Sharing Learning Supporting Teaching Enhancing Welcome from Commissioner Holliday Sharing Learning Supporting Teaching Enhancing Who are we? How far is your home from this facility? Less than 1 hour More than 1 hour About an hour Who are we? Which job title describes how you spend the majority of your time? Classroom teacher Central office personnel Coach/resource teacher/lead teacher/etc. other Who are we? What is the first letter of the county in which you work? A to F G to H I to R S to Z Who are we? When did you begin your teaching career? Before 1980 1980 to 1990 1991 to 2001 After 2001 AGENDA Introductions Mathematics Leadership Network Overview Establishing Group Norms Common Core State Standards Overview Characteristics of Highly Effective Teaching & Learning Assessment Literacy Blackboard Reflection & Closure Announcements Facility Issues Name Tags Breaks/Lunch Hand Signal Sharing Learning Supporting Teaching Enhancing Warming Up You and your “match” will discuss our warm-up question. At the signal, your pair will form a “square” with the nearest pair to continue discussing and sharing opinions and ideas. Jot down your thoughts onto the index card provided. Pairs Squared Responses 1. Choose at least one of the four areas below and write down what you would like to learn within your chosen area(s). 2. With your pair, and then square, discuss your response(s). ASSESSMENT LITERACY COMMON CORE STANDARDS HIGHLY EFFECTIVE TEACHING AND LEARNING LEADERSHIP Sharing Learning Supporting Teaching Enhancing Kentucky Leadership Networks Why are we here? Why am I here? 14 Big Picture Learning Targets I can clearly articulate the vision and goals of the leadership networks. I can explain how the networks will work together to improve teaching and learning. I can identify and describe the four components of the leadership networks’ work. I can articulate my role in the leadership network. Big Picture SB 1 Focus on college / career readiness Revise standards Revise assessment system Collaborate across all groups / levels Improve the effectiveness of teaching and learning Leadership Network Vision Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day. 17 Content Leadership Network Long Term Goals Ensure that every participant has a clear understanding of how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences. The network approach is designed to build knowledge and leadership capacity within the district. Districts should utilize the membership of the networks to scale up pd at the local level. 18 OVEC Math Leadership Network Regional Facilitators: Dr. Bill Bush Dr. Maggie McGatha Kricket McClure Regional Math Content Specialist: Seth Hunter KDE Consultant: Robin Hill District Teacher Leaders District Leadership Teams Content TeacherLeaders School/District Leaders KLA – 3 school level leaders Mathematics Leadership per district Networks- 3 Teacher Leaders per district Instructional Support Leadership Networks –up to 3 district leaders English Language Arts Leadership Networks-3 Teacher Leaders per district Superintendent 20 CIA Curriculum / What Kentucky’s Core Academic Standards Instruction / How Characteristics of Highly Effective Teaching and Learning Assessment / How Well Balanced Assessment / Assessment Literacy Kentucky Leadership Networks 21 KY Leadership Networks Standards no matter how well-written, will NOT, by themselves, improve student achievement and motivation to learn. 22 Standards, Assessments, Highly Effective Teaching and Learning Standards alone will not change classroom practice. They must be understood and contextualized in effective practice. Standards aren’t written for students. Teachers must be able to transform standards into the classroom level ‘targets’ that students must ‘hit.’ 23 Standards, Assessments, Highly Effective Teaching and Learning Targets allow students to build knowledge/skills/reasoning/products over time to a place where they are ready to demonstrate the proficiency required by the standards. Targets enable teachers to design quality assessments and to plan/select congruent learning experiences. Leadership Networks Student learning is at the core of this work. Capacity building vs. a “train the trainer” model All stakeholders need to operate from a common understanding of key concepts and ideas related to implementation of Senate Bill 1. Network participants will study the new standards deeply in order to translate them into highly effective instructional and assessment experiences. 25 As a Teacher Leader, your responsibility is to collaborate with other leaders throughout your region to hone your own practices / knowledge work collaboratively within your district to scale up highly effective practices in every classroom 26 Sharing Learning Supporting Teaching Enhancing Setting Group Norms Group norms are agreed upon ways in which we will work together so that productivity is maximized. They are posted and reviewed (verbally and in writing) at all meetings. Let’s work together to set the norms that we will abide by. Group Norms Be present and be engaged in the work We are all equal partners in this work Seek first to understand, and then to be understood others? Think individually, write down 3 norms that you feel should be included on our list (2 minutes). Share with your team, designate a recorder/synthesizer and share your 3 Norms and come up with a group list. Your group should be prepared to share one Norm that should be considered for our list (5 minutes). Questionnaire and Break We have about 10 minutes to do a baseline questionnaire, which we will use to inform/ improve our practices. When you are finished, give the questionnaire to Seth and take a 15 break. Sharing Learning Supporting Teaching Enhancing Learning Targets: I can explain the development, purpose, and organization of the new Common Core State Standards for Mathematics. I can compare and contrast: the Standards for Mathematical Practice with the Standards for Mathematical Content, and the new Common Core State Standards with other state and national standards. Where did the Common Core State Standards come from? Support for the Common Core State Standards Initiative National Education Association American Statistical Association National Association of Secondary School Principals ACT, Inc. American Federation of Teachers (AFT) Council for Exceptional Children (CEC) Coalition for Student Achievement U.S. Department of Education Partnership for 21st Century Skills The College Board Council of Administrators of Special Education (CASE) International Reading Association Alliance for Excellent Education National Parent Teacher Association (PTA) Coalition for a College and Career Ready America (CCCRA) Achieve Association of American Colleges and Universities National Council of Teachers of Mathematics National Association of State Boards of Education The Process - Common Core State Standards Initiative State-led effort to establish consistent and clear education standards Written by content experts, teachers, researchers and others Nearly 10,000 comments from the public Validation committee reviewed the standards Each state chooses to adopt, NOT led by federal government By what criteria were the standards developed? The standards: Are aligned with college and workforce expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by standards in other top performing countries, and Are evidence-based. Introduction to the Common Core: What Does it Mean to Understand? Jake is a Genius Each person will need 4 post-it notes Silently read pages 3, 4, and 5. Using one post-it note per page, write down your Most Important Points for each page. Introduction to the Common Core At your table groups, share your Most Important Points (MIPs) about each page. MIP MIP MIP Standards for Mathematical Practice Important “processes and proficiencies” and describe varieties of expertise that mathematics educators at all levels should seek to develop in their students (p. 6). the NCTM process standards: problem solving reasoning and proof communication representation connections the strands of mathematical proficiency specified in Adding It Up: adaptive reasoning strategic competence conceptual understanding procedural fluency productive disposition Standards for Mathematical Practice - pgs 6-8 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Standards for Mathematical Practice – pgs 6-8 Silently read the mathematical practice assigned to your group and highlight your MIPs. On chart paper, your group will represent your mathematical practice in words and pictures. Be prepared to share out. Standards for Mathematical Practice – pgs 6-8 Cut out your foldable and write one mathematical practice on each front flap. As each group presents their mathematical practice, use your foldable to record ideas about the meaning of each practice. foldable Standards for Mathematical Content, p. 5 Summary Pages For each grade in K-8 and each topic in high school Grade 5, page 33 High School, Number and Quantity, page 58 Overview Pages Grade 5, p. 34 High School, p. 59 Domains Clusters Standards Not on overview page Standards for Mathematical Content Domain Cluster Standards Domain & Cluster Progression For K-8, domains read across the page and grade levels read down the page. For high school, domains and clusters are arranged by topic and read down the page. Math Topic Time Line Using the topic assigned to your group, identify where the topic starts and stops in the CCSS using the Cluster & Domain Progression handout. Discuss with your group any differences you notice between the progression of your topic in the CCSS and the KY POS. Be prepared to share your findings. Crosswalk KDE has developed a crosswalk between the Common Core State Standards and the KY Program of Studies. KDE > Instructional Resources > Curriculum Documents & Resources > Program of Studies Standards for Mathematical Practice – Final Reflection Why is it important that the standards for mathematical practice be the lens through which we look at the content? What implications do these standards for mathematical practice have on: The way we need to teach? The way students learn? The way curriculum is designed? The way assessments are designed? The way we structure these network meetings? Sharing Learning Supporting Teaching Enhancing Highly Effective Teaching and Learning Target: I can provide information concerning the components and utility of Kentucky’s Characteristics of Highly Effective Teaching and Learning. Independent Task Write one paragraph describing a success you’ve seen in the last year as a result of improved teaching and learning. Explain the factors or conditions that contributed to the success. The success could also be an area in which progress is being made even if you don’t consider it a ‘success’ yet. Success Analysis Protocol (from Power of Protocols, p. 60) In teams of 4, the first person shares his or her paragraph of successful practice. (1 min.) All participants analyze the success, focusing on what seems to have contributed to the success. (2 min.) Repeat. (12 min. total) Compile a list of common characteristics of the successes in the team. (3 min.) Discussion/Debrief (5 min.) Enhancing Learning What factors, within the control of a school districts and schools, have the most significant influence on student learning? High quality instructional practices Well designed curriculum, assessments and instructional materials aligned to standards Strong school leadership Harvard’s Public Education Leadership Project Do we share the same language and vision? Do we all agree on what these interactions between teachers and students around content should look like? Do we have a clearly articulated consensus on good teaching? If the answer to either of these questions is “no” what implications does this have for collaboration within a network? Looking for Highly Effective Instruction 1’s will be given a list of Characteristics to use while observing a video of a science classroom while 2’s will observe the same classroom video without the Characteristics. Both groups should record observations. Provide descriptive feedback to this teacher about her classroom climate. What will you say to her? What evidence will you use to support your feedback? What suggestions might you provide? Learning Climate Video Clip Looking for Highly Effective Instruction 1’s will be given a list of Characteristics to use while observing a video of a science classroom while 2’s will observe the same classroom video without the Characteristics. Both groups should record observations. Provide descriptive feedback to this teacher about her classroom climate. What will you say to her? What evidence will you use to support your feedback? What suggestions might you provide? Pair up with your neighbor—did your answers vary? How? Sharing Learning Supporting Teaching Enhancing Assessment Literacy Learning Targets I can articulate the various users and uses of classroom assessment information. I can describe the relationship between assessment and student motivation. I can distinguish between assessment for learning and assessment of learning I can explain the need for clear purpose in assessment. Assessment Literacy Think of a time you were assessed and it was a negative experience. What made it negative? Assessment Literacy Now think of a time you were assessed and it was a positive experience. What made it positive? Used with skill, assessment can Motivate the unmotivated Restore students’ desire to learn Encourage students to keep learning Create—not simply measure—increased achievement --Stiggins, Arter, Chappuis, & Chappuis, 2004 Assessment Literacy What assessment practices motivate students to improve their learning? ACCURACY PURPOSE EFFECTIVE USE EFFECTIVE COMMUNICATION DESIGN STUDENT INVOLVEMENT TARGET Assessment Literacy What’s the PURPOSE for assessment? Key 1: Clear Assessment Purpose Always begin by asking What decisions? Who’s making them? What information will be helpful to them? Who Uses Assessment Information, and How? Beginning with the person whose birthday is closest to today and moving clockwise, assign the following roles: Student Parent Teacher Principal Athletic coach Guidance counselor Write your role in the blank on the yellow “Who Uses Classroom Assessment…” handout. Answer #1 individually (3 – 5 minutes), then, beginning with the “student,” share your list with others at your table. When all roles have shared, notice what conclusions you are drawing about classroom assessment. Note and discuss your responses to question #2. Some Conclusions Data must be sound because major decisions that affect students’ well-being are made on its basis. Assessment data is used for many purposes beyond grading. Students are crucial decision-makers, whose information needs must be met. Sharing Learning Supporting Teaching Enhancing The Space Between is Virtual Blackboard will allow us to: share resources and experiences learn and teach one another support one another throughout implementation enhance our current practices between face to face (f2f) meetings Learning Targets 1. Develop awareness of the resources within our virtual PLC. 2. Identify what kinds of resources can be found within various “tabs”. Activities Register as a user for the OVEC Math Leadership Network (4) Explore the following tabs: Announcements Orientation General Information Discussions f2f Meetings Sharing Learning Supporting Teaching Enhancing Key 1: Clear purpose Before our next meeting: Focusing on the purposes, users, and uses of classroom assessment, read chapters 1 and 2 of Classroom Assessment for Student Learning: Doing It Right – Using It Well (CASL). Take some time to reflect on your own practice and complete the self-assessment “Determining Where I Am Now” in Figure 2.3 on page 51. Meeting dates 2010-2011 September 15th October 20th November 17th January 19th February 16th March 16th June (TBA) All meetings will be held at the Oldham County Arts Center in Crestwood. Reflection on the day… Please take a few minutes to reflect on the four components: Kentucky Core Academic Standards Highly Effective Teaching and Learning Assessment Literacy Leadership On the lavender sheet, for each component write one key learning you will take away with you today and one key question you still have in that area. Sharing Learning Supporting Teaching Enhancing

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