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.
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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
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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
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KY Leadership Networks
Standards
no matter how well-written,
will NOT, by themselves,
improve student achievement
and motivation to learn.
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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.’
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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.
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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
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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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