Transcript Working Systemically

The Professional Teaching and Learning Cycle
As a Strategy for Alignment and Refinement:
An Overview
Stacey Joyner
Program Associate - SEDL
[email protected]
September 24–25, 2007
Objectives
• Demonstrate an understanding of SEDL’s Professional Teaching
and Learning Cycle (PTLC) and its value for low-performing
schools.
• Critique PTLC’s utility as a vehicle for professional development
and tool for alignment.
2
Today’s Sessions
Part I
Part II
Background
And
Overview
How it Works
3
Part I
Background
And
Overview
4
Project Goal
• Learn the best approach
for working systemically
to improve student
achievement in reading
and mathematics.
5
Scope of the Project
• 2001–05 contract with the U.S. Department of
Education, Institute of Educational Sciences
• Five states: Arkansas, Louisiana, New Mexico,
Oklahoma, Texas
• 23 districts
• 49 schools
6
Educational System Framework
7
What is it about low-performing schools?
Brainstorm with your table group:
List 3 issues related to
curriculum, instruction, assessments, or standards
with which schools in improvement struggle.
You have 7 minutes.
8
What SEDL found in low-performing schools
• Little attention to systemic alignment of curriculum, instruction,
and assessment (CIA) to state standards
• Professional development not connected to real needs and
fragmented
• Little use of data to drive decisions
• Attribution to external factors
• Limited content and pedagogical knowledge
• Culture of isolation
9
School-level factors ranked by impact on
student achievement
• Guaranteed and viable curriculum
• Challenging goals and effective feedback
• Parental and community involvement
• Safe and orderly environment
• Collegiality and professionalism
Marzano, R.J. (2003). What Works in Schools. Alexandria, VA: ASCD.
10
Misalignment of CIAS
Instruction
Curriculum
Standards
Assessment
11
Alignment of CIAS
Instruction
Curriculum
Standards
Assessment
12
Professional Teaching and Learning Cycle - PTLC
13
Professional Teaching and Learning Cycle - PTLC
14
Professional Teaching and Learning Cycle - PTLC
15
Leadership Roles
• Communicating clear expectations
• Monitoring and reviewing
• Building capacity
17
Study
Teachers work in collaborative planning teams (grade-level, vertical, or
departmental) to critically examine and discuss the learning
expectations from the selected state standards. Teachers working
collaboratively develop a common understanding of the following:
•
The concepts and skills students need to know and be able to do to
meet the expectations in the standards
•
How the standards for a grade or course are assessed on state and
local tests
•
How the standards fit within a scope and sequence of the district
curriculum
18
Select
Collaborative planning teams research and select instructional
strategies and resources for enhancing learning as described in
the standards. Teachers working collaboratively
• identify effective research-based strategies and appropriate
resources that will be used to support learning in the selected
state standards and
• agree on appropriate assessment techniques that will be used
to provide evidence of student learning.
19
Plan
Collaborative planning teams work together to formally plan a
lesson incorporating the selected strategies and agree on the
type of student work each teacher will take to the Analyze phase
to use as evidence of student learning. Teachers working
collaboratively
• develop a common formal plan outlining the lesson objectives
(relevant to the standards), the materials being used, the
procedures, the time frame for the lesson, and the activities in
which students will be engaged and
• decide what evidence of student learning will be collected during
the implementation.
20
Implement
Teachers teach the planned lesson, make note of implementation
successes and challenges, and gather the agreed-upon
evidence of student learning. Teachers
• deliver the lesson as planned in the specified time period;
• record results, especially noting where students struggled
and/or where instruction did not achieve expected outcomes;
and
• collect the agreed-upon evidence of student learning to take
back to the collaborative planning team.
21
Analyze
Teachers gather again in collaborative teams to examine student work
and discuss student understanding of the standards. Teachers
working collaboratively
• revisit and familiarize themselves with the standards before
analyzing student work;
• analyze a sampling of student work for evidence of student learning;
• discuss whether students have met the expectations outlined in the
standards and make inferences about the strengths, weaknesses,
and implications of instruction; and
• identify what students know and what skill needs to be strengthened
in future lessons.
22
Adjust
Collaborative teams reflect on the implications of the analysis of student work.
Teachers discuss alternative instructional strategies or modifications to the
original instructional strategy that may be better suited to promoting student
learning. Teachers working collaboratively
•
reflect on their common or disparate teaching experiences;
•
consider and identify alternative instructional strategies for future
instruction;
•
refine and improve the lesson; and
•
determine when the instructional modifications will take place, what can be
built into subsequent lessons, and what needs an additional targeted
lesson.
23
Leadership Roles
• Communicating clear expectations
• Monitoring and reviewing
• Building capacity
Leadership Roles
• Communicating clear expectations
– Communicates repeatedly with all school staff that the
number one priority is that all students will become
proficient in the state standards
– Communicates clear expectations that all classroom
teachers will work collaboratively to implement each
step of the PTLC and consults with them to develop
plans for achieving expected outcomes, meeting
timelines, and carrying out roles and responsibilities.
25
Leadership Roles
• Communicating clear expectations
– Communicates clear expectations that all classroom
teachers will use allocated time and other resources to
implement each step of the PTLC.
– Convenes and actively participates in school and
grade-level or subject area meetings to maintain the
focus on implementation of PTLC by all classroom
teachers (e.g., listens to staff, asks questions, and
provides support).
26
Leadership Roles
• Monitoring and reviewing
– Collects and analyzes data to ensure that the
structure of the PTLC is being implemented with
integrity by attending teacher planning meetings and
regularly visiting classrooms.
– Collects and analyzes data to identify the needs of
teachers implementing the PTLC by attending teacher
planning meetings, talking with individual teachers,
and regularly visiting classrooms.
27
Leadership Roles
• Monitoring and Reviewing
– Collects and analyzes data to ensure professional
development is meeting the teachers’ needs for
supporting the implementation of the PTLC and
studies the impact of professional development on
student achievement.
28
Leadership Roles
• Building capacity
– Allocates time and space weekly during school hours
for job-embedded professional development of
teachers through collaboration about the PTLC.
– Provides teachers with easy access to state
standards, curriculum materials, research, student
achievement data, and necessary resources.
29
Leadership Roles
• Building capacity
– Assures that teachers engage in powerful professional
development and have instructional support from peers,
campus and district administrators, and content specialists
in order to deepen their knowledge and skills to implement
the PTLC.
– Engages in personal professional learning activities to build
his or her own knowledge and skills about standards-based
and research-based instruction.
30
Putting the PTLC Into Action
First Meeting
Phases I–III. Study, Select, and Plan phases are
completed in a collaborative meeting (usually takes 2–3
hours at first).
Phase IV. Implement
Teachers teach the lesson and other staff members observe.
Second Meeting
Phases V & VI. Analyze and Adjust phases are completed
in a collaborative meeting (usually takes 2–3 hours at first).
31
Today’s Sessions
Part I
Part II
Background
And
Overview
How it Works
32
Part II
How It Works
33
Professional Teaching and Learning Cycle - PTLC
34
NSDC’s Standards for Staff Development
35
Staff Development Standards BINGO
In each rectangle of your BINGO card, randomly
write one of the Standards for Staff Development.
Do not enter a standard on the rectangles marked
“Free”
36
Study
Teachers work in collaborative planning teams (grade-level, vertical, or
departmental) to critically examine and discuss the learning
expectations from the selected state standards. Teachers working
collaboratively develop a common understanding of the following:
•
The concepts and skills students need to know and be able to do to
meet the expectations in the standards
•
How the standards for a grade or course are assessed on state and
local tests
•
How the standards fit within a scope and sequence of the district
curriculum
37
Example standard
Students know and understand the characteristics and
structure of living things, the process of life, and
how living things interact with each other and their
environment.
38
2001 Mississippi Science Framework
Sixth Grade
5. Explore the unique characteristics and adaptations
of organisms. (L – Life Science, E – Earth and
Space Science)
a. Evaluate and chart the similarities of organisms.
39
Select
Collaborative planning teams research and select instructional
strategies and resources for enhancing learning as described in
the standards. Teachers working collaboratively
• identify effective research-based strategies and appropriate
resources that will be used to support learning in the selected
state standards and
• agree on appropriate assessment techniques that will be used
to provide evidence of student learning.
40
Selecting Instructional Strategies
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Marzano, R (2001), Classroom instruction that works, Alexandria, VA: ASCD.
41
Selecting Assessments
Ensure the assessment format is one which
will illustrate meaningful student thinking
processes.
Brainstorm with your group —
Work together to create a T-chart that shows
assessment format types that illustrate
meaningful student thinking processes, and
those that do not.
42
Plan
Collaborative planning teams work together to formally plan a
lesson incorporating the selected strategies and agree on the
type of student work each teacher will take to the Analyze phase
to use as evidence of student learning. Teachers working
collaboratively
• develop a common formal plan outlining the lesson objectives
(relevant to the standards), the materials being used, the
procedures, the time frame for the lesson, and the activities in
which students will be engaged and
• decide what evidence of student learning will be collected during
the implementation.
43
Sorting Fish
Science, Grade 6
Instruction
T eachers collaboratively created a series of lesson plans to address the following
standard:
2001 Mississippi ScienceFram ework
Sixth Grade
5. Explore the unique characteristics and adaptations
f organism
o
s (L, E)
a. Evaluate and chart th
e sim ilaritiesof organism s
The lesson plan spanned several days. Planned activities included:
 students reading books and articles containing information about different types
of fish
 students working in groups t o sort photographs of different types of fish
 students independently creating their own glossary of related vocabulary
 partners working to create a Features Matrix chart that was shared with the class.
The culminating activity involved an activity coordinated with the P arksand Wildlife
Department (see article at tached).
Assessment
T eachers collaboratively developed an assessment that would effectively measure the
degree t o which the standard was met . T eachers also developed a rubric which provided
a descript or for proficiency levels.
See sample assessment and rubric at tached.
44
Implement
Teachers teach the planned lesson, make note of implementation
successes and challenges, and gather the agreed-upon
evidence of student learning. Teachers
• deliver the lesson as planned in the specified time period;
• record results, especially noting where students struggled
and/or where instruction did not achieve expected outcomes;
and
• collect the agreed-upon evidence of student learning to take
back to the collaborative planning team.
45
Analyze
Teachers gather again in collaborative teams to examine student work
and discuss student understanding of the standards. Teachers
working collaboratively
• revisit and familiarize themselves with the standards before
analyzing student work;
• analyze a sampling of student work for evidence of student learning;
• discuss whether students have met the expectations outlined in the
standards and make inferences about the strengths, weaknesses,
and implications of instruction; and
• identify what students know and what skill needs to be strengthened
in future lessons.
46
Analyze
Work with your group to analyze student work
samples.
• Separate samples into ‘proficiency piles’
• Use the rubric to help determine proficiency
Option #1 – Each group member sorts his/her own stack
of samples and provides decision justification for the
group.
Option #2 – All group members look at the same work
sample. Team discusses and decides, as a team, into
which stack to place the work.
47
Adjust
Collaborative teams reflect on the implications of the analysis of student work.
Teachers discuss alternative instructional strategies or modifications to the
original instructional strategy that may be better suited to promoting student
learning. Teachers working collaboratively
•
reflect on their common or disparate teaching experiences;
•
consider and identify alternative instructional strategies for future
instruction;
•
refine and improve the lesson;
•
determine when the instructional modifications will take place, what can be
built into subsequent lessons, and what needs an additional targeted
lesson.
48
49
Resources on the SEDL website (www.sedl.org/ws)
Working Systemically to Increase Student Achievement




Overview
A Facilitator’s Handbook
The Professional Teaching and Learning Cycle: Introduction
Individual modules for reading/language arts strands
• Phoneme awareness
• Phonics
• Fluency
• Vocabulary
• Reading comprehension
• Writing
 Individual modules for mathematics strands
• Numbers and operations
• Measurement
• Data analysis and probability
• Algebra
• Geometry
50
Other Resources developed with the PTLC
 A Facilitator’s Guide for Introduction to the PTLC (designed as oneday training)
 Gap analysis for comparing existing school practices for alignment to
research-supported practices
 Tool to identify necessary professional development to implement
each step of the PTLC
 Process for analyzing state standards and student learning
expectations
 Lesson planning guide samples
 Processes for analyzing student work
 Innovation configuration to monitor implementation of each PTLC
phase
51