• Community builder / framing
• Building our leadership vision
• Planning for mastery
• Writing about planning: the
objective/planning paragraph
• Clarity: framing the big picture
• Data sources / literal notes
• Summary
▲
▲
page xiii
▲
▲
Overarching
Objectives
Curriculum
Design
Planning
▲
Objectives
Learning
Experiences
Assessment
Personal
Relationship
Building
Class Climate
▲
Expectations
Clarity
Space
Attention
Principles of
Learning
Time
Momentum
Models of
Teaching
Routines
▲
▲
Discipline
FOUNDATION OF ESSENTIAL BELIEFS
▲
Objectives
Personal
relationships
Climate
Expectations
Principles of
learning
Clarity
Attention
Momentum
Beliefs
Welcome!
• Sign in.
• Wear your name tag.
• Pick the top card and sit at
that numbered table.
(A=1)
• What practices or concepts have
become clearer to you as a result
of today’s class?
• How will this knowledge support
your growth as an instructional
leader?
Practices or concepts that have become clearer to you and that will
support your growth on the first steps on the journey :
The knowledge base on teaching /
triangle (10)
Scripting – what it is, why we do it (8)
The components of a report AKA “the
recipe” (5)
CEIJ (5)
The six standards of the PGS (3)
Pluses
+ Sharing with partners, in
groups, at tables (9)
+ Pacing/momentum (3)
+ Exemplars (4)
+ Class climate (4)
+ Presenters
+
Deltas
Δ Provide more processing time
(2)
Δ Go faster / go slower
• Tell your partner your phone
number. They will call you.
• Share the name of your ring
tone and why you chose it.
• Change roles.
• Be prepared to report on your
partner’s choice.
Framing
our
learning
By the end of the day you will be able to:
• Explain how supervision and evaluation support the purposes of
the Professional Growth System.
• Explain different levels of thinking about lesson planning and
their implications for student learning.
• Evaluate objectives based on the criteria for a mastery
objective.
• Analyze evidence to determine if a teacher is planning and
instructing for mastery.
• Write an objective paragraph in a post-observation conference
report.
• Identify components of a teacher’s repertoire for framing
learning and explain their importance to students.
• Explain the importance of literal note-taking and
determine whether notes are literal or descriptive.
• Community builder / framing
• Building our leadership vision
• Planning for mastery
• Writing about planning: the
objective/planning paragraph
• Clarity: framing the big picture
• Data sources / literal notes
• Summary
OAT I
DATA ABOUT
TEACHING &
LEARNING
KNOWLEDGE
ABOUT
TEACHING
Instructional
Leadership
EFFECTIVE COMMUNICATION
HIGH EXPECTATIONS
FOR ADULTS
RBT
The
Knowledge
Base on
Teaching
KEY CONCEPTS
• Areas of Performance
• Repertoire
• Matching
Overarching
Objectives
Curriculum
Design
Planning
CURRICULUM
PLANNING
Objectives
Assessment
Personal
Relationship
Building
Learning
Experiences
Class Climate
MOTIVATION
Expectations
Clarity
Space
Principles of
Learning
Time
Models of
Teaching
INSTRUCTIONAL
STRATEGIES
Routines
MANAGEMENT
Attention
Momentum
Discipline
FOUNDATION OF ESSENTIAL BELIEFS
+
CONFIDENCE
ABILITY
ACHIEVEMENT
+
EFFECTIVE EFFORT
Hard Work
Strategies
Source: Adapted from Efficacy Institute, Lexington, MA.
TST p. 270
Smart is not
something you
just are;
smart is
something
you can get.
Jeff Howard
The Efficacy Institute
 Which of the seven beliefs are alive, well,
and in evidence in your workplace? What
effect do you see them having on student
learning?
 Which are least evident? Why? How does
their absence influence student learning?
 Discuss the implications of your responses
for your leadership role.
TST Chapter 2
OAT I
DATA ABOUT
TEACHING &
LEARNING
KNOWLEDGE
ABOUT
TEACHING
Instructional
Leadership
EFFECTIVE COMMUNICATION
HIGH EXPECTATIONS
FOR ADULTS
RBT
By the end of this portion of the
day, you will be able to explain
how supervision and evaluation
support the purposes of the
Professional Growth System.
Objective
Review:
The
Six Standards

Stand. Find your
EXPECTATIONS
partner.

Recite the six
standards to him or
her.

Share the strategy
you used to be able
to remember them.
MCPS Teacher Standards
I.
II.
III.
IV.
V.
VI.
Teachers are committed to students
and their learning.
Teachers know the subjects they teach and how
to teach those subjects to students.
Teachers are responsible for establishing and
managing student learning in a positive
environment.
Teachers continually assess student progress,
analyze the results, and adapt instruction to
improve student achievement.
Teachers are committed to continuous
improvement and professional development.
Teachers exhibit a high degree of professionalism.
 Discuss which of the major
purposes of supervision and
evaluation have been most and
least successfully addressed in
MCPS.
 How do your strategies for working
with your staff match these
descriptors?
Purposes of Supervision and Evaluation
NB p. 27
Where is the balance of these three
aspects of leadership in your current
work? What goals might you set for
yourself in relationship to these three
aspects?
Recipe for a PostObservation Conference Report
1. Context paragraph
2. Objective/mastery planning paragraph
3. C E I J paragraphs
• Claim – area of performance
• Evidence
• Interpretation of impact on students
(thus, as a result, therefore)
• Judgment included or implied
4. Post-observation conference summary
(including goal-setting)
5. Summary
Teacher:
Observer:
School:
Subject / Grade:
Observation Date:
Observation Time:
Conference Date:
Provides information about…
 Teacher
 Students
 Course or unit of study
 Special factors
 Announced or unannounced
Feedback: Information on the
ways in which a product or
performance meets or does
not meet established criteria
for success.
Peer Feedback:
The Context
Paragraph
Recipe for a PostObservation Conference Report
1. Context paragraph
2. Objective/mastery planning paragraph
3. C E I J paragraphs
• Claim – area of performance
• Evidence
• Interpretation of impact on students
(thus, as a result, therefore)
• Judgment included or implied
4. Post-observation conference summary
(including goal-setting)
5. Summary
Compare your labeling of
the CEIJ in paragraphs three
through five in the Sarah
Smith report. Come to
consensus, if possible.
Sarah Smith CEIJ Paragraph 1
Mrs. Smith effectively presented information through
explanatory devices.
•
She created a graphic organizer on the overhead projector to
guide the students through defining run-off.
•
She translated the words dissolved and suspended into simpler
language by way of a class discussion (“Spring-time…fertilizer on
grass to make it greener…that salt fertilizer will mix with water
and dissolve…we need to talk about what that word suspended
means…okay we’re talking about debris..anything that doesn’t
get dissolved…”).
•
She also presented the students with environmental pictures
(“To get started I have pictures with pretend news articles about
the Chesapeake Bay…”).
As a result, students with a variety of learning styles were
focused and engaged.
Sarah Smith CEIJ Paragraph 2
Mrs. Smith used several instructional strategies to help the
students make cognitive connections.

She used questioning as a way to prompt a resemblance to the
students’ experiences (“What’s usually included with
pictures?...If something gets dissolved, what does that mean?”).

She used a personal experience to help the students related the
content to their own lives (“I took my cup of coffee and put
sugar in it. It got dissolved in the coffee...” ).

She asked the students to compare and contrast in order to
make a connection to today’s learning (“Think about the
pictures we looked at yesterday…”).
Thus, students’ prior learning was utilized and connected with
the new information given during this lesson.
Sarah Smith CEIJ Paragraph 3
Mrs. Smith has built a classroom climate in which students feel
safe to take risks.
•
She made several comments throughout the lesson to promote risk
taking (“..could be…you could make that up…you don’t have to be
perfect…”).
•
She stated, “…as long as someone at your table has something to
share we’re good.”
•
After the students were told to write captions for given pictures, a
student asked, “What’s a caption?” Mrs. Smith did not chastise
the student for not knowing or remembering the meaning of the
word caption, but answered her calmly and respectfully. Another
student asked a question and Mrs. Smith replied quietly.
Therefore, students could safely communicate their level of
understanding and signal their need to move on or request help.
CLAIM
statement that a teacher performs a certain teaching skill
EVIDENCE
a quote or literal description of something said or done; at least
three pieces of evidence are needed to constitute sufficient
documentation to support a claim
IMPACT
statement of what the behavior accomplished; the effect on
students; “the students” are the subject
JUDGMENT
adjective, adverb, sentence, phrase that lets the reader know
what the writer thought of the teacher’s behavior; most often
found IN the claim
• Is a statement of what was accomplished
by the behavior just described in the
claims and evidence.
• Establishes what was significant about the
move in terms of students.
• Has “the students” as its subject.
Effective impact statements:
 Show a logical cause-effect relationship with the claim.
 Match the evidence.
 Have the students as their subject.
 May include judgment by stating the quality (positive
or negative) of the impact on students and their
learning.
As a result, students
remained unclear as to the
desired standard of work.
Thus, students were able
to reiterate the standards
for their projects.
Review NB pp. 45-46.
Evaluate each of the sample impact
statements. Does it clearly communicate
the effect of teacher behavior on
students? Does it use the students as the
subject?
Discuss with your partner.
Let’s take a break!
By the end of this part of the day, you will be
able to:
• Explain different levels of thinking about
lesson planning and their implications for
student learning.
• Evaluate objectives based on the criteria
for a mastery objective.
• Analyze evidence to determine if a
teacher is planning and instructing for
mastery.
Objectives
OAT I
DATA ABOUT
TEACHING &
LEARNING
KNOWLEDGE
ABOUT
TEACHING
Instructional
Leadership
EFFECTIVE COMMUNICATION
HIGH EXPECTATIONS
FOR ADULTS
RBT
The
Knowledge
Base on
Teaching
KEY CONCEPTS
• Areas of Performance
• Repertoire
• Matching
Overarching
Objectives
Curriculum
Design
Planning
CURRICULUM
PLANNING
Objectives
Assessment
Personal
Relationship
Building
Learning
Experiences
Class Climate
MOTIVATION
Expectations
Clarity
Space
Principles of
Learning
Time
Models of
Teaching
INSTRUCTIONAL
STRATEGIES
Routines
MANAGEMENT
Attention
Momentum
Discipline
FOUNDATION OF ESSENTIAL BELIEFS
Activator
What are the characteristics
of standards-based
instruction?
45
“To begin with the end in
mind means to start with a
clear understanding of
your destination. It means
to know where you’re
going so that you better
understand where you are
now, so that the steps you
take are always in the right
direction.”
Steven Covey
The Seven Habits of Highly Effective People
Use the text marking strategy to
read the handout.
Got it.
! This is important.
(I could explain it to someone else.)
(This is a key point.)
? What??? (I don’t understand it yet.)
THINKING SKILLS
OBJECTIVES
What thinking skills do I want
students to be able to use?
MASTERY OBJECTIVES
What do I want students to know or be able
to do when the lesson is over?
How will I know if they know it or can do it?
INVOLVEMENT
How can I get students
really engaged?
ACTIVITIES
What activities could students do
to gain understanding or to develop
these skills?
COVERAGE
Thinking Behind
What knowledge,
skill,OBJECTIVES
or concept
am I teaching?
Data From Pre-Assessment:
Objectives and Criteria for Success
Number
assessed:

22
Met
standard
Objectives
32%
68%
10%
90%
Criteria for
Success
NY
(not yet)
Yes
NY
Yes
NY
49
The language of a mastery objective…
• is specific in terms of curricular
knowledge (declarative or
procedural)
• names an active performance
(observable behavior) that
demonstrates mastery
TST p. 377
Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA:
Research for Better Teaching, p. 377.
50
Mastery objectives do not use mental action words
that do not inform students about what they will
have to do to demonstrate mastery, such as…
TST p. 377
Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA:
Research for Better Teaching, p. 377.
A
51
Mastery Objective:
By the end of class, you will be able to identify an
infectious disease, the pathogen that causes it,
and how the pathogen is spread.
Activities:
1. Research and take notes about infectious
diseases.
2. Work as a group to ask and answer questions
about infectious diseases.
3. Complete today’s Learning Log.
Students will be able to draw and
explain the life cycle of a butterfly using
a cycle graphic organizer. (ES science)
You will be able to identify the physical
traits of a character and support each
with at least two pieces of evidence
from the text. (MS English)
We will be able to make an accurate
scale drawing of a room or apartment
given actual dimensions. (HS math)
Parents will be able to describe ways
that they can support their children
with homework. (Parent meeting)
Students will be able to identify strategies
for resolving conflict and apply them to a
given scenario. (Counseling session)
Staff will be able to describe three
interactive strategies and how they can
apply them in class. (Department
meeting)



Work with a job-alike partner, if
possible.
Select at least two objectives.
Discuss how you might coach a
teacher to revise the objective for
a focus on mastery. What
questions would you ask?
1. Put your name on an index
card.
2. Write at least two original
mastery objectives.
3. Put the index card into the
table folder.
OAT I
DATA ABOUT
TEACHING &
LEARNING
KNOWLEDGE
ABOUT
TEACHING
Instructional
Leadership
EFFECTIVE COMMUNICATION
HIGH EXPECTATIONS
FOR ADULTS
RBT
By the end of this portion of
the day, you will be able to
write an objective paragraph
in a post-observation
conference report.
Objective
Recipe for a PostObservation Conference Report
1. Context paragraph
2. Objective/mastery planning paragraph
3. C E I J paragraphs
• Claim – area of performance
• Evidence
• Interpretation of impact on students
(thus, as a result, therefore)
• Judgment included or implied
4. Post-observation conference summary
(including goal-setting)
5. Summary
What might a student
experience in a lesson
planned for mastery?
What do we want
students to know
and be able to do?
How will they get
there?
What task will tell
us they can do it?
What should
successful
performance look
like?
Mastery objective
(target)
Activities (learning
experiences)
Assessment (product
or performance)
Criteria for success
(characteristics of
exemplary work;
highest point on a
rubric)
The purposes of the objective paragraph are to:
• capture the teacher’s thinking, planning, and
delivery of instruction;
• record the activities that were planned to
lead students to the mastery objective; and
• explicitly present the data on student
achievement of the mastery objective.
The Objective /
Planning Paragraph
The objective paragraph must answer…
•
•
•
•
Was the lesson planned for mastery or not?
What was the objective?
How was it communicated?
What activities did the teacher do to lead
students to mastery of the objective?
• What are the assessment data on student
mastery or progress toward mastery of the
objective?
• A lesson with a clear,
communicated mastery
objective is not always
taught for mastery.
• A lesson without a clearly
or clearly communicated
mastery objective can be
taught for mastery.
• the stated objective;
• the lived/delivered lesson;
and
• the worthiness of the
objective and lesson.
Giving Objective-Focused Feedback: The Stoplight
RED: The objective does not reflect mastery
thinking or planning (based on coverage,
activity, or involvement thinking). The delivery
of instruction does not match or support the
intended objective.
YELLOW- The objective MAY reflect mastery
thinking or planning. The delivery of
instruction does not match or support the
intended objective.
GREEN- The objective reflects mastery
thinking or planning. The delivery of
instruction and teacher actions fully match and
support the intended mastery objective.
Leadership
Connections
How will you, as an
instructional leader, ensure that
teachers plan lessons focused
on student mastery?
OAT I
DATA ABOUT
TEACHING &
LEARNING
KNOWLEDGE
ABOUT
TEACHING
Instructional
Leadership
EFFECTIVE COMMUNICATION
HIGH EXPECTATIONS
FOR ADULTS
RBT
By the end of this part of the
day, you will be able to
identify components of a
teacher’s repertoire for
framing learning and explain
their importance to students.
Objective
The
Knowledge
Base on
Teaching
KEY CONCEPTS
• Areas of Performance
• Repertoire
• Matching
Overarching
Objectives
Curriculum
Design
Planning
CURRICULUM
PLANNING
Objectives
Assessment
Personal
Relationship
Building
Learning
Experiences
Class Climate
MOTIVATION
Expectations
Clarity
Space
Principles of
Learning
Time
Models of
Teaching
INSTRUCTIONAL
STRATEGIES
Routines
MANAGEMENT
Attention
Momentum
Discipline
FOUNDATION OF ESSENTIAL BELIEFS
How do skillful teachers
make concepts and skills
clear and accessible to
students?
Framing the big picture
Getting ready for instruction
Presenting information through
well-chosen explanatory devices
Monitoring and matching speech
Being explicit
Making connections
Checking for understanding
Unscrambling confusion
Making student thinking audible
Summarizing
TST p. 163
NB p. 304
Framing the Big Picture
Being sure students understand the…


TST p. 163
NB p. 304




Mastery objective
Itinerary
Big idea/essential question
Reasons for activities
Reasons the work is
worthwhile
Criteria for success
David Sousa
How the Brain Learns
What does Catherine do
to frame the lesson for
her AP Biology students?
TST p. 163; NB p. 304
What does Valerie do to
frame the lesson for her
math students?
TST p. 163; NB p. 304
Bernice McCarthy - About Learning, Inc.
Which question do you MOST want
answered in a new learning situation?
What will you take away
from today’s discussions of
CLARITY?
How will your work as an
instructional leader be
affected by what you’ve
learned?
OAT I
DATA ABOUT
TEACHING &
LEARNING
KNOWLEDGE
ABOUT
TEACHING
Instructional
Leadership
EFFECTIVE COMMUNICATION
HIGH EXPECTATIONS
FOR ADULTS
RBT
Explain the importance of
literal note-taking and
determine whether notes
are literal or descriptive.
Objective
Read about the opportunities and
obligations for using data.
Work with your table group to
make additions to the web.
quotes and descriptions
important events, actions,
conversations
times
specific names
facts; not analysis
characteristics of interactions and
settings
questions for follow-up
The Effects of Having/Not Having Literal Notes
1
2
Cheerleading
Enrichment
3
4
Improvement
Real Problems
Literal Notes
Example #2:
Real Life
NB p. 81
Narrative notes from a 6th grade math observation:
“The teacher went over the homework.”
• Compare the literal notes on NB p. 165.
• What are the messages students receive
from the teacher in each example?
• Which set of literal notes would be most
valuable for giving a teacher feedback?
• Read over and clean up your notes.
• Holistic impressions
 What do you infer the lesson objective to be?
 What teaching strategies stood out as positive, negative
or missing?
 What questions might you want to ask?
• Label important events by asking yourself
what the teachers words and actions
accomplished or intended to accomplish
(framing - TST p. 163; NB p. 304)
• What claim can you make based on the
evidence?
Literal Notes
Example #3:
Real Life,
Analyzed
1. Trace your hand.
2. On each finger write a key idea
from today’s class.
3. On the palm, ask a question or
comment on today’s topics.
1.
2.
See you on
th
October 4 !
See you
tomorrow!
Indicator
Recognize
instances of
propaganda
and
persuasive
techniques
(1.8.6.1)
Possible Mastery Objective
You will be able to
analyze magazine
advertisements for
techniques that
advertisers use to
convince people to
buy their products.
NO
You will
understand and
appreciate the
dangers of
eating disorders.
YES
You will be able to
identify the signs and
symptoms of anorexia
and bulimia
…and…
to explain appropriate
strategies to use if a
friend or family
member shows
symptoms.
NO
Students will
demonstrate
effective
technique and
rules when
playing the game
of basketball.
YES
Students will be
able to dribble the
ball continuously
down the court
without losing
control of it.
37-90
After 30 minutes
of sitting…
the body needs
90 seconds of
movement
Getting ready for
instruction

TST p. 163


Activating students’
current knowledge
Pre-assessing
Anticipating
confusions and
misconceptions
What purposes does
activating serve?
• Engage students
• Make thinking public
• Pique curiosity
• Identify students’ current knowledge
• Surface misconceptions
• Empower the learner
• Gather data that might lead to adapting the lesson
• Create cognitive engagement
• Empower the learner: “I already know something…”
• Share fun and adventure
108
Class Examples: Activators
NB pp.
303-314
Class Examples: Summarizers
NB pp.
333-348
Learning is constructed
as learners assimilate
new experience with
prior knowledge.