NEPF a semester away… Focus: All Students 21st Century Ready Teachers Identify Evidence for Teachers Standards NEPF Administrators Teachers High-leverage Instructional Leadership Standards High-leverage Instructional Standards Professional Responsibilities Standards Professional Responsibilities Standards Student Outcomes Student Outcomes 2 2013-14 Implementation Validation Schools: Pilot NEPF • WestEd Observations and Surveys: March 2014 –Study of NEPF components - data collection on processes and instruments –Identify infrastructure needed for successful implementation and scaling up of NEPF 2014-15 Implementation –Full NEPF system •100% of NV educators – all schools •Legislative Interim Finance Committee determines if consequences in place or delayed NEPF PHASE-IN Getting Started: Shift in Educational Practices AGENDA Nevada Educator Performance Framework Identifying Sources of Evidence Planning for Action – Next Steps Identifying the Evidence What is evidence and how do we use it meaningfully? Types of Evidence Direct observation of teacher practice occurs when the evaluator is physically present in the classroom or venue where the teacher is present and teaching. (Mandatory Evidence) Artifacts documenting teacher practice include but are not limited to lesson plans, student work, teacher notes, student feedback. Lesson 3:and Identifying the (One Mandatory Evidence) Evidence 34 TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS STANDARD 1 STANDARD 2 STANDARD 3 STANDARD 4 STANDARD 5 New Learning is Connected to Prior Learning and Experience Learning Tasks have High Cognitive Demand for Diverse Learners Students Engage in Meaning-Making through Discourse and Other Strategies Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility for Their Own Learning Assessment is Integrated into Instruction Indicator 1 Teacher activates all students’ initial understandings of new concepts and skills Indicator 1 Tasks purposefully employ all students’ cognitive abilities and skills Indicator 1 Teacher provides opportunities for extended, productive discourse between the teacher and student(s) and among students Indicator 1 Teacher and all students understand what students are learning, why they are learning it, and how they will know if they have learned it Indicator 1 Teacher plans on-going learning opportunities based on evidence of all students’ current learning status Indicator 2 Teacher makes connections explicit between previous learning and new concepts and skills for all students Indicator 2 Tasks place appropriate demands on each student Indicator 2 Teacher provides opportunities for all students to create and interpret multiple representations Indicator 2 Teacher structures opportunities for selfmonitored learning for all students Indicator 2 Teacher aligns assessment opportunities with learning goals and performance criteria Indicator 3 Teacher makes clear the purpose and relevance of new learning for all students Indicator 3 Tasks progressively develop all students’ cognitive abilities and skills Indicator 3 Teacher assists all students to use existing knowledge and prior experience to make connections and recognize relationships Indicator 3 Teacher supports all students to take actions based on the students’ own self-monitoring processes Indicator 3 Teacher structures opportunities to generate evidence of learning during the lesson of all students Indicator 4 Teacher provides all students opportunities to build on or challenge initial understandings Indicator 4 Teacher operates with a deep belief that all children can achieve regardless of race, perceived ability and socioeconomic status. Indicator 4 Teacher structures the classroom environment to enable collaboration, participation, and a positive affective experience for all students Indicator 4 Teacher adapts actions based on evidence generated in the lesson for all students Your Turn List sources of evidence an evaluator could use to review the practices of an effective teacher. Specifically, in each of the following areas: New Learning is Connected High Cognitive Demand Engage in Meaning Making Metacognition Assessment is Integrated 8 Turn and Talk What similarities did you have with your partner? If there were differences, what were they? As you discuss with your partner, refine the evidence listed. 38 Your Turn Review examples of evidence in the Nevada NEPF Teacher High Leverage Instructional Standards Rubric, and in pairs, augment the examples of evidence using the two evidence categories. When you are finished, be prepared to share with the whole group. 8 Turn and Talk Looking at the list of evidence you have generated, what do you think the best ways are to use it meaningfully for growth and accountability? 43 Your Turn •What evidence do you currently collect to demonstrate teacher effectiveness? •What evidence could you collect to demonstrate teacher effectiveness? •How can you organize the evidence so that it can be used meaningfully for growth and accountability? 8 Next Steps: Plan for Action For More Information http://rpdp.net/NEPF.html For Teacher Instruction Modules and Videos – see http://www.cse.ucla.edu/nevada-professionaldevelopment/index.htm user: Nevada pass: nevinstruct 24