Presentation on theme: "11 The ultimate goal in school improvement is for the people attached to the school is to drive its continuous improvement for the sake of their own children."— Presentation transcript:
11 The ultimate goal in school improvement is for the people attached to the school is to drive its continuous improvement for the sake of their own children and students. --Dr. Sam Redding
2 The Virginia Model : Support for School Improvement Training for Instructional Leaders Session 2 PASS SCHOOLS October 20-21, 2010
33 Instructional Teaming and Instructional Planning
44 PMI Activity from Session 1 Thinking about Effective Teaming and Instructional Planning On the PLUS side: What worked well? What was easy? What was a quick win ? On the MINUS side: What was difficult? What presented somewhat of a challenge? What is INTERESTING that we didn’t expect?
55 Next Steps - Report Give a summary of your team’s response to the Next Steps for people at your table. Effective Teaming Instructional Planning Complete the appropriate form at your table to identify the priority item for your school for each of the two topics listed above. Post each summary under the appropriate category in our Gallery of Improving Practices.
66 Leveling Objectives 1.Target – on grade level 2.Prerequisite – approximately one grade level below target 3.Enhanced – related to the target but of a higher order, possibly a higher grade level.
77 Session 2 Objectives Begin the process of collegial coaching that supports best practices. Begin to develop an Instructional Team profile for examining student learning data Apply the Mega System unit planning process to classroom culture Explore monitoring and reporting student progress Explore classroom management techniques for Work Time
88 In the Session 2 Manual, read pages 11 and 13 and complete the two questions in Think, Write, Share on page 13. Let’s Get Started!!
99 COLLEGIAL LEARNING “The star teachers of the twenty-first century will be those who work together to infuse the best ideas into standard practice.” James W. Stigler & James Hiebert from The Teaching Gap
10 Classroom Assessment Indicators IIB03---Instructional Team reviews unit pre-post test results. IIB04---Teachers individualize instruction based on pre-test results. IIB05---Teachers re-teach based on post- test results.
11 IID08--- Instructional Teams use student learning data to assess strengths and weaknesses of curriculum and instructional strategies. IID09---Student learning data is used to plan instruction. IID10---Student learning data is used to identify students in need of support or enhancement. IID11---Pre-post test data is used to make decisions about curriculum and instructional strategies and to “Red Flag” students in need of intervention. Periodic Assessment Indicators
12 Ongoing Assessment Determines learner readiness to work with essential knowledge, skills, and understandings Before the unit begins (pre- assessment). During the study of the unit with each prescribed SOL (formative). After the unit concludes (summative).
13 Pre-assessments These assessments are completed prior to teaching a unit. They Determine students’ current readiness for content and skill development relevant to prescribed SOL and criteria for mastery. Inform instructional decisions and planning for the individual student. Are short and to the point; Focus on the essential knowledge, skills, and understandings, relevant to prescribed SOL in the unit. Are not graded.
14 Formative Assessments These assessments are done frequently during work time. They provide Ongoing and helpful feedback. Information to modify instruction. These assessments are usually not graded.
15 Summative Assessments These assessments are given to students at the end of the learning. They Reflect the essential knowledge, skills, and understandings required by the prescribed SOL in the unit. Can be differentiated products relevant to the learner’s needs. Are graded.
16 Activity: Before, During, After, and More As participants at each table, Review the statements on the placards that have been placed on your table. Determine whether they apply to the ongoing assessment of students Prior to instruction. During instruction. After appropriate instruction. Associated with teachers’ involvement in school and district decision-making (More).
17 Putting it all together… Participants remaining at their tables will Locate the self-check sheet with the Before, During, After, and More statements. Highlight on the self-check sheet the statements that are not aligned with the placement of the placards. Discuss and justify the reason for placement of placards that differ from the self-check sheet. Recognize and respect differing views of team member.
18 Responds to Individual Learner Needs Is Guided by Principles of Work Time including Personalized Instruction that meets the needs of each student Differentiated Instruction Ongoing Assessment Teachers can differentiate through Through a variety of instructional strategies Product: Create Brochure vs. Video Content: P, T, E Process: Varied Activities Fluid & Flexible Grouping Readiness (P, T, E) According to students' Learning Profile Data Interest via Instructional Modes
19 Ongoing Assessment Summative Assessment Pre-assessment Formative Assessment For Learning Assessment Of Learning (Evaluation) Assessment Of Prior Knowledge
20 Learning Together to Improve Instruction Where are the data? Who has the data? What are the data saying? How can we use these data? The Student Profile helps to clarify the purpose of achievement by looking at the whole child.
21 Instruction- Preparation Indicators IIIA01---Teachers are guided by documents to align standards, curriculum, instruction and assessment. IIIA02---Teachers develop weekly lesson plans based on aligned units of instruction.
22 Instruction-Preparation Indicators IIIA05---Teachers maintain a record of each students’ mastery of specific learning objectives. IIIA06---Teachers test frequently using a variety of evaluation methods and maintain a record of the results. IIIA07---Teachers differentiate assignments in response to individual student performance on pre-post tests and other evaluations.
23 Classroom Assessment Indicators IIB03---Instructional Team reviews unit pre-post test results. IIB04---Teachers individualize instruction based on pre-test results. IIB05---Teachers re-teach based on post- test results.
24 IID08---Instructional Teams use student learning data to assess strengths and weaknesses of curriculum and instructional strategies. IID09---Student learning data are used to plan instruction. IID10---Student learning data are used to identify students in need of support or enhancement. IID11---Pre-post test data are used to make decisions about curriculum and instructional strategies and to “Red Flag” students in need of intervention. Periodic Assessment Indicators
25 Learning Together to Improve Instruction Read and review pages 14 and 15 in the Session 2 Manual. Determine how your instructional team will use this information.
29 Name ___________________ Current Grade _____SOL Testing Status: Teacher ___________________________________Regular Adm ____Regular Adm with Accommodations ___ Grade MathReadin g ScienceS.Studi es 09-10 08-09 07-08 VGLA ____ Current Recovery Student? Yes____ No ____ PALS DataPrevious SOL Scores Benchmark Data Math ReadingScienceS. Studies 1 2 3 4 Int. Req. 12121212 34343434
34 Collegial Coaching to Hone Instructional Skills In fact, a profession is created not by certificates and censures but by the existence of a substantive body of professional knowledge, as well as a mechanism for improving it, and by the genuine desire of the profession’s members to improve their practice.” Stigler & Hiebert, 1999
35 Professional Development Indicators IF04---PD for teachers includes peer observations related to indicators of effective teaching and classroom management. IF05---PD for teachers includes self-assessment related to indicators of effective teaching and classroom management.
36 Collegiality Adults in school Talk about practice. Observe each other. Work on curriculum. Teach each other what they know. (Judith Warren Little, 1981)
40 SOL 3.4 Organizing Topic: Fluency Excerpts Grade Three Reading (Curriculum Framework) 3.4The student will use strategies to read a variety of fiction and nonfiction materials. a) Preview and use text formats. b) Set a purpose for reading. c)Apply meaning clues, language structure, and phonetic strategies. d)Use context to clarify meaning of unfamiliar words. e)Read fiction and nonfiction fluently and accurately. f)Reread and self-correct when necessary. (3.4 e & 3.4 f; excluded from test).
41 Strategies: SOL 3.4 & Related SOL Organizing Topic: Fluency (ESS) Buddy Reading:1.8, 2.7, 3.4 Choral Reading:1.8, 2.7, 3.4 Echo Reading:1.8, 2.7, 3.4 Paired Reading:1.8, 2.7, 3.4 Radio Reading:1.8, 2.7, 3.4 Readers’ Theater:1.8, 2.7, 3.4 Timed Repeated Reading:1.8, 2.7, 3.4, 4.3, 5.4 (See page 105 of Enhanced Scope and Sequence.)
42 READING Lesson Plan Excerpt Readers’ Theater (ESS) Objective(s); 3.4 The student will use text clues to read accurately and fluently with expression. Materials needed Copies of a Readers’ Theater script based on a familiar story, e.g., fairy tale, traditional tale, myth Chart paper Marker Lesson procedure 1.Engage students in a discussion regarding how watching a movie or play is different from listening to a story being read. 2.Introduce Readers’ Theater by saying that it is a little like listening to a story being read and a little like watching a movie. List on chart paper key characteristics of Readers’ Theater: The script is read.
43 Accessing VDOE Enhanced Scope & Sequence Document Go to VDOE Home. Click on Testing and Standards of Learning (SOL) in the blue menu to the left Click on Standards, Curriculum Framework, Scope and Sequence, etc., in the menu to the right. Click on English, and see English SOL Enhanced Scope & Sequence guides (2004) in fourth column. Choose either the Word or PDF format of the grade level needed.
44 Classroom Culture: The Big Picture A well-orchestrated classroom is the result of careful planning. Whole Class Instruction is focused, interactive and efficient. Work Time engages all students in standards-aligned and differentiated learning activities.
45 Instruction-Classroom Management Indicators IIIC01---When waiting for teacher assistance, students are occupied with curriculum related activities provided by the teacher. IIIC04---Students signal before speaking. IIIC05---Teachers use a variety of instructional modes. IIIC06---Teachers maintain well-organized student learning materials in the classroom.
46 Leveling Objectives Target – on grade level Prerequisite – approximately one grade level below target Enhanced – related to the target but of a higher order, possibly a higher grade level.
47 Learning Plan Grid Standard/Benchmark Code: _5.5 b & c_* *These SOL have been taught separately first. Assessment Level Code: U Target Objective Code: Red Enhanced Objective Code: Yellow Prerequisite Code: Green SOL 5.5 b & c ALC: U IndependentComputer Based Student-Directed Group Teacher-Directed Group Homework Enhanced: TSW read & demonstrate comprehension of fiction b. Describe character development in fiction and poetry selections. c. Describe the development of plot and explain how conflicts are resolved. In your journal: Write why and how you might have changed the character development of the main character in the play, The Catch of the Day OR Write why you would not have changed it. With a partner at the computer station, choose two fiction selections (one poem) and compare how the authors developed the main character and the conflict and how s/he resolved the conflict. * *Character vs. Character? *Character vs. Society? *Character vs. Nature? Self? In your 12 noon cooperative group (interests), use the Character & Plot Development Rubric to write and present a skit that portrays a character & plot similar to those in the play, The Catch of the Day. The 12 noon cooperative group will review the rubric and expectations with the teacher before writing the skit as the student- directed activity. Be prepared to defend or criticize how the media might develop a cartoon character or a movie plot of your choice). List specific examples/actions. Target b. Describe character development in fiction and poetry selections. c. Describe the development of plot and explain how conflicts are resolved. In your journal, write two strategies that you would use in developing someone’s character. Explain why you would use those strategies. At the computer station read poem # 5, and tell how or if the author resolved the conflict of the main character. (Teacher has bookmarked selections from Using PX Books to Teach Plot Conflict for students to use as references.) In your 12 noon group, review the play, The Catch of the Day, list the five most important actions that develop the plot. Justify choices & list them in the Character & Plot Chart to discuss with teacher. Be prepared to discuss how you or the media might develop a cartoon character or a movie plot of your choice). List specific examples/actions. Prerequisite b. Describe character development in fiction and poetry selections. c. Describe the development of plot and explain how conflicts are resolved. From the assignment you completed with your partner at the computer, illustrate in sequence the actions that lead to resolution of the conflict. At the computer station, review with a partner your choice of a story (in TITYS folder) that shows how the author develops a character, a conflict, and a resolution of the conflict. Using the Character & Plot Chart, list in sequence the important actions that lead to the resolution. From Using PX Books to Teach.)Plot.) In your 12 noon cooperative group, compare what you wrote/discussed with your partner with what the other members of the group wrote/discussed with their partners. The group will review with the teacher ways that an author might develop a fictional character and conflict and resolve the character’s conflict. (See Using Picture Books to Teach Plot Conflict; Conflict Map. Be prepared to defend your illustration – why you represented the characters the way you did, why you sequenced the actions the way you did, etc. Talk about how the media might do the same type thing. Character Plot/Action
48 Classroom Culture: The Big Picture A well-orchestrated classroom is the result of careful planning. Whole Class Instruction is focused, interactive and efficient. Work Time engages all students in standards-aligned and differentiated learning activities.
49 Do your teachers have a common planning form for planning their whole class lessons? Do your teachers prepare weekly lesson plans and schedules? Do those plans and schedules differentiate between whole class instruction and work time? Do teachers share their successful whole class lessons with other teachers?
50 What’s the Big Idea? 1.What’s the big idea of today’s work? 2.What will I do tomorrow to implement what I learned today? 3.With what might I need help? 4. Where will I go to find it?
51 Session 2 Objectives Begin the process of collegial coaching that supports best practices. Begin to develop an Instructional Team profile for examining student learning data Apply the Mega System unit planning process to classroom culture Explore monitoring and reporting student progress Explore classroom management techniques for Work Time
52 Session Closing Questions and remarks Next scheduled session, January 20-21, 2011 –Session 2, follow-up Complete Data Check up (Slide 33) Complete Effective Use of Data in Instructional Decisions (Slide 52) Bring a sample of your work with the Learning Plan Grid –Teacher-Directed Whole-Class and Small Group Instruction (Instructional Delivery) –Classroom Management
53 The Virginia Model: Support for School Improvement Training for Instructional Leaders Session 2 Next Steps/Action Plan & Follow Up School Division_________________ School ________________________ School Contact ____________________________ and Email ____________________________________ Please list the actions you plan to implement when you return to your school/division. You will be asked to share experiences at the next session. For each action step you tried to implement, indicate successes and/or challenges associated with it. Effective Use of Data in Instructional Decisions
54 BLOOM’S TAXONOMY (1956) VS. TAXONOMY REVISED BY ANDERSON & KRATHWOHL (2000) Adapted from the work of Richard C. Overbaugh and Lynn Schultz; Old Dominion University Retrieved from http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm on September 7, 2010http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm Benjamin Bloom (1956):Anderson and Krathwohl (2000): Evaluation: defend, judge, justify, predict, prioritize, prove, support … Creating: Can the student compose/create/design/invent/ rewrite … ? Synthesis: compose, construct, create, design, develop, invent, make up, produce, rewrite … Evaluating: Can the student defend/evaluate/judge the value of … ? Analysis: compare, contrast, criticize, diagram, differentiate, distinguish, examine, outline, separate … Analyzing: Can the student categorize/classify/group … ? Application: demonstrate, dramatize, illustrate, interpret, show, solve, use, write … Applying: Can the student demonstrate/illustrate/show … ? Comprehension: describe, discuss, explain, generalize, identify, paraphrase … Understanding: Can the student describe/discuss/elaborate on … ? Knowledge: define, list, match, memorize, name, recall, recite, write … Remembering: Can the student define//list/name/recall/ write … ? NOTE: In reference to the original Bloom’s Taxonomy, Anderson and Krathwohl exchange the top two levels.