Self Paced

Online Learning Forum

November 1, 2019

SC/SVNTP Mentor Forum 19-20

Self-Paced Online Learning

  • We recommend that you participate in this learning as a district team/mentor team.
  • Our next in person forum is on Friday, November 15th
  • We are asking that you complete the online learning prior to our next in person forum, by Tuesday, November 12th.
  • Please open up the feedback form link in the following slide and keep it open as you engage in learning.
  • Upon completion of the online learning, please submit your feedback as that will indicate that you “attended” this Forum.

SC/SVNTP Mentor Forum 19-20

Self-Paced Online Learning

TECH TIPS ON ENGAGING IN THIS LEARNING

  • Many slides have “presenter notes” located at the bottom of each slide.
  • You can access these notes by clicking on the three dots at the bottom of the slide, holding, and pulling up.
  • These notes expand on the words and images in the slides.
  • There are also reminders embedded in the notes.

SC/SVNTP Mentor Forum 19-20

Outcomes

  • Reflect on successes and challenges, and develop strategic plans for improving our mentoring
  • Use components of your mentor learning plan to practice crafting video annotations that focus on student outcomes and develop culturally responsive teachers
  • Leverage a teacher’s ILP and support teachers in increasing students intellective capacity through intentional planning
  • Continue developing an equity focused mentor plan of action that grows mentoring skills and impacts student outcomes

By the end of the self-paced online learning, you will:

Agenda

  • PP/PS or Individual Reflection
  • Video Annotations
  • Planning Instruction
  • Mentor Learning Plan (MLP)
  • Announcements

Review Agenda.

SC/SVNTP Norms

  • Equity of voice
  • Active Listening
  • Respect for all Perspectives
  • Safety and Confidentiality
  • Self Monitor use of Technology
  • Punctuality
  • Accept Non-Closure

Note:

Before you begin learning with your team, discuss which norm is most important to you in this moment and how others can support that norm.

Please take a moment to pre-assess on all of the modules for today.

Click HERE to access the Feedback Form

Take note of announcements

Problem Pose/Problem Solve

Purposes: To reflect on successes, share challenges , and develop strategic plans for improving our mentoring; To practice mentoring stances and hone our mentoring skills

SC/SVNTP Mentor Forum 19-20

Problem Pose, Problem Solve

  • An opportunity to share triumphs, challenges, strategies and resources, in a safe and trusting environment
  • A source of ongoing mutual support, ideas, and perspective

SC/SVNTP Mentor Forum 19-20

MR

Instructive

Collaborative

Facilitative

SC/SVNTP Mentor Forum 19-20

Problem Pose/Problem Solve

Quiet write for 4 minutes

Click HERE for a Mentor CAL or it is also available under our Forum materials for today.

If working individually, use the Mentor CAL to reflect. If working in a Team break into pairs

Offering:

  • How are you building your teachers’ resiliency during the October dip?
    • What is working?
    • What are your next steps?

Join your partner and take turns sharing (8 min each)

* Start by sharing what you need today from your partner

SC/SVNTP Mentor Forum 19-20

Purpose: To use components of your mentor learning plan to practice crafting video annotations that focus on student outcomes and develop culturally responsive teachers

Video Annotations

Importance of Regular Observation & Feedback

Evidence based strengths and areas of growth

SC/SVNTP Mentor Forum 2019-20

“Ignite”: SC/SVNTP has highlighted the importance of regular observation and feedback and our survey data from our teachers also highlights the importance/interest of regular observation and feedback. Talent is another way that we can leverage this practice and use evidence to surface strengths and needs.

Annotations vs Post Observation Conversations

Annotations

  • Reviewing teacher practice as it occurs in this moment.

Post Observation Conversations

  • Reflect on growth based on video data and consider next steps as a result of this video observation.

SC/SVNTP Mentor Forum 2019-20

“Chunk”: Annotations and Post-Observation Conferences Are Not the Same:

The Pre/Post Observation Conversation is a scaffold for Video Annotations.

  • Pre: Helps determine a focus for the video

  • Post: Allows for in depth reflection on teacher growth/next steps

SC/SVNTP Mentor Forum 2019-20

“Chunk”: How are Pre/Post Observations connected to Video Annotations?

Video Annotations Conversation Guide

Click HERE to read the Video Annotations Conversation Guide.

What are the key reminders for engaging in video annotations?

“Chew”:

1st: Open up the Video Annotations Conversation Guide.

2nd: If working with a team, reflect and calibrate on the following question about key reminders for engaging in video annotations.

If engaging in today’s learning individually, read the Conversation Guide and jot down key reminders for engaging in video annotations.

Note: This Conversation Guide was accidentally left out of our Conversation Guides this year. This Conversation Guide was shared in the Weekly Message as a link. It has been added to our 19-20 Conversation Guide Folder as well which you can access on our mentor homepage. We will have hard copies at Forum on 11/15 for those of you who requested hard copies of the Conversation Guides.

Video Annotations: Key Reminders

  • No more than 10 minutes of video
  • Both mentor and teacher annotate
  • Predetermine a focus for annotations (Pre Observation Conversation)
    • ILP goal focus is key

“Review”: Video Annotations: Key Reminders:

Assessment of Progress (AoP)

Talent Resources

We have many wonderful resources for Talent, located on the Silicon Valley Mentor Home Page (remember to click ON the name, Silicon Valley Mentors to access the Home Page).

If you need guidance or would like a review, visit the site to learn how to get started with Talent, make annotations, download annotations, and more!

Practice: Part 1

  • Access one of your teacher’s videos.
  • Read their ILPs to prepare your goal-focused annotations.
  • Practice annotations that are directly related to one of the teacher’s goals (or both) using the 3 annotation types: Name the Success, Missed Opportunity, and Provocative Question

Activity Part 1 “Chew”:

Practice Part 2: How might you push teacher practice using your MLP to strengthen annotations, focusing on student outcomes?

Access this graphic organizer HERE

Step 1: Brainstorm connections

“Chew” Activity Part 2:

How might you push teacher practice using your MLP to strengthen annotations, focusing on student outcomes?

Step 2: Watch video and craft annotations.

“Chew”:

How might you push teacher practice using your MLP to strengthen annotations, focusing on student outcomes?

From the MLP:

  • Doable Action: Intentionally provide feedback on the equitable practices teachers are implementing.

Video Annotation sentence frame:

“An equitable strategy you tried was ______________. Students response looked like/sounded like _______________. How did this strategy feel? Do you think the strategy was effective in supporting student learning?”

“Chew”

Here is an example.

Using your MLP, what are some key words or phrases you could use to craft annotations?

How might you push teacher practice using your MLP to strengthen annotations, focusing on student outcomes?

Step 2: Watch video and craft annotations.

“Chew”:

Get Feedback/Reflect

  • How did you incorporate successes, missed opportunities, and provocative questions into your annotations?
  • How did you incorporate language from your MLP into your annotations?
  • How do you hope your teacher will respond?

“Review”

Please take a moment to provide feedback.

Provide feedback via the Google Form.

Go to the tab with the Feedback form and give feedback on this module OR

go to Slide 6 of this presentation to use the linked in Google Form.

Planning Instruction

Purpose: To leverage a teacher’s ILP and support teachers in increasing students intellective capacity through intentional planning

Plan and Teach:

  • 1 planning template
  • Annotated Talent Video Conversation
  • Pre and Post Observation Conversation

SC/SVNTP Mentor Forum 2019-20

  • Collaboratively choose one template with your teacher to demonstrate evidence of planning

  • Teachers can use their own templates but mentors can use the SC/SVNTP templates and the AoP to guide your conversations to support teachers with effective planning instruction

  • Last year’s Planning Instruction Tool is now Preparing to Plan and is an OPTION for Learning About Students, School, and Community

SC/SVNTP Mentor Forum 2019-20

Information Processing

Chapter 8:

Information Processing to Build Intellective Capacity

  • Be sure you re-read or read this chapter as it will support you and your teachers with Culturally Responsive planning

SC/SVNTP Mentor Forum 2019-20

Zaretta Hammond defines Intellective Capacity as a learner’s “malleable information processing power. . . which grows through neuroplasticity.”

Review Intellective Capacity

Framing

IGNITE

CHUNK

CHEW

REVIEW

Cue the brain to pay attention

Feed the brain right sized pieces of information

Help the brain process the content

Strengthen Neural Pathways

Discussion or Individual Reflection:

Building Intellective Capacity pp 128-140

  • How do you understand the difference between ignite, chunk, chew and review? How do they interact to build “intellective capacity” (i.e., the ability to do higher order thinking independently)?
  • How do you support your teachers in creating routines for thinking and processing information in the classroom?

These concepts have been added to our planning templates to support teachers focus on Culturally Responsive Pedagogy

SC/SVNTP Combined Equity Forum 2018-19

Hammond, Culturally Responsive Teaching and the Brain

How are they building independent learners? How can you leverage the planning process to support teachers in developing independent learners?

How can you leverage the planning process to support teachers in developing independent learners?

Let’s Learn More!

May Do Reading Resources:

Choose one of the following resources to read before engaging in a learning choice:

  • Culturally Relevant Lesson Components

SC/SVNTP Mentor Forum 2019-20

Discussion or Self Reflection

Which resource did you choose to investigate?

What are some key takeaways you learned about culturally responsive planning?

How might you use these resources with your teachers?

SC/SVNTP Mentor Forum 2019-20

Planning Instruction

Choice 1 Knowing the tools and Processes:

  • What are the tools? Get to know the templates better by reviewing the templates in your teacher’s toolkit and by reading the Conversation Guide for each planning template. Look for connections between the chapter 8 vocabulary and planning templates.

Individual Reflection or Partner Share:

  • Thinking about your case study teacher or a teacher you are planning with, which template would you like to explore with a PT and why?

SC/SVNTP Mentor Forum 2019-20

Planning Instruction

Choice 2: Embedding CRP language into the planning process

  • Develop mentor language/questions to communicate ignite-chunk-chew-review components of lesson design with teachers.
  • Choose a template that you will use or are using with a case study teacher.
  • Refer to the CRP lesson planning resources you explored in this module what questions would you ask your teacher to guide lesson planning that is culturally responsive?

See example on the next slide

SC/SVNTP Mentor Forum 2019-20

Choice 2 Example

Defining “Chew” for a PT:

“When we are planning using CRP, we use the word chew, it means we are helping students process the content. Last time we met, we explored different cognitive routines that would help your students chew on the content.”

Applying “Chew” in the lesson design process:

Which cognitive routine do you think would work after you have modeled this problem set? How will your students “chew” on this?

Your Turn:

Refer to the CRP lesson planning resources you explored in this module what questions would you ask your teacher to guide lesson planning that is culturally responsive?

An Example that Highlights learning from Chapter 8

SC/SVNTP Mentor Forum 2019-20

Individual Reflection or Partner Share

What resource supported you in mentoring for culturally responsive instruction?

What questions would you ask your teacher to guide lesson planning that is culturally responsive?

SC/SVNTP Mentor Forum 2019-20

ILP Connection- Self Reflection

  • Based on a teacher’s ILP and what you know about a teacher’s practice, which planning template might help them grow in their goal?
  • How do we determine which template to bring forward to build a teachers’ intellective capacity in planning based on student strengths and needs?

Example on the next slide

SC/SVNTP Mentor Forum 2019-20

  • Clearing secondary math credential & teaching middle school
  • I know my kids student taught at a school similar to this one
  • Have routines in place
  • Kids are engaged
  • Collaborate with the RSP teacher who pushes in

Remember our Math Teacher?

SC/SVNTP Mentor Forum 19-20

  • Clearing secondary math credential & teaching middle school
  • I know my kids student taught at a school similar to this one
  • Have routines in place
  • Kids are engaged
  • Collaborate with the RSP teacher who pushes in

Using what we know about this teacher’s practice we think she would benefit from using the Gradual Release of Responsibility template because it would support her in Chunking the content in her lessons

SC/SVNTP Mentor Forum 19-20

Now think of your case study teacher or a teacher that you are currently planning with, which template would build that teacher’s intellective capacity?

  • Choose a case study teacher
    • Choose one of their ILPs:
      • In order to move them forward in their goal, which experience could you facilitate for this teacher around planning?
      • What have they shared or have you observed about their planning process that highlights their strengths/gaps?
  • Brainstorm mentor language to make an entry point from their ILP to a planning template:
    • Ex. “Your ILP goal is ...and we have been talking about...I wonder how Backwards Design might….?”

SC/SVNTP Mentor Forum 2019-20

Individual Reflection or Partner Share

Share what it might sound like if you connected a teacher’s ILP to a planning template.

Ex. “Your ILP goal is ...and we have been talking about...I wonder how Backwards Design might….?”

SC/SVNTP Mentor Forum 2019-20

In Closing

“Evidence of Planning isn’t about submitting a template but in discovering your teachers ability to plan with students in mind and to build their culturally responsive planning habits. This experience can support a teacher in articulating how they plan and help them identify parts of the lesson design process where they have strengths and areas to grow in. “

SC/SVNTP Mentor Forum 2019-20

Please take a moment to provide feedback.

Provide feedback via the Google Form.

Go to the tab with the Feedback form and give feedback on this module OR

go to Slide 6 of this presentation to use the linked in Google Form.

Mentor Learning Plan

Purpose: To continue developing an equity focused mentor plan of action that grows mentoring skills and impacts student outcomes

  • Ongoing feedback from leadership, PLC, and district team

  • Mid Year MLP Share, 1/10
  • End of Year MLP Share, 5/29

MLP Scope and Sequence

MLP Scope and Sequence

MLP Work Time Choices

Individual

  • Refine your goal, doable actions, and measurable observable evidence.
  • Option: Explore the PT Caseload Sort

District Team Time

  • Discuss goals, how to support one another, how to leverage district resources, and next steps
  • Option: Explore the Consultancy Protocol

MLP Work Time Choices:

Please take a moment to provide feedback.

Provide feedback via the Google Form.

Go to the tab with the Feedback form and give feedback on this module OR

go to Slide 6 of this presentation to use the linked in Google Form.

Announcements

Mentor Guided Observation

  • Before going on the MGO fill out the MGO reimbursement form located on our website and turn it into the appropriate person in your district

  • Fill out the PT/PD spreadsheet. Column N now, and columns O and P after the visit

  • Use the MGO recommendation sheet if you need to find teachers to visit

Contract Mentors:

Assessment Day Support

Click on this Link→ Contract Mentor Assessment Day Support google form

This announcement is for Contract Mentors ONLY.

If you are a contract mentor, please click on the link in the slide to access a Google Form. This Google Form will collect your support plan information for Assessment Days.

SC/SVNTP Mentor Forum 19-20

19-20 LastnameFirstinitial PTyear Mid Year

Ex: 19-20 RobertsM PT1 Mid Year

ILPs and CSTP Summary will live as loose documents

Sub-Folders:

  • Registration Open (Link in flyer)

  • Mentors, please also register.

  • Goal: Each mentor brings a guest

SC/SVNTP Mentor Forum 19-20

Don’t forget to finish your feedback form!

Please finish and submit your feedback form by November 12th.

Thank you for learning online!

We will see you next on:

November 15th at Sobrato Cupertino A Room 9-12:30

*New Mentor Support Meeting 8:30-9

In the Campbell Room

Please note that:

11.1 SV Online Forum Presentation - Google Slides