Goal Groupings –Directions for Today1. Group for interest and role balance – which group do you want to be in – or – do you think you would be most of the most service.2. Review (whole group) the resource slides – I will review the slides from our opening presentation that are most directly related to this activity.3. Review the essential questions for your group – review the questions in your group – make sure everyone is clear on what the meaning and intent is – this is the foundation for the “Want” column.4. Plan for the work – perhaps fill in the want column for each question as a large group – or move directly to… – Describing for each question what the goal of the item implies – answering the “what do we want” question. – Review the district recent history about what is CURRENTLY being done in this area. – Fill in the gap – what is the discrepancy between what we want and what we have.
Student Growth Whole-school Observations of Peer or Parentand Development Student Learning Performance and Feedback (10%) (45%) Indicators or Practice (40%) Student Feedback (5%) Outcome Practice Rating Rating (50%) (50%) All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines). 10/25/2012 7
Teaching & Instruction Goals for Learning Assessment & Data • CCSS instructional shifts • Common Core State Standards • K-3 reading performance • Text/content dependency practices • 21st century skill identification • Student data sets for use in TEM • SBAC alignment and integration (academic/civic & social) • SBAC aligned strategies, • Non-tested curriculum with • 21st century skills practice instructional implementation and CCSS/21CS integration • Information literacy integration daily analysis for improved practice • Balance between mandated and local • Instructional practices for a digital values • 21st century skill and performance learning environment task assessments • Independent and collaborative • Real world digital skill and practices and support Leadership Focus attribute assessment • DPI/SPI/IPI rankings Resource Deployment Curriculum & Communication • DIP/SIP planning • Unified chart of accounts • CCSS Integration and alignment for • Evaluation, tenure and support • Charter school funding process (29-31) ELA and math processes • MBR and small district guidelines • Posting of choice options on website • Governance Councils (if needed) • Allocation of time and schedules to align • 21st century skill integration • Mission and community-wide with priorities and needs • Non-tested curriculum renewal with expectations • Alignment of resource allocations with CCSS/21CS integration and • Coherence and systems approaches digital learning processes readiness • Planning for digital transitions Professional Evaluation Professional Support • K-3 reading instruction test (every year) • Reading instruction • New Teacher/Administrator Evaluation Model • Elimination of CEU requirements implementation (SBOE Guidelines) • Professional Development Committee • Rate every teacher every year • Individual and small group coaching sessions • Tenure and termination process changes. (preponderance of 18 hours focused on priorities) and • Validator practices instructional practices • Alignment of teaching practice with 21 CS • Evaluation and support training by 7/1/14 • Beyond CT Framework of reference- strengths and • Providing professional learning opportunities weaknesses - ensuring that TEM values what it • Rethinking the expectations of professional learning – measures and measures what it values. impact on TEM – alignment with TEAMRed = 12-116 (CSDE) Green = NEASC Blue = Digital Learning
Positive Climate Recruit/Train/Retain Common Core Trust Data 21st Century Skill Collaboration Continuous Build Capacity Professional Improvement Development Evaluation PlanSpec. Ed. Program Review Teacher Evaluation Plan Performance TrackerSRBI/RTI Instructional Rounds Readers/Writers WorkshopPBIS District PD Committee Literacy Resource TeachersStudent Success Plans Tech. Replacement Plan enVision MathSystem of Care (SOC) Data Teams / PLCs Curriculum Realignment Full-Day Kindergarten Common Assessments
Goals for Learning Teaching & Instruction Assessment & Data • • Common Core State Positive Climate • Supporting Data Driven • PBIS/SRBI Standards Instruction • Instructional Rounds • 21st Century Skills • Common Assessments • Reading/Writing & Math • Data Teams Strategies Leadership Focus • Performance Tracker • Recruit/Train/Retain Trust Curriculum & • Collaboration Resource • Building Capacity Communication Deployment • Continuous Improvement• Curriculum Realignment • Tech Replacement • Full Day Kindergarten • Success Plans • System of Care Professional Evaluation Professional Support • New Evaluation Plans • New Professional Development Models • District PD Committee • PLCs
Goal Groupings –Back to Basics1. Goals for learning – how do our curricular and instructional support materials align with Common Core and 21st Century Skill Priorities?2. Instructional practices – how do our teaching practices, improvement mechanisms and evaluation systems align with our goals for learning?3. Assessment practices – how do our assessment and measurement systems align with our goals for learning, teaching practices, and the demands of data driven instruction?
Planning ResourcesCommon Core State Standardshttp://www.corestandards.org/Connecticut SEED (Educator Evaluation)http://www.connecticutseed.orgNEASC Standardshttp://cpss.neasc.org/selfstudy_onsite_visit/selfstudy_materials_for_2012_schools/Public Act 12-116http://www.cga.ct.gov/2012/act/pa/pdf/2012PA-00116-R00SB-00458-PA.pdfSmarter Balanced Assessment Consortiumhttp://www.smarterbalanced.org/smarter-balanced-assessments/To view these slides and access these links:www.slideshare.net/jpcostasr