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District PD October 17

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District PD October 17

  1. 1. District Professional Development October 17, 2011
  2. 2. Meeting Procedures and RoutinesMeeting Documents Keep Certified RegistrationThe documents from the district PD Be certain to sign-in so that you willmeetings will be sent via a distribution earn CEUs. CEUs will be awarded afterlist for your collaborative team. Once the February 20 session. Participantsthe documents are sent, you will have will be registered automatically onaccess to your collaborative team’s Keep Certified.email distribution list.High Five In Case of EmergenciesLook for the “high five” as a signal to Please silence cell phones during ourcome back together—a signal to wrap work with one another. You areup your final point during a discussion welcome to check messages during ouras a sign of transition. breaks.
  3. 3. Designing Powerful Professional Development for Teachers by Dennis Sparks (from Learning Forward…formerly NSDC) “What teachers know and do influences students’academic success. The need for ongoing professional learning that deepens teachers’ understanding of their content area and expands their instructional repertoire is essential to improving student learning. When the content of staff development focusesspecifically on what data about student performance indicate are the areas of greatest need forstudents, the return on the investment in professional learning is likely to be higher.”
  4. 4. Triad Talk: Key Words or Phrases• Individually underline or highlight key words or phrases that connect to you.• When prompted… – Join two other people, – Share who you are and where you teach, – Share what and why you highlighted the key words or phrases from the passage
  5. 5. Key Objectives for District PD—2011-2012 (October 17, January 23, February 20)1. Engage in collaborative learning that deepens our understanding of the first two questions of collaborative teams (PLCs): • Question 1: What do we want students to know, understand, and do? • Question 1a: What do we need to know, understand, and do as enrichment specialists? • Question 1b: What do our colleagues need to know, understand, and do about our work? • Question 2: How will we know if our students are learning?2. Collaboratively share our work aligned with questions 1 and 2 of collaborative teams (PLCs)
  6. 6. Elbow Partner Conversation• With a colleague next to you, discuss how the key objectives support your professional learning.• Then discuss why they are important for improving your students’ learning.
  7. 7. Four Focus Questions for Work of Collaborative Teams • What do we want our students toQ1 know, understand, and do? • How will we know they are learning?Q2 • How will we respond when they don’t learn?Q3 • How will we respond when they do learn?Q4
  8. 8. “High quality professional development is characterized bysustained, coherent, collaborative and job-embedded learning.”
  9. 9. Collaborative Journey• Support for high-quality PD related to collaborative teams and the focus questions is built into our professional learning: – In our buildings— • Regularly scheduled collaborative team meeting time focused on student learning – Across the district— • District PD dates for 2011-2012 (October 17, January 23, February 20, and June TBD) • District PD dates for 2012-2013 (August, October 15, January 21, April 15, and June TBD) • New PD classes aligned to our work will be part of the district’s new Staff Development Academy
  10. 10. Mentoring a New Colleague• You have been asked by your principal to mentor a new enrichmentspecialist. You have been asked to discuss what the focus of your work is by sharing the big ideas or core concepts that reflect how you support your students.• What are big ideas or core concepts you will be sharing with your new colleague?
  11. 11. Sharing Essential Learning Outcomes • Sharing Protocol:Process:With a partner from – Partner A shares for 3across the room—does minutes. Partner B listens.not have to be a – Partner B shares for 3enrichment specialist— minutes. Partner A listens. – When prompted, discussshare your reflections with what you heard andthem as if they are the learned for 1 minute.new reading teacher or – Be sure not to interject or comment when yourmedia specialist. partner is speaking.
  12. 12. Hmmm…• While you were sharing or listening, what did you learn about what you shared and/or what you heard being shared?
  13. 13. Four Focus Questions for Work of Collaborative Teams • What do we want our students toQ1 know, understand, and do? • How will we know they are learning?Q2 • How will we respond when they don’t learn?Q3 • How will we respond when they do learn?Q4
  14. 14. About Our Teaching Time• Create a group of four by joining another elbow partners pair.• Generate a list of the things that will interfere with your responsibilities (setting routines at the beginning of the year/quarter, testing prep or testing, school/special assemblies).• Be prepared to share the number of lost instructional days with the whole group…when prompted.
  15. 15. How Do Things Line Up?If the blue line represents everything that weneed to teach….And the green line represents the time wehave to teach… Then…what does that mean for how we approach instructional planning during each quarter/semester?
  16. 16. The most essentialTargeting What Matters learning outcomes or core concepts that students need to understand Essential knowledge, skills, and vocabulary students need to get to understanding Information that is worth knowing, but NOT essential for students to know
  17. 17. Getting to Essential Learning Outcomes……involves an ongoing process of— – Collaborating – Thinking – Doing – Collaborating – Thinking – Doing – Collaborating – Thinking – Doing
  18. 18. Getting to Essential Learning OutcomesOur decisions about essential learning outcomes is influenced by…
  19. 19. Question 1: Common Language What do we want students to know, understand, and do? Essential Learning Outcomes Core Concepts Big Ideas Enduring Understandings
  20. 20. Essential Learning Outcomes Defined• Essential learning outcomes are… – The indicators, by grade level, course, or content area, that all students will have access to regardless of their building or classroom assignment – The top priorities in a grade level, course, or content area that students need to know, understand, and do – The concepts that provide focus to the curriculum— defining a guaranteed, viable curriculum – The framework that guides collaborative instructional planning both horizontally and vertically
  21. 21. Targeting What Matters The most essential learning outcomes or core concepts that students need to understand Essential knowledge, skills, and vocabulary students need to get to understanding Opportunity or Challenge? By narrowing our focus on the essential outcomes or core concepts, what opportunities do we have as teachers? What might the challenges be?
  22. 22. Getting at What Matters Most• As you individually read “Getting Curriculum Reform Right” by Guskey, document your response using the following prompts as they relate to your role as a media specialist or reading teachers: • What “squares” with your understanding? • What “points” do you need to remember? • What questions are “circling” around in your head?
  23. 23. Be back tocontinue ourlearning in7 minutes!
  24. 24. On Using Standards to Guide Practice… “I always approach the standards with my students in mind. I try to come up with a lesson that I think will be interesting for students. Then I’ll sit down and say, which standards am I covering, which should I be covering that I’m not covering? I see part of my job as trying to get the kids that aren’t interested to be interested. The whole point is to help the kids, that’s the whole reason I do it. You have to continue to try new things, to be comfortable with what you’re doing, and to try to reach as many kids as possible. That’s the sole purpose of what I do. I’ll do it any way I can.” —Steve Bodnar, High School English Teacher
  25. 25. Reflective Prompts to Develop Question 11. What are 8-10 essential learning outcomes you want students to understand?2. What do you need to know, understand, and do as media specialists? As reading teachers?3. What are the essential knowledge and skills students need to support their learning?4. What is the essential academic vocabulary students need to support their learning?
  26. 26. Instructional Planning MatrixEssential Essential Essential Skills EssentialLearning Knowledge AcademicOutcome Vocabulary
  27. 27. Focus on Question 1: What do we need students to know, understand, and do? 1. Look for the 8-10As you think about the essential learningcourse or focus of what outcomes or big ideasstudents need to that students shouldlearn, use the standards leave your classroomand benchmarks related understandingto your work to identify 2. Consider the languagethe essential learning being used in theoutcomes that will guide standards—whatyour instructional actions are core?planning. What concepts emerge as core?
  28. 28. Checking for Understanding • When prompted, form collaborative teams of 4-5 and share the essential learning outcomes that you have identified. • During the sharing, make notes and/or document your colleagues’ thinking. • As a group, generate a master copy of essential learning outcomes.
  29. 29. Identifying Knowledge, Skills, & Vocabulary• As individuals, reflect Essential Learning Outcome on the essential learning outcomes that Knowledge, Skills, an d Vocabulary have been identified and generate the knowledge, skills, and academic vocabulary that students need in The required order to get to knowledge, skills, and academic vocabulary students understanding need to demonstrate understanding of the essential learning outcome.
  30. 30. Sharing Emerging Work• Join your collaborative team and begin sharing the knowledge, skills, and academic vocabulary you believe are most essential for each of the essential learning outcomes you have identified.
  31. 31. Looking Ahead• As part of your collaborative team meetings in your buildings and at subsequent district PD sessions, you will continue your collaboration to identify and document the following: – Essential Learning Outcomes – Essential Knowledge – Essential Skills – Essential Academic Vocabulary• Share a copy of your collaborative team’s emerging work (NOTE: only one copy per collaborative team needs to be submitted so that we can use the information to guide our planning processes for January and February).• Copies will be scanned and emailed to all participants in the group.
  32. 32. Key Messages• What were the key messages that we learned today that will guide our work and learning with one another? Think about… The instructional time you have and/or don’t have The use of standards and benchmarks to guide your instructional planning The identification of essential learning outcomes, essential knowledge, essential skills, and essential academic vocabulary The process of being collaborative
  33. 33. When I Think About Question 1…I am most excited by…I am most concerned about…I wish I knew…I expect that…I am committed to…
  34. 34. Teachers Are the KeyIf there is one thing we have learned over the past three decades of reform and research, it’s that teachers matter most in schools.Standards and assessments are part of the puzzle, as are the availability of quality resources, a strong school/community partnership, and safe facilities.But teachers and teaching have a significant effect on student achievement. Tests don’t improve student learning, teachers do.A curriculum alone doesn’t improve student learning.But teacher-guided student interactions with the curriculum and teacher selections of elements for discussion, expansion, and emphasis do.High standards alone don’t improve student learning.But teachers who communicate high expectations by providing intellectually challenging learning activities and materials do. From Teaching to the Core – Reading, Writing, and Mathematics, MCREL 2001

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