Teacher Leader
Network
Connection
Robin Hebert - ELA
Renee’ Yates - Math
Partnership AgreementsScaling up the work!
Student
Achievement
School
Catalyst
(PD)
Nation
State
Regional
District
Classroom
Student
Achievement
School
Catalyst
(PD)
Nation
State
Regional
District
Classroom
Student
Achievement
School
Catalyst
(PD)
Nation
State
Regional
District
Classroom
Utilizing Your Leadership Content Network
Participants
• A Vision for Teacher Leadership
Responsibilities
of
Teacher
Responsibilities
of
Administrators
Responsibilities
of
Teacher
Responsibilities
of
Administrators
Teacher Leadership
...differs from other school roles
...can enhance the capacity of the principal
...supports strategies and behaviors linked
to increasing student achievement
...requires a shift in the culture of schools
...necessitates new organizational structures
and roles in schools in order to successfully
meet the needs of 21st century learners
Waters, Marzano & McNulty, 2008
Heifetz, Laurie, 1997
Who Are Your Teacher
Network Leaders?
Bell Teacher Leaders
ELA
Kim Gambel
Jennifer Yankey
Ann Stepp
Christi Lefevers
Nanette Hensley
Math
Cristel Hoskins
Jason Steward
Angelia Hammons
Our
vision….
How will you
educate all your
staff?
TPGES Connections to
Math Network
TARGET:
I can demonstrate the
connections of our work. This
means that I can teach the
KCAS in the context of highly
effective teaching and learning
and assessment practices.
FALL PLAN
SEPT:
Domain 3: Instruction
Component B - Questioning and
Techniques
Discussion
NOV:
Domain 4: Professional Responsibilities
Component A - Reflecting on Teaching
Domain 1: Planning & Preparation
Component F - Designing Student Assessment
Domain 3: Instruction
Component D - Using Assessment in Instruction
Questioning
• 3B - Questioning and Discussion Techniques
• Strategy 2 - Engineering effective classroom discussions,
questions, activities, and tasks that elicit evidence of
students’ learning
• CHETL –
o Instructional Rigor and Student Engagement
• Teacher Characteristic C - Teacher orchestrates effective
classroom discussions, questioning, and learning tasks that
promote higher-order thinking skills.
o Instructional Relevance
• Student Characteristic A - Student poses and responds to
meaningful questions.
Observation Tool from Framework –
Peer Observations
Strong and Weak Models
Effective Questioning
• Review the evidence you collected
and decide which video comes closer
to ‘accomplished’ teaching in
Component 3B.
• Discuss your thinking with your group.
Year 3 Math Targets
• I can demonstrate the connections of our work. This
means that I can teach the KCAS in the context of highly
effective teaching and learning and assessment
practices.
• I can confidently implement formative assessment. This
means that I can authentically embed the five strategies
through short and medium cycle formative assessments
throughout a unit of instruction.
• I can build capacity for highly effective teaching and
learning and balanced assessments around KCAS in my
district.
• I can deepen my understanding of Kentucky Core
Academic Standards and mathematics pedagogy.
Expectations for Fall
• Implement 2 FALs – one before Nov meeting and
then one before Jan meeting
• Collect evidence focusing on Component 3B before
Nov meeting.
o Video self, Observe fellow teacher leader in district
or in nearby district, Observe classroom next door,
etc.
• Collect multiple artifacts of evidence focused on
formative assessment strategies 4 and 5 after Nov
meeting.
• Develop a plan for sharing work to others in district.
Why Would Kids Connect?
College and Career Readiness
A SERIOUS TALK: KIDS
DEMAND NEXTGENERATION LEARNING