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Coherence cas cop 1 post
The document outlines Jonathan P. Costa's work on building coherence in education systems. It discusses the need to focus on high-leverage student learning goals, align measures and assessments to evaluate progress towards goals, and connect instructional practices, professional development, and organizational systems and structures to support goal attainment. Costa provides tools and frameworks to help map these elements of coherence within a district or school.
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Coherence cas cop 1 post
- 1. Finding Coherence Focus,Measure, & Connect Jonathan P. Costa, Sr. September, 23rd 2014 http://digitallearningforallnow.com http://www.slideshare.net/jpcostasr costa@educationconnection.org Jonathan P. Costa
- 2. Building Coherence Resources& Links 1. Go to http://www.slideshare.net/jpcostasr and look for…. A. Slides - Coherence CAS COP 1 Post 2. Coherence Blog - http://cascoherencecosta.blogspot.com/ 3. Survey Link - https://www.surveymonkey.com/s/CCCOP-C1 4. My contact information - costa@educationconnection.org (860) 567-0863 5. My book about the end of books - http://digitallearningforallnow.com Jonathan P. Costa
- 3. Coherence Community ofPractice • Step/Session One: Committing to Coherence - this first session explores the rationale and requirements of building a coherence framework for improving student learning in your district. Participants will explore the role that systems, alignment, and focus play in a coherent approach to sustained improvement. • Step/Session Two: Goals for Learning - coherence requires focus and the focus of public school is student learning. This session will introduce participants to a process they can use to identify the highest impact/leverage skills upon which to focus their coherence improvement efforts. Particular attention will be paid to the convergence of 21st century and Common Core skills. • Step/Session Three: Assessment - a district cannot improve anything unless they have agreement on what success would look like. This step will walk participants through an assessment inventory based on their selected skills from session two. Data and assessment strategies needed to guide practice will be the focus of the session. • Step/Session Four: Instructional Practices - an examination of how professional learning practices are goal driven and aligned with the high leverage skills selected in session two. • Step/Session Five: Adult/Organizational Measures - an analysis of how adult measures of performance (SLOs/Focus Goals) and aggregated data collected at the building and district level align and reflect the focus on the goals selected in session two. • Step/Session Six: Adult/Organizational Practices - an analysis of how adult plans and practices at the building and district level align and reflect the focus on the goals selected in session two. Jonathan P. Costa
- 4. all the stuffwe have to do, and all the stuff we should to do.
- 5. The Evolution ofEducational Reform (Have to Do) Areas of Before 1986 NCLB 2001 PA12-116 2012 Focus Learning Goals Assessment Protocols Accountability Teacher Prep Curriculum Testing Tools Student Abilities Instructional Focus Inputs/Outputs Universal Access Locally Determined Rank and Sort No News is Good News Get A Degree Table of Contents Pencil & Paper Grouped & Labeled Teacher Dependent Ready for K - 59.9 to Leave Universal Proficiency State by State Tests for ALL Label Failing Schools Certifications & BEST State Standards & Frameworks Pencil & Paper With Performance Tasks Integrated (N=40) Standards Aligned Need for Pre-School Skill Demonstrations Universal Measures 46 State Consortia (Math, LA, Science) Smarter Balance (IPI) for All Ranking Every District, School and Teacher Certifications, TEAM, and SEED Multi-State Unified Standards Digital With Performance Tasks Integrated & Scrutinized (N=20) Common Core Aligned And Digitally Supported Pre-K and Full-K Standards Demonstrations & Tests
- 6. Our world haschanged… 1. It is digital, flat, open and pluralistic. 2. It is unpredictable and volatile. 3. It is increasingly unforgiving to those who are unskilled.
- 7. Less paper, more pixels.
- 8. Less single source, more crowd source.
- 9. Shifting from SingleSource to Crowd Source Old School “Read the part of Chapter 6 on the Boston Massacre and be prepared to answer questions.” New School 1. Team One find 5 historical narratives by different authors 2. Team Two find 5 primary source documents from the trial 3. Team Three find 5 British history references and opinions 4. Team Four find 5 contemporaneous editorials.
- 10. Less just incase, more just in time.
- 11. Disruptive Questions Whatwould an “open phone test” look like? What happens when everyone can get anything from anywhere?
- 12. Our Mission Toprepare EVERY student for learning, life, and work in the 21st century.
- 13. Coherence Can beFound in the Convergence of These Forces
- 14. Three Principles ofCoherence Measure what you value Value what you measure Measure Connect Priority Student Learning Priority Adult Learning Priority Systems Learning Focus Student Learning Adult Learning Systems Learning
- 15. Data Based DecisionMaking • Asking the questions, “How do we know (Effect Data) and “What are we doing (Cause Data)?” and “How are these things connected?” • How do we use cause and effect data to guide evaluation and support decision making at every level of the organization?
- 16. Connect Goals Mission Leadership Focus Practices Measures
- 17. Coherence Pathways Mission To develop in all children the knowledge, skills, attitudes and values... Theory of Action Focus Measure Connect G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
- 18. Coherence Pathways –10,000 Foot View Leadership Domain One Student Learning S-G Goals for Student Learning • All goals for student learning A-G Goals for Professional Learning • All goals for adult learning O-G Goals for Building and District • All building or district improvement goals Focus Measure Connect O-M Building & District Measures All the ways we measure building and district progress. A-M Professional Measures All the ways we measure individual adult learning and practice. S-M Student Measures All the ways we measure student learning. To prepare every student for learning, life, and work in the 21st O-P Mission century. Building & District Practices All the plans we make for buildings and district progress A-P Professional Learning Practices All the ways we lead adults to learn S-P Instructional Practices All the ways we lead students to learning Domain Two Professional Learning Domain Three Organizational Learning Goals Mission Leadership Practices Focus Measures G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
- 19. Student Data Driving Instructional Practices & Decision Making Instruction Driving Improved Measures Professional Practice Driving Improved Measures Systems Driving Improved Measures Adult Data Driving Professional Learning & Decision Making Organizational Data Driving Systems Decision Making
- 20. Coherence Pathways –5,000 Foot View Leadership Domain One Student Learning S-G Goals for Student Learning • Connecticut Core/21st Century Skills & Content A-G Goals for Professional Learning • Evaluation & support goals, SLOs, focus goals & other O-G Goals for Building and District • Improvement targets related to DPI, SPI or other goals Focus Measure Connect O-M Building & District Measures DPI SPI 5 10 Other… A-M Professional Measures 45 40 (5/10) S-M Student Measures Smarter Balanced & other valued summative, formative, standardized and non-standardized measures To prepare every student for learning, life, and work in the 21st O-P Mission century. Building & District Practices District or building level plans or strategies A-P Professional Learning Practices Job focused & aligned with 45 5 40 10 S-P Instructional Practices CC/21CS goal aligned teaching methods & strategies Domain Two Professional Learning Domain Three Organizational Learning Goals Mission Leadership Practices Focus Measures G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
- 21. Teachers As Student Coaches Data Supporting Reflective Practice Data Supporting Reflective Practice Data Supporting Reflective Practice Administrators As Instructional Coaches District Staff As Administrator Coaches
- 22. Teachers As Student Coaches Data Supporting Reflective Practice Administrators As Instructional Coaches District Staff As Administrator Coaches
- 23. Three Pathways toCoherence • Key elements are all present. • All existing improvement elements can be identified and or categorized so connections are evident to all. • Only minor adjustments required to improve connections. Re-align • Some key elements are present but connections between them are weak, missing or lack focus • Adjustments and reframing of key goals, measures and domain connections are required for coherence Re-frame • Key elements are missing or lack focus • Comprehensive analysis and re-design of goals, measures and practices are required or desired across domains to create coherence. Re-design
- 24. My Coherence PathwaysLeadership S-G Goals for Student Learning A-G Goals for Professional Learning O-G Goals for Building and District Focus Measure Connect O-M Building & District Measures A-M Professional Measures S-M Student Measures Mission To prepare every student for learning, life, and work in the 21st century. O-P Building & District Practices S-P Instructional Practices A-P Professional Learning Practices Goals Practices Measures G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
- 25. Five Essential Connectionsfor Coherence 1. Goals for Learning Focus 2. Student Measures Measure 3. Instructional Practices Connect 4. Professional Components (F, M, C) 5. Organizational Components (F, M, C) What are your most important, high leverage goals for learning? How will you know if you are improving? What instructional improvements will have the greatest impact on our performance? How will our professional components connect with and reflect these priorities? How will our organizational components reflect and support these priorities? Priority Improvement Goals from Common Core/21st Century Aligned Assessment Data to Measure Growth over Time Aligned instructional Improvement Grounded in TVAL Rubric Aligned Goals and Data Tied to Student Measures and Reflected in DPI/SPI Aligned District and Building Plans That Facilitate Alignment of Resources Goals Measures Practices Goals Measures Practices
- 26. Five Essential Connections High Leverage Student Learning Goals (Focus) Aligned Assessments of Learning (Measure) Aligned Instructional Improvements (Connect) Aligned Professional Components (F, M, C) Aligned Organizational Components (F, M, C)
Editor's Notes
- #13 This is the defining challenge of our times in public school.