TAC Update

 Today the Teacher Advisory Council met for their monthly meeting. The following were topics discussed:
-The process of brainstorming and sharing questions on the one to one student technology initiative. Many advisory groups are meeting over the course of this month and next to collect questions, ideas and concerns regarding the roll out of the one to one process. The advisory feedback will be shared with the one to one staff advisory group coming up in January.
- An update was shared with the council on the process of teacher laptops. The district is looking into the replacement process of teacher laptops. The goal is to be able to share and distribute new teacher laptops later this Spring and Summer.
-The ELA Review process shared an update on their work for the council. The ELA team will have all continuum maps or units of study drafted for final reading by the end of January. The ELA Review Team will then begin to look for tools and resources to use while instructing with the new maps next year.
-Feedback from the Learning Forward Conference was shared. The idea of Pop Up PD was shared.
-The team discussed other ways to get PD experience for staff when they are most pertinent to the teacher.

 At our next meeting we will discuss the following: Math Continuum Pilot, Open House Feedback, and Collaborative Inquiry process. Please know we are looking for feedback from any staff on these topics, please feel free to come to TAC on January 28th as a guest to share your feedback.

 

Google for Education Tools

Share Your Preferences and Interests
We want to hear from you! Looking toward 2019, we want to learn about your interests and preferences so that Google for Education resources are as useful and interesting as possible. Please share your feedback in the survey above.

Google Classroom Product Updates
It's been a busy fall for the Google for Education product team. We've launched betas for locked mode for Quizzes in Google Forms, available only on managed Chromebooks, and a new Gradebook in Google Classroom. We've also added the ability to create a Google Forms Quiz directly from Google Classroom.

Help Us Improve the Newsletter
Share your feedback on the newsletter with a quick, six-question survey. Let us know what you like, and what can be improved.

Catch up on EDU in 90
Don't miss an episode of EDU in 90! Keep up with new episodes, including Google Classroom updates, apps for creating engaging presentations, and innovative ways your peers are using Slides.

Learn about Global Holiday Traditions with Google Earth
Feeling festive? Google Earth launched a fun and quick quiz that will test your knowledge of how holidays are celebrated around the world. Other quizzes cover ocean marine life, global soccer stadiums, haunted places, and of course, natural wonders.

Locked Mode in Quizzes in Google Forms
Locked mode for Quizzes in Google Forms is now available on managed Chromebooks! Locked mode allows teachers to lock students’ screens to prevent them from navigating away from the Quiz until they submit their answers. Teachers and administrators, sign up for the beta to get access.

Teach Coding with CS First
Google's free, video based computer science curriculum is designed for teachers with no prior CS knowledge and for students in grades 4-8 (ages 9-14). Explore the getting started videos and check out how teachers like you are using CS First in their classrooms.

Try Out the Google Classroom Gradebook
Sign up for the beta to access new Gradebook features in Classroom. This includes viewing submissions across classwork & students, adding grade categories, and choosing how overall grades are calculated. Any teacher or administrator can sign up.

First Day of Classroom Trainings
Google Classroom saves you time, keeps you organized, and helps you communicate with your students. Get started today with resources, tips, and tricks from educators like you.

Get Started with Your First Day of Google Forms
Google Forms makes creating quizzes and grading faster, easier, automated, and customizable. Learn helpful tips and tricks on how to use Google Forms in your classroom today!

Made with Code Partners with Disney 
Made with Code has partnered with Disney's Mary Poppins Returns to launch a brand new project in celebration of Computer Science Education Week. For this project, students will use code to design their own Mary Poppins themed snowflake animation.

Advanced Password Controls in G Suite for Increased Security
When it comes to protecting online accounts, a strong password is the first line of defense. Admins can now require that users set a strong password, control when password length and strength requirements go into effect, prompt users to change their passwords after a certain number of days, and prevent users from reusing old passwords.

New Applied Digital Skills Lessons
Check out Applied Digital Skills' new video lesson on 'How to Program a Progress Bar in Google Slides'. Filter all the available lessons in the curriculum by topic, apps, and audience to find ones that are perfect for your class!

Virtual Labs with Labster
Looking to conduct a science experiment? Now, all you need is a Chromebook. Students can complete more than 40 science labs which meet high school biology, chemistry, and physics standards with Labster Chromebook labs. To get labs at your school, visitlabster.com/chromebooklabs.

New CS First Activity: An Unusual Discovery
Thousands of you around the world participated in Hour of Code this year, and we were delighted to see you and your students coding with CS First’s new activity, An Unusual Discovery! If you want to continue the journey, or get started, check out our new page in the Teacher Resource center.

Announcing Project Lead the Way Compatibility with Chromebooks
Coming in fall 2019, you'll be able to access the Project Lead the Way PreK-5 curriculum straight from Chromebooks. The program empowers students to adopt a design thinking mindset through activities, projects, and problems that relate to the world around them. Stay tuned for more information.
Innovate & Transform with Chromebooks
Looking for inspiration on using Chromebooks with your students? Explore our new webpage to see how you can transform your classroom with Chromebook apps and tools.

Host Hangouts Meet Events with up to 100 Participants
G Suite Enterprise for Education users can now host a Hangouts Meet with up to 100 participants, and G Suite for Education users can now host meetings with up to 50 participants.

The History of Us: Museum Island Berlin
Museum Island Berlin preserves more than 6000 years of human heritage. Discover its treasures through a lens of themes that strongly resonate with a young audience: Wanderlust, Vanity and Body Image, YOLO, Modern Romance, Female Empowerment, and Rebellion. (Google Arts & Culture + Google Expeditions)

Preserving Afghan Heritage
For the first time on Google Arts & Culture, users can explore and learn about how the people in Afghanistan kept their art, architecture, and craft alive. We are currently showcasing Turquoise Mountain Trust and their incredible work in reviving and restoring the traditional crafts and skills in the historic Old City of Kabul.

Lessons from the Dynamic Learning Project
The Dynamic Learning Project is a program that supports high-need schools across the country as they build and manage instructional technology coaching programs. Hear directly from coaches and teachers, who participated in the program's inaugural year, on how they've tackled classroom challenges together and made an impact at their schools.

Jamboard EDU on Air
Catch up on our recent EDU on Air covering Google Jamboard, the interactive whiteboarding tool now part of G Suite for Education. Hear updates from the Jamboard product team and from educators using Jamboard in their classrooms.

Printing Management Solution for Schools
PaperCut offers schools using Google for Education tools a complete printing management experience. Their flagship solution PaperCut MF lets schools print easily from Chromebooks, scan straight to Google Drive, and sync/authenticate users directly from G Suite or Cloud Identity.

Training Resources: First Day of Jamboard 
Want to get started with Google Jamboard, the collaborative digital whiteboarding experience? We are excited to announce a new set of best practice resources, such as videos, guides, and exercises, created by educators like you.

Make Your Class Reservations Today

We are excited to extend the One and Only Ivan Escape Room for all students into the new year.  We are excited to be taking reservations for in-district field trips.  Many families may be finishing up the One Book One School read this holiday season, and January and February would be a great time for an application field trip.   So far we have had excellent feedback from staff and students on the escape room.  If your grade level is interested in attending the One and Only Ivan Escape Room, please contact Sarah Mumm to set up your field trip date and logistics.  The students that have attended enjoyed their time and loved taking part in this process.  Be sure to book your date today. 

HR Update....

Please be sure to review, sign, and return your SOHD confirmation letter to your Building Principal Secretary by Thursday, December 20th.  In the interim, please contact Chris Adkins at x71114 with any questions.  Thanks!

Please be sure to complete your Teaching Preference Survey by Friday, January 18th.  This information is used when the District begins to develop the Staffing Plan.  Your insight is greatly appreciate as this very complex process unfolds.  Please contact Chris Adkins at x71114 with any questions.  Thanks!

Want to Expand Your Horizons???

As education moves more towards personalizing and working with more diverse learners, it is time to consider your own personal learning and preparation.  Have you ever wanted more learning and experiences in the following areas:
-Best practices in merging and blending Special Education and General Education
-Best practices in working with Special Education or RTI students
-Best practices in working with English as a Second Language students
-Best practices in learning with technology infusion
-Best practices in working with parents
-Working with Special Education and EL process and paperwork

The best part is you can experience all this while getting a Masters in Curriculum and Instruction and obtaining a LBSI 1 and EL Endorsement.  (And it's in your own backyard....or even held on Kaneland campus!)

This is the first and only Masters Degree in the state that provides you a degree with 2 endorsements!
If you have an interest in looking into a cohort for this Masters here at Kaneland, please email Sarah Mumm.  Cohorts in our area are starting this Fall.

Master of Arts in Curriculum and Instruction:  Teaching Diverse Learners

Aurora University is the first and only institution in the state to offer the Master of Arts in Curriculum and Instruction: Teaching Diverse Learners degree. The program will prepare teachers to support students with varied academic and language needs. This two-year program (13 classes) allows you to earn:
A Master of Arts in Curriculum and Instruction
An English as a Second Language (ESL) endorsement
A Learning Behavior Specialist 1 (LBS1) endorsement

The coursework is designed to improve your instructional strategies and behavior management techniques for students in diverse populations. Earning these endorsements will enhance your ability to effectively communicate with students and their parents, as well as prepare you to be an integral member of the student services support team in your school and/or district.
Note:  Aurora University’s MACI program is pre-approved by ISBE.
Degree Requirements:
The Master of Arts in Curriculum Instruction: Teaching Diverse Learners includes 36 semester hours of coursework. The program is designed with field experiences embedded into every course to meet all
degree and endorsement requirements.

Required Core Curriculum: 36 semester hours
SPED 6515:  Characteristics and Identification of Disabilities and the Law for Diverse           Populations (3) §
EDU 6115: Foundations for Language Minority Education of Diverse Learners (3)*
SPED 6525:  Cognitive Development and Disabilities of Diverse Learners (2)
SPED 6565:  Strategies and Assistive Technology for Students with Multiple Disabilities and Diverse Learners (2)
EDU/SPED 6501: Assessment of Diverse Learners:  Special Education and ESL (4) §
EDU 6125: Linguistics for Teaching Diverse Populations (3)*
EDU 6200: Cross Cultural Curriculum for Diversity (3)
EDU 6630:  Curriculum Development and Evaluation (3)
SPED 6555: Prosocial and Problematic Strategies for Diverse Learners (3)
EDU 6221:  Methods and Materials for Teaching Diverse Learners (3)*
EDU 6071:  Introduction to Action Research (2)
EDU 6061: Scholarship Applied to Teaching (2)
EDU/SPED 6545: Collaboration, Differentiation, Instruction, and Transition for Diverse Learners (3)
* blended learning §16-week course

Program Admission Requirements:  Candidates of the MACI: Teaching Diverse Learners program must hold a current Professional Educator License (PEL) and be currently employed as a full-time classroom teacher.

Applicants seeking to enter the program must submit:

• A completed graduate application for admission (aurora.edu/apply)
• Transcripts (official, sealed in envelope) from all degrees earned: undergraduate degree indicating a cumulative GPA of 3.0 or higher or a graduate degree indicating a cumulative GPA of 3.0 or higher, both based on a 4.0 scale. Aurora University accepts official electronic transcripts at 
• AU-ETranscripts@aurora.edu
• A recommendation from your current supervising administrator verifying contractual employment and attesting to your academic and professional potential
• A personal statement (approximately one page in length) of past professional experience and future educational goals
• A current resume

Expectation Check...Personalized 2.0 Reminder

As we are nearing the halfway mark from this school year, it is important to check our expectations.  These are the consistent expectations for this school year that were shared during the August Personalized Learning 2.0.  Please take a moment to stop and reflect on your year so far.  Consider if you are making shifts towards meeting these expectations.  Are these actions becoming observable in your learning environment?  What support do you need to continue to meet this expectations?

It is highly encouraged to take a moment and reflect on the expectations with your team, peer, administrators, and consider next steps for you to continue to grow.  These would be great expectations for Administrators to ask or reflect on through learning walks over the course of the next few months. Please feel free to contact Mike Rice or Sarah Mumm with any questions at all.

What will this look like for Kaneland Teachers next year?

1.  Unpacking Standards into learning targets (“I can statements”)
2.  Defining what Mastery looks like for each standard/target
3.  Aligning assessment questions to learning targets
4.  Ensuring all learning activities are tied to targets and assessments
5.  Providing timely feedback tied to specific standards/targets
6.  Evaluating feedback structures for their usefulness in the above practices

What will this look like for Kaneland Students next year?

1.  Students can articulate learning targets for a given learning activity
2.  Students understand what mastery of a given standard/target looks like
3.  Students can clearly see the tie between assessments and standards
4.  Students can explain how learning activities support growth to a standard
5.  Students can articulate how feedback they are given aligns to a standard
6.  Students utilize feedback they are given to plan the next steps in learning

What are some things we probably won’t get to quite yet but may be dabbling in?

1.  Completed learning progressions

2.  Total student choice in what standards are mastered and when

3.  Personalizing content and/or process

4.  More conferencing about standards and attainment

5.  More student choice about when to investigate specific standards

6.  More student choice in terms of how to show mastery of a standard

7.  Ability to move at their own pace (ahead of or behind) “standard” pace

ELA Review Cycle Update

This past week the K-12 ELA Review Cycle Team met to continue the collaborative work on revising the English Language Arts units of study. During this most recent session the team (comprised of reps from each grade level), met to check in a grade spans as well as become critical friends and read each others' maps.  This experience provided all teachers to give feedback to all other grades on the drafted units.  This also gives the team the experience to see the progression of learning from Kindergarten to Twelfth Grade.  During this meeting the K-5 Teach to Lead team shared the drafted reading continuum maps as well.  The expectation for all staff in the district is that the new revised units of study will go into practice as blended reading, writing, listening, and speaking learning next school year.  Thank you to all staff who took the time outside of the classroom to continue this important work.  All new unit maps will be finalized by February of this year.  The team will meet again in late January.

Learning from the Personalized Learning Convening

This past week many Kaneland teachers and administrators attended the 9th Annual Institute for Personalized Learning National Convening.  It was a great two day event to share in the journey through personalized learning.  We could not have been more proud of our multiple teams that presented and shared their story at the conference.  We all wanted to share some of the learning and takeaways from the experience.  This article shares learning from the Educational Service Department, if anyone else wants to share your take away please add it to this article as a comment.

We would love to further chat and share ideas, please contact use with any questions or interest in further discussion.

Learning snippets:

-59% of staff have never seen a peer teach, missing a job embedded professional growth experience right next door.
-Have you considered adding statement of key learner characteristics from the Graduate profile to the start of I Can statements?  Here are a few examples (bold words are right from the Kaneland Graduate Profile):
     1.  I can express myself in multiple formats how to determine slope from points on a graph.
     2.  I can be aware of the challenges and determine how to adapt when solving a two digit
addition problem.
-If you ever wonder if data is essential in personalized learning, read below:

MTSS vs RTI: A Basic Understanding of the Differences

As Kaneland begins to look towards the revision and shift in RTI to a more comprehensive MTSS system, many staff members may be wondering what is the difference.  This brief description can assist in the basic differences and understanding of the two. 

Many educators view  Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS) as one and the same. The terms’ similar definitions don’t provide a strong distinction.

Response to Intervention (RTI):
The practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decision.

Multi-Tiered Systems of Support (MTSS)
A coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each student to achieve to high standards.

While RTI and MTSS share some philosophies, the two are different. RTI is part of an MTSS framework, but the inverse is not true. MTSS provides a more complete solution. It not only implements an intervention process (RTI), but addresses behavior issues, provides support for educators and recognizes the need to incorporate outside influences. RTI, Positive Behavior Intervention & Supports (PBIS), educator support including professional development and technology tools, additional support staff, district-school collaboration and both parental and community involvement all fall under the MTSS umbrella.

From the HR Office

If you have ever been interested in pursuing an Educational Specialist (Ed.S.) or Doctorate (Ed.D.) degree in Educational Leadership, please contact Chris Adkins by January 15th.  The District is looking to partner with Northern Illinois University and provide for a cohort in the immediate area.  Both the Ed.S. and Ed.D. degrees would permit you to take the Superintendents exam, and obtain Superintendent licensure.  If enough staff express an interest, we would invite NIU to Kaneland for an informational meeting.  If, after that informational meeting, enough staff would want to enroll, NIU would be interested in hosting a cohort in our District.  Please call Chris at x71114 for details.

TAC Joint Statement

The TAC Committee met this afternoon and the following topics we discussed:

Nicole Pryor and Vikki Moeller attended the meeting and the committee had an open discussion held on the Universal Behavior Screener. KBK has done this for a few years now, and noted that teachers have become familiar with the process so the teaching staff now completes it by a given date on their own.
In order to have the behavior screener analyzed for data day discussions, some schools missed the norming window. To problem solve this, teachers had the opportunity to go back and amend the form prior to data day meetings
The committee discussed some of the functional skills that students struggle with. Hopefully as the process continues we will be able to find some data patterns to help address needs.
Some schools used previous swis data in addition to the screener to help make social work groups.
KST representatives shared out on the co-teaching progress in their building
Benefits of the structure were shared as well as some roadblocks that KST has experienced
Overall, it seems to be successful for the students
As a district, we are looking at the continuum of services for students and where co-teaching falls on that continuum
Co-teaching is an ongoing process that is constantly being evaluated and there are many benefits to share. There are also some unknown pieces that are difficult to account for (scheduling, caseload, students who qualify later in the year, etc.)
It is important to note for co-teaching that as long as the special education teacher and the general education teacher co-plan and review student progress jointly, either teacher can deliver the instruction. In a co-taught class, the general education teacher can instruct a student with an IEP as long as they were involved in planning with a certified LBS1 teacher. These would count as co-taught minutes on an IEP.
The results of the first collective efficacy rubric for TAC was shared and the results are found in the TAC notes
The TAC committee will take the survey and use the data to set goals moving forward
Open House structures were discussed, specifically looking for ways to make the night more meaningful and impactful for parents
Discussed in detail “A Day in the Life” experiences similar to what a staff member has done before
Open House numbers that have been tracked for years show this as one of the lower attended evenings
TAC members will be sharing with their individual buildings the brainstormed ideas at a morning meeting to try and put some changes in place moving forward
We will put in a check in date at out January
If you are interested in being part of the 1:1 teacher advisory team, please let Sarah or Mike know

For more detailed notes, the agenda for the meeting can be found here:
TAC Meeting Notes

11/20 Articulation Cohort Information

This post is your one-stop-shop for a successful morning next Tuesday!

What:  Vertical Articulation meetings

When:  11/20 from 8am-11am (please note the time change

Where:  Kaneland Meredith Middle School (for most-might be different for self-selected groups)

Why:  To have dedicated time to discuss our curriculum with each other!

As we did last year, we are providing time, space, some suggested groupings, and some guiding structure for groups looking to work together to do some vertical articulation.

• Please see the list below for those pre-determined groupings and who we are hoping will attend.  
• We leave the choice of selecting attendees up to you and how you will best be able to use your time.  
• For those not attending one of these suggested groupings, you may create your own groups using the criteria below.  
• Finally, you will see a guiding progression of I Can statements that groups can use to guide their work if they don't know where to start.

Please note, all attendees will be required to complete the cohort reporting form to verify attendance and gain their clock hour reporting form.  This form will be shared on 11/20 via email.

Pre-set groupings & locations:

Design-Your-Own Groupings Guidelines:

Staff not attending one of the groups outlined above must organize into one of the following types of groups.  Each group should select a facilitator who will lead the group the the steps outlined below.  Each person in attendance must submit the following reporting form; upon submission of the form you will be given access to the clock hour documentation form for the day.  This submission will also serve as your attendance and record of participation in the day.

Option A:  Group includes members from different buildings, grade-spans, and content areas

Option B:  Group includes members from the same building, but different content areas (HS only)

Option C:  Group includes members from different buildings within the same grade span (Elementary only)

Option D:  Group includes members from the same building, but different grade levels (MS only)

Guidance for those that need it:

• The primary function of time is NOT to do clerical mapping work but to use any mapping templates as tools to further their conversations
• Teams should use the following I can progression as a guide for their work today:
• I can articulate what the major outcomes at my grade level are for my students
• I can articulate what major skills/knowledge students will be entering my class with
• I can articulate what major skills/knowledge students are expected to enter the next level with
• I can explain how the skills/knowledge gained in  my class are logical extensions of what students learned before my class as well as how they will build upon their skills and knowledge at the next level
• I can explain how the assessments in my classroom not only tie to the expected outcomes of my own course but also build upon what was previously learned and prepare for what will come next
• I can identify and define academic vocabulary that is crucial at my level
• I can identify and define academic vocabulary that I can expect students to enter my class with
• I can identify and define academic vocabulary that students will be expected to learn and use at the next level
• I can identify and define academic vocabulary that spans all grade levels in my subject area
• I can share how specific learning activities utilized in my classroom help students acquire the skills/knowledge they are expected to master at my level
• I can compare and contrast how learning activities used at levels above and below mine align to instructional decisions I have made in order to create a fluid learning experience for students as they progress through grade levels
• Team should end day with a reflection on the work completed and needs still outstanding 
• Generate a plan for future action
• Generate a plan and request for additional time (if needed)
• Above steps can be completed using the google form

11/20 Vertical Articulation Time Change

Due to the 5Essential Survey being delayed by the state, we are adjusting the schedule of 11/20 to provide more time for articulation time instead of taking the survey.  Your building leaders will share with you revised plans for completing the 5Essentials Survey.

The schedule for Tuesday, 11/20 will now be as follows for all EC-12 employees:

8am-11am:  Articulation Cohorts EC-12
11am-12pm:  Lunch EC-12
12pm-3pm:  Building-specific Agendas at the following locations:

• EC-5 staff will meet at Meredith 
• KHMS staff will meet at Harter
• KHS staff will meet at KHS

Final IGKNIGHT preparations!

Please take a moment to read the information below for some final reminders for IGKNIGHT 2018!

• There will be no hard-copies of your schedules.  Please make note of your schedule and rooms prior arriving at KHS on 11/19, bring your computer so you can log into your SCHED account, or download the SCHED app to your phone for digital access to your schedule.  The event site is igknight2018a.sched.com

• Please arrive at KHS and sign in in the East Gym leaving yourself enough time to get to the auditorium and find a seat for our 8am start time.

• Attendees that have not registered by the day of the event will have to find sessions with open seats to attend.  This task will be difficult without the use of the SCHED tool on your computer or cell phone.  Signs will be posted on all rooms with session titles and times for that room.  

• Buses will run during transition times between the West entrance of KHS (the administrative office entrance) and the Main entrance of Meredith Middle School.

• Paisano's will be on site to sell pizza during lunch in the KHS cafeteria!  Please see the menu below.  Cash and checks will be accepted, so please plan accordingly.  Flavors will include:
• Cheese
• Sausage
• Pepperoni
• Veggie - Tomato, Onion, Green pepper
• Deluxe - Sausage, Pepperoni, Onion, Green pepper

Slices will be $3 for Cheese, Sausage or Pepperoni

$4 for the Veggie or Deluxe

Cans of pop - Coke, Diet Coke, Root Beer and Sprite will be $1 each.

• In addition to Paisano's pizza in the KHS cafeteria, the following vendors will also be on site to help you with any needs you might have:

Aurora University (available cohorts)

Northern Illinois University (available cohorts)

Scholastic (teacher tools, especially ELA)

NEA (membership questions)

IMRF (retirement questions)

TRS (retirement questions)

Kane County Teachers Credit Union (services for educators)

Classroom Rescue (behavioral techniques and strategies)

Kaneland Performing Arts Boosters (apparel)

Kaneland Sports Boosters (apparel)

• All attendees will be required to complete an evaluation survey online at the end of the day in order to receive their clock hour attendance verification sheets.  Instructions for accessing this survey will be shared during the final session of the day. 

Human Resource Updates

A few items came up over the past week to share a few reminders on:
1.  Please know that the Business Office will be resending your SDS login and password to you.  You may receive two (2) separate logins if you do any additional work for the District.  No action is needed on your part, please simply store these logins/passwords in a safe place in case you need them in the future.  Thank you!
2.  Please know that the Human Resources Department will be sending you the yearly required Sequence of Honorable Dismissal (SOHD) letter.  Please review the letter for accuracy, sign the letter accordingly, and return to your Building Principals Secretary by Thursday, December 20th.  Thank you.

TRS Retirement Workshop

I-Ready Resource

For staff that are using I-Ready and would like some guidance on goal setting, please see the link below.

http://i-readycentral.com/articles/setting-growth-goals/

2019 Young Knights Fair

We are excited to once again be hosting the Young Knights Fair to welcome all birth to 5 year old students in our community.  At this event students can learn about early intervention, register for Kindergarten, and begin to make connections with our district and community.  Each year we have staff that assist in working the fair.  At this time we are looking for those interested in running stations at the fair.  The work time would be from 7:15AM to 11:15PM.  We do have limited funding to assist in paying those that work the fair this year, so we are limiting the number of paid volunteers.  So please email Sarah Mumm as soon as you can to be part of this event.  If you are a school office staff member or Kindergarten teacher please email to confirm that you will be present on that day.  we are excited to meet and greet the class of  2032! 

Please post and PR the flier to get the word out during conferences.

Profile of Highly Educated - Focus on Competency Based Education

This past week a great research article came out by Tom Vander in support of competency based learning.  Take a moment to read how his research found the key characteristics of high educated and successful people.  He began the article with this quote:  “Students who are deeply engaged in their own learning and fully prepared for all that the future has to offer,” they say, have the following characteristics:
• Masters of all fundamental literacies:
- Building the academic core necessary to prepare for college, career, and life;
- Critical readers;
- Compelling writers;
- Mathematical and numeric thinkers;
- Data and visual thinkers.
• Holders of foundational knowledge:
- Curious people who are knowledgeable about the world, its history and culture, its sciences and underlying mathematics, its biology and cultural currency;
- Engaged participants who are key to creating a more just and functional democracy – who participate fully in all America has to offer.
• Original thinkers for an uncertain world:
- Sense-makers – dealing with conflicting knowledge;
- Generative thinkers – creating many ideas in ambiguous and new situations;
- Creative thinkers – reframing, imagining, and seeing problems from different perspectives.
• Generous collaborators for tough problems:
- Self-aware team members who bring their strengths;
- Talent-seekers who find the expertise of others;
- Essential co-creators – because of what they bring, and how they show up;
- Inquisitive world citizens who seek out – and respect – diversity and diverse points of view.
• Learners for life:
- Self-driven, self-directed; curious learners – about themselves and the world;
- Inventors of their own learning paths, careers, and lives.

“Show What You Know: A Landscape Analysis of Competency-Based Education” by Tom Vander Ark, Mary Ryerse, et al. from Getting Smart and XQ Institute, October 23, 2018
https://xqsuperschool.org/competency-based-education-cbe/part1

One to One Technology Teacher Advisory Group

Last call for Teaching staff to take part in the Teacher Advisory Group for implementing 1 to 1 technology next year for grades 4-12th.  Our first meeting will be December 6th from 3:00-5:00.  The intent of this group is to provide shared decision making for the process, implementation, and use of Chromebooks as a learning tool for students.  If you would like to be part of this team, please sign up using the google form link.  Over the course of the next two months we will also be hosting student and parent advisory groups as well. 

November 20th Update & Schedule

While IGKNIGHT has been the focus of our PD publicity lately, don't forget that we have 11/20 as a day for vertical articulation cohorts and building-based work, too!

We will be working with various teacher leaders at each level to seek input on the sessions you can attend, but expect something very similar to last year.  While we will focus on the transitional 5-6th and 8-9th experiences, we will also be making space and time for other groups to meet, as well.  You'll also be able to create your own groups provided the group and topic meets a few guidelines.

Look for the list of available topics to come out in next week's curriculum connection as well as where each topic will be hosted.  We will ask that areas elect representatives to attend these groupings once they go live, and we will do our best to leave those choices up to you. 

We will once again be hosting the majority of the topics at Meredith Middle School, so you can plan your travel accordingly. 

The schedule for the day will be slightly different based on your grade level, so please see below.  We've staggered lunch to try to provide a better workflow for groups and to help mitigate the lunch rush that can take up so much time when you only have an hour!

6-12 Schedule
8:00-10:30 Vertical Articulation cohorts at Meredith Middle School
10:30-11:30 Lunch and Travel to your Home Building
11:30-12:00 5Essentials Survey at your Home Building
12:00-3:00 Building-based Activities

K-5 Schedule
8:00-10:30 Vertical Articulation cohorts at Meredith Middle School
10:30-11:30 5Essentials Survey at Meredith Middle School
11:30-12:30 Lunch and return to Meredith Middle School
12:30-1:30 Reflection Meetings with Horizontal teams/RTI Meeting
1:30-3:00 ALICE Overview

IGKNIGHT 2018 Weekly update

We are up to 353 total registrations for IGKNIGHT on November 19th!  Don't forget that today is the last day to register to be entered into the raffle for an IGKNIGHT trucker hat!

We are going to be shifting sign-in to the KHS East Gym to provide a better traffic flow, make sure there's enough room for both sign in and the health fair, and show off that brand new gym floor!  Remember, sign in will be from 7-8am with a prompt 8am start time for our keynote speaker--Myrond Dueck.  Don't forget that you'll need your IEIN number to sign in, so make sure you've got that handy!

Due to popular demand, we are going to offer a 2pm "Managing Student Behavior--The ACEs Effect" from the IEA.  That session has been filling up fast, so if you want to change your schedule to take advantage make sure to sign in and do so soon; there were already 6 of 30 seats taken when I just checked!

We've also added another session at 2:00 entitled "PERA, Sequence of Honorable Dismissal, and You:  An Overview."  Director of Human Resources Chris Adkins will explain some of the recent changes in IL law that have impacted our evaluation process, how we've implemented those here at Kaneland, and what impact those changes might have on you.  He'll also be available to answer any questions you might have.

We are still waiting to hear back from a few different food options and still keeping our fingers crossed that we'll be able to provide some on-site options for you.  However, even if there is no food there will still be plenty to do as we've been able to confirm the following visitors who will be setting up booths during the lunch period:

• Aurora University (available cohorts)
• Northern Illinois University (available cohorts)
• Scholastic (teacher tools, especially ELA)
• NEA (membership questions)
• IMRF (retirement questions)
• TRS (retirement questions)
• Kane County Teachers Credit Union (services for educators)
• Classroom Rescue (behavioral techniques and strategies)
• Kaneland Performing Arts Boosters (apparel)
• Kaneland Sports Boosters (apparel)

Proficiency Based Progress Check In

Over the course of this school year we are focusing on being tight as grade level and job-alike teachers on what proficiency looks like in your content.  The goal of proficiency based progress is to provide the following for students:

1.  A common expectation of what it means to show proficiency on their I Can statements
2.  Explicit feedback linked to the I Can statements
3.  The ability to show proficiency in multiple ways

It is great practice for a department or grade level team to check on what proficiency means in your content area on a continual basis.  The most common way for educators to check for inter-rater reliability on proficiency is to select an I Can statement (or a few) and each bring student work that you would assess as proficient.  As a team then hold a discussion as to why you selected this student work to exemplify proficiency and hold each other accountable to the expectation of the I Can statement.  It is also great practice to take this activity a step further and as a team determine what feedback you would give each student on thier work that is directly linked to the I Can statement.  As a team you may even want to bring a proficient example and one that misses the mark, so you can all practice the explicit feedback.  This type of norming practice can assist our staff in further understanding how proficcny is defined at your grade level and department.  We know many teams are already doing this type of practice and we applaud you for that!  We would encourage all teams do conduct this type of norming of proficiency at least once a month.  If your team ever would like support on this process or assistance in running this type of session, do not hesitate to contact Mike and Sarah. 

October 29th SIP Presentation for the BOE

Though we've posted about this in the past, we wanted to share with all of you the presentation that the district admin team will be giving to the Board of Education tonight.  While there should not be any new information in here for you, it may be organized differently.  This can also serve as a quick place to go back to check if you have any questions about our goals this year or want to see some of the specific data.  Enjoy!

Parent Note about Conferences

The following blurb was sent out to parents in the KCN about parent conferences.  The intent was to get them thinking about how education may have shifted since they were in the classroom, and we thought we'd share it with you so you saw what they were seeing!

Over the course of the last three years, Kaneland has been embarking on a journey towards providing more personalized learning for our students.  As a community member and parent you may be wondering how can you support this process or what does personalized learning mean for me child.  We hope this article can share some guidance on this process. The article is based on a publication from the Institute for Personalized Learning based out of Southern Wisconsin.  Kaneland has been a partnership district with the Institute for two years.  We are excited to continue the process of personalizing and hope you will commit to be a partner in this educational process.  

What Does Personalized Learning Mean for Students?
To put it simply, personalized learning means that each student will have his/her learning needs met. Personalized learning classrooms may look and feel different for today’s students than they did when their parents were in school, but students are likely to understand the changes.  Students are excited about personalized learning for these reasons:

• Students have more say in their learning.
• The individual needs of each student are met, so each student is successful.
• Students have a clear understanding of their learning goals and know how to achieve them.
• Students get to make choices about how they “show what they know.”
• Students get the support they need when they are challenged by a concept.
• Students get the encouragement they need when they are ready to move forward.

How Can Families and Communities Support Personalized Learning?
There are many ways that families and communities can support personalized learning, and each family support structure may look very different based on the needs of the student.
Families can change the way they talk about learning with their kids. For example, parents are engaging their children in conversations about what they are curious about, how they like to learn best, what their interests are, how they have learned from a recent failure, and so on. In other words, the emphasis should be on the process of learning and not just the end grade.

Families can connect and support self-reflection based on the learner profile of their child.  Taking time in the evening to reflect on the process of learning from that day and how that best meets or does not meet their profile can be beneficial for students.  Parents can model the reflection and advocacy process for their child, as well as give opportunities at home to practice that advocacy and decision making.  provide ownership of household tasks and decisions to your child and support them along that process.  The goal in personalized learning is to have the student become the driver of learning through reflection and advocacy.   

Question to ask your child?

• What decisions did you make during learning today?
• How might you advocate for your learning needs?
• Describe your learner profile?  
• What type of learning environment do you work best in?  Why do you think that meets your needs?
• What goals do you have for this month of learning?
• What are your long term goals in learning and life?

The key take away is that the family conversation is about the process of learning not the end grade or result. 

Trimester Report Card Messages

With the end of trimesters upon us, we have prepared the blurbs that will be sent out to parents on November 30th.  Please see below for the various communication.  Please take a moment to also check out the parent tutorial video. 


Math blurb: (to be cut and paste into the comments section for math by the classroom teacher)
This year your child's grade level is participating in a math continuum learning process.  This process allows students and families to be able to see all grade level expectations and share progress as a individual.  In lieu of reporting your child's progress on the formal report card, your child's progress on the learning continuum is attached or an alternate report card was provided during parent-teacher conferences.  The math continuum is in a pilot year this year, but does maintain the explicit teaching of all common core standards at your child's own pace.  Please see the attachment below.

Email blurb for Principals: (to be sent out November 30th in the morning by Principals/Office)
Good afternoon,

We are excited to share with you the first trimester report cards later today.  Your child's report card will be sent through email as a PDF around 4:00pm.  They can also be viewed through Tyler under the Grades tab, under the Objectives tab or through the Tyler app.  The standards-based report card will go live at 4:00pm today. Below are definitions for you to reference as you progress through the standards-based report card. Please remember, the Common Core State Standards focus on achieving Mastery (strength) for each standard by the end of the year. With the continued shift to proficiency based learning and personalized learning, each student may be at a different expected level for each standard at this time.  Please note the expectation is that they master a skill in their grade level by May, however each student does work at their own pace in this proficiency process.  Grades are based on the teacher’s observations of the child during the trimester as well as products the students have submitted to show proficiency in the standards. Students may exhibit a strength on a portion of the standard, but when asked to apply the standard, performance may shift to progressing or developing. 

In order to best assist in the process of understanding and comprehending the report card, we have created a video that shares an overview of the reporting process.  Please access the video using this link:  https://voicethread.com/share/11511050/   You will also find an attachment from the Exploratory courses sharing the focus of the first trimester learning. We thank you for your collaboration in the learning process and look forward to continue the learning journey in the second trimester. 

Key terms:   

(+) Student shows understanding.  (*) Student is improving.  (-) Student needs to improve.

X- An X in the learner characteristics indicates that the child has an area to improve in that characteristic. 

(Y) Yes 

(N) No

Beginning (B) -  Student shows little understanding of concepts or skills.
Developing (D) -  Student shows some understanding of concepts or skills; frequent errors or misunderstandings still occur.
Progressing (P) -  Student shows understanding of concepts or skills with occasional inconsistencies in application.
Strength (S) -  Student shows strength and consistently applies concepts or skills

RTI Tier Definitions:

Tier One:  Classroom Core Instruction- No intervention necessary

Tier Two:  Need for short term remediation

Tier Three:  Need for intensive remediation

Tech Blurb for 3:30: (sent out with the PDF report card)
Good afternoon,

We are excited to share with you the first trimester report cards.  They can also be viewed through Tyler under the Grades tab, under the Objectives tab or through the Tyler app.  Attached you will find your child's first trimester report card.  Thank you for your partnership in the learning journey. 

IGKNIGHT Lunch Updates

I'm happy to share a few updates for the lunch session (11:35-1:00) on November 19th at IGKNIGHT.

While we haven't yet procured any on-site lunch options (we're working on it and we are hopeful we WILL have some), we HAVE procured some support agencies who will be coming in and setting up booths in the KHS Cafeteria for those of you who are staying on campus that day.

So far, we've confirmed the following groups and topics:

• Aurora University (available cohorts)
• Northern Illinois University (available cohorts)
• Scholastic (teacher tools, especially ELA)
• IEA (membership questions)
• IMRF (retirement questions)
• TRS (retirement questions)
• Kane County Teachers Credit Union (Services for Educators)
• Classroom Rescue (Behavioral Techniques and Strategies)

We will continue to keep you updated as we are able to book more services and/or are able to confirm on-site food options.

Kaneland 2020 Gallery Walk 2019

Once again this year we will be hosting a gallery walk of the cool things going on around Kaneland for our stakeholders to come check out.  This year we've moved it prior to a joint KHMS/KHS concert to try to attract more people and give them something to do while they wait for the doors to open.  This year's date will be February 28th, and it will take place from 6:00-7:00.  If you are interested in sharing your story, please click this link and fill out the form by February 1st.  Below are a few more details about the event if you're thinking about coming to share (or observe!):

• As part of their IGKNIGHTER projects, all IGKNIGHTERs are expected to present
• There should be a clear connection to one of the three priorities of Kaneland 2020 (Personalized Learning, Culture, Human Resources)
• Those requesting to share are doing so on a volunteer basis
• Inclusion of students in the planning, preparation, and/or sharing is highly encouraged
• The gallery walk is conducted like a science fair--those presenting should plan to prepare a visual presentation with information and bring something like a handout for visitors
• Those who received a Foundation Grant are highly encouraged to attend and share
• Please be able to arrive prior to the event with enough time to set up your station

Please share your interest by February 1st.

If you have any questions about a possible presentation or would like to know more before submitting a request, please contact Mike or Sarah.

PDS Hosting Spring 2019 to Fall 2019

It is that time of year again that we begin the process of placement for year long professional development student teachers.  The student teachers come in the spring of 2019 for three days a week and then full time in the fall of 2019.  They can assist in setting up the classrooms in the summer or co-teaching summer school.  The PDS students are placed for their two semester experience with the same teacher who is in the grades First through Fifth grade.  The benefits of hosting a PDS student teacher for the year long experiences include:
-NIU course waivers
-Another adult educator in the classroom to assist with conference and small group work
-Learning from each other on new teaching techniques

We have great educators in Kaneland to really support and grown our next generation of teachers through the PDS process.  If you are interested in hosting please contact Sarah Mumm by November 15.

Kane County Day Institute Call for Presenters

We would love to share your great news from Kaneland by having as many staff as possible facilitate or present a session.  March 1st is the Kane County Day.  Please use this link to present.  It may be just a round table to discuss learning, or a video sharing time, or anything to share the hard work you have been doing.  Please consider presenting one session today.  Thanks

WOW! Kudos to All of You!

WOW!  Last week we sent in the blog the link to register for the IgKnight Conference sessions.  We were hoping to get 100 registered within a week at least.  Once again the Kaneland staff has amazed us!  We registered just over 130 in 1 DAY!!!!!  WOW!  As of this writing, we are up to almost 300!

Thank you to all who really jumped in and registered ASAP.  We will be holding a raffle for prizes for all those who register by the end of the day on 10/31.  Seats in each session are limited and are starting to fill up, so in order to get the sessions you most want, please register early!

Registration will close on Wednesday, November 7th at 4:00pm.  If you have not yet registered by that date, you will be assigned sessions to attend.

Register here

Learning Continuum Connection

At a recent Learning Design Academy a connection to the learning continuum was shared that really stuck with us and we wanted to share with you.  Consider the differences in service and environment between Baskin Robbins, Cold Stone and Orange Leaf Frozen Yogurt.  At Baskin Robbins you are served by the request of what you order.  You make decisions based on the menu that is shared with you.  This strongly connected to differentiation.  There are selected groups or items you have access but all driven by the educator (the ice cream server).  The groups or items have been determined based on the needs and wants of the consumer, but they are not personally driven to your specific wants.  Next when you visit Cold Stone you are given multiple options to select from and your individualize your order.  You can choose the flavor, the add ins and topping and they will make your individualized connection on the cold stone just for you!  The customer (learner) is making decisions about their needs and wants but not putting them into action.  The server (educator) is still responsible for the end product.  Finally for those who ever had the pleasure of visiting a Orange Leaf you soon realize it is a much different experience.  You are given the bowl (the expectation for learning) and you are empowered to find your own flavor, fill it out and add your own mix ins.  You are empowered to be the leader of your learning (or eating).  Each product comes out uniquely different but all meeting the same end expectation.  This exemplifies personalized learning.  Allowing students to be the drivers of learning, following their own process and in the end meeting the set expectation.  We hope this analogy may give you a visual for the learning continuum.  Or at least make you hungry for a sweet ice cream treat!  Enjoy!

Illinois Teacher of the Year to speak at Northern Illinois University

NIU will be hosting Illinois Teacher of the Year, Lindsey Jensen, as a guest speaker on December 6 at 6:00 PM at NIU, Wirtz Hall Auditorium 101.  You can click here for a link with information if you are interested in attending.

Child Find Information

What is Child Find?

The Individuals with Disabilities Education Act includes the Child Find mandate. Child Find requires all school districts TO identify, locate and evaluate all children with disabilities, regardless of the severity of their disabilities. This obligation to identify all children who may need special education services exists even if the school is not providing special education services to the child.

The IDEA requires all States to develop and implement a practical method of determining which children with disabilities are receiving special education and related services and which children are not. (20 U.S.C. 1412(a)(3); Wrightslaw: Special Education Law, pages 72, 206-207).

Who is Covered by Child Find?

Schools are required to locate, identify and evaluate all children with disabilities from birth through age 21. The Child Find mandate applies to all children who reside within a State, including children who attend private schools and public schools, highly mobile children, migrant children, homeless children, and children who are wards of the state. (20 U.S.C. 1412(a)(3))

This includes all children who are suspected of having a disability, including children who receive passing grades and are "advancing from grade to grade." (34 CFR 300.111(c)) The law does not require children to be "labeled" or classified by their disability. (20 U.S.C. 1412(a)(3)(B); 34 CFR 300.111(d)).

Note: You will find the Child Find requirements in Wrightslaw: Special Education Law, pages 72, 206-207]

Why is Child Find Necessary?

The primary purpose of the Individuals with Disabilities Education Act is to ensure that all children with disabilities receive a free appropriate public education, including special education and related services that are "designed to meet their unique needs and prepare them for further education, employment and independent living …" (20 U.S.C. 1400(d); Wrightslaw: Special Education Law, pages 48, 207)

Another purpose of the law is to help each State implement a statewide, comprehensive, coordinated multi-disciplinary system of Early Intervention Services for infants and toddlers with disabilities. Young children with disabilities must receive appropriate early intervention services to "prepare them for further education, employment, and independent living."

Congress encourages states to provide Early Intervention Services so children with developmental delays and other disabilities will receive treatment early. Congress enacted the Early Intervention Program for Infants and Toddlers to provide interagency coordination of services to children from birth to two years of age. Under IDEA, states must ensure that children with disabilities are eligible for special education services by age three.

How is Child Find Implemented?

The Child Find mandate requires each state to devise a practical method to determine which children are receiving the needed special education services, and which children are not. After identifying children who may need services, all necessary evaluations must be completed on these children, at no cost to parents.

The Individuals with Disabilities Education Act mandates "general public notice obligations", i.e., using notices to inform and educate the public about the need to locate and identify all children with disabilities.

Does Child Find mean the school has to agree to every request for an evaluation?
If the school knows or has reason to suspect your child has a disability, then by law (IDEA) it must agree to do an evaluation. For example, a child’s teacher or parents may be concerned about a child’s academic work and request an evaluation. By law, the school must seriously consider their request.

The school doesn’t have to agree to every request for evaluation, though. If there’s no reason to think your child has a disability that requires services, the school doesn’t have to evaluate

One to One Advisory Committee Reminder

This fall we will be forming a few one to one learning advisory groups to review and plan for possible one to one learning implementation.  These advisory groups will spend time this fall and winter beginning to plan and prepare for logistics of adding a Chromebook for every student 4th through 12th grade.  The teams will build the procedures for care of the Chromebooks, dissemination of the devices, learning plans, and much more.  If you have an interest in becoming part of the advisory group please complete this short google form to begin the process of serving on the group.  Staff One to One Learning Advisory Group 

If you have a student that you believe would be a great resource to assist in implementation please email Mike Rice and Sarah Mumm the name and grade level.  We are looking for students from every grade span in order to make the best plans and decisions.

We are hoping to get these groups up and running by the end of the month, so please be sure to sign up and share any student names you'd like to recommend!

IGKNIGHT 2018--Registration now Open!

It's that time of year, and we're gearing up for IGKNIGHT 2018 on November 19th!  This day wouldn't be possible without the expertise of our staff and their willingness to share with their colleagues.  As proposals rolled in we started to see a theme emerge, that of risk taking and being willing to try new things in the classroom for the benefit of their students.  We are so grateful that our presenters are willing to take a risk to share the many things they've been learning and trying this year.  I'd challenge each and every one of you to embrace that spirit of risk taking and walk away from IGKNIGHT 2018 with one new thing you are hoping to try from one of the almost 40 sessions you can choose from!

We are once again hosting our conference on the Kaneland High School campus and will be using both the High School and Meredith Road facilities.  Everyone will begin their day at 8:00 AM in the KHS auditorium with this year's keynote speaker--Myron Dueck.  (Don't forget, it's not too late to ask Mike or Sarah for a copy of his book, Grading Smarter Not Harder, and join an in-district online book study through Canvas to earn 1 hour of in-district credit!)

Lunch will be on your own from 11:35-1:00.  We will share more details if we are able to procure any on-site options.   As an added bonus this year, we are hoping to bring in vendors and agencies that might be helpful to you and ask them to set up booths in the cafeteria during lunch.  Again, watch for more info as we are able to finalize those options.

Finally, this year we will be using the Sched platform for registration, just like you did for the Kane County Institute Day last year.  You can find our event page by visiting igknight2018a.sched.com.  Remember those SWEET Igknight trucker hats some of our Igknighters were wearing at our back to school Academy 2.0 day?  Well, anyone who has registered for their sessions by 10/31 will be entered in a drawing to win one of our 100 remaining IgKnight hats!

Call for Proposals- Kane County Day

It is that time of year again to share our expertise and join in the fun of presenting or facilitating a conversation on personalized learning progression.  We are once again one of the county hosts and would love for you to fill out the proposal.  Kaneland and all of you have been working so hard and doing so many great things this year to shift further to student empowerment and personalized learning.  We look forward to IgKnighters submitting a proposals and want to encourage any staff to please fill out to present.  It is a great day of learning.
We will also be hosting the following outside experts:
Donnalynn Miller- Reading Strategies
Jenni Donohoo- Collective Efficacy
PJ Caposey- Personalizing Learning
Please use this link below to sign up to present on March 1st!  We are excited for the great day of learning!
Link

Article Sharing- Peer Observation EC- 5th Grade

Each week the Educational Service Department receives a summary of key professional articles published the past week.  While reading this week, we found this summary especially intriguing.  Peer observation and learning from each other is an essential part of professional learning that is job embedded.  Through the Collaborative Inquiry process, a job alike observation process has been established.  If you have not heard from your team members yet, you will very soon.  Please take time to read the article below and review the exciting process of taking time to learn on the job and visit other Kaneland classrooms.  Link to job alike observations. 



In this article in Tools for Learning Schools, Kathleen Sheehy (LearningAI) and Leslie Hirsh Ceballos (an assistant principal in Allen, Texas) list five potential benefits of teachers visiting each others’ classrooms: another pair of eyes on classroom practices; low-stakes feedback that’s less stressful than a supervisor’s evaluative comments; helpful discussions about teaching and learning among peers; capitalizing on the instructional expertise within a school; and modeling for students that teachers can be learners too.

 That said, Sheehy and Ceballos believe peer observers need to think through several issues to ensure success. “It’s important,” they say, “that educators teaming up for this practice have open and honest communication about what their expectations are – what they hope to get out of the observations, in addition to anything they don’t want to happen.” Schedules need to be aligned or coverage arranged; each teacher should be observed the same number of times; there needs to be agreement on how long each observation will last and when the debrief will take place (ideally soon after the class); the lesson plan should be available and specific look-fors or a focus area agreed on (e.g., wait time, checking for understanding); thoughts about which student work products will be shared afterward; and perhaps discussion of the best note-taking approach and where in the classroom the visitor will sit or stand.

 During each classroom visit, Sheehy and Ceballos suggest that the observer get close enough to students to see and hear what they are doing without being intrusive; ask questions of students while they’re working (but not while the teacher is addressing the class); take detailed notes on what the teacher and students say and do; and focus on what the teacher asked for feedback on. Some no-nos: taking copious notes on details that aren’t important; writing down only things that fit a preconceived idea; trying to fix the lesson in real time; and jumping to judgments and conclusions.

 “Any debrief is more helpful with careful planning,” say Sheehy and Ceballos. Prior to a face-to-face post-observation conversation, the observer needs to analyze the notes taken, highlight everything that worked well in the lesson, and decide on the most important growth area. Some possible prompts as the observer reflects: What questions will be most helpful for the teacher to answer during the debrief? Which suggestion could have the biggest impact on the teaching and learning? What is the teacher most likely to change based on my feedback? What is the ideal takeaway for my colleague?

 The debrief conversation is where the most important work gets done. “Powerful questions offer many benefits,” says Sheehy and Ceballos. “They lead to open dialogue and conversation, invite the observee to do the thinking, are open-ended to allow for many possible answers, create a culture of deep thinking about practice, and require the observee to examine events from multiple perspectives.” Some possible questions:

In what ways did the lesson go as you planned?


How well do you think students accomplished your instructional goal?


Can we look at student work?


Given the focus area we agreed on, what was successful and why?


What happened that you didn’t expect?


What alternative strategies could you try?


What might you change before you try this again? Possible resources?


How can I be helpful?


From this list, Sheehy and Ceballos suggest deciding on a couple of questions to launch the conversation, and then adding questions or comments depending on the teacher’s responses – trying to keep the conversation from becoming too emotional. Being direct and specific about what was observed, they say, increases the ease with which the teacher can understand, accept, and act upon the feedback.



“The Expert Next Door: Lesson Observations and Peer Feedback” by Kathleen Sheehy and Leslie Hirsh Ceballos in Tools for Learning Schools, Summer 2018 (Vol. 21, #3, p. 1-3),