams High Functioning

Content PLC’s Facilitating Work of Coaches & Specialists

ProfessionalDevelopment

Public Teaching

Study Groups

Faculty Meetings

Planning Conferences

Formal Obs. & Reports

OAT I

RBT

Think About / Talk Think About / Talk AboutAbout

1. Which of these actions are already familiar because

you have observed someone else doing them in the past?you are skilled at doing them yourself?you are seeing them being used as powerful tools in your

current work setting?

2. Which are currently unfamiliar becauseyou have rarely/never seen them done effectively?you have had little/no opportunity to study and practice them?they are not valued or supported in your current work setting?

OAT I

RBT

NB p. 22NB p. 22

HOW LEADERS INFLUENCE . HOW LEADERS INFLUENCE . . .. .

Quality ofQuality ofTeachingTeaching

andandLearningLearning

Frequent ShortVisits with CEIQ

Walks

Hall-Wall Availability

LeadershipTeams High Functioning

Content PLC’s Facilitating Work of Coaches & Specialists

ProfessionalDevelopment

Public Teaching

Study Groups

Faculty Meetings

Planning Conferences

Formal Obs. & Reports

Of all the factors that are important to student

achievement in productive schools – and there are

many – the most important are what individual teachers

believe, know, and can do.

NB pg. 8

27

44

79

96

0

20

40

60

80

100

Test Scores by

Percentile

Students with 3 Least EffectiveTeachers

Students with 3 AverageEffective Teachers

Students with 3 Most EffectiveTeachers

FIFTH GRADE MATH SCORES ON TENNESSEE STATEWIDE TESTBASED ON TEACHER SEQUENCE IN GRADES 3, 4, 5

(Second Grade Scores Equalized)Research by Sanders & Rivers (1996)

28

FIFTH GRADE MATH SCORES ON TENNESSEE STATEWIDE TEST BASED ON TEACHER SEQUENCE IN GRADES 3.4.5

(Second Grade Scores Equalized)Research by Sanders & Rivers (1996)

29

50

83

44

79

96

0

20

40

60

80

100

120

Students with 3 Least EffectiveTeachers

Students with 3 Average EffectiveTeachers

Students with 3 Most EffectiveTeachers

Test

Sco

res

by P

erc

enti

le

School System B

School System A

TST pg. 2

“There is more to good teaching than skill, but there is no

good teaching without it.”

Bonnie

What do you observe happening as students enter Bonnie’s classroom?

Brainstorm

What accounts for student learning?

Behaviors of Individualsin Effective Organizations

12 normsEffective meetings

Collaborative decision makingCommunication skills

Team buildingWin-win

Knowledge Bases for aFully Functioning Teacher

General PedagogicalKnowledge & SkillsCurriculum planning

MotivationInstructional strategies

Management

Content-SpecificPedagogy

MethodMaterialsExamples

MisconceptionsAnalogies

Stories

Children & TheirDifferences

CognitiveAffectiveCultural

Personal experiencesLearning & thinking styles

AcademicDiscipline &

Student Standards

ParentInvolvement

StudentLearning/Student

Achievement

OAT I

RBT

QuickTime™ and a decompressor

are needed to see this picture.

p. 7

TST pg. 7TST pg. 7

General PedagogicalKnowledge & SkillsCurriculum planning

MotivationInstructional strategies

Management

OAT I

RBT

OAT I

RBT

CURRICULUMCURRICULUMPLANNINGPLANNING

MOTIVATIONMOTIVATION

INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES

MANAGEMENTMANAGEMENT

FOUNDATION OF ESSENTIAL BELIEFS

KEY CONCEPTS• Areas of Performance

• Repertoire• Matching Overarching

Objectives

CurriculumDesign

Objectives

AssessmentLearning

Experiences

PersonalRelationship

BuildingClass Climate

Expectations

Clarity Principles ofLearning

Models of Teaching

Space Time Routines

Attention Momentum Discipline

Planning

OAT I

RBT

What do the key concepts of

areas of performance,

repertoire, and matching mean for your work as an instructional

leader?

10 - 210 - 2

Let’s Take a Break!

MANAGEMENTMANAGEMENT

OverarchingObjectives

CurriculumDesign

Objectives

AssessmentLearning

Experiences



Expectations


Models of Teaching

Space Time Routines


OAT I

RBT

KEY CONCEPTS• Areas of Performance

• Repertoire•Matching

Brainstorm

Think of all the ways that teachers get attention, hold attention, or regain attention when they lose it.

AttentionPunishExcludeThreatenSharp SarcasmJudgmental Reprimand

OrderSpecific Verbal DesistGeneral Verbal Desist

Mild SarcasmPrivate DesistBring in Group PressurePeer Competition

Move Seat“I” MessageRemove Distraction

Offer ChoiceUrgeRemindFlattery

SignalsPause and LookName DroppingOffer Help

TouchProximity

StartleUsing Student’s Name in Instructional Example

Redirecting Partial AnswerPre-AlertUnisonLooking at One, Talking to Another

Incomplete SentencesEqual Opportunity

Random OrderCirculation

Wait-TimeEye Contact

Freedom from Distraction (visual and auditory)

Voice VarietyGesturePiquing Student’s Curiosity

SuspenseChallengeMaking Student a Helper

PropsPersonificationConnecting with Student’s Fantasies

Acknowledging

EncouragementEnthusiasm

PraiseHumorDramatizing

DESISTING

ALERTING

ENLISTING

ACKNOWLEDGING

WINNING

Authority

Attraction

OAT I

RBTTST pg. 25TST pg. 25

Identify the attention strategies this teacher uses.

If our only tool is a hammer…

…every problem looks like a nail!

The broader our repertoires, the better

we can make the match!

So why all the attention on attention?

to look at one area of performance through a narrowly focused lens;

to begin to analyze and expand our own repertoire;

to build a common vocabulary

to provide material for matching; teaching is decision making

Looking Up Close Look at your table’s list of

ATTENTION moves. Where on the continuum do most of your moves reside?

If you were OBSERVING a class, how would you know if the teacher made a good match?

page xiii



CurriculumDesign

Planning

AssessmentLearning

Experiences



Expectations

ClarityPrinciples of

LearningModels of Teaching

Space Time Routines


Objectives

▲ Objectives▲ Personal

relationships▲ Climate▲ Expectations ▲ Principles of

learning▲ Clarity▲ Attention▲ Momentum▲ Beliefs

The brain can only

handle what the body can endure.

Movement is needed toenhance circulation to the brain.

KNOWLEDGE ABOUT

TEACHING




OAT I

RBT


Two Beliefs about Intelligence

Ability Based Belief

2.1

13.6

34.1

49.8

34.1

13.6

2.1

55 70 85 100 115 130 145

InnateFixed

UnalterableUnevenly Distributed

MeasurableDeterministic

What might you observe in a classroom where the ability

based belief is held?

Effort Based Belief

CONFIDENCECONFIDENCE

ACHIEVEMENTACHIEVEMENT

EFFECTIVEEFFORT

EFFECTIVEEFFORT

AbilityAbility

Hard WorkHard Work StrategiesStrategies

+

+

What might you hear from a teacher who believes all

students can learn?

• the ability-based / fixed belief

With your BELIEFS partner, summarize the main points of each of the beliefs:

10 - 210 - 2

• the effort-based / growth belief

CONFIDENCECONFIDENCE

ACHIEVEMENTACHIEVEMENT

EFFECTIVEEFFORT

EFFECTIVEEFFORT

AbilityAbility

Hard WorkHard Work StrategiesStrategies

+

2.1

13.6

34.1

49.8

34.1

13.6

2.1

55 70 85 100 115 130 145

KNOWLEDGE ABOUT

TEACHING




OAT I

RBT


Beliefs in Action What messages is the

teacher sending Ben (and all of his students) about his beliefs?

• How is he sending these messages?

• What information do we get from the behavior of the rest of the class?

Reflection

What will you do as an instructional leader to foster the effort-based

belief within your department/school?

• Course information and standards

• Fitchburg State University credit sheet

Course Details

In class

Beyond class Study

Practice

Application

Collegial supportHandout

Effective Effort

Homework

Let’s Do Lunch!

KNOWLEDGE ABOUT

TEACHING




OAT I

RBT




MOTIVATIONMOTIVATIONMOTIVATIONMOTIVATION



MANAGEMENTMANAGEMENTMANAGEMENTMANAGEMENT


KEY CONCEPTS• Areas of Performance• Repertoire• Matching


CurriculumDesign

Planning

AssessmentLearning

Experiences



Expectations

ClarityPrinciples of

LearningModels of Teaching

Space Time Routines


Objectives

The Knowledge Base on Teaching

MomentuMomentumm

NB pg. 376

Momentum: The Big 8

NB page 376Provisioning

Overlapping

Fillers

Managing intrusions

Momentum: The Big 8NB pg. 376Lesson flexibility

Giving advance notice

Subdividing

Anticipation

KNOWLEDGE ABOUT

TEACHING




OAT I

RBT


Watch and listen to Mr. Banks as he runs his elementary Physical Education class.

Take notes.

KNOWLEDGE ABOUT

TEACHING




OAT I

RBT




MOTIVATIONMOTIVATIONMOTIVATIONMOTIVATION



MANAGEMENTMANAGEMENTMANAGEMENTMANAGEMENT


KEY CONCEPTS• Areas of

Performance• Repertoire• Matching


CurriculumDesign

Planning

AssessmentLearning

Experiences



Expectations


Models of Teaching

Space Time Routines


Objectives

The Knowledge Base

on Teaching

Our source for our

common language

to describe and analyze teaching

Recipe for a Post Observation Conference Report

1. Context Paragraph2. Objective/Planning Paragraph3. CEIJ Paragraphs

• Claim- areas of performance

• Evidence• Impact (thus, therefore, as a result)

• Judgment

4. Post observation conference5. Summary paragraph

Provide information about… Teacher Students Course or unit of study Special factors Announced or unannounced

Teacher: Observation Date:Observer: Observation Time:School: Conference Date:

Subject / Grade:

Your old best friend….

C, E, I, & JClaim

EvidenceImpact

Judgment

Meet your new best friend…

Claim

Definition: a statement that a teacher performs a certain teaching skill or carries out a recognizable pattern

Example: Mr. Banks carefully maintained the momentum in his class.

EvidenceDefinition: quotes or literal descriptions of

something the teacher said or did that illustrate and give the reasons for the claim

Example: He provisioned by having the required class materials – jump ropes – lined up in a row against the wall.

Impact

Definition: a statement of the impact (or intended impact) of the teacher’s action on student learning; typically begins with Thus, Therefore, or As a result; has the students as its subject

Example: As a result, all students obtained their materials in a timely manner.

Judgment

Definition: a phrase, adjective or adverb that lets the teacher know what the observer thought of the behavior (skill / ability)

Example: Mr. Banks carefully maintained the smooth flow of events in his class.

RAW DATA / UNANALYZED

EVIDENCE

T’ s QUOTES

T’s ACTIONSARTIFACTS

S RESPONSES

?

SORT BY CATEGORY(Area of Perf.)

Literal Notes/Stuff

C-1

C-2 C-3FINDING FINDING CLAIMSCLAIMS

OAT I

RBT

Putting it all Together!Label the:

Claims Evidence Impact Judgment

in the paragraphs

Homework

First steps on the journey…

Summary

Pre-assessment

Plusses & deltas

1.End of Class

Routine

4.

2.

3.Side

Table

See you tomorrow!

See you Jan. 29!

Please pick up your materials…

1. Notebook

2. Inserts

3. The Skillful Teacher Text

Studying Skillful

Teaching

Read page 7 of the PGS Handbook.

Highlight the key points.

Compare your highlights with a partner.

PGS and Observations:Read, Highlight & Compare

Be the video camera!

Your observation notes capture

teaching & learning

in action.

Capturing What You Observe

• quotes & descriptions

• important events, actions, conversations

• times

• specific names

• facts; not analysis

• characteristics of interactions & settings

• questions for follow-up

NB pg. 26

Criteria for High Quality Literal Notes

√ I know this and I can do it!

* I’m not sure what this is?

∆ This may be a goal area for

me.

notebook page 29

Time notations,

Questions,

Analysis

Teacher actions and

quotes

Student names, actions, quotes

Note TakingNB pg. 30

Compare the literal notes on NB pg. 79.

Making the Case for Literal Notes

Making the Case for Literal NotesNarrative notes from a 6th grade math observation:

“The teacher went over the homework, and then moved on to another topic.”

What impact do copious literal notes have on the feedback we

give teachers?

What goals

can you set

for yourself

in writing

literal notes?

welcome to oat 1!

Documents

effective effort

effortbased belief

repertoire of strategies

course standards

students capacity

teachers growth

knowledge bases

attention continuum