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Building Educator Success through Teamwork PLSTs Fall 2016

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PLSTs Fall 2016

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Building Educator Success through Teamwork PLSTs Fall 2016

  1. 1. BEST: Building Educator Success through Teamwork New & Early Career Teachers Office of Professional Development and Evaluation Engage in Deliberate Practice Foster Professional Learning Cultures Communities of Practice Promote Peer-to- Peer Collaboration Support Teacher Effectiveness Fall 2016 Teacher Leaders
  2. 2. Nearpod Participant Instructions • Install the Nearpod app on your devices from their respective app stores • Enter the code provided by the presenter • Enter your name when prompted
  3. 3. Nearpod Facilitator Instructions • Log in to your device on Nearpod Launch live lesson Write code on board • Log in to your desktop on Nearpod Enter the code from your device
  4. 4. Presentation Tips • For response items, provide time for participants to enter their response  Don’t click share until all participants have submitted their response • For videos, ask participants not to press play on their devices
  5. 5. Miami-Dade County Public Schools 465 Schools 40,000 Employees 21,000 Graduates 2,000 Sq. M. 356,000 Students 160 + Countries 56 + Languages 4th largest school district in the United States
  6. 6. Getting Ready Make a name tent You are unique in your approach to your learning. Print or write your first name and last name. Let your name card say something about YOU as a leader of learning.
  7. 7. Let’s orient ourselves with the materials
  8. 8. Creating a Collaborative Culture is a Journey...
  9. 9. Get Ready to Watch • On the next slide, you will watch a video • As you watch the video, think about the statement below: Just because you know what good teaching practices are it doesn't mean you know how to apply them • What does the video have to do with professional learning?
  10. 10. I am concerned that too few teachers experience the quality of professional development and teamwork that would enable them to be more effective each day. We must make sure that what we know is essential to good teaching is embedded in the life of all teachers. Stephanie Hirsh, Executive Director, Learning Forward
  11. 11. Goals for the Work • Identify core elements of a learning school in which all engage in collaborative professional learning to improve student learning. • Develop strategies for transforming your school into a learning school or extend and refine your current work to increase its impact. • Acquire tools to assess your school’s progress toward becoming a learning school. • Clarify roles of the stakeholders in a learning school. • Troubleshoot issues that are perceived as barriers to collaborative professional learning.
  12. 12. Individually answer the following questions on your gingerbread person as it relates to becoming a learning school. • Head: What question(s) do you have that are important for today’s work? • Stomach: What gives you indigestion about building a learning school? • Eyes: What is important for you to see in a learning community? • Ears: What must you listen for in a learning community? • Hands: What expertise do you offer to collaborative learning? • Heart: What is your core belief on the connection between school improvement and professional learning? What Makes You Tick?
  13. 13. Group Agreements DIRECTIONS: 1. Check the 2 most important agreements to you 2. In a small group, identify your top 3 agreements in order of importance 3. In a large group identify 7 group agreements
  14. 14. Why are Agreements Important? • Set roles and responsibilities • Build trust • Create structures for safety • Ensure we are efficient and effective • Provide opportunities for deep, insightful conversations about teaching and learning • Provide a means for self- assessment of the work of the team
  15. 15. Steps for creating a definition: 1. Form a group of 4 or 5 with each member of the team 2. Each member of the team chooses a different color marker and a spot on the placemat. Leave the middle of the placemat empty. 3. Simultaneously, each teammate answers the following question on their chosen spot on the placemat: • What are the elements of a highly functioning learning school? No talking. 4. Each individual shares their thinking with the group. • No interruptions 5. The team listens for similarities and differences and begins to create a common definition of a learning school. Place the common definition in the center. Each team will share their definition with the larger group. What is a Learning School?
  16. 16. • How do we advocate for and articulate professional learning that positively impacts student learning? • How do we create the conditions and opportunities within our school and teams that advance teaching effectiveness and student achievement? • What are the strategies that learning schools use that bring success? Essential Questions
  17. 17. If teachers are to successfully teach all students to high standards, virtually everyone who affects student learning must be learning virtually all of the time.” Dennis Sparks
  18. 18. Next, we will discuss the definition of professional learning created by Learning Forward. But first, a quick brain break on the next slide. If you catch yourself laughing, know that… From there to here, from here to there, funny things are everywhere. — Dr. Seuss
  19. 19. Learning Forward’s Definition
  20. 20. Save the Last Word for Me • Identify a statement that really resonates to each person from a text. (Each person does this individually and silently.) • Decide who is going first and who will go second establishing a direction to share around in a circle. • Begin by having the first person read out loud her/his statement – only the statement, offering no other comment. • Go around in a circle giving each person a chance to say how the statement resonates or connects with her/him. • Finish by having the first person who read the quote say why they selected the quote – “Saving the last word” for the person who began the round. • Repeat the pattern with each person around in the circle.
  21. 21. Learning Forward’s Definition Connections to the Work of Schools The term ‘professional development’ means activities that are an integral part of school and local educational agency strategies for providing educators with the knowledge and skills necessary to enable students to succeed in a well- rounded education and to meet the challenging State academic standards; and are sustained, intensive, collaborative, job-embedded, data- driven, and classroom-focused.
  22. 22. Compare definitions • What did you discover? • What was similar? • What was different? Reporting on the Learning Forward Definition
  23. 23. Our Beliefs • Professional learning that improves educators’ effectiveness is fundamental to student learning. • All educators have an obligation to improve their practice. • More students succeed when educators assume collective responsibility for student learning. • Successful leaders create and sustain a culture of learning. • A learning system commits to continuous improvement for all its adults and students. www.learningforward.org
  24. 24. Answer the questions on the next slide. It’s ok to make assumptions! The point is to be reflective, not correct.
  25. 25. Where Are We Now? 1. Professional learning involves teachers working in teams to improve teaching and student learning. 2. We believe the school’s culture affects our willingness to be continuous learners. 3. Attaining student learning goals depends on staff’s ability to work together. 4. Resources are available to support the change to collaborative professional learning. 5. District staff provide resources for school- based, collaborative professional learning. • STRONGLY AGREE • AGREE • NO OPINION • DISAGREE • STRONGLY DISAGREE
  26. 26. • The group reads the text silently, highlighting it and writing notes in the margin on post-it notes in answer to the following four questions 1. What Assumptions does the author of the text hold? 2. What do you Agree with in the text? 3. What do you want to Argue with in the text? 4. What parts of the text do you want to Aspire to? • In a round, have each person identify one assumption in the text, citing the text (with page numbers, if appropriate) as evidence. • Continue in rounds • End the session with an open discussion around the following question 1. What does this mean for our work with students? • Debrief the text experience. Four “A”s Text Protocol
  27. 27. Four “A”s Text Protocol
  28. 28. Get Ready to Watch • Check out the video on the next slide. • As you watch the video, record any observations that reflect effective professional learning and a cycle of continuous improvement • Record one observation per post it note
  29. 29. Reflection Questions • In a small group of 3 or 4, discuss the questions below: What outcomes would you expect from their work? What would it take at the school level to ensure educators throughout your building are learning at such high levels?
  30. 30. Standards for Professional Learning
  31. 31. Let’s take a poll. Which standard is more evident in your school? • Learning Communities • Leadership • Resources • Data • Learning Designs • Implementation • Outcomes
  32. 32. In your own words… What conditions and opportunities would you need to create for the standards of professional learning to guide the design, implementation, and evaluation of professional learning?
  33. 33. Professional Learning and Student Results
  34. 34. • Check out the next video on using instructional expertise to address teachers’ needs. • As you watch the video, reflect on the following questions: o What is the rationale behind “Free-Up Fridays? o How are teacher strengths identified at this school? o How have school leaders capitalized on instructional expertise at the school to address the needs of teachers? Learning Among Teachers
  35. 35. TEACHER SHARE
  36. 36. Teacher-Driven Observations
  37. 37. Teacher-Driven Observations (TDO) • Purpose o Collect and examine data o Inform and improve instruction in a non-evaluative and self-reflective manner • It is recommended to invite two to four observers, when possible, to collect data and provide collective insight
  38. 38. TDO Team Members • Lead Teacher (Observed Teacher) o Identifies the focus for the observation o Engages colleagues in the collection of classroom data o Facilitates the conversation before and after the observation o Uses the data observers collect to inform instruction
  39. 39. TDO Team Members • Observer o Data collector, not an evaluator o Focuses attention on the area the observed teacher identified o Scripts, describes, tracks, or counts only what is seen or heard
  40. 40. Most Common Data Collection Methods Scripting Counting Tracking • Observer transcribes (writes-out) interactions among students and between students and the teacher, or both • Provides data about students’ and teacher’s actions, statements, and questions • Can be relevant to most focus areas • Can focus on teacher, students, or both • Logical way to collect data on a large number of students • Valuable in providing a comprehensive view of patterns occurring within the classroom • May allow for the examination of distribution of class time, an actual percentage, or specific number per the Lead Teacher’s request • Can focus on both teacher, students, or both • May allow for the examination of patterns of behavior occurring within a segmented time • Illustrates patterns of movement or attention of teachers and students • Patterns are often collected on a seating chart • Data is recorded by drawing arrows to track movement and attention • Can focus on teacher,
  41. 41. TDO in Action • Identify a focus question • Select a data collection tool • Watch the following video • Record your observations • Discuss the teaching and learning observed
  42. 42. Focus Question 1 • Ms. Gonzalez wants to learn how she can more effectively group students to encourage student participation in class. She poses this question to her colleagues: – Which grouping strategies best contribute to student participation? • She requests that observers each observe one group of students and use the method of scripting to record how students in that group participate in the class activity, providing data that will inform her future grouping strategies.
  43. 43. Focus Question 2 • Ms. Gonzalez wants to increase classroom engagement, particularly as it relates to students’ participation in class. The teacher wants to know how she can more effectively frame questions so that they are accessible to all students. She asks her observers, – Am I providing adequate context for the questions I ask? • She requests that the observers script her questions and students’ responses, providing her with a better understanding of when students get confused. These data will really help her scaffold these questions to encourage whole class participation and engagement.
  44. 44. Let’s Try • Find a partner • Check out the Framework of Effective Instruction • Which of the elements of the FEI did your focus question address? Explain
  45. 45. Moving Forward… • What resources do teachers have available to support their professional learning needs? • How can access to online, 24/7 professional learning assist teachers in meeting deliberate practice growth targets?
  46. 46. PD In Focus Overview Channels Custom Channels Groups Assignments Filtered Search Reporting
  47. 47. What is PD In Focus?
  48. 48. Getting Started – Overview Tutorial
  49. 49. Accessing PD In Focus
  50. 50. PD Facilitators (PLSTs/(Principals/Assistant Principals/PDL) work with groups of teachers based on the needs identified by the PD leader. Lead the learning and send assignments to teachers. 2 3 PD leaders (Principals/Assistant Principals/PDL): create groups of teachers and assign them to one or more PD facilitators. 1 Teachers: complete assignments and can work with multiple facilitators and groups at the same time. Search videos. Role-Based Professional Development 4 PD administrators (OPDE): who can manage members and licenses in PD In Focus applications.
  51. 51. Functionality Based on Roles Feature Administrator PD Leader PD Facilitator Teacher Create Groups   Make Assignments  Complete Assignments     View/Print Individual Reports    View Video and Print Resources     Write Journal Entries     Rate Video and Print Resources     Search for Videos and Print Resources     Save Videos and Print Resources to My Library     View Related Resources     Create Custom Channels    Import Users   Manage Members/License   Manage Related Resources    You may have multiple roles assigned to your log-in name.
  52. 52. Turn and Talk • Have you used PD In Focus to support your school’s improvement initiatives? • How could teachers use PD In Focus to support deliberate practice growth targets? • Have you incorporated PD In Focus in your professional learning designs? • How can PD In Focus support the Framework for Effective Instruction?
  53. 53. ASCD - Supporting a Collaborative Culture
  54. 54. Quick Pair-Share Discussion
  55. 55. It’s more important than ever that educators collaborate to continually improve and support the success of each learner. Dr. Gene Carter, CEO and Executive Director of ASCD
  56. 56. • Association for Supervision and Curriculum Development http://www.ascd.org/Default.aspx • Learning Forward – The Professional Learning Association https://learningforward.org/ • The Sweet Spot in Professional Learning https://learningforward.org/ References

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