A h090111

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AH2011Sept.1st

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A h090111

  1. 1. PLC’s: The Road to Effective Professional Development and Learning!<br />Designing and Sustaining Effective Teacher Professional Development and Learning<br />Anoka-Hennepin2011-2012 High School PD<br />Timothy D. Kanold<br />tkanold.blogspot.com<br />Twitter.com/#tkanold<br />
  2. 2. Reconciling Your Experience with the Research and Evidence <br />PLC teams help individual teachers distinguish their experiences from actual evidence… <br />5 Levels of certainty in <br />your current Professional Development practices…<br />
  3. 3. Reconciling Your Experience with the Research and Evidence <br />The lowest Level of certainty<br />1. Opinion — This is what I believe and I believe it sincerely. <br />2. Experience — This is <br />what I have seen based <br />on my personal observation <br />
  4. 4. Reconciling Your Experience with the Research and Evidence <br />3. Local Evidence— This is what I have seen based on the experiences of my friends and colleagues. <br />4. Preponderance of evidence — This is what we know as a profession, in many different contexts and across all locations (Research and Data). <br />
  5. 5. The Research base TPOV for Effective PD practices<br />Social and collaborative setting -<br />Ongoing and Sustained<br />Embedded in the context of your work place<br />Subject matter specific<br />Focused on results <br />
  6. 6. PLC’s as THE PD Path <br />PD cannot be an event…<br />… the largest effects offer 30 – 100 hours spread out over 6 – 12 months <br />Darling Hammond (2009,p. 79).<br />8x2 +10x6 = 76<br />
  7. 7. Overview of the on-Site Coaching model <br />8 days, over 7 months with 2 coaches two days per visit <br />The coaches…<br />
  8. 8. Overview of the on-Site Coaching model <br />One day is working with PLC teams on the intentional Agenda items <br />Algebra Q, Algebra 2, and Geometry <br />
  9. 9. Overview of the on-Site Coaching model <br />September 14th* and 15th<br />Summative Assessment Instruments, Grading and Smart Goal Setting <br />November 15th and 16th*<br />Student Goal setting as part of the Unit exam process and Lesson Design discussions<br />
  10. 10. Overview of the on-Site Coaching model <br />January 31st and Feb. 1st* <br />Lesson Design Discussions and RTI Response<br />March 27th and 28th*<br />Summative Assessment Instruments as part of the formative learning and State test planning <br />
  11. 11. PLC’s and PD <br />Process Agreement: <br />Provision of Adequate time and focused high leverage activities for PLC PD<br />
  12. 12. PLC’s and PD <br />The world’s highest performing school systems “decrease the pedagogical variability between teachers <br />and increase the<br />quality of instruction…<br />2010 McKinsey Report<br />
  13. 13. PLC’s and PD <br />Content Agreement: <br />Agreement on “What” to Learn and how to implement the “What”<br />Calendars, learning targets etc… <br />
  14. 14. PLC’s and PD <br />Content Agreement: <br />Agreement on “How to” collaboratively, effectively and formatively <br /> assess the “What”. <br />
  15. 15. A new day – Any Assessment Instrument…<br /> Student mistakes on summative assessments such as quizzes and tests are potent learning tools when viewed formatively rather than for a grade…<br />The most powerful single modification you can make that enhances achievement is specific and timely feedback for student reflection and response. <br /> <br />
  16. 16. .73 Effect size<br />At your tables answer these questions: <br />Why does your team give tests and quizzes during a unit or chapter? <br />How does your team know that the grading of any assessment instrument is accurate? <br />
  17. 17. The Teaching – Assessing – Learning Cycle…<br />According to Wiliam (2011) <br />An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps… (p.43). <br /> <br />
  18. 18. The Teaching – Assessing – Learning Cycle…<br />
  19. 19. The Teaching – Assessing – Learning Cycle…<br />According to Wiliam (2011) <br />An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps… (p.43). <br /> <br />
  20. 20. Improving the Accuracy of Your Feedback and Grading Practices<br /> Double Scoring: A second scoring of student papers by a different teacher. <br /> Calibration:Agreement between evaluators as to the rubric score for an exam. <br /> Inter-rater Reliability: Two or more evaluators agree on a student score. <br />
  21. 21. Improving the Accuracy of Your Feedback and Grading Practices<br /> Steps Toward Grading Accuracy: <br /> <br />Establish agreed upon rubrics for scoring all exam questions<br />Conduct a group scoring practice session on a sample of student work and responses<br />Discuss and resolve differences of opinion regarding discrepant scores based on anchor paper (or key) agreements. <br /> <br />
  22. 22. Step 1:<br />PLC Teacher Team designs assessment unit instruments<br />Step 2:<br />PLC Teachers implement formative assessment classroom strategies<br />Step 5:<br />PLC Teacher Teams use assessment feedback to improve instruction<br />The PLC<br />Teaching – Assessing – Learning<br />Cycle<br />Step 3:<br />PLC Students take action on assessment feedback<br />Step 4:<br />PLC Teachers use Step 1 instruments for student reflection and action<br />
  23. 23. The Teaching – Assessing – Learning Cycle…<br />Step 4:<br />PLC Teachers use Step 1 instruments for student reflection and action<br />
  24. 24. The Teaching – Assessing – Learning Cycle…<br />Teacher Team led – student preparation for a major unit or Chapter Exam<br />2 days before the Exam<br />
  25. 25. The Teaching – Assessing – Learning Cycle…<br />All students take a MC exam in class<br />Exams are scored and given to students the next day<br />They work with a partner to: <br />
  26. 26. The Teaching – Assessing – Learning Cycle…<br />
  27. 27. The Teaching – Assessing – Learning Cycle…<br />
  28. 28. The Teaching – Assessing – Learning Cycle…<br />All students take a MC exam in class<br />Exams are scored and given to students the next day<br />Based on student identified results, packets for different standards are handed out. <br />
  29. 29. The Teaching – Assessing – Learning Cycle…<br />Step 4:<br />PLC Teachers use Step 1 instruments for student reflection and action<br />
  30. 30. The Teaching – Assessing – Learning Cycle…<br />Student Action and reflection during the Chapter… <br />A Quest example on 4 Learning Targets…<br />
  31. 31. The Teaching – Assessing – Learning Cycle…<br />
  32. 32. The Teaching – Assessing – Learning Cycle…<br />
  33. 33. The Teaching – Assessing – Learning Cycle…<br />
  34. 34. The Teaching – Assessing – Learning Cycle…<br />
  35. 35. The Teaching – Assessing – Learning Cycle…<br />http://sites.google.com/site/shsalgebrasite/<br />
  36. 36. The Teaching – Assessing – Learning Cycle…<br />
  37. 37. The Teaching – Assessing – Learning Cycle…<br />http://sites.google.com/site/shsalgebrasite/<br />
  38. 38. The Teaching – Assessing – Learning Cycle…<br />http://sites.google.com/site/shsalgebrasite/<br />
  39. 39. The Teaching – Assessing – Learning Cycle…<br />That is, teacher and students in conjunction with their peers must act on the evidence.<br /> Otherwise the formative process is empty in terms of impact on student learning. <br /> <br />
  40. 40. The Teaching – Assessing – Learning Cycle…<br />Logistics for the on-site campus visits <br />
  41. 41. The Teaching – Assessing – Learning Cycle…<br />On the PD Day <br />Department meeting for one hour<br />Morning joint meeting of the teacher teams<br />Afternoon meeting of each team separately <br />
  42. 42. The Teaching – Assessing – Learning Cycle…<br />Homework for the teams after the September visit<br />Common Assessment test instrument with learning targets and student action on results<br />2) Plan 1 lesson together and prepare for discussion<br />3) Read and Respond to: Positive Beliefs Paper (NCSM, 2011). <br />
  43. 43. The Teaching – Assessing – Learning Cycle…<br />http://www.d125.org/academics/mathematics.aspx<br />
  44. 44. The Teaching – Assessing – Learning Cycle…<br />
  45. 45. Improving Team communication in 2011-2012<br /> A great Diagnostic tool <br />Use the first one – Knowing Your Team History – ASAP. <br />Take a moment to read through it – and discuss what connects well for some of your team issues this year <br />
  46. 46. Professional Development Together Should Be FUN! <br />

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