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PHONE SURVEY
Text the following number
Where is your school/district in the implementation of . . .
A.Balance of informational and literary text? (K-5)
B.Building knowledge in all content areas?
C.Answering based on text evidence?
D.Writing from sources?
E. Text complexity?
F. Academic vocabulary?What?!?!
1
I’ve Heard of That2
We’re Getting There 3
We Got This!!!4
College- and Career-Ready Standards for Literacy – A Leadership Perspective
MEGA 2014
Carol Belcher
Pam Higgins
Deborah Fitzgerald
OUTCOMES
1.Be a positive leader of change.
2.Recognize strong standards-based literacy instruction.
3.Leave the session with ideas for Professional Learning.
4.Network with other exceptional leaders.
Prepared Graduate Defined
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.
Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
Absolutes
Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study)
Through a clearly articulated and locally aligned K-12 curriculum (Sample
curricula found on ALEX and Alabama Insight) Supported by aligned resources, support, and professional development
(Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Planning/Support Teams and ALSDE Initiatives, etc.)
Monitored regularly through formative, interim/benchmark assessments to
inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments)
With a goal that each student graduates from high school with the knowledge
and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma)
5
•Standards
•Curriculum
•Resources
•Assessment
•Graduate (Prepared)
OUTCOME # 1
1.Be a positive leader of change.
PRINCIPALS ARE THE KEY
Principals are a key factor in student learning because of their wide reach in academics, hiring, and setting campus priorities. A principal can account for 25 percent of a school’s impact on student achievement, according to the Wallace Foundation, a New York-based group that has taken a lead in addressing principal quality.
SUCC
ESS
WHAT ARE THE CCRS?….the College and Career Ready Standards are potentially the most revolutionary public school reform in the history of Alabama education. Most public school teachers and students will be impacted significantly by their implementation. The way students learn and the way teachers teach will have to change because of the nature of the College- and Career-Ready Standards.
paraphrased from Derrick Meador
Embracing the ChangeEmbracing the change is difficult. Resisting it
is often the norm. Ignoring the change process can lead to ongoing frustration for leaders.
…Recognizing that change is a process, and not an event is the first step. Individuals go through natural and recognizable stages within the change process. Recognizing these states of concern can help school and district leaders manage change while supporting staff.
MICHAEL FULLANEDUCATIONAL CHANGE
Four Broad Phases in the Change Process
Initiation
Implementation
Continuation
Outcome
INITIATIONMICHAEL FULLAN’S - EDUCATIONAL CHANGE
1.Quality of the change
2.Access to the change
3.Advocacy from administration
4.Teacher advocacy
IMPLEMENTATIONMICHAEL FULLAN’S - EDUCATIONAL CHANGE
7 Benefits of the StandardsEquity Consistency
Results Cost Effectiveness
Efficiency Collaboration
Innovation
Implementing the Common Core State Standards
– The Role of the Elementary School Leader
CONTINUATIONMICHAEL FULLAN’S - EDUCATIONAL CHANGE
Continuation depends on whether or not:
1. Change gets embedded into the structure
2. The change has generated a critical mass of administrators or teachers who are skilled and committed
3. The change has established procedures for continuing assistance
OUTCOMEMICHAEL FULLAN’S - EDUCATIONAL CHANGE
1.Active initiation & participation
2.Pressure, support and negotiation
3.Changes in skills, thinking, and committed actions
4.Overriding problem of ownership
MICHAEL FULLANEDUCATIONAL CHANGE
Four Broad Phases in the Change Process
Initiation
Implementation
Continuation
Outcome
SCHOOL LEADERS SET THE TONE FOR CHANGE
Strong school culture results in faculty and staff who are:
• More adaptable to change;
• Better motivated;
• More committed;
• More cooperative and open to collaboration;
• Better able to resolve conflicts;
• More open to innovation; and
• Better prepared to achieve significant goals.
www.cehd.umn.edu/carei/Leadership/Learning-from-Leadership July2010
WHAT MAKES AN EFFECTIVE SCHOOL LEADER?An effective school leader . . .
• leads by example.
• has a shared vision.
• is well respected.
• is a problem solver.
• is selfless.
• is an exceptional listener.
• adapts.
• understands individual strengths and weaknesses.
• makes those around them better.
• admits when they make a mistake.
• holds others accountable. Adapted from About.com Teaching
• makes difficult decisions. Derrick Meador
CCRS SURVEY RESULTSAlabama Teachers
Spring 2014 – 8290 Teacher Responses
• What will help teachers feel better prepared to teach the CCRS?
- 64% More planning time - 56% More access to assessments aligned to CCRS
- 54% More collaboration with colleagues - 53% Access to curricula resources
• My school has a comprehensive, clearly developed plan for implementing CCRS.
- Over ¼ of teachers disagreed, strongly disagreed or didn’t know
• My school collects and analyzes data to determine progress in implementing CCRS.
- ¼ of teachers disagreed, strongly disagreed or didn’t know
• I have received PD that increased my knowledge and ability to teach CCRS.
- 30% disagreed or strongly disagreed with this statement
• School Leaders have made an effort to increase understanding and build support for CCRS.
- 16% disagreed or strongly disagreed with this statement
CHANGING THE CULTURE
“If you attempt to implement reforms but fail to engage the culture of a school, nothing will change.”
— Seymour Sarason
OUTCOME #2
2. Recognize strong standards-
based literacy instruction.
WHAT
HOW
WHATUnderstanding
what students are expected to learn is an important
aspect of schooling.
~Common Core English Language Arts in a PLC at Work: Leader’s Guide
by Fisher, Frey, Uline
Where is your school/district in the implementation of . . .
•Balance of informational and literary Text? (K-5)
•Building knowledge in all content areas?
•Answering based on text evidence?
•Writing from sources?
• Text complexity?
•Academic vocabulary?
Building knowledge through content-rich
nonfiction and informational texts
Reading, writing and speaking grounded
in evidence from text, both literary and informational
Regular practice with complex text and its academic
language
Balance of informational and
literary textBuilding knowledge in all content areas
Text-based answers
Writing from sources
Staircase Complexity
Academic Vocabulary
1
2
3
Balance of Informational and Literary Text
Building Knowledge in All Content Areas
Role Playing
•Get into groups of 3.
•Each person will choose a role: administrator, teacher, or coach/lead teacher.
•Read the shift from the perspective of your role.
•What is the implication for your role?
•Discuss with your group.
•Be prepared to share your new learning and/or insights.
HOW
The rigorous content of the
CCRS must be matched with
vigorous teaching.
~Common Core English Language Arts in a PLC at Work: Leader’s Guide by Fisher, Frey,
Uline
Leading both the what and the how of teaching is what
distinguishes an instructional leader from a building manager.
OUTCOME #3
3.Leave the session with ideas for Professional Learning.
“Professional learning that increases educator effectiveness and results for
all students requires skillful leaders who develop capacity, advocate, and create support
systems for professional learning.”
Standards for Professional Learning, Learning Forward pg. 28
Professional
LearningNeeds
Assessment
Quick Write•Think about Professional Learning you have had in your school/district.
•Jot down the Professional Learning that has had the greatest impact on student learning about CCRS.
•Share your experiences with someone close to you that you have had an opportunity to talk with today.
Professional Learning Ideas
•eLearning Courses
•Cheat Sheet
•www.teachingchannel.org
•www.alex.state.al.us/ccrs
OUTCOMES #4
4.Network with other exceptional leaders.
OUTCOMES•Be a positive leader of change.
•Recognize strong standards-based literacy instruction.
•Leave the session with ideas for Professional Learning.
•Network with other exceptional leaders.
Carol J. Belcher
Deborah Fitzgerald
Pam Higgins
[email protected] READING INITIATIVE5234 Gordon Persons BuildingMontgomery, AL 36130334-353-1389
