BE AN EDUCATOR. BE A LEARNER. November Joint Network

BE AN EDUCATOR. BE A

LEARNER.November Joint Network

Facilitators

ISLNKellie Thompson

Stacey Owen

Brian Womack

Teresa Emmert

Monica Osborne

Sara Jennings

Social StudiesKadi Ralston

Jana Kirschner

Ryan New

Jacqueline Coleman

Jennifer Fraker

ScienceTeresa Emmert

Brian Womack

Rico Tyler

Rae McEntyre

Norms of Collaboration

1. Pausing2. Paraphrasing3. Posing Questions4. Putting Ideas on the Table

5. Providing Data6. Paying Attention to Self and Others7. Presuming Positive Intentions

© Center for Adaptive Schools

Greetings from Dr. Stephen Pruitt, KDE Commissioner ◦Why should the standards be implemented now?

◦When can a social studies assessment be expected?

◦What will the new assessment look like?

Greetings from Dr. Stephen Pruitt, KDE Commissioner◦http://media.education.ky.gov/video1/On-Demand2015/Stephen_Pruitt_10-23-2015-final.mp4

Greetings from Dr. Stephen Pruitt, KDE Commissioner ◦Why should the standards be implemented now?◦When can a social studies assessment be expected?◦What will the new assessment look like?Now read the summary of the video included in your packet.

Compare to your notes and clarify your thinking.

Dr. Pruitt’s KSTA Address

What evidence from the KSTA video supports the points from the social studies video?David Grossman’s Blog highlights the key take-aways from the full video.

Re-evaluate structure/system for educators to learn together and communicate learning.

Team

Who makes up the District Leadership Team?

◦6 ISLN members ◦Central Office Staff◦Principals

◦Science Teacher Leaders◦Social Studies Teacher Leaders◦Math Teacher Leaders◦ELA Teacher Leaders

Administrators (ISLN)

Science TLs

Social Studies TLs

Math TLs

ELA TLs

DLT

IC Map Component 4: Provides opportunities for staff professional growth in KCAS, CHETL, and assessment literacy.◦ Review where your DLT is on Component 1.

*Keep in mind that your DLT may have a slightly different structure than “Conduct monthly meetings…”

◦ Take time to analyze Component 4.◦Where are you on this scale?◦With the upcoming deadline for the Professional Learning Plan embedded into the CDIP/CSIP how can the DLT support decisions made concerning district professional growth priorities?

PLC structures

Read the Directions.Reach EFFECTIVENESS first and win!!

BE AN EDUCATOR. BE A

LEARNER.

Education is the kindling of a flame, not the filling of a vessel.

Socrates

Why professional learning?

It’s all about the students

MindshiftProfessional Development

◦ Isolated event or occasional episode

◦ Focused on what we are doing on a particular day

◦ Learning a concept to the knowledge or understanding level

◦ Occurs at a conference or training

Professional Learning

◦ Continuous process◦ Analyzing real work

practices to consider what occurs in classrooms

◦ Focused on collective set of learning experiences to improve student learning outcomes

http://education.ky.gov/teachers/PD/Pages/default.aspx

Underlying Assumptions

◦Professional Learning

◦Student Results

◦Equity

Prerequisites

◦ Educators make a commitment to all students.

◦ Educators come to the experience ready to learn.

◦ Educators must believe that professional learning can foster collaborative inquiry and learning that enhances performance.

◦ Educators learn in different ways and at different rates.

Link to Student Results

Professional Learning Standards

http://learningforward.org/standards-for-professional-learning#.ViZYivmrSUk 19

1)Learning Communities2)Leadership3)Resources4)Data5)Learning Designs6)Implementation7)Outcomes

Moving the Standards into Practice1.Learning Communities◦Engage in continuous improvement.◦Develop collective responsibility.◦Create alignment and accountability.

2. Leadership◦Develop capacity for learning and leading.◦Advocate for professional learning.◦Create support systems and structures.

3. Resources◦Prioritize human, fiscal, material, technology, and time resources.◦Monitor resources.◦Coordinate resources.

4. Data◦Analyze student, educator, and system data.◦Assess progress.◦Evaluate professional learning.

5. Learning Designs◦Apply learning theories, research, and

models.◦Select learning designs. ◦Promote active engagement.

6. Implementation◦Apply change research.◦Sustain implementation.◦Provide constructive feedback.

7. Outcomes◦Meet performance standards.◦Address learning outcomes.◦Build coherence.

Differentiated Uses for the PL Standards

Individuals◦Develop a foundational

knowledge about effective professional learning.

◦Measure learning opportunities against these standards to determine quality.

◦Develop proposals to school leaders to improve existing practices in professional learning.

◦Develop plans for learning in your school.

.

School Staff◦Share with external

assistance providers who facilitate professional learning with school staff.

◦Share with parents, guardians, and community members to foster their support for professional learning as a means to increase student learning.

◦ Bring into all program implementation or improvement discussions.

Learning Links

◦Characteristics of Highly Effective Teaching and Learning (CHETL)

◦Kentucky Framework for Teaching◦Student Growth Goals◦Professional Learning Communities◦Difference between Professional Development and Professional Learning

How do our PL experiences connect to the goal(s) of our

PL plan?

What are our Professional Learning (PL) experiences?

◦Individually brainstorm any PD event in which you’ve participated since July 1.

◦Write each down on a separate post-it note.

Network Meetings

PLCs to analyze congruency of common assessments

Observed

a teacher

to

analyze

questioni

ng

technique

s

District Professional Learning (PL) PlanAs a DLT, review the Plan you brought today.

Choose one goal to use for this activity.

What evidence shows that this goal is an area of growth?

How will we know when we’ve attained this goal?

Write the goal inside the oval on the mat.

GOAL from PLAN

District Professional Learning (PL) Plan

The mat represents your PL Plan.

The post-its you have represent the PD events you have experienced this school year.

The oval in the middle represents ONE of your district goals.

GOAL from PLAN

District Professional Learning (PL) Plan

Place all your post-its on the mat.

If the PD event supports the chosen goal, place the post-it inside the oval.

If the PD event does NOT connect to the chosen goal, place it outside the oval.

GOAL from PLAN

Professional Learning Plan I would like to become more effective at ________because _________________

What tells me this is an area of growth is_____(data/evidence). [Where am I?]

I will know I’ve attained this goal/target by/when I ____ (outcome/measure). [Where do I want to go?]

Here is my plan for “closing the gap”: (the ACTIVITIES that will enable the learning)

Read _______

Talk to_____

Attend conference ____

Attend ______

Participate in_____ Participate

in_____

= Professional DEVELOPMENT;Inside=supporting learning goal;Outside=not pushing on goal

Read ____

PLC

Work with___ as a thinking/feedback partner

Observe and analyze___

Attend Conference _______

Collectively Build Learning

Implementing and

Monitoring the PL

Plan

Sources of Professional Learning(Yellow Task Card #1)

Path

way

s fo

r Lea

rnin

g

Defensible Evidenceof Change in Student and Teacher Habits

Content Networks

Math PLUS

Antonetti Student Engagement

Literacy Design Collaborative

PLCsNov 2014Jan 2015 District Wide Training

August 2014

Math Dept.monthly

School and District TrainingsOct-Nov 2014Jan –Mar 2015

(Blue Task Card #2)

Lesson plansStudent work

Instructional practice

BREAKNext Session begins at

10:30 amAll Social Studies Teacher Leaders go to Rm 163.

½ of your ISLN team will go to Rm 163.Take only CHETL Observation Form and pen.

All Science Teacher Leaders and other ½ of ISLN team will stay in Rm 206.

What is Good Practice?Connecting October Network Meeting to Professional Learning

◦ Take a minute to reflect on last month’s network meeting. The theme was “What is Good Practice?” Think of at least one good practice or a tool/resource that reflects good practices that will result in student learning that was shared at the meeting.

◦Share your thoughts with your table group.

◦How do those big ideas connect to the Professional Learning Standards and practices we’ve discussed so far?

LUNCH

11:30 – 12:45

Tuning Protocol for PLC Student

Work DEFENSIBLE EVIDENCE OF HIGH COGNITIVE

DEMAND

Tuning Protocol for PLC Student Work 1. Presentation – only presenter speaks

◦Information about the context of student work◦Assessment prompt that generated Student Work◦Identify/Clarify exactly what the student was ASKED to do

2. Clarifying Questions◦Clarifying Questions are asked. Fact questions – No judging questions.

3. Examination of Student Work Samples◦Student work is circulated around PLC group◦Silent work time◦Quietly reflect and take notes to share

Tuning Protocol for PLC Student Work 4. Feedback

◦Share feedback and reflection◦Feedback in terms of whether there is DEFENSIBLE EVIDENCE that the task designed using the criteria of the High Cognitive Demand elicits student work that exhibits that same criteria

◦Presenter is silent and takes notes

5. Reflection

◦Presenter speaks to comments/questions

6. Debrief

◦Facilitator-led discussion◦Educators describe ways the assessment task did or did not give students the opportunity to demonstrate what they know.

◦What adjustments to the task and/or rubric are needed?