• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
A h090111
 

A h090111

on

  • 425 views

AH2011Sept.1st

AH2011Sept.1st

Statistics

Views

Total Views
425
Views on SlideShare
425
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    A h090111 A h090111 Presentation Transcript

    • PLC’s: The Road to Effective Professional Development and Learning!
      Designing and Sustaining Effective Teacher Professional Development and Learning
      Anoka-Hennepin2011-2012 High School PD
      Timothy D. Kanold
      tkanold.blogspot.com
      Twitter.com/#tkanold
    • Reconciling Your Experience with the Research and Evidence
      PLC teams help individual teachers distinguish their experiences from actual evidence…
      5 Levels of certainty in
      your current Professional Development practices…
    • Reconciling Your Experience with the Research and Evidence
      The lowest Level of certainty
      1. Opinion — This is what I believe and I believe it sincerely.
      2. Experience — This is
      what I have seen based
      on my personal observation 
    • Reconciling Your Experience with the Research and Evidence
      3. Local Evidence— This is what I have seen based on the experiences of my friends and colleagues.
      4. Preponderance of evidence — This is what we know as a profession, in many different contexts and across all locations (Research and Data).
    • The Research base TPOV for Effective PD practices
      Social and collaborative setting -
      Ongoing and Sustained
      Embedded in the context of your work place
      Subject matter specific
      Focused on results
    • PLC’s as THE PD Path
      PD cannot be an event…
      … the largest effects offer 30 – 100 hours spread out over 6 – 12 months
      Darling Hammond (2009,p. 79).
      8x2 +10x6 = 76
    • Overview of the on-Site Coaching model
      8 days, over 7 months with 2 coaches two days per visit
      The coaches…
    • Overview of the on-Site Coaching model
      One day is working with PLC teams on the intentional Agenda items
      Algebra Q, Algebra 2, and Geometry
    • Overview of the on-Site Coaching model
      September 14th* and 15th
      Summative Assessment Instruments, Grading and Smart Goal Setting
      November 15th and 16th*
      Student Goal setting as part of the Unit exam process and Lesson Design discussions
    • Overview of the on-Site Coaching model
      January 31st and Feb. 1st*
      Lesson Design Discussions and RTI Response
      March 27th and 28th*
      Summative Assessment Instruments as part of the formative learning and State test planning
    • PLC’s and PD
      Process Agreement:
      Provision of Adequate time and focused high leverage activities for PLC PD
    • PLC’s and PD
      The world’s highest performing school systems “decrease the pedagogical variability between teachers
      and increase the
      quality of instruction…
      2010 McKinsey Report
    • PLC’s and PD
      Content Agreement:
      Agreement on “What” to Learn and how to implement the “What”
      Calendars, learning targets etc…
    • PLC’s and PD
      Content Agreement:
      Agreement on “How to” collaboratively, effectively and formatively
      assess the “What”.
    • A new day – Any Assessment Instrument…
       Student mistakes on summative assessments such as quizzes and tests are potent learning tools when viewed formatively rather than for a grade…
      The most powerful single modification you can make that enhances achievement is specific and timely feedback for student reflection and response.
       
    • .73 Effect size
      At your tables answer these questions:
      Why does your team give tests and quizzes during a unit or chapter?
      How does your team know that the grading of any assessment instrument is accurate?
    • The Teaching – Assessing – Learning Cycle…
      According to Wiliam (2011)
      An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps… (p.43).
       
    • The Teaching – Assessing – Learning Cycle…
    • The Teaching – Assessing – Learning Cycle…
      According to Wiliam (2011)
      An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps… (p.43).
       
    • Improving the Accuracy of Your Feedback and Grading Practices
       Double Scoring: A second scoring of student papers by a different teacher.
      Calibration:Agreement between evaluators as to the rubric score for an exam.
      Inter-rater Reliability: Two or more evaluators agree on a student score.
    • Improving the Accuracy of Your Feedback and Grading Practices
      Steps Toward Grading Accuracy:
       
      Establish agreed upon rubrics for scoring all exam questions
      Conduct a group scoring practice session on a sample of student work and responses
      Discuss and resolve differences of opinion regarding discrepant scores based on anchor paper (or key) agreements.
       
    • Step 1:
      PLC Teacher Team designs assessment unit instruments
      Step 2:
      PLC Teachers implement formative assessment classroom strategies
      Step 5:
      PLC Teacher Teams use assessment feedback to improve instruction
      The PLC
      Teaching – Assessing – Learning
      Cycle
      Step 3:
      PLC Students take action on assessment feedback
      Step 4:
      PLC Teachers use Step 1 instruments for student reflection and action
    • The Teaching – Assessing – Learning Cycle…
      Step 4:
      PLC Teachers use Step 1 instruments for student reflection and action
    • The Teaching – Assessing – Learning Cycle…
      Teacher Team led – student preparation for a major unit or Chapter Exam
      2 days before the Exam
    • The Teaching – Assessing – Learning Cycle…
      All students take a MC exam in class
      Exams are scored and given to students the next day
      They work with a partner to:
    • The Teaching – Assessing – Learning Cycle…
    • The Teaching – Assessing – Learning Cycle…
    • The Teaching – Assessing – Learning Cycle…
      All students take a MC exam in class
      Exams are scored and given to students the next day
      Based on student identified results, packets for different standards are handed out.
    • The Teaching – Assessing – Learning Cycle…
      Step 4:
      PLC Teachers use Step 1 instruments for student reflection and action
    • The Teaching – Assessing – Learning Cycle…
      Student Action and reflection during the Chapter…
      A Quest example on 4 Learning Targets…
    • The Teaching – Assessing – Learning Cycle…
    • The Teaching – Assessing – Learning Cycle…
    • The Teaching – Assessing – Learning Cycle…
    • The Teaching – Assessing – Learning Cycle…
    • The Teaching – Assessing – Learning Cycle…
      http://sites.google.com/site/shsalgebrasite/
    • The Teaching – Assessing – Learning Cycle…
    • The Teaching – Assessing – Learning Cycle…
      http://sites.google.com/site/shsalgebrasite/
    • The Teaching – Assessing – Learning Cycle…
      http://sites.google.com/site/shsalgebrasite/
    • The Teaching – Assessing – Learning Cycle…
      That is, teacher and students in conjunction with their peers must act on the evidence.
      Otherwise the formative process is empty in terms of impact on student learning.
       
    • The Teaching – Assessing – Learning Cycle…
      Logistics for the on-site campus visits
    • The Teaching – Assessing – Learning Cycle…
      On the PD Day
      Department meeting for one hour
      Morning joint meeting of the teacher teams
      Afternoon meeting of each team separately
    • The Teaching – Assessing – Learning Cycle…
      Homework for the teams after the September visit
      Common Assessment test instrument with learning targets and student action on results
      2) Plan 1 lesson together and prepare for discussion
      3) Read and Respond to: Positive Beliefs Paper (NCSM, 2011).
    • The Teaching – Assessing – Learning Cycle…
      http://www.d125.org/academics/mathematics.aspx
    • The Teaching – Assessing – Learning Cycle…
    • Improving Team communication in 2011-2012
      A great Diagnostic tool
      Use the first one – Knowing Your Team History – ASAP.
      Take a moment to read through it – and discuss what connects well for some of your team issues this year
    • Professional Development Together Should Be FUN!