Principal VT November 10
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Principal VT November 10

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  • Give copies of the folktale to those who attended the PLC institute. Have groups randomly share perspectives.Invite teams to head to commons for ball toss activity. Round 1-know target, but are blind folded—set goal—can’t talk or touch garbage can. Round 2 can coach one another, no blind folds, can’t touch garbage can—set goal. Stop after two people see if teams want to adjust goal. Round 3 can coach one another and touch garbage can—set goal…stop and monitor goal after two people. Discuss difference between first and second round—knowing v. seeing more clearly…able to coach and provide support…not working alone…Discuss difference between round 2 and 3…collaboration, better goal setting, etc.
  • Print ½ sheet for reflection.
  • It’s hard work. The process puts us all in a place of not knowing what should be seen as common to us all.
  • Create a “T” chart to share. Post application
  • Given what principals bring, how will the efforts at sites support the work during district PD days?

Principal VT November 10 Principal VT November 10 Presentation Transcript

  • Vertical Collaborative Teams November 10, 2011
  • Welcome, Colleagues!Thank you to our colleagues from…Gideon PondMW SavageWilliam Byrne…for your preparation andparticipation
  • Key Objectives1. Engage in collegial sharing and dialoguing about school improvement plans2. Review focus of district curriculum development and professional development related to core instruction3. Collaboratively clarify expectations for district professional development sessions (January 23 and February 20)4. Process expectations for core instruction action plans5. Engage in reflection on learning that can be applied to site-based PD (data collection)
  • An African Folktale• With your vertical collaborative team, discuss how the folktale relates to our expectations for being a highly functioning collaborative team• Be prepared to share
  • An African FolktaleBut when the People gathered once again around thefire telling the story of all that had happened, somethingnew came to mind. “We have overcome the strength of the Elephant,” they said, “and our fear of the Shark and the Hawk. We have done this by sitting by the fire and telling stories of what has happened to us and learning from them. Only we, among all the creatures, have the gift of the story and the wisdom it brings. We do not need to be masters of the earth. We can share because it is wise to do so.”From this day on, the People held their heads high,never forgetting to sit by the fire and tell their stories.Never forgetting that in the stories could be foundwisdom and in wisdom, strength.
  • SIP Sharing• Teams from Gideon Pond Elementary (Central Cluster), William Byrne Elementary (East Cluster), and M. W. Savage Elementary (West Cluster) will share how their sites have been developing, implementing, and monitoring their school improvement plans
  • Processing Sharing • During today’s sharing, – I learned… • As a result of today’s sharing, – I want to know more about… – I plan to do…
  • Feedback from Teams • For our colleagues from Gideon Pond, MW Savage, and WM Byrne… – Share what insights you discovered as you prepared for today – Discuss what insights you gained as a result of your sharing today
  • Triad Sharing Learning• Form a triad by joining two colleagues from different clusters.• Share insights you gained about developing, implementing, and/or monitoring your SIP’s work.
  • Who’s Up in December?• As a collaborative team, decide which site will be sharing at our December 8 meeting.• Please let Chris know prior to or after break.
  • Be back toSugar cubes, not continue our collaborative marshmallows! learning and sharing in 10 minutes
  • Something to Consider… “when you have completed 95 percent of your journey, you are only halfway there.” ~Japanese proverb
  • Aligning Our Efforts Professional Development
  • High Quality Professional Development Focus on Learning and Improving Student Achievementa. Must be collaborative—people have to learn with one anotherb. Must be sustained—multiple opportunities for learning have to be providedc. Must be coherent—has to align with the work of a district, building, and teacherd. Must deepen pedagogical content knowledge—has to deepen teachers’ understanding of what they teach and how to teach, deliver, and assess the contente. Must be results oriented—has to impact learning and actions—for the adults and students
  • PD: Aligned and Personalized District PD is about Building PD provides Personalized PDAligned—District Personalized Aligned—Building designing and learning to support invites and challenges delivering PD that is the goals of the us to find relevance in ALIGNED with our building. the focus of the PD DISTRICT’s vision and The PD that is that is provided and mission. implemented tightly become active It’s about dedicating aligns with and inquirers—what do I time and resources to supports the focus of need to know to support our district’s the school improve my practice? efforts in a common, improvement plan. collaborative, and intentional way.
  • October 17 District PD: Looking Back to Move Forward• Collaboratively focus on clarifying question 1: – What do students need to know, understand, and do?• Deepen teachers’ engagement with our district’s curriculum writing process• Prepare our teachers for engaging in our district’s curriculum writing process• Support the implementation of core instruction action plans
  • Where Did We Get? Where Are We Going?• Examined practice—began • Deepen collaborative surfacing the “sometimes conversations about what is automatic” essential for student learning• Encouraged a shift from • Name what is instinctive about textbook approach to our teaching—promoting curriculum to conversation metacognition and reflective about “big ideas” teaching• Examined standards and • Articulate essential learning benchmarks outcomes, units of instruction• Began identifying essential • Become clearer about the role learning outcomes and units of standards and benchmarks of instruction • Document and communicate• Initiated what’s essential for grade intentional, sustainable level, course collaborative learning • Prepare for vertical planning
  • Aligning Our EffortsProfessional CurriculumDevelopment Development
  • Perspectives on Curriculum Definitions of Application of Curriculum Definition• What is common • In what ways could and/or not part of we use the the definitions of definitions to guide curriculum from and inform Rigorous Curriculum collaboration and Design by Larry instructional Ainsworth? planning?
  • Standards Instructional Materials
  • Standards Instructional Materials Everyday Math Something Else
  • 2011-2012 2012-2013 2013-2014Mathematics Science English LA •Curriculum Design •Curriculum Design•CurriculumDesign •Instructional •Instructional Materials Decisions Materials Decisions•Instructional •Publisher •PublisherMaterials Informational InformationalDecisions Sessions Sessions •Math Content •Science Content•Publisher Professional ProfessionalInformational Development DevelopmentSessions •Refinement of •Refinement of Units of Units of Instruction Instruction
  • Stop, Think, and Share• What did you hear about the curriculum development process in our district that impacts your understanding of our work on Question 1?• What is the relationship between the professional development sessions and the curriculum work sessions being facilitated by Kathy and Rachel?
  • Aligning Our Efforts Think about our collaborative efforts to deepen our teachers’ engagement Curriculum with and understanding of Question 1. 1. Curriculum will continue to Development facilitate the development of units of instruction based on standards and best practice. 2. PD will structure district PD meetings to structure collaborative meetings and CoreProfessional sustain teachers’ engagement Instruction with question 1.Development Action Plan 3. Buildings will develop their action plan on core instruction to sustain and deepen teachers’ work on question 1.
  • Required Component: Action Plan (Initially Shared August 11, 2011)• Create an action plan that • The specific learning that your details how the learning for site will engage in adults will be implemented • The timeline for when the and monitored. learning will occur • The timeline for monitoring the learning (getting at impact• Include the components in and results) the bulleted list to the right in your action plan: • The processes you will use for monitoring learning (i.e., reflections on learning, reflections for action, student learning, etc.) • The resources required to support your PD • The person(s) responsible
  • Common Expectations for Question 1 • Given what learning and collaboration have occurred during curriculum and professional development and at your site with your core instruction action plan, what would be necessary and reasonable for teachers to know, understand, and be able to do with regard to Question 1? • Simply, what are our common expectations for Question 1?
  • Implementation Analysis: Core Instruction Action PlanAside from the facilitation of curriculum writing andcollaborative learning during district professionaldevelopment, what has been and/or will be happening atyour building with your core instruction action plan? 1. Document what steps have been implemented through district work and at the building level. 2. Document what steps you will take to deepen your teachers’ engagement with core instruction. 3. Document how your collaborative teams and your building leadership team are monitoring the development of your core instruction action plan.
  • Next Steps (for November 17): Core Instruction Action Plan 2. Document what your site has1. Review self-assessment data done to support the developmentabout focus on learning, and/or implementation of yourcollaboration, and results; core instruction action plan,consider the rankings of high including how your teams andneed, high impact, and low site have monitored the plan’sresistance to frame SMART goals implementation3. Determine and document what 4. Bring a copy of your coreyour site will do to support the instruction action plan to ourimplementation of your core November 17 meetinginstruction action plan, includingyour plans for monitoring theplan’s implementation
  • Reflection on Learning• What did I learn about aligning efforts— district curriculum and PD and my site’s core instruction action plan?• What more do I want and/or need to know?• What actions will I take as a result of my learning?
  • Reflecting on Reflecting• In what ways can I use a similar process at my site to promote intentional metacognition and reflection on learning (and for action) and collect data to document our efforts (SIP, PD)?
  • Key MessagesFocus Questions Process Expectations• What are the Key Messages • Use a separate post-it note from our discussion about for each key message that aligning our efforts—district you generate. PD, district curriculum • When prompted, share at development, and core your table and generate a instruction action plans? common list to share with• Any other key messages? the other collaborative teams.
  • Looking Ahead: November 17• Process Core Instruction Action Plans• Provide feedback about MCA IIIs testing• Provide feedback about the District AYP plan• Engage in reflection protocol regarding work of TLT
  • Something to Consider… “when you have completed 95 percent of your journey, you are only halfway there.” ~Japanese proverb