We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students. • Identify the critical attributes of building capacity in a 21st century teacher • Examine the multi-tiered approach to differentiated professional development • Identify the six performance traits and what it takes to develop expertise in our students and ourselves.

1. BUILDING CAPACITY IN YOUR 21ST
CENTURY TEACHERS
LEE ANNE HOUSLEY, DIRECTOR OF SCHOOL
PARTNERSHIPS

2.  Professional Learning
 Professional Growth
 Self Efficacy
 Personal and professional goals
 Teacher evaluations
 Changing expectations
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3. Our most effective teachers show that great teaching is
leadership…. In every highly effective classroom, we
find a teacher who, like any great leader, rallies team
members (in this case, students and their families)
around an ambitious vision of success. We find a
teacher who plans purposefully and executes
effectively to make sure students reach that vision,
even as that teacher also continues to learn and
improve.
(Farr, 2010)
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4. Objectives:
 Identify the critical attributes of a 21st century teacher
 Examine the multi-tiered approach to differentiated
professional development
 Identify the six performance traits and what it takes to
develop expertise in our students and ourselves.
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5. Agree or Disagree
We will need a different skill set and mind set to address the
needs of 21st century learners.
Learning to collaborate with others and connect through
technology are essential skills in a knowledge-based
economy.
ATCS - Assessment & Teaching of 21st Century Skills
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6. What are 21st century skills?
Twenty-first-century skills are the abilities
students will need to develop so that they can
be prepared for the challenges of work and
life in the 21st century.
Compare and Contrast with current practice
Highly
Somewhat
Not at all
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7. 7

8. Portrait of a 21st century teacher
 Critical thinking
 Collaboration and Communication
 Integration of technology
 Leadership and accountability
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9. 9

10. Critical Attributes of 21st Century Teacher

Must make content more relevant

Must bring outside world in class to make learning more
authentic

Must use technology

Must provide students opportunity to collaborate with
experts in their field

Must be able to work with diverse children

Must be future-oriented

11. Other Needed Teacher Skills:
•
Be part of a team
•
Negotiate
•
Network across cultural environments
•
Collaborate on projects
•
Manage complex classroom social interactions
•
Match teaching strategies and technology with
student needs
•
Create global learning connections
•
Incorporate alternative forms of assessment
(Trimble & Case, 1999)

12. What skills would you add to
this list?
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13. Reflection
What skills did I use while creating this
presentation?
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14. Self-efficacy
 Is the measure of the belief in one’s ability to complete
tasks and reach goals.
 Affects every area of human endeavor.
 Strongly influences both the power a person actually has to
face challenges competently and the choices a person is
most likely to make.
 Collective efficacy is significantly related to achievement at
the school level.
A. Bandura – Self-efficacy: The Exercise of Control (1997)
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15. Goals: CC Literacy Standards
The literate individual should be able to:
 Read complex texts independently
 Build strong content knowledge from reading, writing,
speaking, and listening
 Respond to the varying demands of audience, task, purpose,
and discipline
 Comprehend print and non-print texts as well as critique them
 Value evidence gathering and evaluate it
 Use technology and digital media strategically
 Understand other perspectives and cultures
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16. CC: Habits of a Mathematically Expert Student
The Common Core proposes a set of Mathematical Practices that all
teachers should develop in their students:
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of
others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
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17. Why is this important?
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18. 21st Century Skills: 4 broad categories
 Ways of thinking. Creativity, critical thinking, problemsolving, decision-making and learning
 Ways of working. Communication and collaboration
 Tools for working. Information and communications
technology (ICT) and information literacy.
 Skills for living in the world. Citizenship, life and career,
and personal and social responsibility
ATCS - Assessment & Teaching of 21st Century Skills
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19. Danielson Framework – Four Domains
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
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20. 20

21. Danielson Framework
Domain 2: Classroom Environment
 2a Creating an Environment of Respect and Rapport
 2b Establishing a Culture for Learning
 2c Managing Classroom Procedures
 2d Managing Student Behavior
 2e Organizing Physical Space
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22. 22

23. 23

24. 24

25. Danielson Framework
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
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26. 26

27. Academic Learning Time (ALT)
Critical Attributes
1. Students know and understand the lesson objective.
2. Students actively manipulate content in relation to
lesson objective.
3. During this active manipulation, students are
experiencing a 75–95% success rate.

28. Lesson Planning Template
 ARK & Objective:
 Teacher Input (TIP) and Student Active Participation (SAP)
 ME (Think-Aloud # 1 – Teacher Directed/Modeled)
 WE (Think-Aloud # 2 – Interactive)
 TWO Guided Practice (with partner)
 YOU Independent Practice
 ISS/Evidence of Learning
Monitor and Adjust
Continual assessment of student understanding
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29. Danielson Framework
Domain 4: Professional Responsibilities
 4a Reflecting on Teaching
 4b Maintaining Accurate Records
 4c Communicating with Families
 4d Participating in a Professional Community
 4e Growing and Developing Professionally
 4f Showing Professionalism
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30. 30

31. Danielson
The Framework may be used for many purposes, but its full
value is realized as the foundation for professional
conversations among practitioners as they seek to enhance
their skill in the complex task of teaching. The Framework
may be used as the foundation of a school or district's
mentoring, coaching, professional development, and
teacher evaluation processes, thus linking all those
activities together and helping teachers become more
thoughtful practitioners.
www.danielsongroup.org
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32. Marzano’s
Teacher Evaluation Model
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33. The Marzano Teacher Evaluation Model shines the spotlight
on Domain 1: Classroom Strategies and Behaviors, which
contains not only the largest number of elements but also
those that have been shown in causal studies to have the
most direct effect on student performance.
www.marzanoevaluation.com
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34. Catapult Learning Teacher Competencies
Domain 1: Planning & Preparation
 Curriculum Mapping, Unit Planning, Lesson Planning
 Setting Clear Goals and Objectives
Domain 2: Classroom Environment
 Setting up and Managing the Learning Environment
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35. Catapult Learning Teacher Competencies
Domain 3: Instruction
 Shaping and Chunking Instruction
 Differentiating Instruction
 Teaching for Conceptual Understanding
 Teaching for Application and Transfer
 Monitoring Student Learning
 Providing Feedback
Domain 4: Professional Responsibilities
 Assessing Student Performance
 Teacher Reflection and Collaboration
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36. Putting it all together
Expected Student Behaviors
Teacher Skills
Four Domains
Evaluation – Using the Rubrics
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37. Professional Development for 21st Century
 Understand importance of 21st century skills
 Integration of skills and tools into instruction daily
 Create opportunities for collaboration – PLCs
 Use the talent in the school/district for mentoring,
coaching, and team teaching
 Support teachers in their role as facilitators
 Promote effective communication
Wikispaces – 21st century teaching
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38. Differentiated Professional Development
 Use of data
 Multi-tiered approach
 Teacher input and feedback
 PD that delivers the “How to” factor
 Instructional strategies for 21st century
 Opportunities for practice/coaching
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39. The Importance of Character
What the
Research Tells
Us
 Research has shown that
certain character traits are
as important to a student’s
success in school and
beyond—if not more
important—than academic
skills and content.

40. Performance Character
 The character traits
Defining
identified by researchers as
Our
having profound effect on
Terms
student success are not
moral or ethical traits or
values, but performancerelated traits and values.
 It’s all about how students
think about and interact
with their work…

41. Performance Character Traits
Defining
Our
Terms
 Persisting towards
solutions
 Working with precision
 Asking questions
 Working with others
 Making connections
 Monitoring progress and
embracing learning

42. • Try
to find places where you
can give students chances to
keep working on papers,
projects, and even tests, so that
“getting it right the first time”
isn’t the only value being taught.
Persisting Towards Solutions
Developing and encouraging grit, perseverance,
and resilience can have enormous benefits in
every aspect of a child’s life.

43. • Giving students
the chance to
keep improving on work for a
better score rewards precision and
attention to detail.
• As long as students can keep
making their work better, there’s
no need to display student work
that has errors or is less than
exemplary.
Working with Precision
Whatever subject you teach, students should be
encouraged and rewarded for close attention, careful work,
attention to detail, and an insistence on excellence.

44. • Use
“think-alouds” to
model active reading and
active problem-solving.
Help demonstrate what
active questioning looks,
sounds, and feels like
throughout the day.
Asking Questions
Do we reward our students for sitting still, remaining quiet, and simply
receiving what we deliver? Or are we modeling the importance of having a
restless, active, inquiring mind that wants to—needs to—know more?

45. • Don’t just
provide
opportunities for
group work. Use
rubrics and sample
student work to
model what effective
collaboration really
looks like.
Working with Others
Few jobs in today’s workforce require or reward isolation, secrecy,
or “eyes on your own paper.” In fact, being able to work effectively
with other people, in the same room or across the world, is
increasingly important. Are we teaching these skills?

46. • Look for opportunities
to change formats,
perspectives, and genres
to help students stretch
their understanding and
make generalizations.
Making Connections
If we are not explicitly helping students connect their learning to other
subjects and other contexts, nothing we teach them will seem relevant
or be of much use to them once they leave our classrooms.

47. • Give students opportunities
and tools to track and
evaluate their work and their
progress, both within projects
and across the school year.
Monitoring Progress / Embracing Learning
Is school something our students actively do? Or is it simply something that
happens to them? We need to help students take ownership of their
learning and track, monitor, and evaluate their progress and success.

48. Building Capacity for 21st Century Teachers
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49. Building Capacity for 21st Century Teachers
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