Transcript Brockton High School

What Gets Monitored
Is What Gets Done!!!
Sue Szachowicz
Principal, Brockton High School
Senior Advisor, International Center for
Leadership in Education
WISCONSIN, NOVEMBER 2009
1
TODAY’S AGENDA:
1.
2.
3.
4.
Implementing the Literacy
Initiative Across the Curriculum
What Gets Monitored Is What
Gets Done
All Means ALL: Strategies for
Special Education Students
Building Relationships with
Faculty, Students, and Parents
2
Monitoring the Implementation:




Rubrics for the Students
Collecting Student Work
Evaluation
Fierce Conversations
3
BROCKTON HIGH SCHOOL
 Comprehensive 9 – 12
 Enrollment: over 4,300
 Poverty Level: 72%
 Minority population: 71%
 30 different languages
represented
 38% do not speak English
as their primary language
 Approximately 12% in
Transitional Bilingual Ed.
 Approximately 11% receive
Special Education Services
4





Student Population
55.5% Black - includes AfricanAmerican, Cape Verdean,
Haitian, Jamaican, and others
27.3% White
14% Hispanic
2.7% Asian
.5% American Indian
5
State Mandates…We faced:
MCAS 1998
Failure
ELA – 44%
(Sped – 78%)
MATH – 75%
MCAS 1998
Advanced+Proficient
ELA – 22%
MATH – 7%
(Sped – 98%)
6


SAMPLE MCAS QUESTION:
Life of Henry V: Act IV, Scene III (ll. 1-80)
Open Response question
Explain how the excerpt shows that the king is an
effective leader. Use relevant and specific
information from the excerpt to support your
answer.
(Question is looking for language and style
analysis, not simply content).
7
SAMPLE MCAS QUESTION:
Excerpt from Don Quixote (pp 58-60)
Open Response Question
Explain how the author creates a humorous tone
in the excerpt. Use relevant and specific
information from the excerpt to support your
answer.
(Question is looking for language analysis, not
simply content).

8
SAMPLE MCAS MATH QUESTION: Jason launched a model rocket from the
ground. The formula below can be used to determine the height of the
rocket above the ground at any time during the rocket’s flight.
h = 16t(7 – t)
In the formula, h and t are defined as follows:
• t = the time, in seconds, that has elapsed since the rocket was launched
• h = the height, in feet, of the rocket above the ground at time t
Use the formula to answer the following questions.
a. What was the height, in feet, of the rocket 1 second after it was launched?
Show your work.
b. What was the height, in feet, of the rocket 6 seconds after it was
launched? Show your work.
c. The value of h was 0 when the rocket hit the ground. How many seconds
after the rocket was launched did it hit the ground? Show your work.
d. How many seconds after the rocket was launched was the height of the
rocket 160 feet? Show your work.
9
SAMPLE MCAS BIOLOGY QUESTION:
Corn snakes show variety in their skin color pattern. While the complete genetics of corn
snake color are complex, the most common colors on normal corn snakes—red and
black—are each coded by one gene.
For the red gene, the allele for the presence of red pigment (R) is dominant and the allele for
the absence of red pigment (r) is recessive. Likewise, for the black gene, the allele for the
presence of black pigment (B) is dominant and the allele for the absence of black pigment
(b) is recessive.
a. Draw the Punnett square for the cross of a snake that is homozygous dominant for the red
color with a snake that is heterozygous for the red color. What percentage of the offspring
is expected to have red pigment in their skin?
b. Draw the Punnett square for the cross of two snakes that are heterozygous for the black
color. What percentage of the offspring are expected to have black pigment in their skin?
c. The parent snakes in part (b) that are heterozygous for black color are both homozygous
recessive for the red gene. Each parent has genotype rr for the red gene. Based on this
information, what percentage of their offspring are expected to lack both the red and black
pigments in their skin? Explain your reasoning.
10
SAMPLE MCAS BIOLOGY QUESTION:
Corn snakes show variety in their skin color pattern. While the complete genetics of corn
snake color are complex, the most common colors on normal corn snakes—red and
black—are each coded by one gene.
For the red gene, the allele for the presence of red pigment (R) is dominant and the allele for
the absence of red pigment (r) is recessive. Likewise, for the black gene, the allele for the
presence of black pigment (B) is dominant and the allele for the absence of black pigment
(b) is recessive.
a. Draw the Punnett square for the cross of a snake that is homozygous dominant for the red
color with a snake that is heterozygous for the red color. What percentage of the offspring
is expected to have red pigment in their skin?
b. Draw the Punnett square for the cross of two snakes that are heterozygous for the black
color. What percentage of the offspring are expected to have black pigment in their skin?
c. The parent snakes in part (b) that are heterozygous for black color are both homozygous
recessive for the red gene. Each parent has genotype rr for the red gene. Based on this
information, what percentage of their offspring are expected to lack both the red and black
pigments in their skin? Explain your reasoning.
c. The parent snakes in part (b) that are hetero-
zygous for black color are both homozygous
recessive for the red gene. Each parent has
genotype rr for the red gene. Based on this
information, what percentage of their offspring
are expected to lack both the red and black
pigments in their skins. Explain your reasoning.
11
Eight Components of School Reform
•
•
•
•
•
•
•
•
Embrace a Common Vision and Goals
Inform Decisions Through Data Systems
Empower Leadership Teams to Take Action and Innovate
Clarify Student Learning Expectations
Adopt Effective Instructional Practices
Address Organizational Structures
Monitor Progress/Improve Support Systems
Refine Process on an Ongoing Basis
12
RIGOR: HIGH standards,
HIGH expectations for
ALL students
It all started with that!
13
The “WHAT”:
LITERACY for ALL:
Reading, Writing,
Speaking, Reasoning
14
Two pronged approach:
1. Literacy skills for ALL –
NO EXCEPTIONS!!!
2. Safety nets and
interventions for stuggling
learners (More later on that)
15
How did we determine our focus?
Literacy Skills Drafted:
LITERACY CHART: WRITING
SCIENCE
MATH
ENGLISH

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






to
to
to
to
to
to
to
to
to
WRITING
SOCIAL
SCIENCE
ELECTIVE
take notes
explain one’s thinking
argue a thesis and support one’s thinking
compare and contrast
write an open response
describe an experiment, report one’s findings, and report one’s conclusion
generate a response to what one has read, viewed, or heard
convey one’s thinking in complete sentences
develop an expository essay with a formal structure
c Brockton High School, 2002
16
Our Mission: LITERACY
LITERACY CHART: WRITING
LITERACY CHART: READING
MATH
ENGLISH
SCIENCE
SCIENCE
SOCIAL
SCIENCE
MATH
ENGLISH
ELECTIVE
READING
c Brockton High School, 2002
c Brockton High School, 2002
SCIENCE
ENGLISH








ELECTIVE
WRITING
 to take notes
 to explain one’s thinking
 to argue a thesis and support one’s thinking
 to compare and contrast
 to write an open response
 to describe an experiment, report one’s findings, and report one’s conclusion
 to generate a response to what one has read, viewed, or heard
 to convey one’s thinking in complete sentences
 to develop anLITERACY
expository essay
with a formal
structure
CHART:
REASONING
 for content ( both literal and inferential )
 to apply pre-reading, during reading and post-reading strategies to all
reading assignments, including determining purpose and pre-learning
vocabulary
 to research a topic
 to gather information
 to comprehend an argument
 to determine the main idea of a passage
 to understand a concept and construct meaning
 to expand one’s experiences
LITERACY CHART: SPEAKING
MATH
SOCIAL
SCIENCE
SCIENCE
SPEAKING
MATH
SOCIAL
SCIENCE
ELECTIVE
to convey one’s thinking in complete sentences
to interpret a passage orally
to debate an issue
to participate in class discussion or a public forum
to make an oral presentation to one’s class, one’s peers, one’s community
to present one’s portfolio
to respond to what one has read, viewed, or heard
to communicate in a manner that allows one to be both heard and
understood
ENGLISH









REASONING
SOCIAL
SCIENCE
ELECTIVE
to create, interpret and explain a table, chart or graph
to compute, interpret and explain numbers
to read, break down, and solve a word problem
to interpret and present statistics that support an argument or hypothesis
to identify a pattern, explain a pattern, and/or make a prediction based on a
pattern
to detect the fallacy in an argument or a proof
to explain the logic of an argument or solution
17
to use analogies and/or evidence to support one’s thinking
to explain and/or interpret relationships of space and time
Faculty Meetings
became
Literacy Workshops
18

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



Our Professional Development
Model:
Development of Scripts
Train the Trainer
Interdisciplinary and Dept.
workshops
Implementation calendar
Assessing with rubric
Monitoring/collecting
student work
19
OPEN RESPONSE STEPS TO FOLLOW
1.
2.
3.
4.
5.
READ QUESTION CAREFULLY.
CIRCLE OR UNDERLINE KEY WORDS.
RESTATE QUESTION AS THESIS (LEAVING BLANKS).
READ PASSAGE CAREFULLY.
TAKE NOTES THAT RESPOND TO THE QUESTION.
BRAINSTORM & MAP OUT YOUR ANSWER.
6. COMPLETE YOUR THESIS.
7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR
MAP AS A GUIDE.
8. STATEGICALLY REPEAT KEY WORDS FROM THESIS
IN YOUR BODY AND IN YOUR END SENTENCE.
9. PARAGRAPH YOUR RESPONSE.
10. REREAD AND EDIT YOUR RESPONSE.
20






Our Professional Development
Model:
Development of Scripts
Train the Trainer
Interdisciplinary and Dept.
workshops
Implementation calendar
Assessing with rubric
Monitoring/collecting
student work
21
Implementation according
to a specific timeline…
Example...
22
As a follow up to this activity, I am requiring Department Heads to
collect from each teacher at least one student sample from each of the
teachers’
classes.
The student
samplesof
should
include:
The Open
Response
calendar
implementation
for
Name
2009Student
is as follows:
Teacher Name
Jan.Date
12–16: Social Science, Social Science Biling.
Jan.Course
20–23:
Wellness,
Name
and LevelJROTC
Jan.Period
26-30: Final Exams /Beginning of Term
copy of the
reading selection
Feb.A2-6:
Beginning
of Termand
3 question
the student’s
activeBilingual
reading
Feb.Evidence
9-13: ofScience,
Science
All pre-writing work that the student has done, e.g. webs
Feb.A16-20:
VACATION
copy of the written open response
Feb.The
23-27:
Business,
Career Ed.
new scoring
rubric Technology
and completedand
assessment
March 2-6: Math, Math Bilingual
After
you have
collected
the Lang,
samples
from each
and have had
March
9-13:
Foreign
Special
Ed,teacher
ESL Bilingual
theMar.
opportunity
review them
for quality
and completeness,
please
16-20:to Family
&Cons.
Science,
Project Grads
send them to me in a department folder with a checklist of your
Mar. 23-27: Music, Art
teachers. Again, please be sure that your teachers clearly label their
student samples.
23
So, HOW do we know our
students are learning it?
One method:
School wide rubrics
24
Assessment using our
specific Open Response
Writing Rubric
Example...
25
CONTENT
FORM
8
4
6
3
Response contains a clear thesis and insightfully answers all
parts of the question.
Response provides relevant and specific textual evidence.
Explanations of evidence are clear and accurate, and
demonstrate superior understanding of the material.
Response contains a clear thesis and adequately answers all
parts of the question.
Response provides relevant but general textual evidence.
Explanations of evidence are mostly clear and accurate, and
demonstrate good understanding of the material.
Response contains sophisticated and effective use of transitions and strategic
repetition indicating complete control of the material.
Response is logically and effectively organized in its thesis, paragraphing, and
sequencing of examples.
Response contains clear sentence structure with few or no errors.
Response contains adequate but simplistic use of transitions and strategic
repetition.
Response is organized in its thesis, paragraphing, and sequencing of examples.
Response contains clear sentence structure with no distracting errors.
4
2
2
1
Response contains a thesis but only partially answers the
question.
Response provides a mix of accurate and inaccurate textual
evidence.
Explanations of evidence are vague and/or demonstrate limited
understanding of the material.
Response contains a thesis but only minimally answers the
question.
Response provides insufficient and/or largely inaccurate
textual evidence.
Explanations of evidence are unclear and/or demonstrate
minimal understanding of the material.
0
Peer
Teacher
1
Easy to read
0
Difficult to read
Response contains some inappropriate use of transitions and strategic repetition.
Response demonstrates lapses in the organization of its thesis, paragraphing,
and/or sequencing of examples.
Response contains lapses in sentence structure that interfere with the clarity of
thought.
LENGTH
Response contains incorrect or inadequate use of transitions and strategic
repetition.
Response reflects minimal organization of its thesis, paragraphing, and/or
sequencing of examples.
Response contains major errors in sentence structure.
Response is incorrect.
Response contains insufficient evidence to show understanding
of the material.
Response is off-topic and/or contains irrelevant content.
Evaluated by: Self
LEGIBILITY
1
Sufficient
0
Insufficient
0
Response contains no evidence of transitions and strategic repetition.
Response reflects no organization.
Response contains little to no evidence of sentence structure.
(Circle One)
SCORING
13-14 = Advanced
11-12 = Proficient
8-10 = Needs Improvement
0-7 = Failing
26
CONTENT
FORM
8
Response contains a clear thesis and insightfully answers all
parts of the question.
Response provides relevant and specific textual evidence.
Explanations of evidence are clear and accurate, and
demonstrate superior understanding of the material.
4
Response contains sophisticated and effective use of transitions and strategic
repetition indicating complete control of the material.
Response is logically and effectively organized in its thesis, paragraphing, and
sequencing of examples.
Response contains clear sentence structure with few or no errors.
CONTENT:
8
LEGIBILITY
6
3
Response contains a clear thesis and adequately answers all
Response contains adequate but simplistic use of transitions and strategic
Response contains a clear
thesis and insightfully 1Easy to read
parts of the question.
repetition.
Response provides relevant but general textual evidence.
Response is organized in its thesis, paragraphing, and sequencing of examples.
0
answers
allclear
parts
question.
Explanations
of evidence are mostly
and accurate,of
and the
Response
contains clear sentence structure with no distracting errors.
Difficult to read
demonstrate good understanding of the material.
Response provides relevant
and specific textual
4
2
Response contains a thesis but only partially answers the
Response contains some inappropriate use of transitions and strategic repetition.
evidence.
question.
Response demonstrates lapses in the organization of its thesis, paragraphing,
Response provides a mix of accurate and inaccurate textual
and/or sequencing of examples.
Explanations of evidence
clear
accurate,
and
evidence.
Response are
contains lapses
in sentenceand
structure that
interfere with the clarity of
Explanations of evidence are vague and/or demonstrate limited
thought.
understanding
of
the
material.
demonstrate superior understanding of the material.
LENGTH
2 6
1
1
Response contains a thesis but only minimally answers the
Response contains incorrect or inadequate use of transitions and strategic
question.
repetition.
Sufficient
Response
contains
a clear
thesis
andof itsadequately
answers
Response
provides insufficient and/or
largely inaccurate
Response reflects
minimal organization
thesis, paragraphing, and/or
0
textual evidence.
sequencing of examples.
Insufficient
Explanations
of evidence are of
unclearthe
and/or demonstrate
Response contains major errors in sentence structure.
all
parts
question.
minimal understanding of the material.
but general textual evidence.
0 Response provides relevant
0
Response is incorrect.
Response contains no evidence of transitions and strategic repetition.
Explanations
ofunderstanding
evidence
clear and accurate,
Response
contains insufficient evidence to show
Response are
reflects nomostly
organization.
of the material.
Response contains little to no evidence of sentence structure.
Response
is off-topic
and/or contains irrelevant content.good understanding of the material.
and
demonstrate
Evaluated by: Self
Peer
Teacher
(Circle One)
SCORING
13-14 = Advanced
11-12 = Proficient
8-10 = Needs Improvement
0-7 = Failing
27
CONTENT
FORM
8
Response contains a clear thesis and insightfully answers all
parts of the question.
Response provides relevant and specific textual evidence.
Explanations of evidence are clear and accurate, and
demonstrate superior understanding of the material.
4
Response contains sophisticated and effective use of transitions and strategic
repetition indicating complete control of the material.
Response is logically and effectively organized in its thesis, paragraphing, and
sequencing of examples.
Response contains clear sentence structure with few or no errors.
FORM:
4
LEGIBILITY
6
3
1
Response
sophisticated
effective
use and
ofstrategic
transitions
Response
contains a clear thesiscontains
and adequately answers
all
Response containsand
adequate but
simplistic use of transitions
parts of the question.
repetition.
Easy to read
Response
provides
relevant
but
general
textual
evidence.
Response
is
organized
in
its
thesis,
paragraphing,
and
sequencing
of
examples.
and strategic repetition indicating
complete control of the material.
0
Explanations of evidence are mostly clear and accurate, and
Response contains clear sentence structure with no distracting errors.
demonstrate
good understandingis
of the
material.
Response
logically
and effectively organized in its thesis, Difficult to read
4 paragraphing, and sequencing
2
of examples.
Response contains a thesis but only partially answers the
Response contains some inappropriate use of transitions and strategic repetition.
question.
Response demonstrates lapses in the organization of its thesis, paragraphing,
Response contains clear sentence
structure with few or no errors.
Response provides a mix of accurate and inaccurate textual
and/or sequencing of examples.
evidence.
contains lapses in sentence structure that interfere with the clarity of
3 of evidence are vague and/or demonstrate limited Response
Explanations
thought.
understanding of the material.
Response contains adequate but simplistic use of transitions and
LENGTH
2
1
1
strategic
Response
contains a thesis repetition.
but only minimally answers the
Response contains incorrect or inadequate use of transitions and strategic
question.
repetition.
Sufficient
Response
provides
insufficient
and/or
largely
inaccurate
Response
reflects
minimal
organization
of
its
thesis,
paragraphing,
and/or
Response is organized in sequencing
its thesis,
paragraphing, and sequencing
0
textual evidence.
of examples.
Insufficient
Explanations
of evidence are unclear and/or demonstrate
Response contains major errors in sentence structure.
of
examples.
minimal understanding of the material.
structure with no distracting
0 Response contains clear sentence
0
Response is incorrect.
Response contains no evidence of transitions and strategic repetition.
errors.
Response contains insufficient evidence to show understanding
Response reflects no organization.
of the material.
Response is off-topic and/or contains irrelevant content.
Evaluated by: Self
Peer
Teacher
Response contains little to no evidence of sentence structure.
(Circle One)
SCORING
13-14 = Advanced
11-12 = Proficient
8-10 = Needs Improvement
0-7 = Failing
28
CONTENT
FORM
8
4
6
Evaluated by: Self3
(Circle One)
Response contains a clear thesis and insightfully answers all
parts of the question.
Response provides relevant and specific textual evidence.
Explanations of evidence are clear and accurate, and
demonstrate superior understanding of the material.
Response contains sophisticated and effective use of transitions and strategic
repetition indicating complete control of the material.
Response is logically and effectively organized in its thesis, paragraphing, and
sequencing of examples.
Response contains clear sentence structure with few or no errors.
Peer
Teacher
Response contains a clear thesis and adequately answers all
parts of the question.
Response provides relevant but general textual evidence.
Explanations of evidence are mostly clear and accurate, and
demonstrate good understanding of the material.
Response contains adequate but simplistic use of transitions and strategic
repetition.
Response is organized in its thesis, paragraphing, and sequencing of examples.
Response contains clear sentence structure with no distracting errors.
4
2
SCORING
13-14 = Advanced
11-12 = Proficient
8-10 = Needs Improvement
1
0-7 = Failing
Response contains a thesis but only partially answers the
question.
Response provides a mix of accurate and inaccurate textual
evidence.
Explanations of evidence are vague and/or demonstrate limited
understanding of the material.
2
Response contains incorrect or inadequate use of transitions and strategic
repetition.
Response reflects minimal organization of its thesis, paragraphing, and/or
sequencing of examples.
Response contains major errors in sentence structure.
0
0
Evaluated by: Self
Peer
Teacher
1
Easy to read
0
Difficult to read
Response contains some inappropriate use of transitions and strategic repetition.
Response demonstrates lapses in the organization of its thesis, paragraphing,
and/or sequencing of examples.
Response contains lapses in sentence structure that interfere with the clarity of
thought.
Response contains a thesis but only minimally answers the
question.
Response provides insufficient and/or largely inaccurate
textual evidence.
Explanations of evidence are unclear and/or demonstrate
minimal understanding of the material.
Response is incorrect.
Response contains insufficient evidence to show understanding
of the material.
Response is off-topic and/or contains irrelevant content.
LEGIBILITY
LENGTH
1
Sufficient
0
Insufficient
Response contains no evidence of transitions and strategic repetition.
Response reflects no organization.
Response contains little to no evidence of sentence structure.
(Circle One)
SCORING
13-14 = Advanced
11-12 = Proficient
8-10 = Needs Improvement
0-7 = Failing
29
What gets monitored is
what gets done!!!
For the students AND the
teachers…
30
LITERACY CHART: SPEAKING
SCIENCE
MATH
ENGLISH








SPEAKING
SOCIAL
SCIENCE
ELECTIVE
to convey one’s thinking in complete sentences
to interpret a passage orally
to debate an issue
to participate in class discussion or a public forum
to make an oral presentation to one’s class, one’s peers, one’s community
to present one’s portfolio
to respond to what one has read, viewed, or heard
to communicate in a manner that allows one to be both heard and
understood
31
c Brockton High School, 2002
ORAL PRESENTATION RUBRIC
Presenter:______________________________ Evaluator:______________________________
Oral
Presentation
Rubric
Literacy in Speaking:
 to make an oral presentation to one’s class
 to communicate in a manner that allows one to be both heard and understood
 to convey one’s thinking in complete sentences
SPEAKING SKILLS
All elements
present
Most elements
present
Some elements
present
No elements
present
Delivery (Presenter doesn’t rush, shows
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
CONTENT
All elements
present
Most elements
present
Some elements
present
No elements
present
Introduction
4
3
2
1
a. Presentation includes all elements
previously determined by the teacher.
4
3
2
1
b. Presentation is clearly organized.
(Material is logically sequenced, related
to thesis, and not repetitive.)
4
3
2
1
c. Presentation shows full grasp and
understanding of the material.
4
3
2
1
a. Presentation highlights key ideas and
concludes with a strong final statement.
4
3
2
1
b. Presenter fields questions easily.
4
3
2
1
enthusiasm, avoids likes, ums, kind ofs, you
knows, etc. Uses complete sentences.)
Eye Contact (Presenter keeps head up,
does not read, and speaks to whole audience.)
Posture (Presenter stands up straight, faces
audience, and doesn’t fidget.)
Volume (Presenter can be easily heard by
all. No gum, etc.
Presentation begins with a clear focus/thesis.
Topic Development
Conclusion
TOTAL NUMBER OF POINTS:
35 – 40 = A
29 – 34 = B
23 – 28 = C
* Evaluator: Place comments beside each descriptor
17 – 22 = D
10 – 16 = F
32
ORAL PRESENTATION RUBRIC
Presenter:______________________________ Evaluator:______________________________
Literacy in Speaking:
 to make an oral presentation to one’s class
 to communicate in a manner that allows one to be both heard and understood
 to convey one’s thinking in complete sentences
SPEAKING SKILLS
SPEAKING SKILLS
All elements
elements
presentAll
present
(Presenter doesn’t rush, shows
enthusiasm, avoids likes, ums, kind ofs, you
knows, etc. Uses complete sentences.)
Most elements
Some elements
Some elements
elements
present
presentNo
present
present
Most elements
present
4
3
2
enthusiasm, avoids likes,
ums, kind ofs, you
Eye Contact (Presenter keeps head up,
does not read, and speaks to whole audience.)
knows, etc. Uses complete
sentences.)
4
3
2
1
Posture (Presenter stands up straight, faces
4
3
2
1
4
3
2
All elements
present
Most elements
present
Some elements
present
No elements
present
4
3
2
1
a. Presentation includes all elements
previously determined by the teacher.
4
3
2
b. Presentation is clearly organized.
(Material is logically sequenced, related
to thesis, and not repetitive.)
4
4
3
2
c. Presentation shows full grasp and
understanding of the material.
4
3
2
1
a. Presentation highlights key ideas and
concludes with a strong final statement.
4
3
2
1
b. Presenter fields questions easily.
4
3
2
1
Delivery
Delivery (Presenter doesn’t
rush, shows
4
3
2
1
No elements
present
1
audience, and doesn’t fidget.)
Volume
Eye Contact (Presenter
keeps head up,
4
(Presenter can be easily heard by
all. No gum, etc.
3
2
1
1
does not read, and speaks to whole audience.)
CONTENT
Introduction
Posture (Presenter stands
up straight, faces 4
Presentation begins with a clear focus/thesis.
3
2
1
audience, and doesn’t fidget.)
Topic Development
Volume (Presenter can be easily heard by
all. No gum, etc.
3
1
2
1
1
Conclusion
TOTAL NUMBER OF POINTS:
35 – 40 = A
29 – 34 = B
23 – 28 = C
* Evaluator: Place comments beside each descriptor
17 – 22 = D
10 – 16 = F
33
LITERACY CHART: REASONING
SCIENCE
MATH
ENGLISH









REASONING
SOCIAL
SCIENCE
ELECTIVE
to create, interpret and explain a table, chart or graph
to compute, interpret and explain numbers
to read, break down, and solve a word problem
to interpret and present statistics that support an argument or hypothesis
to identify a pattern, explain a pattern, and/or make a prediction based on a
pattern
to detect the fallacy in an argument or a proof
to explain the logic of an argument or solution
to use analogies and/or evidence to support one’s thinking
to explain and/or interpret relationships of space and time
c Brockton High School, 2002
34
Line Graphs
Line graphs compare two variables. Each variable is plotted along an axis. A line graph has
a vertical axis and a horizontal axis. So, for example, if you wanted to graph the height of a
ball after you have thrown it, you could put time along the horizontal, or x-axis, and height
along the vertical, or y-axis.
As I mentioned before, each type of graph has characteristics that make it useful in certain
situations. Some of the strengths of line graphs are that:
- They are good at showing specific values of data, meaning that given one variable the other
can easily be determined.
- They show trends in data clearly, meaning that they visibly show how one variable is affected
by the other as it increases or decreases.
-They enable the viewer to make predictions about the results of data not yet recorded.
Unfortunately, it is possible to alter the way a line graph appears to make data look a certain
way. This is done by either not using consistent scales on the axes, meaning that the value in
between each point along the axis may not be the same, or when comparing two graphs using
different scales for each. It is important that we all be aware of how graphs can be made to look
a certain way, when that might not be the way the data really is.
Let's take a look at an example.
In a few years, you might be interested in getting some kind of part-time job. You find the
following line graph, which plots the minimum wage versus time from October, 1938, to
September, 1997. What kinds of things might you be able to tell from it?
35
Line Graphs
Line graphs compare two variables. Each variable is plotted along an axis. A line graph has
a vertical axis and a horizontal axis. So, for example, if you wanted to graph the height of a
ball after you have thrown it, you could put time along the horizontal, or x-axis, and height
along the vertical, or y-axis.
-They are good at showing specific values of
As I mentioned before, each type of graph has characteristics that make it useful in certain
data,
meaning
given
one variable the
situations.
Some
of the strengthsthat
of line graphs
are that:
other
easily
determined.
- They
are goodcan
at showing
specificbe
values
of data, meaning that given one variable the other
can easily be determined.
-They
show
in that
data
clearly,
meaning
- They show trends
in data trends
clearly, meaning
they visibly
show how
one variable is affected
by the other as it increases or decreases.
that
they visibly show how one variable is
-They enable the viewer to make predictions about the results of data not yet recorded.
affected by the other as it increases or
Unfortunately, it is possible to alter the way a line graph appears to make data look a certain
way.decreases.
This is done by either not using consistent scales on the axes, meaning that the value in
between each point along the axis may not be the same, or when comparing two graphs using
-They
enable
the viewer
toaware
make
different
scales for
each. It is important
that we all be
of how predictions
graphs can be made to look
a certain way, when that might not be the way the data really is.
about the results of data not yet recorded.
Let's take a look at an example.
In a few years, you might be interested in getting some kind of part-time job. You find the
following line graph, which plots the minimum wage versus time from October, 1938, to
September, 1997. What kinds of things might you be able to tell from it?
36
Teaching Students How to Interpret Line Graphs:
Step One: Students should read the title and write what a graph is describing in their
own words using complete sentences.
Step Two: Students should then explain what is being described by each axis in
complete sentences. They should find the label and the unit of measure on
the horizontal axis (x-axis), and on the vertical axis (y-axis). Be sure to use
the appropriate vocabulary with the students. If the label or unit of
measurement is not apparent, the student needs to use the information in
the title and/or any descriptions provided to determine this information. Be
sure that students can identify the type of measurement units that are being
used for each axis (days, weeks, number, of people, etc.) Marks on each
axis must be evenly spaced and represent the same number of units
between each line that is marked along the axis. Because the numbers on
axes do not always start at 0, you will sometimes see a 0 followed by a zigzag line which indicates a missing potion of the graph.
Step 3: Students must mark data points with visible dots. These dots can then be
labeled as an ordered pair (x-value, y-value).
Step 4: Students should be able to create their own questions related to the graph.
Ultimately the students need to be able to interpret and explain a line graph
by identifying:
The title
The horizontal axis
The vertical axis
Relationship between the axes
37
Teaching Students How to Interpret Line Graphs:
Step One: Students should read the title and write what a graph is describing in their
own words using complete sentences.
Step Two: Students should then explain what is being described by each axis in
complete sentences. They should find the label and the unit of measure on
Step
4: Students
should
be
able
create
the horizontal
axis (x-axis),
and on the
vertical
axisto
(y-axis).
Be sure to use
the appropriate
vocabulary with
the students.
Ifthe
the label
or unit of
their
own
questions
related
to
graph.
measurement is not apparent, the student needs to use the information in
Ultimately
students
need
to be able
to
the title and/orthe
any descriptions
provided
to determine
this information.
Be
sure that students can identify the type of measurement units that are being
interpret
and explain a line graph by
used for each axis (days, weeks, number, of people, etc.) Marks on each
axis must be evenly spaced and represent the same number of units
identifying:
between each line that is marked along the axis. Because the numbers on
Thestart
title
axes do not always
at 0, you will sometimes see a 0 followed by a zigzag line whichThe
indicates
a missing potion
of the graph.
horizontal
axis
Step 3: Students must mark data points with visible dots. These dots can then be
axis
labeled as an The
orderedvertical
pair (x-value,
y-value).
Step 4: Students should
be able to create their
own questions
related
to the graph.
Relationship
between
the
axes
Ultimately the students need to be able to interpret and explain a line graph
by identifying:
The title
The horizontal axis
The vertical axis
Relationship between the axes
38
Labels and Titles
Numerical Correctness
Visual Presentation
8 Points
Numerical data is placed correctly on the graph.
Graph scaled appropriately (no awkward jumps in
values).
Answers to interpretive questions are correct and
complete.
4 Points
Graph is titled appropriately
Graph is labeled correctly and appropriately placed
Answers to interpretive questions are labeled with
correct units
3 Points
6 Points
2 Points
4 Points
1 Point
2 Points
0 Points
0 Points
Graph is titled appropriately
Most labels are correct and placed appropriately
Answers to interpretive questions are labeled with
correct units in most cases.
Numerical data is placed on the graph correctly in
most cases.
Graph scaled appropriately (no awkward jumps in
values).
Answers to interpretive questions are mostly correct
and complete.
Graph is not titled
Some labels are correct and appropriately placed.
Interpretive questions are labeled with correct units in
some cases.
Graph is not titled
Most labels are incorrectly or inappropriately placed.
Interpretive questions are labeled with incorrect units
in the majority of cases.
Graph is not titled.
Labels are not present.
No units are given with answers on interpretive
questions.
Evaluated by: Self
Peer
2 Points
Graph is neat and legible
Reader is able to find values by looking at the graph.
Interpretive questions are written neatly and in
complete sentences.
Numerical data is placed on the graph correctly in
some cases.
Graph scaling is attempted
Answers to some interpretive questions are correct
and complete.
Numerical data is placed on the graph incorrectly in
most cases.
Graph scaled incorrectly.
Answers to most interpretive questions are incorrect
and incomplete.
1 Point
Neatness and legibility are lacking, but the graph is
readable.
 Reader will have some difficulty finding values on
the graph.
Answers to interpretive questions need to be neater
and complete sentences must be written
No data placed on graph.
Graph not scaled at all.
Answers to interpretive questions entirely incorrect or
missing
Teacher
(Circle One)
Comments:
SCORING
13-14 = Advanced
11-12 = Proficient
8-10 = Needs Improvement
_________Total Score
0-7 = Failing
39
Labels and Titles
Numerical Correctness
Visual Presentation
8 Points
4 Points
Graph is titled appropriately
Graph is labeled correctly and appropriately placed
Answers to interpretive questions are labeled with
correct units
Numerical data is placed correctly on the graph.
Graph scaled appropriately (no awkward jumps in
values).
Answers to interpretive questions are correct and
complete.
4 Points
8 Points
Graph is titled appropriately
Numerical data is placed correctly on
3 PointsGraph is labeled correctly
6 Pointsand
2 Points
the graph.
Graph is titled appropriately
Numerical data is placed on the graph correctly in
Graph is neat and legible
appropriately
placed most cases.
Graph scaled appropriately
(no
Most labels
are correct and placed appropriately
Reader is able to find values
by looking at the graph.
Answers to interpretive questions are labeled with
Graph scaled appropriately (no awkward jumps in
Interpretive questions are written neatly and in
Answers
to interpretivevalues).
awkward jumpscomplete
in values).
correct units
in most cases.
sentences.
Answers to interpretive questions are mostly correct
questions are labeled and
with
Answers to interpretive questions are
complete.
correct and complete.
2 Pointscorrect units
4 Points
Graph is not titled
Numerical data is placed on the graph correctly in
Some labels
are
correct and appropriately placed.
some cases.
3
Points
6 Points
Interpretive questions are labeled with correct units in
Graph scaling is attempted
some cases.
Answers to some interpretive
questions are correct
Graph is titled appropriately
Numerical
data is placed on the graph
and complete.
Most labels are correct and
correctly in most cases.
1 Point
2 Points
1 Point
Graph is not
titled
on the graph scaled
incorrectly in appropriately
Neatness and legibility are(no
lacking, but the graph is
placed
appropriately Numerical data is placedGraph
Most labels are incorrectly or inappropriately placed.
most cases.
readable.
Interpretive
questions are labeled
incorrect units
Graph scaled incorrectly.
Answers
towith
interpretive
awkward jumps in
values).
Reader
will have some difficulty finding values on
in the majority of cases.
Answers to most interpretive questions are incorrect
the graph.
incomplete.
questions are labeled and
with
Answers to interpretive
questions
are
Answers to interpretive
questions need to
be neater
and complete sentences must be written
correct units in most cases.
mostly correct and complete.
0 Points
Graph is not titled.
Labels are not present.
No units are given with answers on interpretive
questions.
Evaluated by: Self
Peer
0 Points
No data placed on graph.
Graph not scaled at all.
Answers to interpretive questions entirely incorrect or
missing
Teacher
(Circle One)
Comments:
SCORING
13-14 = Advanced
11-12 = Proficient
8-10 = Needs Improvement
_________Total Score
0-7 = Failing
40
LITERACY CHART: READING
MATH
ENGLISH
SCIENCE
READING
SOCIAL
SCIENCE
ELECTIVE
 for content ( both literal and inferential )
 to apply pre-reading, during reading and post-reading strategies to all
reading assignments, including determining purpose and pre-learning
vocabulary
 to research a topic
 to gather information
 to comprehend an argument
 to determine the main idea of a passage
 to understand a concept and construct meaning
 to expand one’s experiences
c Brockton High School, 2002
41
Reading Workshop on TOVANI’S
I Read It But I Don’t Get It
and
Do I Really Have to Teach
Reading?
42
Active Reading Strategies
1. Read the question.
2. a. Circle key direction verbs.
 For example – write, draw,
explain, compare, show, copy
b. Underline important information.
 Often there is information in a
question that is irrelevant to
finding the answer.
3. In your own words, write what the
question is asking you to do.
4. Develop your plan/Answer the
question.
43
What gets monitored is
what gets done!!!
For the students AND the
teachers…
44
So, HOW do we know our
teachers are implementing this?
Collection of student work
and formal and informal
evaluation
45
As a follow up to this activity, I am requiring Department Heads to
collect from each teacher at least one student sample from each of the
teachers’ classes. The student samples should include:
Student Name
Teacher Name
Date
Course Name and Level
Period
A copy of the reading selection and question
Evidence of the student’s active reading
All pre-writing work that the student has done, e.g. webs
A copy of the written open response
The new scoring rubric and completed assessment
After you have collected the samples from each teacher and have had
the opportunity to review them for quality and completeness, please
send them to me in a department folder with a checklist of your
teachers. Again, please be sure that your teachers clearly label their
student samples.
46
As a follow up to this activity, I am requiring Department Heads to
collect from each teacher at least one student sample from each of the
The student samples should include:
teachers’ classes. The student samples should include:
Student
Student Name
Name
Teacher Name
Name
Teacher
Date
Date
Course Name and Level
Period Name and Level
Course
A copy of the reading selection and question
Period
Evidence of the student’s active reading
A copy
of thework
reading
All pre-writing
that theselection
student has and
done, question
e.g. webs
A copy of of
the the
written
open response
Evidence
student’s
active reading
The new scoring rubric and completed assessment
All pre-writing work that the student has
After
you have
collected
done,
e.g.
websthe samples from each teacher and have had
the opportunity to review them for quality and completeness, please
A copy of the written open response
send them to me in a department folder with a checklist of your
The rubric
and be
completed
teachers.
Again, please
sure that yourassessment
teachers clearly label their
student samples.
47
As a follow up to this activity, I am requiring Department Heads to
collect from each teacher at least one student sample from each of the
teachers’ classes.
The you
studenthave
samples
should include:
After
collected
the
Student Name
samples
Teacher Namefrom each teacher and
Date
Course Name and Level
Period
review
them for quality and
A copy of the reading selection and question
completeness,
please
send them
Evidence of the student’s
active reading
All pre-writing work that the student has done, e.g. webs
A copy of the written open response
aThechecklist
of your
teachers.
new scoring rubric
and completed
assessment
have had the opportunity to
to me in a department folder with
Again,
please
be
sure
that
your
After you have collected the samples from each teacher and have had
the opportunity
to review
them forlabel
quality their
and completeness, please
teachers
clearly
send them to me in a department folder with a checklist of your
student
samples.
teachers.
Again, please
be sure that your teachers clearly label their
student samples.
48
3 important criteria for collecting student work
1. Specify what you want and by when
2. Review the work using specific questions –
- What is good enough? (use rubrics)
- In what ways does this work meet or fail to meet
the standard?
- What do the student responses indicate about the
effectiveness of the assignment?
- How might the assignment be improved?
- Did you find evidence of growth over time?
- What did you notice about consistency across
classes, departments, from teacher to teacher?
3. Provide feedback to the teacher
49
It’s about teaching,
stupid…
Mike Schmoker,
Results Now
50
“…the single greatest determinant of
learning is not socioeconomic factors
or funding levels. It is instruction.”
Results Now by Mike Schmoker
“The single most influential component of
an effective school is the individual
teachers within the school.” Robert Marzano
51
“…teaching had 6 to 10 times as much
impact on achievement as all other factors
combined…”
“…just three years of effective teaching
accounts on average for an improvement
of 35 to 50 percentile points…”
“…the best teachers in a school have six
times as much impact as the bottom third
on student achievement…”
Results Now by Mike Schmoker
52
Two ways to improve a school:
1. Get better teachers
2. Improve the ones you have
What Great Principals Do Differently by Todd Whitaker
53
GET BETTER TEACHERS…
Are you always able to hire
the BEST possible
candidate in every area???
Any ODGs???
54
The
Skillful
Teacher
Research for Better
Teaching
Jon Saphier Robert Gower
Skillful teachers are
made, not born.
So, how does a
teacher become
more skillful?
55
Keeping the Student at the
Center of Evaluation
…is the courage to take an unpopular action
when it’s the right thing to do.
If these were my own kids, what would I do?
56
Attacking mediocre teaching
The leader always needs to ask him/her self two
questions:
1. If I saw my child’s name on this
teacher’s class list, would I change
my kid’s schedule???
2. How can we help this teacher improve
instruction so his/her students
improve their achievement?
57
Evaluations
at Brockton
High “Back
in the Day”
(Sad, but
true…)
58
Evaluations
at Brockton
High “Back
in the Day”
(This was my
evaluation from
when I was
teaching history)
59
Attacking Mediocre Teaching
We had to do something!!!
We needed:
 Common vocabulary
 Common process
 Common evaluation standards
60
The
Skillful
Leader
Research for
Better
Teaching
Jon Saphier
61
Excerpt from a Fine Arts Department Evaluation
2. Shows evidence of
planning and
organization of
teaching activities
7. Maintains
effective rapport
with students
X
X
The class agenda and literacy objectives
were clearly posted on the white board
and articulated to students. “We are also
going to be writing in our reflection
journals that will be collected next class.”
It was unclear what the objective of the
class was. Scenic Design content
objectives that outline what you want a
student to know and be able to do as a
result of the lesson or activity should be
posted and be clearly articulated to your
students.
Requirements for a particular project
including due dates and the assignment
criteria must be conveyed both verbally
and in writing
You pulled Marquis aside on a couple of
occasions in an attempt to get him
working. “What are we going to be able
to do to help you get this project done
Marquis? How can I help you because
you do not seem to be working during
class?”
These personal interactions are important
in getting students to focus on their work.
62
Excerpt from a Fine Arts Department Evaluation
2. Shows evidence of
planning and
organizationanofattempt
teaching activities
The class agenda and literacy objectives
were clearly posted on the white board
and articulated to students. “We are also
going to be writing in our reflection
journals that will be collected next
class.”
It was unclear what the objective of
the class was. Scenic Design content
objectives that outline what you want a
student to know and be able to do as a
result of the lesson or activity should be
posted and be clearly articulated to your
students.
Requirements for a particular project
including due dates and the assignment
criteria must be conveyed both verbally
and in writing
X aside on a couple of occasions in
You pulled Marquis
to get him working. “What are we going to
be able to do to help you get this project done
Marquis? How can I help you because you do not
seem to be working during class?”
These personal interactions are important in getting
students to X
focus on their work.
7. Maintains
effective rapport
with students
You pulled Marquis aside on a couple of
occasions in an attempt to get him
working. “What are we going to be able
to do to help you get this project done
Marquis? How can I help you because
you do not seem to be working during
class?”
These personal interactions are important
in getting students to focus on their work.
63
An Excerpt from a Social Studies Department Evaluation
3. Demonstrates
effective
instructional
techniques.
X
Xxx instructional techniques are not effective. Time was spent at
the beginning of class going over the homework from the night
before. This homework consisted of a 14 question, fill-in-theblank worksheet. Students used the textbook to find the answers.
Students were asked to take out homework, it wasn’t evident that
xxx stopped to ensure that all students had completed their
homework. “Take out your homework and have a seat. Ladies,
take a seat please. Take a seat and take out your homework. Take
out your homework. I asked multiple times to take out the
homework. We are going over it.” XXX simply read each
question out loud and students offered their one word answers.
Students were allowed to grade their own paper. There was no
mention of accountability. At 1:40, XXX distributed a one page
handout describing 7 events pertaining to the rise of Hitler. He
read through these to the class, and added supplementary
information where he deemed appropriate. Students sat passively
during this portion of the lesson. At the end of the handout with
the 7 events, XXX posed a question: “Why did the rest of the
world not stand up to Hitler and Mussolini?” This would have
been a great time to engage the students in a discussion,
hypothesizing the reasons based on their prior knowledge of
world history. Instead, XXX displayed notes on the overhead that
students copied onto the notebook paper. The only time students
were engaged with this lesson was when they were offering their
response to questions posed by XXX. Otherwise, XXX merely
fed information to the students as they sat passively in the
classroom.
64
An Excerpt from a Social Studies Department Evaluation
3. Demonstrates
effective
instructional
techniques.
X
Xxx instructional techniques are not effective. Time was spent at
the beginning of class going over the homework from the night
before. This homework consisted of a 14 question, fill-in-theblank worksheet. Students used the textbook to find the answers.
Students were asked to take out homework, it wasn’t evident that
xxx stopped to ensure that all students had completed their
homework. “Take out your homework and have a seat. Ladies,
take a seat please. Take a seat and take out your homework. Take
out your homework. I asked multiple times to take out the
homework. We are going over it.” XXX simply read each
question out loud and students offered their one word answers.
Students were allowed to grade their own paper. There was no
mention of accountability. At 1:40, XXX distributed a one page
handout describing 7 events pertaining to the rise of Hitler. He
read through these to the class, and added supplementary
information where he deemed appropriate. Students sat passively
during this portion of the lesson. At the end of the handout with
the 7 events, XXX posed a question: “Why did the rest of the
world not stand up to Hitler and Mussolini?” This would have
been a great time to engage the students in a discussion,
hypothesizing the reasons based on their prior knowledge of
world history. Instead, XXX displayed notes on the overhead that
students copied onto the notebook paper. The only time students
were engaged with this lesson was when they were offering their
response to questions posed by XXX. Otherwise, XXX merely
fed information to the students as they sat passively in the
classroom.
65
Students were asked to take out homework, it wasn’t
evident that xxx stopped to ensure that all students had
completed their homework. “Take out your homework
and have a seat. Ladies, take a seat please. Take a seat
and take out your homework. Take out your homework.
I asked multiple times to take out the homework. We are
going over it.” XXX simply read each question out loud
and students offered their one word answers. Students
were allowed to grade their own paper. There was no
mention of accountability.
Remember:
CEIJ-
Claim
Evidence
Interpretation
Judgment
Performance Improvement Plans



THREE “D’s”:
DATA – Gather the data from evaluations,
both formal and informal
DESCRIBE – Precisely describe the
problems that need to be addressed
DESIGN the improvement plan – specific
goals to improve instruction and supports to
make it happen
67
Date:
To:
From:
Re:
September 26, 2008
Ms. Mediocre
Dr. Szachowicz
Performance Expectations for the 2008 – 2009 School Year
I have outlined the following expectations for your performance as a XXX teacher for the 2008 - 2009 academic year with
the expectation that the points listed below will result in a successful and productive year.
I.
STATEMENT OF TARGET AREA #1 (Example: Lesson planning)
A . Refer to previous evals – Ex: On your evaluations from 10/14, 1/7, and 3/15 I noted…
DATA
(use quotes right off the evals.)
B. State expectation – Ex: It is a contractual requirement that lesson plans be submitted weekly. Your evaluation must
include both a literacy objective as well as your content objective, and not just be a listing of activities. Also, an
DESCRIBE
assessment component must be included.”
C. Offer support – Ex. “I have attached for you electronically a lesson plan template that provides all of the necessary
requirements. Prior to handing in your lesson plans, please meet with your mentor to review them to be sure
DESIGN
that you have included all required elements”
II.
STATEMENT OF TARGET AREA #2 (Example: Varying instructional strategies)
A. Refer to previous evals – Ex: On your evaluations from 12/16, and 2/7 I noted…
(use quotes right off the evals.)
B. State expectation – Ex: In a sixty-six minute period, it is important to chunk the lesson in to time segments, plan
smooth transitions from one activity to the next, engage the students, and vary the activities to include student
voices.
C. Offer support – Ex. I will arrange for a professional day for you to observe some of your colleagues (I will provide you
with a schedule). Also, Mr. IRS will meet with you to plan a lesson with you and model the transitions.
And, next month the Instructional Resource Specialist will be offering a workshop on Classroom Activators and
Summarizers – this could help you vary your strategies.
INCLUDE THE TARGET AREAS AS APPROPRIATE
Your dated signature indicates that you have received and reviewed these Performance Expectations.
_____________________________________
Employee signature
date
_____________________________________
Principal Signature
date
68
Date:
To:
From:
Re:
September 26, 2008
Ms. Mediocre
Dr. Szachowicz
Performance Expectations for the 2008 – 2009 School Year
I.
STATEMENT OF TARGET AREA #1 (Example: Lesson planning)
A . Refer to previous evals – Ex: On your evaluations from 10/14, 1/7, and 3/15 I
noted…(use quotes right off the evals.)
B. State
expectation
It is a contractual
requirement that lesson plans be submitted
STATEMENT
OF TARGET
AREA–#1Ex:
(Example:
Lesson planning)
I have outlined the following expectations for your performance as a XXX teacher for the 2008 - 2009 academic year with the
expectation that the points listed below will result in a successful and productive year.
I.
A . Refer to previous evals – Ex: On your evaluations from 10/14, 1/7, and 3/15 I noted…
DATA
(use quotes right off the evals.)
B. State expectation – Ex: It is a contractual requirement that lesson plans be submitted weekly. Your evaluation
must include both a literacy objective as well as your content objective, and not just be a listing of activities.
DESCRIBE
Also, an assessment component must be included.”
C. Offer support – Ex. “I have attached for you electronically a lesson plan template that provides all of the necessary
requirements. Prior to handing in your lesson plans, please meet with your mentor to review them to be sure
DESIGN
that you have included all required elements”
II.
weekly. Your evaluation must include both a literacy objective as well as your
content objective, and not just be a listing of activities. Also, an assessment
component must be included.”
C. Offer support – Ex. “I have attached for you electronically a lesson plan template that
provides all of the necessary requirements. Prior to handing in your lesson plans,
please meet
with
mentor
to review
them tostrategies)
be sure that you have included all
STATEMENT OF TARGET
AREA
#2 your
(Example:
Varying
instructional
A. Refer to previous
evals –elements”
Ex: On your evaluations from 12/16, and 2/7 I noted…
required
(use quotes right off the evals.)
B. State expectation – Ex: In a sixty-six minute period, it is important to chunk the lesson in to time segments, plan
smooth transitions from one activity to the next, engage the students, and vary the activities to include student
voices.
C. Offer support – Ex. I will arrange for a professional day for you to observe some of your colleagues (I will provide you
with a schedule). Also, Mr. IRS will meet with you to plan a lesson with you and model the transitions.
And, next month the Instructional Resource Specialist will be offering a workshop on Classroom Activators and
Summarizers – this could help you vary your strategies.
INCLUDE THE TARGET AREAS AS APPROPRIATE
Your dated signature indicates that you have received and reviewed these Performance Expectations.
_____________________________________
Employee signature
date
_____________________________________
Principal Signature
date
69
“Fierce conversations are
about moral courage,
clear requests, and
taking action.
Fierce is an attitude.”
71
3 parts of a Fierce Conversation
1. Opening Statement
 Describe issue clearly, cleanly, calmly
 Use example of what you want to change
 Identify your contribution to the problem
 Indicate your wish to resolve it
 Invite the person to respond
72
3 parts of a Fierce Conversation
2. Interaction:
 You extend the invitation to a dialogue
 Now listen
 USE AND be prepared for SILENCE
…fierce conversations REQUIRE
silence
73
3 parts of a fierce conversation
3. The resolution:
Make it clear the intent is to resolve
the issue
 “So where are we now? What have we
learned? How do we move forward?
 End the fierce conversation with a plan

74
Fierce Conversations:
Homework
 Think about a fierce conversation you
need to have – the office bully, the
obnoxious colleague you have tolerated,
perhaps even the principal who hasn’t
been a leader.
 Give yourself a date by which you will
have had the conversation, then…
DO IT!
75
Professional Dialogue:
Once a month evaluation
discussions at Leadership
Team meetings… difficult
cases discussed
76
YOUR TURN: Think about a
person in your school who’s
struggling (either teacher OR
administrator). What’s one thing
you would like to do when you
get back to try to help them?
77