June 20, 2011
Your Presenters
Ken Mattingly – Rockcastle County
 Jessica Addison – Todd County/KDE
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Session Targets
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I can develop a deeper understanding of each
section of Characteristics of Highly Effective
Teaching and Learning.
I can identify evidence of Characteristics of Highly
Effective Teaching and Learning.
I can analyze classroom situations for incomplete
indicators of Highly Effective Teaching and
Learning.
I can make connections between Highly Effective
Teaching and Learning and High Quality
Implementation of Formative Assessment.
I can make a plan to use formative assessment
strategies to guide teacher improvement and
drive student achievement.

School and district leadership will only
be able to achieve high quality instruction
and continuously improving academic
achievement if they galvanize effort around
a shared vision of what constitutes high
quality teaching, learning, and content, set
ambitious goals with monitoring and
feedback systems to achieve this vision,
and construct all elements of their
organization to facilitate rather than
constrain success. – KDE Theory of Action
Instructional
Rigor &
Student
Engagement
Knowledge
of Content
Instructional
Rigor &
Student
Engagement
Learning
Climate
Knowledge
of Content
Instructional
Rigor &
Student
Engagement
Learning
Climate
Knowledge
of Content
Instructional
Relevance
Instructional
Rigor &
Student
Engagement
Learning
Climate
Knowledge
of Content
Instructional
Relevance
Classroom
Assessment
& Reflection
Instructional
Rigor &
Student
Engagement
Jigsaw
Count off at your table 1-5.
 Individually, or with a partner, read the
correlated section of CHETL.
 Compare the text to the list you created.
 Answer the following questions:

 Before reading CHETL, I(we) thought:
 Now, I think:
Common Misconceptions
 Authentic
Engagement
Levels of Engagement
Common Misconceptions
 Authentic
Engagement
 Empowering Activities
 Collaborative Work
 Meaningful Questions
 Others?
Question to Consider

How has my definition of Highly
Effective Teaching and Learning been
crystallized or refined?
CHETL Section
Learning Climate
Classroom
Assessment &
Reflection
Instructional Rigor
& Student
Engagement
Instructional
Relevance
Knowledge of
Content
Descriptor
Evidence
Question to Consider

Which descriptors or partial descriptors
will be difficult to observe? Why?
enjoy your
Ambiguous Descriptors
What CHETL descriptors will require
more information upon which to make a
judgment?
 What kinds of evidence will you need to
gather to make an informed decision?
 Lets look at an example from the
Student Characteristics section of
Learning Climate: takes educational
risks in class.
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First Video Clip
Observations vs. Inferences

What evidence is there for students taking
educational risks in class?
 Students working with materials
 They seem to be hypothesizing
 Taking freedom to explore

What further evidence would we need to know
if educational risk-taking is really going on?
 Discussion with students
 Samples of student work
 Further observations of the class
Teacher Indicators
Examine the following video and find
something in the HETL indicators that
shows up as incomplete.
 What other evidence do you need?
 How would you collect that evidence?
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Second video clip
Think – Pair - Share
Examine your CHETL descriptors and
determine one that you saw evidence of
in the video, but are not sure if it was
clearly demonstrated.
 Decide what further information you’d
need to conclude if it was met.
 Turn to someone at your table and share
your thoughts.

Possibilities
Learning Climate – students
participating in empowering activities?
 Assessment – was it used formatively?
 Rigor and Engagement – students
challenged to think deeply?
 Relevance – student experiences,
interests, and real-life situations
incorporated?
 Content – promotes understanding of
vocabulary?
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Other Uncertain Indicators
Examine the indicators identified as
tricky in your packet.
 Select a minimum of two and determine
the evidence you’d need to make a clear
judgment.
 Share your thoughts with your table.
 What are the commonalities within these
indicators?
 What do they ultimately require from
administrators?
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Question to Consider

What language from the CHETL
document might need to be clarified in
my school/district?
Students will only be able to learn and
apply the knowledge, processes and
skills defined by Kentucky standards if
they are effectively engaged with
challenging content under the guidance
of a skilled, knowledgeable and
responsive teacher who holds them to
clear, high expectations.
– KDE Theory of Action
Formative Assessments are . . .
. . . the assessments that we conduct
throughout teaching and learning to
diagnose student needs, plan our next
steps in instruction, provide students
with feedback they can use to improve
the quality of their work, and help
students see and feel in control of their
journey to success.
Stiggins, et al.
Formative Assessment
Where am I going?
1.
Provide a clear and understandable vision of
the learning target.
This is more than posting the targets on the board.
Students should have ownership of the learning targets
and all instruction should mirror the learning intention.
2.
Use examples and models of strong and weak
work.
By using anonymous work, students have a vision of
what quality is and is not. By analyzing the difference
between strong and weak models, students become more
proficient at analyzing their own. It is important to model
the development and revision cycle as well so that students
can see the value in the messy part.
Where am I now?
3.
Offer regular descriptive feedback.
Feedback should reflect the learning target(s). A
teacher is modeling the thinking students will need
to engage in for self-assessment.
4.
Teach students to self-assess and set
goals.
Identification of strengths and weaknesses in
regards to the learning target(s) enables
student to plan their next steps.
How do I close the gap?
5.
Design lessons to focus on one aspect of
quality at a time.
Learners benefit from addressing one aspect at a
time keeping in mind that eventually all components
must come together.
6.
Teach students focused revision.
Model the revision of a problem, then have
students do the same.
7.
Engage students in self-reflection, and let
them keep track of and share their learning.
This is more than sticker charts or points sheets! It
is about growth and celebration.
How is HETL connected to FA?
Determine A/B
 As select a number 1-7
 Bs select a number 1-5
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Making Connections
1.
2.
3.
4.
5.
6.
7.
Provide a clear and understandable
vision of the learning target.
Use examples and models of strong
and weak work.
Offer regular descriptive feedback.
Teach students to self-assess and set
goals.
Design lessons to focus on one
aspect of quality at a time.
Teach students focused revision.
Engage students in self-reflection, and
let them keep track of their learning.
A : Seven Strategies of
Formative Assessment
1.
2.
3.
4.
5.
Learning Climate
Classroom Assessment &
Reflection
Instructional Rigor and
Student Engagement
Instructional Relevance
Knowledge of Content
B: Characteristics of
Highly Effective T & L
How is HETL connected to FA?
Determine A/B
 As select a number 1-7
 Bs select a number 1-5
 A and B compare CHETL and the
Strategy of Formative Assessment
 Describe how the two
strategies/characteristics support one
another.
 Make the Chain
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Question to Consider

What is one new connection I have
made between Highly Effective Teaching
and Learning and Formative
Assessment?
Look at this guy!
Similarly…
Teachers, working alone, with little
or no feedback on their instruction,
will not be able to improve
significantly—no matter how much
professional development they
receive.
- Tony Wagner
Feedback Cycles
What are our expectations for improving
student performance?
 How do we expect students to meet
these expectations?
 Likewise, what are our expectations for
teacher performance?
 Will they reach those expectations on
their own?
 How can we scaffold their improvement?

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Teachers will only be able to engage
students with challenging content in
ways that produce effective learning
results if they are supported with high
quality, aligned instructional resources
and with on-going, continuous
opportunities to learn about, generate
and receive feedback about, and reflect
on the quality of their instruction and the
work of their students within a school
and district culture of clear, high,
accountable expectations.
- KDE Theory of Action
Seven Strategies & Scaffolding
Teacher Improvement
Examine the seven strategies and their
implications for student learning.
 Rewrite the strategy in words that apply to
teachers and improving their performance
in CHETL
 Use clear teacher-friendly language, such
that expectations are well-defined
 Think about how these can give direction
to teacher improvement initiatives
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Putting It into Practice
Determine how you can implement each
strategy.
 Include the supports needed for
implementation with teachers.
 How is this similar to using the seven
strategies with students?
 How is it different?
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Question to Consider

Why should I utilize the Seven
Strategies of Formative Assessment?
Session Targets





I can develop a deeper understanding of each
section of Characteristics of Highly Effective
Teaching and Learning.
I can identify evidence of Characteristics of Highly
Effective Teaching and Learning.
I can analyze classroom situations for incomplete
indicators of Highly Effective Teaching and
Learning.
I can make connections between Highly Effective
Teaching and Learning and High Quality
Implementation of Formative Assessment.
I can make a plan to use formative assessment
strategies to guide teacher improvement and
drive student achievement.