Last Curriculum Leadersip Class

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This slideshow summarizes the course and ends with protocols to support the change process.

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Last Curriculum Leadersip Class

  1. 1. The ESSENTIAL QUESITON<br />How can we change <br /><ul><li>The classroom
  2. 2. Grade level
  3. 3. Department
  4. 4. Professional learning community
  5. 5. Entire school</li></ul>to improve student achievement<br />And create a commitment to ongoing improvement?<br />
  6. 6. Continuous improvement model<br />I<br />A<br />is<br />C<br />
  7. 7. Curriculum Best Practice<br />Documents: Standards Based<br /> Alignment (not Standards-Referenced)<br /> Assessed (Formative, Interim, Summative)<br /> Assessments are all used<br />In Action: Clear Performance Standards Frequently Assessed and Used <br /> Regular required school based Data Meetings<br />Data analysis: Qualitative and Quantitative<br />Protocols for LASW<br /> Protocols for Lesson Study (UbD)<br />C<br />
  8. 8. Instruction Best Practice <br />Standards based unit/lesson design (UbD)<br />Posted measurable lesson objective<br /> Posted Agenda leading to homework<br /> Student-student communication (Social Construction of Knowledge)<br />Ongoing Assessment: Dip-sticking, questioning, benchmarking, etc.<br />Feedback loop: clear, focused on goal, one or two suggestions<br />Rubrics/Exemplars<br />HOTS (Bloom’s taxonomy) <br />3-part lesson: Brain-based teaching: Time to process <br />I<br />
  9. 9. Data analysis<br />Qualitative Data<br />Teacher Evaluations<br /> Learning Walks, “Rounds,” Walkthroughs<br />Teacher Assignments<br />Teacher Syllabi <br />Protocols: LASW, LATW, Tuning, etc.<br /> Are courses challenging?<br /> Is the work challenging?<br />Attitude Surveys<br />Parent feedback<br />Quantitative Data<br />MCAS<br />Local Assessments<br /> Do they predict MCAS results?<br /> Local Interim Exams—quick feedback for teachers<br /> Local Benchmark Tests—quick turnaround? Good feedback? <br /> Teacher tests—Are they challenging? (Rigormeter?)<br />A<br />
  10. 10. What is the<br /> IMPACT on STUDENTS?<br />I<br />A<br />IS<br />C<br />
  11. 11. It’s all about the classroom<br /> When children, beginning in third grade were placed with<br />three high performing teachers in a row<br />they scored, on average at the<br />96th percentile<br />in Tennessee’s statewide mathematics assessment at the end of fifth grade.<br /> When children with comparable achievement histories starting in third grade were placed with <br />three low performing teachers in a row<br />their average score on the same mathematics assessment was at the <br />44th percentile.<br />
  12. 12. BUT<br />Teachers working alone, <br />with little or no feedback on their instruction, <br />will notbe able to improve significantly – <br />no matter how much <br />professional development they receive. <br />
  13. 13. A “guaranteed and viable” Curriculum makes all the difference. Meta analysis Bob Marzano (2003), an educational researcher and popular presenter, focuses on this concept as one of five school-level factors (the one with the greatest impact), in his book on What Works in Schools: Translating Research into Action<br />
  14. 14. Tools<br />c<br /> I<br />C, I<br />CIA<br />-IS<br />
  15. 15. What Works at the SCHOOL level?<br />
  16. 16. What Works for Instruction<br />(The TEACHER)?<br />Discipline<br />Routines<br />Classroom climate <br />UbD<br />Goal setting<br />Measuring progress<br />
  17. 17. Why is change so difficult in Education?<br />Education<br /><ul><li>4 Frames of Organizations
  18. 18. Political
  19. 19. Human Resources
  20. 20. Structural
  21. 21. Symbolic</li></li></ul><li>
  22. 22.
  23. 23. From Taking Charge of Change by Shirley M. Hord, William L. Rutherford, Leslie Huling-Austin, and Gene E. Hall, 1987. Published by the Association for Supervision and Curriculum Development (703) 549-9110 <br />
  24. 24. ESSENTIAL ELEMENTS<br />FOR IMPROVING CURRICULUM, INSTRUCTION, and ASSESSMENT<br />An urgency and understanding of the problem presented through data<br />A shared vision of good teaching which includes rigor, relevance, and respect<br />Adult meetings that focus on instruction and model good teaching<br />Clear standards, assessments, and consistent understanding of quality student work<br />Supervision that is frequent, rigorous, and focused on instruction<br />PD that is primarily on-site, intensive, collaborative, and job-embedded<br />Diagnostic data that is used frequently by teams to assess learning and teaching<br />
  25. 25. PROTOCOLSHelp to Break Down Barriers<br />Qualitative and Quantitative Analysis of<br />Everyday practice <br />Student work (LASW)<br />Calibration of expectations (LASW using rubrics)<br />Professional Practice<br />Teacher work<br /> Syllabi<br /> Assignments, Projects<br />Departmental impact<br />School Practices<br />4 frames: Politics/Symbols/Management/HR<br />“doing school” values<br />
  26. 26. Difficult Conversations versusThe Culture of Nice<br />Protocols from Essential Schools (Overview of ES Protocols)<br />Instructional Rounds (Harvard Research Article)<br />Looking at Teacher Work ( HS Syllabus Quality)<br />Calibrating Assessment (MCAS rubrics)<br />Looking at Teacher Work (Feedback to Students)<br />Looking at Student Work (6-TraitRubrics)<br />Looking at Student Work (Math ORQ)<br />Looking at Student Work (ELA ORQ)<br />Looking at College Expectations (Writing)<br />

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