Presentation on theme: "Harnessing the Power of Teacher Leaders"— Presentation transcript:
1 Harnessing the Power of Teacher Leaders Fort Bend ISD Secondary Curriculum CoordinatorsSusan Voradakis – Social StudiesPerri Segura – ScienceTrisha Peterson – MathSue Tull – ELASharon McGlaun – “Retired”TSSSA Conference – March 30, 2007
2 Fort Bend ISD Suburban District – southwest of Houston Secondary Schools:10 High Schools12 Middle Schools2 Alternative Campuses
3 You might be a coordinator if you… Write curriculumCreate assessmentsRead, research, and attend conferencesOrganize district staff developmentTrain teachers, department chairs, administratorsAttend meetingsMentor teachers, department chairs, administratorsLead meetingsFacilitate, lead, and serve on committeesRead, research, and attend conferences….Survey audience about their job areas.K-12 v. Secondary onlyMore than one content areaHow many schools?
4 What is the expected outcome? Understanding of CIA?Implementation of state/district curriculum?Data-driven decision making?Improved test scores?Teacher success?Student Success?
5 RealityCampuses sometimes operate in reactive rather than proactive mode (constant remediation of students rather than instruction).Busy administrators provide little instructional leadership or expectations.Teachers are expected to “collaborate” before or after school, or they work in isolation.Data does not impact instruction.Students do not reach their potential.
6 …School culture and supervision tend to ignore or divert teachers from implementing andcontinuously improving their mastery of effectiveinstructional and assessment practices. We don’tcommonly see teaching, followed by assessment,then adjustment to practice on the basis of assessmentresults. Isolation masks the starkly different resultsachieved by different teachers.- Mike Schmoker, Results Now
7 Think Pair ShareHow do you make the TEKS the focus of classroom instruction and assessment?How do you bring about systemic change within a content area, grade level, and school?
8 The good news is that we know what to do. Education research has equipped us withabundant evidence on instructional andleadership strategies that are likely to resultin improved student achievement.– Doug Reeves, “Closing the Implementation Gap”
9 Effective Practice Marzano – High Yield Strategies DuFour – PLC Schmoker – Collaborative PlanningGardner – Learning StylesTomlinson – Differentiated InstructionMcTighe & Wiggins - UBDAnd many others …
10 Putting It All Together: One High School’s Results 2005 TAKSMet Standard at Panel Rec.2006 TAKSDifference9th Grade Math41%26%-1510th Grade Math30%42%+1211th Grade Math49%64%+1510th Science23%35%11th Science44%54%+1010th Social Studies72%76%+411th Social Studies85%93%+89th ELA74%78%10th ELA52%80%+2811th ELA83%86%+3
11 Discuss the slide with your neighbor. Write down any questions that you have based on the data.
12 The purpose of the presentation is to demonstrate how to make a difference at the campus level by –1. Impacting teachers directly, through teacher leaders. These leaders, rather than coordinators or other administrators, relay information and implement district expectations.2. Implementing the TLC model of collaborative planning, deeper understanding of the curriculum, and reflective practices that drive instruction.1. Making a difference on the campus level means impacting the teachers directly – not relying on dc’s and administrators to relay information, explain district expectations, etc. Coordinators can’t do it alone, so leadership capacity must be developed.2. The TLC model contains specific components that include collaborative planning, deeper understanding of the curriculum, and reflective practices that drive instruction.
13 Teacher Leadership Corps TLCTeacher Leadership Corps
14 History of the Program Beginnings Year 1 – one school Year 2 – four schoolsHistory of WHSChanging demographics of area; constantly losing students to new schoolsTurnover of teachers and administrators caused a lack of structureSharon – ½ timeThere were no “go-to” people to call upon for instructional leadershipReal change could not be affected from the central office.One person could not create all of the momentum for change.Needed to attract strong teachers to become leaders
15 TLC Campus StructureThis model is designed specifically to support improvement in TAKS scores. It will also benefit campuses if the state transitions to EOC’s.The model could easily be adapted to address any target areas. For example, if a school wants to improve their AP program, the teams could change to AP-based membership.
16 Self Reflection Do you have a similar structure? What do team leaders do?Do teams meet regularly?What is the focus of the meetings?Do teachers grow, does instruction improve, are student scores going up as the result of team meetings?Sue will share her HHS experience.Some high schools do not have a true forum for instructional meetings. Belonging to a team is foreign concept in many secondary settings.No group discussion
17 How is TLC Different?“I have been a part of small learning communitieswhich addressed cross curricular learning themesto motivate students and staff. This TLC initiative isdifferent as it affects students by affectingteachers’ instruction. That can be a sensitive areafor the unwilling. However, it is the most powerfuland most necessary. Mediocre instructionproduces mediocre students. We owe ourselvesand our students more than that.”- TLC Teacher
18 Goals of TLC Short term - Improve student achievement on TAKS Long term – Focus on TEKS and enhance classroom instructionLong term – Develop effective peer coaching networks to support teachers and students.This model is an instructional model, not a quick fix for TAKS. If you cover TAKS objectives with content and skills warm-ups, packets, and review games, this model won’t address your needs.
19 Tools of TLC Curriculum Calendar with target student expectations Collaborative Team Planning Form – focus on TEKSMini Assessments – collect information on impact of instructionData Reporting Forms – collect data to determine next course of actionThe model contains four main components. Take from this what will apply in your district. You may already have one piece, but need help in another area.
20 Target SE’s Develop team curriculum calendar for entire year Identify areas for improvement –target SE’sPlot target SE’s for specific instruction and assessment on team calendarCan’t fix all problems, but have to start somewhereRefer to Tic TAKS chartDiscuss criteria for identifying target SE’s
22 Collaborative Team Planning Process Teams meet at least once per weekNot just lesson planningCollaborating/discussing instructionCreating time in the schedule does not create buy-in or understanding
23 Focused Collaborative Team Planning Date: Team:Teachers/Administrators in Attendance:Reflections:What worked last week and what didn’t?Why? And now what?Student Expectations:Which one of the tested TEKS are you going to focus on this week? Write it out.Analysis of TAKS Assessment:How was this Student Expectation tested on TAKS?What did you learn by looking at the tested items?What skills must be used by students to successfully answer the items?Teacher Assessment:How will you continuously determine whether your students learned what was expected at the level of TEKS/TAKS?Will you give a mini-assessment? If so, attach the items.Teaching Strategies:What teaching strategies will you use to move students to the level expected of them on TAKS?Activities:What do you expect the students to do?Monitor and Adjust:What will you do if the students do not learn it?
24 Students must relate amendments to their historical context Teachers/Administrators in Attendance:Reflections:What worked last week and what didn’t?Why? And now what?Students did poorly on warm-up questions covering 13th, 14th, 15th amendments. The warm-ups did not include direct instruction.Student Expectations:Which one of the tested TEKS are you going to focus on this week? Write it out.US 18B - Evaluate various means of achieving political rights, including the19th, 24th, and 26th amendments.Analysis of TAKS Assessment:How was this Student Expectation tested on TAKS?What did you learn by looking at the tested items?What skills must be used by students to successfully answer the items?Teacher Assessment:How will you continuously determine whether your students learned what was expected at the level of TEKS/TAKS?Will you give a mini-assessment? If so, attach the items.03,04,06 – 2/3 questions use cause/effect; 1 question uses excerpt and inferencingStudents must relate amendments to their historical contextCause/effect; inference; drawing conclusionTeaching Strategies:What teaching strategies will you use to move students to the level expected of them on TAKS?Review/reteach, or teach cause/effect,inferencing, drawing conclusions; review amendment purpose and process; review 13th-15th; introduce 19th, 24th, 26thActivities:What do you expect the students to do?Students will choose a suitable Thinking Map organizer that demonstrates cause/effect context for amendments (13th,14th, 15th, 19th, 24th, 26th).Monitor and Adjust:What will you do if the students do not learn it?Determine which amendments are confusing to students; develop interactive timeline to review Civil Rights amdmtsFollow-up:List any follow up responsibilities or materials needed and the person responsible for each.Voradakis – locate questionsMcGlaun – adjust calendar
25 Instructional Activities Sample Lesson PlanWeek: April 2 - 6Instructional ActivitiesMonday - TuesdayObjectivesTEKS: Civil Rights ObjectivesTAKS:8.17B/US7A –Trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries including the 13th, 14th, and 15th amendmentsUS 18B - Evaluate various means of achieving political rights, including the 19th, 24th, and 26th amendments.Procedures:Review the results of mini-assessment with students. Have students explain why the distractors are incorrect.Skills mini-lesson: C/E, Inferencing, Drawing Conclusions - Jarrett book pp. 3 – 10Content Lesson: Civil Rights AmendmentsStation Rotation – each amendmentFoldable – flip book on amendmentsC/E Thinking Map – each amendmentAssessment(s): Mini AssessmentShow implementation of ctp discussion.
26 Mini Assessments TAKS Format Limited to 1-2 SE’s 4-5 questions each Every 3 weeksCan be integrated into regular test or as a stand alone assessmentCan be formative or summativeDetermine “passing” standard (compare to TAKS)Team decides on rules for administration of testsTeam decides on passing standard depending on identified factors.
27 Data Analysis Everyone sees everyone’s data Discuss the results and the reasons for the resultsIdentify remediation strategies and incorporate into upcoming lesson(s)Sample in folder
28 “This is definitely the most rewarding program I have ever been a part of. In looking at what theteam has accomplished so far this year: segmenting andadapting the curriculum to fit the needs of the students;incorporating best practices…, aligning our teamgoals…, pinpointing problem areas and adapting ourteaching to those needs, I can truly say that TLC hasbrought our department a long way.”- TLC Teacher
29 Lead TLCMonitor progress of teams through collecting documentation, meeting with teams, conducting walk-throughs, etc.Provide support for TLC teachersLiaison between campus and district administrators
30 Role of Administrators Provides vehicle for legitimate instructional leadershipAttend team meetingsMonitor implementation through focused walk-throughsProvide accountability for all team members
31 NCREL recommends, based on research on schools that are making the most progresswith improving student results, that schoolsprovide teachers with three hours ofcollaborative time each week.– SMART Goals
32 Other Components & Issues TAKS SupportCoachingScheduling
34 CAMPUS Meetings DISTRICT Meetings Team TLCLead TLC“Buddy”CoordinatorTLCLead weekly team mtgs.Attend weekly campus TLC mtgs.Attend district TLC mtgs.Attend trainingAttend weekly team mtgs.Lead weekly campus TLC mtgsAttend district lead TLC mtgs.Attend weekly campus TLC mtgsLead district TLC mtgs.Attend coordinator mtgs.Meet with each TLCLead district lead TLC mtgs.Lead coordinator mtgs.Teachers are not working in isolation.
35 Teachers must be clear about the connection between their own learning and improvements instudent learning.– Joan Richardson, “Think Outside the Clock”
36 Growing Our TLC’s Book Study Weekly Team Meetings Share successesDiscuss difficultiesLessons in LeadershipEffective Classroom Instruction TrainingContent Area TrainingsSet a district standard and focus.Are you still using PDAS to guide expectations for classroom instruction?
37 Met Standard at Panel Rec. Reflections2005 TAKSMet Standard at Panel Rec.2006 TAKSDifference9th Grade Math41%26%-1510th Grade Math30%42%+1211th Grade Math49%64%+1510th Science23%35%11th Science44%54%+1010th Social Studies72%76%+411th Social Studies85%93%+89th ELA74%78%10th ELA52%80%+2811th ELA83%86%+3
38 Additional Resources TLC Program Outline TLC Glossary TLC Program – Use of TLC PeriodSample Curriculum CalendarCollaborative Team Planning FormMini Assessment Data FormMini Assessment ReflectionsPlanning ConsiderationsTic TAKS Forms – Grades 10 & 11Resource List