Upload
maximilian-ezra-montgomery
View
218
Download
0
Tags:
Embed Size (px)
Citation preview
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?