Transcript PTLC - SEDL

Introduction to the
Professional Teaching and
Learning Cycle (PTLC)
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Session Questions:
• What is an example of a research-based
practice that can be used in the Planning
Action phase of Working Systematically?
• How is PTLC related to the alignment of
curriculum, instruction, assessment, and
standards (CIAS)?
• What are the steps of PTLC?
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Working Systemically
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The Phases of the WS Approach
You Are Here:
The PTLC is a
research-based
practice that can
be used in the
Planning Action
phase of
Working
Systemically.
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School Level
Factors Affecting
Student Achievement
• Guaranteed and
viable curriculum
• Challenging goals and
effective feedback
• Parent and community
involvement
• Safe and orderly
environment
• Collegiality and
professionalism
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Alignment of Curriculum, Instruction, and
Assessment to Standards
Standards
Instruction
Curriculum
Assessment
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About the Curriculum, Instruction,
Assessment, Standards (CIAS) Circles
Each group of three participants gets two sets of the CIAS
circles.
The circle labeled “Curriculum” represents the district
curriculum.
The circle labeled “Instruction” represents all the
instruction done in classrooms in a district during one
school year.
The other circles represent the standards (TEKS) and the
assessment (TAKS).
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Table Task 1
Consider the size of each circle and discuss
the following:
Why the sizes are different?
(3 minutes)
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Table Task 2
a. Arrange one set of the circles to represent how your group
perceives teachers actually align CIAS in planning for their
lessons.
b. Arrange the second set of the circles to show how your
group perceives CIAS should be aligned to ensure student
learning.
Be ready to share your discussion and your CIAS
representations in four minutes.
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Misalignment of CIAS
Curriculum
Instruction
Standards
Assessment
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Alignment of CIAS
Instruction
Curriculum
Standards
Assessment
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SEDL Findings from Work with
Low-Performing Schools
• Professional development fragmented and not
connected to real needs
• Limited content and pedagogical knowledge
• Culture of isolation
• Little use of data to drive decisions
• Attribution to external factors
• Little attention to systemic alignment of CIAS
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What is the PTLC?
The Professional Teaching and Learning
Cycle is a six-step process that teachers
use for collaboratively planning and
implementing lessons that are aligned to
their state standards.
PTLC was developed by SEDL and the Charles A. Dana Center.
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Professional Teaching and Learning Cycle:
A Research-Based Strategy for Alignment
Data Analysis
Standard Identified
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Step 1: Study the Standards:
Developing a common understanding
Collaborative groups study
• 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, and
• how the standards fit within the scope and sequence
of the district curriculum.
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Step 2: Select Strategies and Resources:
Enhancing learning expectations
Collaborative groups select
• effective research-based instructional strategies and
appropriate resources that will be used to support
learning in the selected state standards and
• appropriate assessment techniques that will be used
to provide evidence of student learning.
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Step 3: Plan for Learning:
Incorporating selected strategies
Collaborative groups
• plan a common, formal lesson outlining the objectives
(relevant to the standards), the procedures and
materials to be used, 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.
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Step 4: Implement Plan for Learning:
Gathering agreed-upon evidence
Collaborative groups
• deliver the planned lesson within 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.
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Step 5: Analyze Student Work:
Discussing student understanding
Collaborative groups analyze
• standards, once again, before looking at student
work;
• a sampling of student work for evidence of student
learning and/or meeting the expectations of the
standards; and
• what knowledge and skills students have gained to
identify what must be addressed in future lessons.
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Step 6: Adjust Plan for Learning:
Exploring alternatives
Collaborative groups
• reflect on their common or disparate teaching
experiences;
• consider and identify alternative instructional strategies
for future instruction; and
• determine when the instructional modifications will take
place, what can be built into subsequent lessons, and
what needs an additional targeted lesson.
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Instructions for Carousel Task
There are 6 charts, one for each of the six PTLC
steps.
• Each group will be assigned to a chart; that is the
home chart for the group.
• Groups will perform a task at each chart, using
the handout (six steps of PTLC) for reference. (3–
5 minutes at each chart)
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Instructions for Carousel Task (continued)
• Each group will write something on each chart,
so be sure you leave room for the other groups.
• Each group will use the same color marker for
their tasks on all charts—take your markers with
you.
• There will be a signal before groups may move
to the next chart. At the signal, groups will move
to the next chart to their right.
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Home Chart
At this chart —
The group will paraphrase this step
of PTLC, writing a description in their
own words.
(3 minutes)
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Move to Next Chart
At this chart —
The group will read what has been
recorded and refine the description
if needed.
(3 minutes)
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Move to Next Chart
At this chart —
The group will read what has been
recorded and write a specific example
of an activity that could happen in this
step of PTLC in practice.
(4 minutes)
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Move to Next Chart
At this chart —
The group will read what has been
recorded and write a specific
example of a challenge that may
surface during this step of PTLC.
(4 minutes)
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Move to Next Chart
At this chart —
The group will read what has been
recorded and write a specific
example of an activity that should
not occur during this step of PTLC.
(3 minutes)
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Move to Next Chart
At this chart —
The group will read what has been
recorded and design a bumper
sticker or illustration to represent this
step of PTLC.
(4 minutes)
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Return to Home Chart
At home chart —
The group will read their chart and
identify one interesting thing that has
been recorded about the step.
Be ready to share in 3 minutes.
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Table Reflection
Return to table groups, reflect and discuss —
What do we currently have in place in our
district or on our campuses that would help us
implement PTLC?
You have 7 minutes. Be ready to share salient
points of the reflection and discussion with the
whole group.
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Key Ideas
• The Professional Teaching and Learning Cycle
(PTLC) is a research-based practice that moves the
improvement work to the classroom level.
• The PTLC is an ongoing, job-embedded process for
alignment of curriculum, instruction, and assessment,
to standards (CIAS).
• The PTLC consists of six steps: Study, Select, Plan,
Implement, Analyze, Adjust.
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