Title: Welcome to the Latest and Greatest (?) Deliberate Practice Review
1Welcome to the Latest and Greatest (?)Deliberate
Practice Review
2Goal and Scale
3 I understand the new DP and can work with my PLC to answer any questions.
2 I understand the new DP, and I have a few questions.
1 I know theres a new DP, but I have a lot of questions still.
0 Theres a new DP?
3Info
- Video
- 30 minute video going over teacher eval
modifications and new-new DP. - Must be shown, by contract.
- 45 minutes.
- Any questions you cant answer send them to ME!
? I will compile an FAQ. - Brand new teacher training
- Year 1 and/or new to BDS (NOT category 1 and 2
teachers) - Within first 10 days of schools, you must go over
the evaluation more in depth with them. I will
provide a PPT for you to use with them I do not
have this PPT at this time. ?
4Instructional Appraisal SystemPercentile Changes
- 2014-2015 AND 2015-2016
- 33 Instructional Practice
- 34 IPDP/DP
- IPDP (2014-2015)
- DP (2015/2016)
- 33 Student Growth/Achievement
5Instructional Appraisal SystemComponent Changes
- Instructional practice
- 22 components to 11
6Evidence to be collectedClassroom Teacher Rubric
1A-Demonstrating knowledge of content and pedagogy 1C-Setting instructional outcomes 1E-Designing coherent instruction 1F-Designing student assessments PLC Minutes Individual (regularly submitted) lesson plans Other lesson planning evidence (for example- Guided Reading planning documents) Pre-conference
2D- Managing student behavior Observation
3A-Communicating with students 3B-Using questioning and discussion techniques 3C-Engaging students in learning 3D-Using assessments in instruction 3E-Demonstrating flexibility and responsiveness PLC Minutes Observation Post-conference
4B Maintaining accurate records Regularly submitted evidence (for example, grades, FOCUS gradebook)
Alt Evaluation would do two walkthroughs. Alt Evaluation would do two walkthroughs.
7Deliberate Practice and PLCs
8Primary PLC
- Step One
- ALL (Teacher, school based admins, district based
admins) - Identify a Primary PLC
9Primary PLC
- Because 33 of all evaluations continue to be
student growth/achievement of students at the
assigned school, then everyone has a vested
interest in the students at his/her assigned
school.
10Primary PLC
Math Department
1 each
Prioritize
11Ideas
- Common standards/common assessments
- Content area, K-8
- Alg I (multi-prep consideration)
- Common problem/solution
- PLUS2 data ideas
- Higher Order Thinking Tasks and Questions
- Content Area Framework
- Common Problem
- Socialization/communication
- Lowest 25 (mentors)
- Graduation concerns (mentors)
- PBS Implementation (attendance/behavior)
12Key Words
- Meaningful
- Collaborative
- Impact student growth/achievement
13Primary PLC
- Also to consider, common problem teams must still
engage in a recursive cycle. If they solve the
problem by November, then they re-engage in
either an extension of the problem or a new
problem perhaps considering a problem of a
different nature.
14collaborate with others outside of the PLC
examples
15Implementation plans, tools, common ____
Same
Same
Same (DATA!)
16Primary PLC
- Common problem teams still answer the 4 main
questions - How will we know if our students are being
successful? - How will we know they have learned it (whatever
it is)? What will mastery of it look like? - What strategies will we use to ensure the success
of all students? - What will we do for those who DO NOT achieve
mastery? What will we do for those that DO?
17Goals, Gains and Barriers
- Step Two
- Establish Anticipated Goals, Gains and Barriers
18Goals, Gains and Barriers
- Teams will have already begun PLC work.
- But..why wait until September 23rd?
- If a team starts before then, they should start
this decision making too! - Note There is no set number for how many goals,
gains or barriers. The identification of the
goals, gains and barriers are to help teams
establish the work that must be done next in the
Action Steps.
19Goals
- Must be numeric
- NO MAP
- May or may not be assessment data
- May vary based on teams PLC journey.
- Have a 10 total class average increase of the
combined three rubric components (purpose, focus,
organization, elaboration and conventions) as
measured by Bay Writes. - Complete no less than 6 common assessments (with
the corresponding recursive PLC process to
include data analysis review and adjustment to
instruction). (This goal most appropriate for
beginning PLC teams). - Rate ourselves at a 3 on the Learning Goal and
Scale for PLC Implementation current rating is
at a 1.
20Gains
- What do we want to learn?
- Gains may vary based on WHERE the team is on
their continuum of PLC implementation. - Gains help understand professional development
needed. - (We may want to learn about inclusion for ESE
students, but may need PD in how to make this
happen.)
21Gains
- We hope to gain improved understanding of the
gradual release model in order to arrive at a
student centered classroom. - We hope to gain a fully implemented inclusion
model in order to differentiate appropriately for
all our students. - We hope to gain more engaged students so that our
student discipline issues decrease as student
engagement increases. - We hope to collaboratively problem solve and find
strategies for differentiating our instruction. - We hope that by working together as a team we
will lessen our stress levels! No more IPDP
individuality! YAY! ?
22Barriers
- Acknowledgement of barriers helps us to move
forward. - Administrator uses to determine resources.
- Team uses to determine professional development
needed. - Remember from our improv, think yesand and not
No.because.
23Barriers
- Time will be a barrier. In order to overcome
this barrier, we have established and pledge to
follow our norms which will encourage us to stay
on topic, allow all to have a voice- but not
allow one voice to dominate. We will have roles
and responsibilities that will help ensure we
stay on track (norm person, timekeeper, etc.)
We also agree to abide by due dates and areas of
responsibility in order to ensure we come to
meetings prepared and ready to work. - We arent really sure how to differentiate
instruction for our students. We plan on
engaging in job embedded professional development
with our schools coach in order to increase our
knowledge of how to do differentiate instruction.
We need to get with our coach as soon as possible
to have her help us with our plan to increase our
knowledge in this area through job embedded PD.
24Action Steps
- Step Three
- Create Action Steps
25Action Steps
- Please consider that when you have dissimilar
teams of singletons, they all need to be sure to
meet at a time conducive to all members. - For example, teams need to be mindful of the SLP
at the school. They do not have planning periods
during the school day, so teams need to be sure
that they consider this.
26Action Steps
- Not carved in stone!
- Monitored and adjusted as necessary.
- Mindful of due dates
- Processes and procedures may not have due dates
27Engage!
- Step Four Engage in the PLC work
28Reflect
- Step Five Complete Reflections
29Rating
- Step Six Administrator Assigns Rating
30DP Rating Rubric
U NI E HE
Demonstrates no significant effort to work on the goals/gains/barriers/ action steps. Demonstrates an indifference/ resistance to data, PLC/DP process. No verifiable change in practice compared to previous year. Inconsistencies exist in fulfilling Action Steps. Limited evidence of an effort to work on the goals/gains/barriers/ action steps. Participation in PLC/DP process may be limited or inappropriate- resistant to step forward as leader or back as team member as appropriate. Made a limited change to practice. Individual fulfills personal responsibility in Action Steps due dates. Individual contributes to discussions, led if facilitator role was assigned. Met outside the PLC presented information to PLC. Made a change to personal practice, but may or may not be sustained. Individual fulfills personal responsibility in Action Steps by due dates. Individual participates in discussions, problem solving with team members, contributing ideas, stepping in as a facilitator/leader or back as a team member regularly and as appropriate. Individual regularly collaborates outside the PLC and brings back suggestions/ideas which also serve to strengthen the PLCs work. Has made a relevant change to personal practice with verifiable impact and/or has sustained implementation of the change.
31YOUR DP
- Admin teams should work together as a PLC.
- The admin team may choose to bring in other
personnel like guidance counselors, coaches,
resource teachers, etc. Just remember you want
this to be their primary PLC. Dont just make
the leadership team your primary PLC those
people already have another primary PLC. ?
32YOUR DP
- An admin team may choose as their common
problem PLC Implementation. - Have teacher PLCs use the Learning Goal and Scale
to determine where they feel they are, then the
admin team do the same thing. Take that data to
establish a goal for the admin PLC team. - How will we know if our teachers are being
successful? - How will we know they have learned it? What will
mastery look like? - What strategies will we use to ensure the success
of all teachers? - What will we do for those who DO NOT achieve
mastery? What will we do for those that DO?
33Along those lines
- Action Step Ideas
- Admin PLC reviews teacher PLC goals, gains,
barriers and action steps. - As a team, decides about feedback and if the DP
is ready for implementation. - Admin in charge relays information.
- During PLC meetings, share progress of PLC teams
towards meeting the goal, action step
outcomes/adjustments needed, concerns, questions,
etc.
34Questions?