Transcript CKEC - Debbie Waggoner

CKEC Instructional
Support Leadership
Network Meeting
November
th
20 ,
2014
CKEC ISLN Facilitation Team
Cherry Boyles,
Instructional Supervisor,
Washington County Schools
Debbie Waggoner,
KDE/CKEC Instructional
Specialist – Math & Social
Studies Emphasis
Rebecca Woosley,
Effectiveness Coach,
KDE
Terry Rhodes,
KDE/CKEC
Instructional Specialist
– Science Emphasis
Kelly Philbeck, KDE
Literacy/LDC
Mike Cassady, PGES
Consultant
CKEC/KDE
Sharing
Learning
Over 100 years of Excellence
Supporting
Teaching
Enhancing
PGES - Professional Growth and Effectiveness System
Green Sheet
Norms:
Respect
Cell phone
Engagement
Restrooms
Being Prepared
Side Conversations
ISLN Meeting
IMPORTANT NOTES
What do I want to
remember?
How will I use this
information, and how
will I share it with others
in my district?
7. What steps has your District Leadership Team taken to
promote the effective implementation of KCAS since the last
meeting? (If you have not met, what plans are in place?)
6. What support have you provided to schools, teachers,
and/or students as a result of the knowledge/skills gained
at the last meeting?
Packet pgs 1-2
Social Capital
“The Missing Link in School Reform” by Carrie R. Leana.
Stanford Social Innovation Review, fall 2011.
HUMAN CAPITAL – abilities, knowledge and skills
developed through formal education and on-the-job
experience
SOCIAL CAPITAL – the relationships among teachers that
promote a teacher’s growth and improvement
a. peer helping
b. atmosphere of high trust
How to Reform Public Schools
THE PREDOMINANT IDEOLOGY
Power of the Individual: Reform efforts are focused on
improving the capabilities of the individual teacher.
Wisdom of the Outsider: Bring in outside experts—or
even novices—to solve problems.
Principal as Instructional Leader: The principal is the
leader of school instructional reform.
THE REALITY
The Power of the Collective: The teaching staff is engaged
in school reform collectively.
Reform from Within: Trust and meaningful
communication among teachers are the bases of true
reform efforts.
Principal as Protector: The principal supports teacher
reform efforts through building external relations.
Packet pg 3
Packet pg 4
Packet pgs 5-7
Packet pg 8
Packet pg 9
Packet pgs 10-12
EDUCATOR PANEL
Concurrent Sessions
DISTRICTS
Session 1
Session 2
Session 3
A-E
Side Hallway
PGES/SGG Update
Main Room
Social Studies Network
Update
Front Room
Science Network update
F-M
Main Room
Social Studies Network
Update
Front Room
Science Network update
Side Hallway
PGES/SGG Update
N-Z
Front Room
Side Hallway
Science Network update PGES/SGG Update
Main Room
Social Studies Network
Update
Social Studies
Network Update
Debbie Waggoner
www.debbiewaggoner.com
CKEC Social Studies Network
Meeting - Mon. Nov. 24th
Next Social Studies
Meeting – Tues. Feb. 24th
Five Key Strategies of Formative Assessment
Unpacking Formative Assessment
http://youtu.be/kPf0nQFfv50?list=UUmdB7jO3Yr2wV_qDmiXj3tQ
Questioning and Discussion as Formative Assessment
http://www.teachertube.com/video/seinfeld-history-lesson-241598
Questioning Techniques
Growing A Teacher’s Own Student-Growth Evidence
~James Popham
“teachers can grow defensible evidence of
student growth by relying on teacher-made
classroom assessments. But teachers need to
learn how to build tests that accurately
measure such growth—and how to
administer and then score those tests so the
world believes what they say”
Reading Like a Historian: Philosophical Chairs
http://fw.to/uNHGwDg
Teacher Says…
Student Says…
Teacher Does…
Student Does…
Focus on Inquiry enhances classroom practice…
Reviewing QFT Classroom Examples
Cindy Phelps posted in Edivation
on November 5, 2014
"As an Instructional Coach, I work
with teachers on a wide variety of
topics and decided to model this
strategy as I worked with teachers
(some new to the profession, content,
school, etc. & some veteran teachers)
in groups regarding Program
Reviews. I posted the following
QFocus to begin the discussion:
Program Reviews are an important
piece of our KPREP assessment. It
was very informative for me to see
the variety of questions generated,
and it helped guide the direction I
needed to go with both small groups
and the group as a whole."
Program Reviews are a piece of our KPREP assessment
How much/what percentage does Program Review
Count towards our overall KPREP score?
Standards?
Are our rationales reflecting what we are doing?
Are they accurate?
How much Evidence?
Who decides (on what your score is)?
How can we grow in each category for year to year?
Do we need one rationale for each piece of evidence?
What is the timeframe?
What does it have to do with special education?
Does every entry into the common drive need a
rationale and standard from the initial teacher?
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Question
FOCUS
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Is it a choice?
Is this a parallel with Iraq and Afghanistan?
Was that really the pilgrims’ intention?
Does the Indian have anything to say about this?
Why does the pilgrim look so optimistic?
Does the pilgrim know what system these folks
are currently using? Does the pilgrim care?
Does the Indian understand what the pilgrim is
saying?
Would it matter either way?
Does he know what democracy means?
Is that a veil for some other purpose?
Who gets to vote?
Does he have a choice in the matter?
Will they take his choice under consideration?
COMPELLING QUESTIONS:
Democracy serves whose interests?
What does “democracy” mean?
Is democracy always fair?
Focus on Inquiry enhances classroom practice…
Crack the Case: History's Toughest Mysteries
How do we develop and support theories about
historical events using primary and secondary
research sources?
What is one of the great unsolved mysteries of history?
Why do you think people remain so interested in this
mystery?
http://preview.opb.org/stage/national_productions/HDSI%20Website/Cr
acking%20History%E2%80%99s%20Cold%20Cases%20reproducible.pdf
Review Reading Like a Historian
Focus on Inquiry enhances classroom practice…
Concurrent Sessions
DISTRICTS
Session 1
Session 2
Session 3
A-E
Side Hallway
PGES/SGG Update
Main Room
Social Studies Network
Update
Front Room
Science Network update
F-M
Main Room
Social Studies Network
Update
Front Room
Science Network update
Side Hallway
PGES/SGG Update
N-Z
Front Room
Side Hallway
Science Network update PGES/SGG Update
Main Room
Social Studies Network
Update
Science
Network Update
Terry Rhodes
www.terryrhodes1science.com
CKEC Science Network
Meeting – Tues. Nov. 25th
Contact for questions about Hour of Code: Mindy Curless
[email protected]
It is the long history of humankind (and animal kind, too) those who learned to
collaborate and improvise most effectively have prevailed.
-Charles Darwin
http://youtu.be/vek1RqLIJAE
Tutorial at
http://youtu.be/KnkvIDZONNU?list=UUM5LDijiO3ool5PY3PEJFgw
The Informal Educator Science Hub
http://tinyurl/ngssmtoc
https://docs.google.com/forms/d/1uocntEv6GhVOogKNUCzXs7A_gD7GdXoLc7ax
VcIYCFc/viewform?c=0&w=1&usp=mail_form_link
Join professional
list serves at
http://www.coe.uky.edu/list
s/kylists.php
There are parts of the Framework
that tie nicely to NGSS :
2b.
2e.
3b.
3c.
3d.
Establishing a Culture for Learning
Organizing Physical Space
Using Questioning and Discussion Techniques
Engaging Students in Learning
Providing Feedback
2b. Establishing a Culture for Learning
Traditionally
NGSS-Aligned
Teacher talks about why
science is important
Activities are relevant and
interesting for all students
2b. Establishing a Culture for Learning
2e. Organizing Physical Space
Traditionally
NGSS-Aligned
Desks in rows
Group work stations
2e. Organizing Physical Space
3b. Using Questioning and Discussion Techniques
Traditionally
NGSS-Aligned
“Will you please explain the
relationship between…”
Questions scaffolded
Deeper conversations
“Why?”
“What evidence is there
to support your…?”
3b. Using Questioning and Discussion Techniques
3c. Engaging Students in Learning
Traditionally
NGSS-Aligned
Confirm phenomena
Open-ended questions
Fill in the blanks
Engaging
3c. Engaging Students in Learning
3d. Providing Feedback
Traditionally
NGSS-Aligned
Grading labs
Teacher actively involved
Summative assessments
Feedback consistent
3d. Providing Feedback
Assessment Item Review
What is the intent of the assessment item?
What is the item actually measuring?
Where does it connect or align to NGSS?
Does it address the appropriate depth for its gradelevel?
• Which of the 3 dimensions does this item incorporate?
• How could the item be revised to elicit the evidence of
student learning we want to see?
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Giving and Receiving Effective Feedback
https://www.youtube.com/watch?v=CbUh8yht1vg
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Force and Motion Common Experience
Concurrent Sessions
DISTRICTS
Session 1
Session 2
Session 3
A-E
Side Hallway
PGES/SGG Update
Main Room
Social Studies Network
Update
Front Room
Science Network update
F-M
Main Room
Social Studies Network
Update
Front Room
Science Network update
Side Hallway
PGES/SGG Update
N-Z
Front Room
Side Hallway
Science Network update PGES/SGG Update
Main Room
Social Studies Network
Update
Literacy Design
Collaborative &
Student Growth
Kelly Philbeck and
Rebecca Woosley
Nov. ISLN 2014
Today’s Targets
I can –
ouse Core Tools and other resources to plan effective
instructional strategies to monitor student
progress.
ocan use the evidence I collect to make throughcourse instructional decisions.
Student Growth Goal-Setting Process
Step 1:
Determine
needs
Step 2:
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether the
student
achieved the
goals
Step 3:
Creating & Implementing Strategies
(What skills/instruction?)
Step 1:
Determine
needs
Step 2:
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether the
student
achieved the
goals
Step 4:
Monitoring Student Progress and Making
Adjustments
Step 1:
Determine
needs
Step 2:
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether the
student
achieved the
goals
Start by deciding on instructional
strategies for goal attainment
19
Carefully chosen strategies are…
•
supported by research
•
developmentally appropriate
•
appropriate for the subject matter
20
Some Places to Look
• LDC Core Tools
• Teaching Channel
• PD 360 (Edivation)
CoreTools: Create an Account
www.ldc.org
71
Monitoring Student Progress
• Monitor both student progress toward goal
attainment AND strategy effectiveness
through formative assessment processes.
• Make adjustments to strategies as needed.
• NOTE: Goals are not adjusted.
Concurrent Sessions
DISTRICTS
Session 1
Session 2
Session 3
A-E
Side Hallway
PGES/SGG Update
Main Room
Social Studies Network
Update
Front Room
Science Network update
F-M
Main Room
Social Studies Network
Update
Front Room
Science Network update
Side Hallway
PGES/SGG Update
N-Z
Front Room
Side Hallway
Science Network update PGES/SGG Update
Main Room
Social Studies Network
Update
How do you use
STUDENT VOICE DATA?
Guest: Jeff Coles
[email protected]
KDE - Division of Next Generation
Professionals
BLUE SHEET
75
CKEC Instructional Support
Leadership Network 2014-2015
NorthEast Christian Church
8:30am-12:30pm
Thurs. Sept. 18th, 2014
Thurs. Oct. 16th, 2014
Thurs. Nov. 20th, 2014
Thurs. Jan. 22nd, 2015
Thurs. Feb. 19th, 2015
Thurs. Mar. 19th, 2015
MAKE UP DATE Thurs. Apr. 16th, 2015
See you on Thursday,
January 22nd, 2015