Photos by Susie Fitzhugh

Principal District Leadership Team Meeting September 27, 2011

Setting the Stage

Welcome & Introductions Review agenda Housekeeping Parking Lot Norms
Begin and end on time Be fully present Speak your truth Accept non-closure Cell phones off please

Calibration Learning Targets

Revisit the 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).
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Shared Understanding of Quality Instruction

Successful PG&E Implementation

Effective Use of Tools

Ability to Navigate the Human Side of Change

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Best Practice Sharing

How did you launch the year in terms of Growth Mindset, Danielson, and/or PG&E?

PG&E School Leaders Website

http://inside.seattleschools.org/area/humanres ources/cagspassresources.htm

Growth Mindset Chapter 2

Discussion Protocol:
Read and annotate text silently
Reflect with a partner on the following three questions: What resonates for you? What part of the text do you aspire to (or want to act upon)? How might this theory apply to our work with staff and students?

Calibration
Calibration refers to a periodic assessment of whether raters are continuing to score reliably and the degree to which an evaluation may drift from the original training.
Adapted from Nation al Comprehensive Center for Teacher Quality

SLI Calibration Data

2b: Establishing a culture for learning
Level/Total Elementary (63) Middle/K8 (40) High (34) Unmet 2 (3%) 0 (0%) 0 (0%) Basic 5 (8%) 10 (25%) 26 (76%) Proficient 44 (70%) 29 (73%) 8 (24%) Innovative 12 (19%) 1 (2%) 0 (0%)

SLI Calibration Data

3c: Engaging students in learning
Level/Total Elementary (55) Middle/K8 (40) High (33) Unmet 0 (0%) 1 (3%) 1 (3%) Basic 4 (7%) 16 (40%) 20 (59%) Proficient 46 (84%) 19 (47%) 13 (38%) Innovative 5 (9%) 4 (10%) 0 (0%)

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The Framework for Teaching: Components

Domain 1: Planning and Preparation 1a Demonstrating knowledge of content and pedagogy 1b Demonstrating knowledge of students 1c Setting instructional outcomes 1d Demonstrating knowledge of resources 1e Designing coherent instruction 1f Designing student assessments Domain 2: The Classroom Environment 2a Crating and Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Physical Space

Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in Professional Learning Communities 4e Growing and Developing Professionally 4f Showing Professionalism

Domain 3: Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating flexibility and Responsiveness

Common Practices
Collecting and Using Evidence to Support Teachers

Note Taking

Providing Feedback

Record Keeping

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Educational Impact

The Classroom Observation: Evidence versus Opinion (50 minutes)

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Teacher Video - Calibration

4th Grade Classroom Ms. Givens

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Calibration Data
Refer back to rubric (both component and element level) Anonymously rate the lesson for 3a, 3b, 3c, 3d and 3e on a post-it note Pass it to the facilitator in your group

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Calibrating through Evidence Collection

Code your evidence by Domain 3 components. Turn and talk with a partner. Share the evidence you collected and the corresponding components. Come to consensus on the most powerful pieces of evidence.

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Final Take-Aways
How does this process of collecting evidence translate into your own work as a leader?

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Educational Impact Support

Optional 30-Minute Demo
When: TODAY during lunch Where: Room 2700 Who: Educational Impact Vendor

What: Learn how to leverage this tool!

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