September DLT - Danielson Calibration 9:15am 11:45am Facilitated in levels by the TIF Team Out comes: Revisit the

he Danielson PD focus for the year and alignment to SPS goals: Pillar 1: Great principals who are highly skilled instructional leaders. Pillar 2: Great teachers who are highly skilled in meeting the needs of all students. Share best practices in developing a growth mindset throughout the district. Expand knowledge of the effective use of the Danielson framework. Become more calibrated by focusing on evidence collection (both the how and the what). Begin to write claims that are justified by sufficient evidence.

Agenda: Time 9:15 9:20 What Set the Stage Slides 1-4 How Review agenda, outcomes, norms Parking lot close loop on questions from SLI (in written memo) & open new lot Housekeeping 9:20 9:40 Check in/Best Practice Sharing 5-6 Leaders share copies of artifacts in small groups Quick demo of PG&E school leaders website If leaders are comfortable handing in their artifacts to put on the website, make sure they write their name and school name on the front. Please collect them and give them to Jen at the end of the day. Not all pieces will be added to the site. We will If there is time, highlight 1-2 useful artifacts to the entire group. Facilitator Notes Develop heterogeneous groups based on instructional expertise. Assume nobody is going to attend the Educational Impact session and adjust accordingly before you begin. Put a star by the facilitators name in each group.

9:40- 10:15

Anchor Reading

Read Chapter 2 of Mindset Discussion protocol

avoid duplicates. We dont plan to read the entire Mindset book. Chapter 2 will be it. The next reading will focus on HOW we change mindsets. Allow people 15 minutes to skim the reading so those who didnt read it can catch up. Ask them to underline the parts of the text that they aspire to. SLI Calibration Data Slides: Use the slides to discuss the why behind the calibration work. Framework Slide: Point out the previous learnings, including the pivotal components, observable domains and the heart of the framework Common Practice Slide: Share that today we will focus on evidence collection both the how and the what If you are behind, you could skip the share out and just have them note look fors as they read If you are running behind, simply summarize this section and move on to the formative assessment Explain that there isnt one type of note-taking template that works best for all. Use what works for you to collect evidence quickly and accurately. In Thumbs up Thumbs Down: Note that the last one is tricky because the word most isnt quantifiable and the word engaged can be subjective Watch the first 8.5 minutes of the clip Explain that all levels are watching the same clip so

10:15 10:20

Linking to SLI

8-12

Direct instruction reviewing some of the material from SLI

10:20 10:30

10:30 10:40

Preparing for the Observation Descriptive Note-taking

13

Read Domain 3 and note/discuss look fors

14-18

Direct instruction describing how to collect appropriate and sufficient evidence Hand out note-taking template Ask participants to read Why be descriptive on their own. Formative assessment during Thumbs Up/Thumbs Down Video Ms. Givens

10:40 10:50

Video

19

10:50 11:00

Calibration Data

20

Leaders rate the lesson for all components within Domain 3 on a post-it note

we can gather data on how calibrated we are K-12 If there is time at the end of the session, tally these and share them out to the group. Explain that we will share this data for all principals K-12 at the next DLT session.

11:00 11:10

Gather Evidence

21

Leaders code their evidence by component in Domain 3 by writing in the margin of their notes Table groups decide on their focus component (the component in which they all gathered the most evidence) Whole group share out Share a model of the completed chart On the left side they will note the elements within their focus component. They will align their evidence to these elements. If they collected five pieces of evidence for an element, they can write a claim. If they dont have five pieces of evidence, they will write look fors (things they will look for in their next observation or conversation with the teacher to continue collecting evidence) Before they begin working, go through slides 2324 to describe the characteristics of a strong claim Ask 2 groups to share out Colleagues provide feedback using the guiding questions in the PowerPoint Take 2-3 comments to wrap things up

11:10 11:30

Breaking down the evidence

22 -24

Have groups start with the element they collected the most evidence for and try to push all groups to write at least one claim. Note: They will not be able to complete the activity for all elements within their focus component.

11:30 11:40

Whole Group Share Out

25

In the share out, push groups to consider if the evidence that is collected is sufficient and appropriate If these arent mentioned, highlight the following take-aways:

11:40 11:45

Final TakeAways

26

Remind people to attend the optional Ed Impact session at lunch

We will become more closely calibrated and more proficient in the framework when we root our discussions in concrete evidence Evidence should be non-judgmental Sufficient evidence (at least five pieces) is needed before making a claim.