Gps mod 1 v2.1
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This document outlines modules for implementing a Graduate Portfolio System (GPS) to help schools set clear expectations for what skills and knowledge students should demonstrate upon graduation. The 10 modules cover topics like designing performance tasks, providing feedback, and connecting the GPS work across a school network. The GPS is meant to ensure students are college and career ready with global competencies by aligning curriculum, instruction, and assessments to defined performance outcomes. Schools can use the GPS to establish a shared vision and pull various school improvement elements together.
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Gps mod 1 v2.1
- 1. 1
- 2. Graduation Portfolio Modules 2 Modules Module 1 What is GPS? Module 2 What are Performance Outcomes? Module 3 How are Performance Outcomes Connected to Our Standards? Module 4 What kind of Instruction Supports our Work? Module 5 How do I Design Performance Tasks? Module 6 How do we Design Units that Support this Work? Module 7 What makes a High Quality Unit? Module 8 How do we give Meaningful Feedback to Students? Module 9 How do we connect this GPS work to our work across the network? Module 10 How do Students Manage the Process?
- 3. Overview of the GPS Learning System Module 1 3
- 4. Objectives Participants will be able to answer: 1.How does the GPS connect to what we already do? 2.How does the GPS connect to other ISSN work? 3.What is the Graduate Portfolio System (GPS)? 4
- 5. Despite America’s status as an economic, military and cultural superpower, we risk becoming narrowly confined within our own borders, lacking the understanding of the world around us that is essential to our continued leadership role in the world community. The day has long passed when a citizen could afford to be uninformed about the rest of the world and America’s place in that world. (Committee for Economic Development, 2006) 5 The Call for Global Competencies
- 6. Introduction How does the Graduate Profile help our students know what is expected of them? 6
- 7. What is the Graduate Portfolio System? The GPS helps schools set clear expectations for students and teachers about what kind of work students should complete to demonstrate they are college ready and globally competent. 7
- 9. Curriculum Frameworks Units Performance Tasks Formative Summative Expectations Performance Outcomes Graduate Profile Rubrics 9 Graduate Portfolio System Performance Tasks: Demonstrate a student’s knowledge and thinking in relation to the GPS performance expectations. Tasks are designed to be seamlessly embedded in the curriculum taught by the teacher
- 10. Philosophy and Vision Clear expectations with a focus on 1) college readiness and 2) global competencies helps students and teachers succeed 10
- 11. Global Leadership Performance Outcomes There are Performance Outcomes for: •Global Leadership •Mathematics •Social Sciences •English Language Arts •Arts •Scientific Inquiry •Scientific Literacy •World Languages 11
- 12. 12 Rubrics Accompany All Performance Outcomes
- 13. How does GPS connect to other initiatives? • When fully implemented, the GPS provides a clear understanding of what students should know and be able to do upon graduation. • Implementation helps align curriculum, instruction, and assessments for a global focus. 13
- 14. Students and teachers know what to expect and what kind of work is needed. Links to the Graduate Profile 14
- 15. Links to the Design Matrix • Vision, mission and school culture • Learning outcomes • Curriculum, assessment and instruction • School organization and governance • Professional learning communities • Family and community partnerships Implementing GPS will help pull together various elements of the design matrix: 15
- 16. How does the GPS connect to what we already do? 1. What do we already do to set expectations around graduation? 2. How do we currently collect “showcase” student work schoolwide? 3. Where do we go from here? 16
- 17. Classroom Follow-up How will we communicate these ideas to the student? – Advisory? – Content area courses? – Schoolwide? 17
- 18. Online Support •GPS HQ (Headquarters) •Advisory •Library http://asiasocietypgl.comindwork.com/ 18
Editor's Notes
- NOTES TO THE TRAINER: For more details, see the Field Guide Welcome participants. Provide a brief overview of the module. Description: Presentation of the design and components of the GPS Learning System provides participants the basic understanding of the importance of high-quality, college ready work and how to incorporate expectations for global competencies.
- Review session objectives. By the end of the session, participants will be able to answer the following questions: Activate Prior Knowledge How does the GPS connect to what we already do? How does the GPS connect to other ISSN work? What is the Graduate Portfolio System (GPS)?
- Use the following activity to allow participants to process the quote on the slide. One option for leading the discussion: Place participants in groups of 4. Ask participants to read the quote on the slide and jot down 3-5 words or phrases that come to mind. Ask participants to share one idea at a time around the circle. Tell participants to hold off on discussions until all words/phrases are shared. Participant 1: 1st word/phrase Participant 2: 1st word/phrase Participant 3: 1st word/phrase Participant 4: 1st word/phrase Participant 1: 2nd word/phrase Etc... Ask participants to discuss any interesting ideas or ideas that were repeated. Circulate throughout the room and share key ideas with the group at large.
- Give participants an opportunity to review the graduate profile. In small groups, ask participants to discuss the following question: How does the Graduate Profile help our students know what is expected of them? Note that the participants’ level of familiarity with the Graduate Profile will determine how much time to invest in this section of the training.
- Tell participants they will now have an opportunity to discuss the first driving question of the training What is the Graduate Portfolio System? The GPS is a system of assessment used to help students and teachers track global competencies and college readiness.
- At the core of the GPS is the concept of helping students graduate Globally Competent and College Ready The GPS brings together A balanced instructional model Performance Tasks and Engaging Units of Study Formative and Summative Assessments Student Centered Learning
- The graduate profile and the performance outcomes help clarify expectation for students. Based on those expectations, teachers use the results from the assessment tasks to give students feedback about their work. These results from the assessment tasks inform the curriculum and help teachers make decisions about how to move through curricular frameworks and select units most appropriate to student needs.
- The Performance Outcomes and the Rubrics are related. The graduate profile provides a summary of the expectations for students to be college ready and globally competent. The performance outcomes emerged from the graduate profile with more specific details about how the profile looks in each content area. The rubrics provide teachers and students more specific information about how the student work or performance indicates the student’s proficiency in the performance outcomes.
- Here is an example of a performance outcome. Note that each performance outcome has key elements and additional details within the key elements. The global leadership performance outcome may be used by all teachers, regardless of content area. Subsequent modules will focus specifically on the performance outcomes in all content areas.
- Rubrics for each performance outcome identify college ready and global competency skills. Rubrics can be used to provide qualitative feedback on both large projects or smaller performance tasks. Each content area has different scoring dimension based on the need of that content area. This is an example of a section from a language arts rubric. If time permits, ask participants to review the rubric from their content area. Tell participants to identify any criteria on the rubric that is similar to what they currently assess and any criteria that is new or that may be specific to the GPS. Let participants know that one of the subsequent modules will focus specifically on the rubrics.
- Tell participants they will now have an opportunity to discuss the second driving question of the training How does GPS connect to other work? Activate participants prior knowledge and/or let them know about the following resources Design Matrix Graduate Profile Sessions or experiences from the national conference Performance outcomes Rubrics International benchmarking Remind participants that they are part of a national network of schools and that they will have opportunities to share best practices and ideas around the GPS.
- Note linkages between the ISSN Graduate Profile and the Graduate Portfolio System. Ask participants to examine the Graduate Profile and review the information about each of the four attributes. Display four pieces of chart paper around the room. Each piece of chart paper should be labeled with one of the four attributes from the Graduate Profile. Ready for College Knowledge Required in a Global Era Skilled for Success in a Global Environment Connected to the World Place participants in four groups. Ask each group to rotate from station to station identifying their current practice related to developing each attribute. After the last rotation, ask each group to share out the findings for the attribute at their station. Ask participants to identify patterns of strength in current practice across attributes. Ask participants to set goals for professional growth to further develop attributes.
- The design matrix helps describe schools who successfully implement curriculum and instruction that supports college ready and globally competent students. The design matrix aligns with the GPS implementation plan including the graduate profile and performance outcomes.
- Tell participants they will now have an opportunity to discuss the third driving question of the training How does the GPS connect to what we already do? In small groups, ask participants to discuss the following questions: What do we already do to set expectations around graduation? How do we currently collect “showcase” student work schoolwide? Where do we go from here?
- Resources, resources, resources!