Transcript Slide 1

Effective Tools + Professional
Learning Time = Student
Success!
Karen Kidwell, Division of Program Standards
Kelly Philbeck, LDC Instructional Specialist
Renee’ Yates, MDC Instructional Specialist
Kentucky Department of Education
Kentucky Leadership
Networks
A Partnership of the KDE, the
Regional Education Cooperatives,
Higher Ed Institutions, and other Key
Stakeholders
Networks Support
Kentucky Board of Education Goals:
Next Generation Learners:
•
•
All students perform at or above proficiency and show
continuous improvement (achievement/growth).
Every student graduates high school college/career-ready
(readiness).
Next Generation Professionals:
•
Every student is taught by an effective teacher; every
school led by an effective leader.
Networks Vision
Every school district in the Commonwealth of
Kentucky has a knowledgeable and cohesive
leadership team that guides the professional
learning and practice of all administrators,
teachers, and staff so that every student
experiences highly effective teaching, learning,
and assessment practices in every classroom,
every day. (Result: College / Career Ready! )
Professional
Growth and
Effectiveness
System
Kentucky Core
Academic
Standards
CCR
Professional
Learning
Networks Mission
The networks are intended to build the capacity
of each district in the Commonwealth to:
1. Implement Kentucky’s Core Academic Standards
2. Develop assessment literacy among all educators
3. Ensure that every classroom is a model of highly
effective teaching and learning practices.
(Senate Bill 1, 2009)
Overview of
P-20 Leadership
Networks
Partnership involving
Higher Ed, KDE, Ed
Cooperatives, key state
stakeholder groups
Research based and
Nationally lauded
approach to facilitating
large scale professional
learning;
Focused on building
district level capacity;
Investment and
commitment to change
at the classroom level
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• Content Leadership
Networks
– Focus on teachers and teacher
leaders
– ELA/Mathematics
– Science/Social Studies
• Instructional Support
Leadership Networks
– District level leaders
– Building level administrators
• Superintendents Network
Kentucky Regional Leadership Networks
ISLN (2010-current)
ELA/Math (2010-2013)
Science/Social Studies (2013-2016)
(District/School/Teacher Leaders)
NKCES
CKEC
OVEC
KEDC
WKEC
KVEC
SESC
GRREC
MISSION
The networks are intended to build the capacity of each district in the Commonwealth as they
implement Kentucky’s Core Academic Standards within the context of highly effective
teaching and learning practices, develop assessment literacy among all educators, and work
toward ensuring that every student is college and career ready. To that end, the vision for these
networks is: Every school district in the Commonwealth of Kentucky has a knowledgeable and
cohesive leadership team that guides the professional learning and practice of all
administrators, teachers, and staff so that every student experiences highly effective
teaching, learning, and assessment practices in every classroom, every day.
(Result: Proficient and Prepared for Success!)
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Funding to
• State Funds:
Support
– Senate Bill 1 (2009)
Implementation of
Implementation Funds
Senate Bill 1
– Refocused Leadership
(2009)
Mentor and Professional
Senate Bill 1 (2009) explicitly
Growth Funding
calls for professional learning
• around all new standards
for teachers,
administrators, and higher
education faculty.
• “Assessment Literacy” and
an understanding of
‘balanced assessment.’
• Emphasis on highly
effective teaching and
learning practices
• Federal Funds:
– Title 2 Funds (Math Science
Partnership and Teacher
Quality)
• Foundation/Grant Funds:
– Gates Foundation
– Learning Forward
Network Pillars
• Common Core Standards (Kentucky Core
Academic Standards)
• Characteristics of Highly Effective
Teaching and Learning
• Assessment Literacy
• Leadership
Deliverables
• Designing/implementing high-quality formative and summative
assessments and utilizing resulting data effectively to improve
teaching and learning via Gates Foundation Literacy Design
Collaborative(LDC)/Mathematics Formative Assessment Lesson
(FAL) models
• Planning/selecting rigorous and congruent (i.e., completely
aligned) learning experiences for instruction
• Selecting evidence-based strategies and resources to enhance
instruction
• Supporting other educators as they try out these same
processes/strategies in their own classrooms
• Populating an online repository for instructional resources for all
Kentucky teachers/leaders to access
Kentucky Leadership Networks Timeline 2010-2013
July-Aug 2010
Networks
Launch –
orientation
to:
•Kentucky’s
Core
Academic
Standards
•Assessment
Literacy
•Highly
Effective
Teaching and
Learning
•Leadership
Sept– Dec
2010
Jan-May 2011
June-July
2011
•Reaching
consensus
with
colleagues on
the meaning
of each
standard in
terms of its
expected
depth and
breadth
•Deconstructi
ng Kentucky’s
Core
Academic
Standards into
clear learning
targets
•Planning and
reflecting on
their
own/others’
teaching using
the
Characteristics
of Highly
Effective
Teaching and
Learning as a
guide
•Reviewing and
editing the
deconstructed
standards
•Understanding
characteristics
of high quality
formative and
summative
assessments
and how to
utilize resulting
data effectively
to improve
teaching and
learning
•Engaging in
‘gap analysis’
for transition
from old
standards/
curricula to
new
•Sharing highly
effective
teaching and
learning
strategies and
resources
•Finalizing
implementati
on plans for
2011-12
school year
•Working
collaborativel
y on model
maps/pacing
guides
•Planning
quality
learning
experiences/
assessments
around KCAS
for first
semester of
year
•Populating
CIITS
repository for
instructional
resources for
all Kentucky
teachers/lead
ers to access
KDE:ONxGL: KK (fcs) February 2011
Aug-Dec 2011
Jan-May 2012
•Designing/implementing highquality formative and
summative assessments and
utilizing resulting data
effectively to improve teaching
and learning via Gates
Foundation Literacy Design
Collaborative(LDC)/Mathemati
cs Formative Assessment
Lesson (FAL) models
•Planning/selecting rigorous
and congruent (i.e., completely
aligned) learning experiences
for instruction
•Selecting evidence-based
strategies and resources to
enhance instruction
•Supporting other educators as
they try out these same
processes/strategies in their
own classrooms
•Populating CIITS with
instructional resources for all
Kentucky teachers/leaders to
access
June-July
2012
•Reflecting on
1st year
implementation
of standards
•Revising pacing
guides/maps
•Refining
LDC/FAL
assessment and
learning tasks
for wider
implementation
•Designing
additional
LDC/FAL-like
modules/tasks
Aug 2012June 2013
*Supporting
others in the
effective
implementatio
n of the KCAS
within the
context of HETL
*Supporting
others in the
effective
implementatio
n of LDC/FAL
modules/tasks
*Fieldtesting/refining
newly designed
tasks/modules
*Analyzing/sele
cting
instructional
and assessment
resources for
congruency to
KCAS and
student needs
*Building
understanding
of PGES
Impact of LDC/MDC
LDC
MDC
Time invested, what students are able to do
while demonstrating tasks
MDC – What are the kids able to
do?
Impact- Years 1 and 2
Benefits/Value:
School/District Leaders in
Year 1 and Year 2
Teacher Leaders in
Year 1 and Year 2
Instructional Planning
68.4
78.2
78.2
78.4
Instructional Practice
70.3
83.5
78.4
82.8
Collaboration with peers
70.4
77.2
70.8
77.4
Students
62.7
76.1
79.1
81.2
*
*
38.2
49.7
32.9
40.5
47.1
64.6
Consistently analyzing student
work with peers
Consistently using
aligned/congruent resources
Administrators+ Teachers
Year 1
Year 2
Network Meetings Overall
80.6
85.6
In-District Support by Content
Specialists
75.4
72.1
Sharing Strategies with Other
Districts/Peers
73.8
82.0
Learning Forward Selects Kentucky as Model
Demonstration Site for Transforming Professional
Learning as Standards are Implemented
• 2 Year Partnership with Learning Forward and the Council of
Chief State School Officers to Spotlight Kentucky’s Leadership
Networks
• Georgia, Illinois, New Hampshire, New Jersey, Utah, and
Washington Selected as "Critical Friends"
• Supports Kentucky in revising policies and practices around
professional learning
• Assists with Evaluation of Impact of Leadership Networks
• Contributes innovative professional learning resources to CIITS
• Funding provided by The Sandler Foundation, The Bill and
Melinda Gates Foundation, and MetLife
Technology Solutions
Critical
Friend
State
Critical
Friend
State
Critical
Friend
State
Demonstration
State
DIP
DIP
DIP
Learning Forward
AACTE
www.learningforward.org
Critical
Friend
State
NGA
CCSSO
Critical
Friend
State
Technology Solutions
Critical
Friend
State
NASBE
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Professional Learning Time
http://learningforward.org/docs/defaultsource/docs/time_webtools.pdf?sfvrsn=2
http://learningforward.org/docs/defaultsource/commoncore/establishing-time-forprofessional-learning.pdf?sfvrsn=6
Professional Learning Designs
http://learningforward.org/publications/implementingcommon-core/professional-learning-units
For More Information, contact:
Karen Kidwell, Director, Division of Program
Standards/Leadership Networks Project Manager,
Office of Next Generation Learners
[email protected]
Kelly Philbeck, LDC Instructional Specialist
[email protected]
www.kellyphilbeck.com
Renee’ Yates, MDC Instructional Specialist
[email protected]
www.reneeyates2math.com