School Improvement Planning - Identifying Teacher Learning Needs Oct 1

8/17/2019 School Improvement Planning - Identifying Teacher Learning Needs Oct 1

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School ImprovementPlanning

Assessing Teacher Learning

Needs


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Session 1


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Session 2


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4


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School Improvement Planning/SEF

LINK

Area of Planning

Literac

N!merac

Programs and Path"as

#omm!nit #!lt!re and#aring

Category of SchoolEectiveness Indicator

1$ Assessment %or& o%& and asLearning

2$ School and #lassroomLeadership

'$ #!rric!l!m& Teaching& andLearning

1$ Programs and Path"as

4$ St!dent (oice

)$ *ome School and #omm!nitPartnerships


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*elen Timperle& +,sing assessment data %or improving& teachingpractice- & University of Auckland, New Zealand


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.

+The onl"a toincreasest!dentachievement is to

changeclassroompractice$-

+Principalleadership issecond onlto classroompractice onimpacting

st!dentachievement


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The Instr!ctional #ore Elmore

T e a c h e r s

0 K n o " l e d g e

a n d

S 1 i l l s

2 o l e

o % t h

e S t !

d e n t s

#ontent

TASK


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Three 3as to improve st!dent learning at scale

1$Increase the level o% no"ledge andsill that the teacher rings to the

instr!ctional process$2$Increase the level o% comple5it o%

the content that st!dents are ased

to learn$'$#hange the role o% the st!dent in the

instr!ctional process$


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learning environments for adults

and students$

Coherence means that ad!lts agreeon "hat the are tring to accomplish"ith st!dents and that ad!lts are

consistent %rom classroom toclassroom in their e5pectations %or

"hat st!dents are e5pected to learn$#oherent learning environments

cannot e5ist in incoherentorgani6ations-

7 Leith"oods concept o% Plan%!l

Alignment 8 its all ao!t planning and1;


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Schools ar6ano? 3hat 3ors in Schools? Translating esearch into Action& NS#@&2;;1 p$ .4

=

11


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Aligned #!rric!l!m& Assessments&Instr!ctions and Standards

@o!glas eeves 8 Presentation to the Literac/N!merac Secretariat&


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3hat the esearch Sas

• +#lassroom instr!ction is the single greatest predictoro% st!dent s!ccess greater than SES& Familacgro!nd& etc$-

• *ighl eBective schools overcome all o% the impact o%

SES and other nonschool related %actors$- 7Schmoer8 es!lts No":

• +>ost Ed!cators are "oring& at& or ver near& thelimit o% their e5isting no"ledge and sill$-

• +Co! improve schools !sing in%ormation ao!tst!dent learning& %rom m!ltiple so!rces& to Dnd themost promising instr!ctional prolems to "or on&then sstematicall develop "ith teachers andadministrators the no"ledge and sill necessar to

solve those prolems 8 %oc!sing on !ilding a coherentapproach across the school$- 7ichard Elmore 8


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School Improvement

1. Concrete and specic achievement goals&ased on st!dent achievement data& "hich arecontin!o!sl monitored$

. !on"negotia#le goals for instruction in ever

classroom "hich are? – #onsistent across ever classroom& decreasing the

variailit et"een teachers

– S!pported sstematic and sstem "ide teacherpreparation and pro%essional development

$. Eective %eadership practices – Pro%essional development "hich s!pports the

development o% strong instr!ctional leaders$

– #ommitted leaders "ho engage the parent and

comm!nit to s!pport the goals o% ed!cation


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*elen Timperle& +,sing assessment data %or improving& teachingpractice- & University of Auckland, New Zealand


16/25

Session 1


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S&A'T (oalSpeciDc& >eas!rale& Attainale& es!lts

ased& and Timeo!nd

• Speci% a %e" S>AT learning and achievementgoals %rom the school0s needs assessment and

relate the targeted evidence ased / actions tothe %o!r pillars

“By 2012, 90% of students will integrate the readingstrategies when responding to reading comprehension tasks

and use higher order/ critical thinking skills.

!s a result, we will ha"e a 10% increase in the num#er ofstudents performing at standard on the $!&.

'e will also see a 1(% increase in the num#er of e)ceptional

students achie"ing at standard.


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,reading strategies when responding to

reading comprehension tasks and use higherorder/ critical thinking skills.

!s a result, we will ha"e a 10% increase in thenum#er of students performing at standard

on the $!&.

'e will also see a 1(% increase in the num#erof e)ceptional students achie"ing at

standard.

n the asis o% the Needs Assessment and Analsis o%

the @ataA!)

the S>AT goal

*hat +ould our teachers need to learn in order

for us to accomplish this goal,


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Selecting SEF Indicators

• evie" the SEF Indicators that "ill address the needsidentiDed %rom the data dialog!e – Assessment %or& o%& and as Learning

– School and #lassroom Leadership

– #!rric!l!m& Teaching& and Learning• evie" the Evidence %or each o% the Indicators

• nce the SEF Indicators are chosen& highlight theevidence that "ill ecome the %oc!s o% the SEFprocess$

• #hoose an 4 Indicators %rom the %ollo"ing#omponents?

- &inutes


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%earning !et+or /ocusFrom each indicator& identi%

the e5amples o% evidence"hich "ill %oc!s the

assessment o% practice$

2;


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1$' St!dents are ta!ght& and reg!larl !se sel%assessment sills tomonitor their progress to"ard achieving learning goals& and to settheir o"n learning goals "ithin the conte5t o% the ntarioc!rric!l!m and/or Individ!al Ed!cation Plan 7IEP:

E0emplaryProgressingeginning

I generate learningo!tcomes ased on

the ntario#!rric!l!m andrelated s!ccesscriteria "hich areposted$

> st!dents no"

that learningo!tcomes ands!ccess criteriarelate to theinstr!ction o% theprogram !t are

not !sing these to

Learning !tcomesreect the ntario

#!rric!l!m$St!dents help tocreate the s!ccesscriteria and thee5emplars o% good"orSt!dents can

e5plain theimportance o% thelearningo!tcomes and areeginning toassess their "or

on the asis o%

St!dents re%er tothe criteria

charts and thee5emplars todevelop theirsel%assessmentsills and setlearning goalsSt!dents !ses!ccess criteriaas a asis o%disc!ssion "ithpeers and/orteachers to

reect on theirprogress and 21


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1$11$)

4$24$)

GeginningProgressin

gGeginningGeginning

By 2012,90% ofstudentswillintegrate

thereadingstrategieswhenrespondingto readingcomprehension tasksand usehigherorder/critical

thinkingskills.

S!mmar o%data

ct22

an'1

!n2H


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>onitoring #hanged #lassroom

Practice

1$ #ritical Friend SEF visit

• %oc!sed NLC on the identiDed indicators

• Protocol developed

2$ @ail classroom "althro!ghs• #omment onl on the identiDed indictors

'$ Teacher ro"th Plans

• Promote sel%assessment and action research

%oc!s$

4$ Analsis o% impact !sing Trailing Indicators

Its A#out Student Achievement2


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T3IS IS T3E 'EA% *4'5 +There is no evidence o% increased st!dent achievement

"itho!t changes in classroom practice$-

Planning for that +or is the

#eginning of the improvement

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School Improvement Planning - Identifying Teacher Learning Needs Oct 1