Transcript Key Leaders Network - Alabama Best Practices Center

Key Leaders Network-South
September 1, 2011
Alphabet Soup!
• ABPC — Alabama Best Practices Center
• KLN — Key Leaders Network
• PCN — Powerful Conversations Network
• SLN — Superintendent Leaders Network
• FA — Formative Assessment
• FF — Formative Feedback
Guiding Questions
1. What do we need to know about the content focus
for PCN schools in order to support and monitor
improvement initiatives?
2. In what ways can we use the principles and
practices associated with “Impact Schools” to
optimize professional development in our schools
and district?
Guiding Questions, cont’d
3. How can we plan and work collaboratively as a KLN
team and with other district and school leaders to
achieve maximum benefit from our participation in
ABPC networks?
4. Why is it important to think about evaluating
professional development at four levels—reaction,
learning, use, and impact?
New Learning Forward Standards for
Professional Learning
IMPLEMENTATION: Professional learning that
increases educator effectiveness and results for all
students applies research on change and sustains
support for implementation of professional learning
for long-term change.
Norms
• Collective Responsibility
• Collaboration
• Each of us is responsible for all of our students.
• Participation
• Monitor your talk.
• Encourage and support others.
• Respect
• Put cell phones on vibrate.
• No side-bar conversations.
• Time
• Begin and end on time.
• Take care of your own creature comforts.
Activity #1: Who’s Here?
WHAT?
Team “Scavenger Hunt” to learn more about
KLN districts and individual members
WHY?
To facilitate building of collegial relationships
and development of a connected learning
community
HOW?
Individually collect as much data as possible
about individuals and districts; consolidate
learning with home team to create a portrait
of “who’s here”
Major Themes
for 2011-12 KLN
• Increasing Content Knowledge
• Reflecting on Your Leadership of
Professional Learning
• Engaging in Collaborative Planning
• Being More Intentional about Evaluation
THE BIG PICTURE FOR PCN, 2011-12—
KEEPING ABREAST OF PCN FOCUS
Collaborative Teams/Communities of Practice
Mission of KLN Teams
To ensure support and accountability
for PCN (or targeted) schools as they
transfer learnings from PCN to their
classrooms and to their colleagues
Leading Professional Learning
to Create
Impact Schools
“schools where every aspect of
professional learning is designed to
have an unmistakable, positive impact
on teaching and, hence, student
learning.”
—Jim Knight,Unmistakable Impact, 2011, p. 6
Knight’s Assumptions
• “we can radically improve how well our students
learn and perform if our schools become the kind
of learning places (for students and adults) our
students deserve.”
• “Students will not be energized, thrilled, and
empowered by learning until educators are
energized, thrilled, and empowered by leaning.”
—p. 6, Unmistakable Impact
Focus of KLN
• Deepening Content Knowledge: Focusing on
instructional strategies and frameworks featured in PCN
• Leading Professional Learning: Using Jim Knight’s
framework for “Impact Schools” and applying appropriate
principles in your work as instructional leaders
• Collaborative Planning: Collaboratively planning to
support PCN or targeted schools as they use PCN
learnings and resources in their work
• Coordinating Evaluation: Assessing transfer of
PCN/KLN activities to schools in your district
Planning for Systematic and Intentional
Professional Learning: 4 Dimensions
• Plan for monitoring
and evaluating
effective
implementation and
impact on teacher
practice and student
learning
• Plan for support,
follow-up,
coaching of
implementation
• Collecting
information
• Making
connections to
other initiatives,
etc.
4
Monitoring
and
Evaluating
1
Getting
Ready
3
Supporting
2
Planning
• Ensure alignment
with PD standards
and research
• District/school
collaboration
FOUR LEVELS OF EVALUATION OF
PROFESSIONAL DEVELOPMENT
PCN Content Strand #1:
College and Career
Readiness
Four Levels of College and Career Readiness
David T. Conley,
College and Career
Ready, p. 32
College & Career Readiness: Key Cognitive Strategies—
High Level of Correspondence with CCR Standards
• Problem-formulation
• Research
• Interpretation
• Communication
• Precision & Accuracy
(David Conley, College and Career Readiness, p. 33)
Academic Behaviors
(Self-Management)
• “Self-monitoring . . . .
• “Awareness of one’s current level of mastery and
understanding of a subject, including key misunderstandings
and blind spots;
• “The ability to reflect on what worked and what needed
improvement in any particular academic task;
• “Tendency to identify and systematically select among and
employ a range of learning strategies;
• “Capability to transfer learning and strategies from familiar
settings and situations to new ones”
(David T. Conley, College and Career Ready, p. 39)
CONNECTIONS:
College & Career Ready Standards
(Common Core)
• Key Cognitive
Strategies
• Key Content
Standards
• Academic Behaviors
Brief Look at Literacy Standards Across Grade
Levels & Content Areas
• Anchor Standards broadly describe “what
students should know and be able to do,
from kindergarten to 12th grade.”
• 4 Strands: Reading, Writing, Speaking and
Listening, and Language
• Within each strand, standards are organized
under a set of topics, which apply across all
grade levels
Example: Reading & Writing
Standards for Informational Text
 Span grades K-12
 Span content areas: ELA, history/social
studies, science, and technical subjects
 Organized around the 4 broad topics:
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Text Complexity
Activity #2: Quick Look at College & Career
Readiness Standards in Reading/Literacy
What?
Quick Look at College & Career Readiness
Standards in Reading/Literacy
Why?
To develop an understanding of the scope and
structure of reading/literacy standards and to
understand the developmental nature of these
across a student’s K-12 experience
How?
Team review and rating of your perceptions of
your students’ current proficiency
Taking It Home—
Team Work Plan for CCR
I.
Transfer—What will you share with whom about
formative assessment and feedback?
II. Support to Schools—How can your KLN team
support and monitor use of formative assessment
and feedback by PCN or targeted schools?
III. Team Data Collection Tasks—How can we
proceed (1) in finding out the current level of
practice in our targeted schools and (2) in
determining how we can best support instructional
leaders efforts to maintain momentum in this area?
PCN Content Strand #2:
Formative Assessment
“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
next steps in instruction that
are likely to be better, or
better founded, than the
decisions they would have
made in the absence of that
evidence.”—p. 43
WHY Should We Consider
Formative Assessment?
Many studies demonstrate that when formative
assessment is used to improve learning during
instruction, student achievement improves. “The
effect of assessment for learning on student
achievement is some four to five times greater than
the effect of reduced class size…Few interventions in
education come close to having the same level of
impact as assessment for learning.
Stiggins et al, 2006, p. 37
Double The Learning
“attention to the use of assessment to
inform instruction, particularly at the
classroom level, in many cases
effectively doubled the speed of student
learning.”—p. 36, Wiliam
Activity #3: Leaders’ Role in Improving
Use of Formative Assessment
WHAT?
Conversations focused on the roles and
responsibilities of leaders in promoting improved
use of formative assessment in our classrooms
WHY?
To share insights and effective strategies for
leveraging this powerful practice across all
classrooms in our schools
HOW?
Table Rounds, which allow you to engage in 3
rounds of conversations with a range of colleagues;
record your ideas; and build on others’ ideas
Guiding Questions for Table
Rounds Conversations
• What do you know about formative assessment? Draw upon
prior knowledge, including reading and classroom experience,
to develop as complete a picture as possible of the what, the
why, and the how of formative assessment.
• What can we, school and district leaders, do to establish a
district- and school-wide expectation that formative assessment
and feedback be a part of the teaching-learning cycle day-inand-day-out in all of our classrooms? [Note: Consider how you
would work with both leaders and teachers to ensure improved
practice in all classrooms.]
• What connections can you make between formative assessment
and existing state (and district) initiatives? How can you
communicate these connections to instructional leaders and
teachers so that they see formative assessment as an integral
part of effective teaching and learning—not just one more thing
to do?
Taking It Home—
Team Work Plan
for Formative Assessment
I.
Transfer—What will you share with whom about
formative assessment and feedback?
II. Support to Schools—How can your KLN team
support and monitor use of formative assessment
and feedback by PCN or targeted schools?
III. Team Data Collection Tasks—How can we
proceed (1) in finding out the current level of
practice in our targeted schools and (2) in
determining how we can best support instructional
leaders efforts to maintain momentum in this area?
PCN Content Strand #3: Gradual
Release of Responsibility Framework
Authors: Douglas
Fisher & Nancy
Frey
Publisher: ASCD,
2008
Gradual Release of Responsibility
Framework for Student Learning
“The gradual release of responsibility model of
instruction suggests that the cognitive load
should shift slowly and purposefully from
teachers-as-model, to joint responsibility, to
independent practice and application by the
learner (Pearson & Gallagher, 1983).”
p. 2, 2nd paragraph, 1st sentence, Better Learning Through Structured Teaching
Gradual Release of
Responsibility
4 Phases
FOCUS LESSONS
GUIDED INSTRUCTION
COLLABORATIVE LEARNING
INDEPENDENT TASKS
A structure for successful instruction, p. 4 Better Learning Through Structured Teaching
TEACHER RESPONSIBILITY
“I do it”
“We do it”
Collaborative
“You do it
together”
“You do
it alone”
STUDENT RESPONSIBILITY
Activity #4: Exploring the 4
Phases of GRR Framework
WHAT?
Developing a shared understanding
of the critical features of each of
the four phases
WHY?
Need for basic understanding of
framework that PCN schools will
be using this year
HOW?
Modified Jigsaw Cooperative
Learning Activity
Taking It Home—
Team Work Plan for Gradual Release of
Responsibility Framework
I.
Extension of Knowledge—What, if anything else, do
we need to know about Fisher & Frey’s “gradual release
of responsibility” framework? Who on our PCN team
can you contact to provide this information?
II. Support to Schools—How can our KLN team support
and monitor use of this framework by PCN or targeted
schools?
III. Team Data Collection Tasks—How can we proceed (1)
in finding out the current level of practice in our
targeted schools and (2) in determining how we can best
support instructional leaders efforts to nurture and
support implementation of this framework?
PCN Content Strand #4:
Collaborative Teams Within
a Professional Learning Community
3 Big Ideas of a PLC
• The fundamental purpose of our school is to ensure
that all students learn at high levels.
• If we are to help all students learn, it will require us
to work collaboratively in a collective effort to meet
the needs of each student.
• We must create a results orientation in order to
know if students are learning and to respond to their
needs.
Activity #5: Linking PLCs to Continuous
School Improvement —3-2-1
WHAT?
Collaboratively considering the
linkages between professional learning
communities and continuous
improvement
WHY?
Expectation that transfer of learning
from PCN be accomplished through
collaborative teams in PLCs
HOW?
Individual reflection using 3-2-1
followed by sharing in teams
4 Big Questions Driving a
PLC
1. What is it we want our students to know?
2. How will we know if our students are
learning?
3. How will we respond when our students are
not learning?
4. How will we enrich and extend the learning
for students who are proficient?
Activity #6: Cultural Shifts in a
Professional Learning Community
WHAT?
Informally and collaboratively assessing where
your PCN or targeted schools are in their “cultural
shifts” associated with becoming a PLC
WHY?
To use a resource from www.allthingsplc/info that
puts in focus the qualities of a school culture that
supports a PLC
HOW?
With your team, discuss 2-3 categories on the
“Cultural Shifts” document. Speculate as to where
your PCN or targeted schools would fall on the
continuum on the accompaning sheet. Be sure to
include “A Shift in the Use of Assessments.”
New Learning Forward Standards for
Professional Learning
LEARNING COMMUNITIES: Professional learning
that increases educator effectiveness and results for
all students occurs within learning communities
committed to continuous improvement, collective
responsibility, and goal alignment.
Taking It Home—
Team Work Plan
I. Transfer—What will you share with whom about
collaborative work teams within PLCs?
II. Support to Schools—How can your KLN team
support and monitor the functioning of
collaborative teams within PCN and targeted
schools?
III. Team Data Collection Tasks—How can we assess
the current maturity of collaborative work teams
and PLCs within our schools?
KLN: Leading to Create
Impact Schools
Impact Schools
“schools where every aspect of
professional learning is designed to
have an unmistakable, positive impact
on teaching and, hence, student
learning.”
—Jim Knight,Unmistakable Impact, 2011, p. 6
Knight’s Assumptions
• “we can radically improve how well our students
learn and perform if our schools become the kind
of learning places (for students and adults) our
students deserve.”
• “Students will not be energized, thrilled, and
empowered by learning until educators are
energized, thrilled, and empowered by leaning.”
—p. 6, Unmistakable Impact
Knight’s Core Questions or
Guiding Questions for Teachers
• Is the content I teach carefully aligned with state standards?
• Do I clearly understand how well my students are learning
the content?
• Do my students understand how well they are learning the
content being taught?
• Do I fully understand and use a variety of teaching
practices to ensure my students master the content being
taught in my class?
• Do my students behave in a manner that is consistent with
our classroom expectations? (p. xviv, Unmistakable Impact)
Activity #7: How Can We Use
the “Instructional Target”?
WHAT?
Considering the potential of a one-page
Instructional Target to focus school- and
district-wide instructional improvement
efforts
WHY?
Tools that assist a school community in
focusing on “the important things” can
accelerate increases in student learning
HOW?
Read excerpt from Jim Knight’s
Unmistakable Impact and use the “Here’s
What” text protocol to share insights
with colleagues
New Learning Forward Standards for
Professional Learning
LEADERSHIP: Professional learning that increases
educator effectiveness and results for all students
requires skillful leaders who develop capacity,
advocate, and create support systems for professional
learning.
Taking It Home—
Team Work Plan
for Creating Impact Schools
I.
Transfer—What will you share with whom about
“impact schools” and the one-page “Instructional
Target”?
II. Support to Schools—How can your KLN team work
with PCN schools to create a one-page Instructional
Target—if you decide this to be appropriate?
III. Team Data Collection Tasks—How can we proceed in
finding out the current level of practice in our targeted
schools related to Knight’s “core” or “guiding”
questions for teachers?
BEGINNING OUR THINKING ABOUT AN
EVALUATION DESIGN
DIMENSIONS OF ASSESSMENT OF
PROFESSIONAL LEARNING:
The
Individual
The
School or
District
The
Professional
Development
Initiative
Activity #8: What Evidence Would
Help Us Answer These 4 Questions?
WHAT?
Generating data collection ideas for 4
levels of evaluation
WHY?
To assist individual teams in designing an
evaluation that works for their district
HOW?
Neighborhood Gallery Walks involving
each table brainstorming ideas for one of
the assigned levels followed by a gallery
walk to visit 3 tables in your
“neighborhood” focusing on different
levels
Team Dialogue
Guiding Questions:
1. Which of the four levels can we realistically
implement during this school year?
2. If your team decides you cannot fully
implement this design, what data might you
begin collecting/isolating to prepare for
evaluation of impact, for example, for the
2012-13 academic year?
Activity #9: Tentative Thinking
About Our Evaluation Design
WHAT?
Team dialogue to initiate design of
evaluation plan for 2011-12 ABPC
activities
WHY?
Commitment to determining what
difference our investment of time and
effort are making for teachers and
students
HOW?
Refer to Activity Sheet #9 as you begin
thinking about the parameters and basic
features of an evaluation design that will
serve the needs of your district
New Learning Forward Standards for
Professional Learning
DATA: Professional learning that increases educator
effectiveness and results for all students uses a
variety of sources and types of student, educator,
and system data to plan, assess and evaluate
professional learning.
"Teams are more effective when they have
clarified expectations regarding how they will
work together, translated those expectations
into collective commitments, and use the
commitments to monitor their working
relationships on an ongoing basis.”
(Garmston & Wellman, 1999; Goleman, Boyztzis, & McKee, 2002; Katzenbach & Smith, 2003;
Lencioni, 2005; Patterson, et al, 2008) p. 76, DuFour & Marzano, Leaders of Learning)
Final Reflection and Feedback
Thank you for your engagement in the
kick-off for our year of learning and
doing together!
Safe travels back Home!