Attend all meetings and engage in the work. Begin on time, be prepared, and be personally accountable. End on time. Think, speak, and act in the best interests of students and the adults who support their development. Discuss issues, not people. Observe basic conversational courtesies. Listen attentively. Avoid side conversation. Assume best intentions and seek clarification when needed. Abide by group decisions and support those decisions with professional behavior. Keep cell phones silent and leave all non-emergency calls to attend to after meetings. Maintain a healthy humor, celebrate and laugh together.
I can communicate the vision/goals of the KVEC ISLN leadership team and their connection to Unbridled Learning: College and Career Readiness I can recognize the connection among the various networks I can deepen my knowledge of formative assessment as a process for increasing student learning within my school/district I can identify activities of the Teacher Leader Network and explain how I can support this work in my school/district
“Where there is no vision, the people perish. “ -Proverbs 29:1 “Vision is seeing a future state with the mind's eye. Vision is applied imagination. All things are created twice: first, a mental creation; second, a physical one”. Stephen Covey "Most people live in a very restricted circle of their potential being. We all have reservoirs of energy and genius to draw upon of which we do not dream.“ William James- Imagination is more important than knowledge."-Albert Einstein- "Thee lift me and I'll lift thee and we'll ascend together."-Quaker Proverb-
Telephoto Lens-Where have we been? Use this lens to bring objects up close (leadership 2010/2011). Wide Angle Lens-Where do we need to be in the future. Use this lens to capture the big picture (Vision). Standard Lens-Where are we now? A normal human perspective (ISLN 2011/2012).
Kentucky’s Core Academic Standards Characteristics of Highly Effective Teaching and Learning Assessment/Assessment Literacy Leadership
The Kentucky Leadership Networks are designed to build the CAPACITY of teacher, school, and district leader teams to implement the Kentucky Core Academic Standards within the context of highly effective teaching, learning, and assessment practices. Through a focused approach targeting Assessment Literacy, KCAS, Characteristics of Highly Effective Teaching and Learning, and positional leadership competencies, the vision is to ensure that every district in the Commonwealth has a knowledgeable and skilled team that works to scale up effective practices so that every student experiences rich and engaging opportunities to learn every day in every classroom. As the emphasis is on building capacity, the expectation is that local leadership teams eventually assume the responsibility for facilitating learning throughout their district. All resources (print materials, protocols, powerpoints, etc.) will continue to be available electronically however regional content specialists will focus the bulk of their time on supporting new capacities in
Direct Facilitation for the Following to be Phased OUT in (by month): Deconstructing Standards process Gap Analysis Protocol Intro to “Unbridled Learning” (Senate Bill 1 Overview) Basic intro to Characteristics of Highly Effective Teaching and Learning Overview of Kentucky Core Academic Standards Intro to formative vs. summative assessment Basic Planning and Pacing Intro to Learning Targets
Direct Facilitation for the Following will be AVAILABLE in (by month): Content Focused Support: Math – number and algebraic thinking (Number Functions) ELA – argument/writing CHETL Distinguishing Effective from Ineffective thru Authentic Examples Formative Assessment in Action Highly Effective Teaching and Learning in Action – Classroom Support - *Coaching in order to provide feedback to individual teachers on implementation of CHETL around KCAS (at request of teacher only-all feedback goes directly to teacher only—see Coaching/Feedback Protocol) FAL/LDC coaching in small groups (NOT large group training/presentations) Planning and Pacing
KEY: Content Specialists will be available – upon request by teacher leaders – to provide coaching/feedback support as LDC or Mathematics FALs are being implemented. The intent is ONLY to support teachers to grow in their skills (specifically Characteristics of Highly Effective Teaching and Learning) as they try out the tasks/lessons – NOT to be evaluative in any way. Content Specialists, too, will benefit from having opportunities to learn from the teacher leaders and their students as these tasks/lessons are implemented. PROTOCOL: 1.Teacher Leaders should request this support directly from the regional content specialist. 2.A specific “target” should be specified for the coaching visit (e.g., questioning to advance students’ thinking; facilitating students’ discussion; creating a risk-taking environment/facilitating and managing ‘productive struggle’ time, etc.). 3.The content specialist should focus on the target defined, taking descriptive notes of what is observed related to the target. 4.The content specialist should identify “stars and stairs” - commendations/clear examples of CHETL and suggestions for growth related to the target (one to three of each). 5.Teacher Leader and Content Specialist should engage in a conversation around the feedback. 6.All notes/feedback should remain in the hands of the Teacher Leader.
Changes include: 1. COMBINED School and District Leader network in each of the Education Cooperative regions. 2. The NEW combined “Instructional Support Leadership Networks” will meet for ½ days, 6 times during the academic year (prior to each of the content network meetings in Sept, Oct, Nov, Jan, Feb and March) and probably 1-2 full days each summer 3.The KDE Content Specialists assigned to each cooperative region will facilitate a significant portion of each of those meetings—making school and district leaders aware of what the teacher leaders will be doing monthly and focusing on how they can support the teacher leaders.
September 15th (9:00-12:00) LKLP Conference Room October 20th- 9:00-12:00 or 1:00-4:00 HCTC Technical Campus Devert Owens Building-115C November 17th -9:00-12:00 or 1:00-4:00 HCTC Technical Campus Devert Owens Building-115C January 19-9:00-12:00 or 1:00-4:00 HCTC Main Campus First Federal Center Rooms 123 D & E February 16--9:00-12:00 or 1:00-4:00 HCTC Main Campus First Federal Center Rooms 123 D & E March 22--9:00-12:00 or 1:00-4:00 HCTC Main Campus First Federal Center Rooms 123 D & E
Vision Formative Assessment Process Network Connections Support & Next Steps
LESSONS LEARNED: The HamsterThe Administrator
Balanced Assessmen t Activity
Formative Assessment Strategies Please use post-it notes available and write down a formative assessment strategy that is used at your school(s). Write 4-5 strategies, one strategy per post-it note, and set them aside for use a little later. Formative Assessment Strategy
RESEARCH BRIEF NCTM, 2007 by Dylan Wiliam What Does Research Say the Benefits of Formative Assessment Are?
Typology of Kinds of Formative Assessment Type Focus Length Long-cycle Across marking periods, 4 weeks to 1 year quarters, semesters, years Medium-cycle Within and between 1 to 4 weeks instructional units Short-cycle Within and between lessons day-by-day 24 to 48 hours minute-by-minute 5 seconds to 2 hours
Comprehensive Framework for Formative Assessment Processes: 1.Establishing where learners are in their learning 2.Establishing where they are going 3.Establishing how to get there
Aspects of Assessment for Learning Where the learner is going Where the learner is right now How to get there TEACHERClarifying and sharing intentions and criteria for success Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of learning Providing feedback that moves learners forward PEERUnderstanding and sharing learning intentions and criteria for success Activating students as instructional resources for one another LEARNERActivating students as owners of their own learning
Aspects of Assessment for Learning Where the learner is going Where the learner is right now How to get there TEACHERClarifying and sharing intentions and criteria for success Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of learning Providing feedback that moves learners forward PEERUnderstanding and sharing learning intentions and criteria for success Activating students as instructional resources for one another LEARNERActivating students as owners of their own learning Student-friendly learning targets Peer and self- assessment Meaningful Feedback Academic talk Thoughtful questions
Logistics of Kentucky’s Core Academic Standards – Vertical and Horizontal Progression of the common core standards Characteristics of Highly Effective Teaching and Learning Assessment of Learning: Classroom Assessment for Student Learning Making meaning of the standards through Deconstruction and Teacher Friendly Targets Student Friendly Targets Gap Analysis Planning, Mapping and Pacing Resources for building units of study aligned to the Eng/LA KCAS Activities to enhance teacher ‘s abilities as a leader within the school/district Year 1 – Focus of ELA Network Kentucky’s Core Academic Standards
Year 2 – Focus of ELA Network Implementation Congruent and rigorous activities focusing on the integration of literacy and content learning Become critical consumers of quality resources Match appropriate reading materials with readers: Look deeper at text complexity and the three step process included in the common core standards document Encourage endurance of quality text Continue the focus on capacity building in schools and districts Advance 21 st Century Learning around the 4 Cs: Collaboration, Critical Thinking, Communication and Creativity Participate in book studies that will further an in-depth study of current and best practices in literacy Teacher Leaders as Capacity Builders
Articulate the goals and purpose of the content leadership network Compare and contrast persuasion, opinion and argument as it progresses with a focus on the following Eng/LA KCAS: Writing Standard # 1 Reading Information # 8 Speaking and Listening # 3 Recognize instruction that makes the connection among the standards: Introduction to the Literacy Design Collaborative process. Create a teaching task (LDC Task 2: Argumentative Writing) that integrates the ELA strands Set personal goals that and make an action plan to advance the vision of 21 st century learning September ELA Network Meeting Focus
Literacy Design Collaborative Sample Task Teacher’s Task Before LDC After reading the book A Wrinkle in Time, write a book review explaining why you did or did not like this book. Teacher’s Task After LDC Task 2 ELA: (Argumentation/Analysis L1): Would you recommend A Wrinkle in Time to a middle school reader? After reading this science fiction novel, write a review that addresses the question and support your position with evidence from the text.
September 21 st October 27 th November 29 th January 18 th February 21 st March 29 th June 28 th and 29 th Hazard Community and Technical College First Federal Building 9:00 a.m. – 4:00 p.m. 2011/2012 ELA Content Network
What’s Happening in the MTLN?
Logistics of Kentucky’s Core Academic Standards – Vertical and Horizontal Progression of the common core standards Characteristics of Highly Effective Teaching and Learning Assessment for Learning: Classroom Assessment for Student Learning Making meaning of the standards through Deconstruction and Teacher Friendly Targets Student Friendly Targets Gap Analysis Planning, Mapping and Pacing Resources for building units of study aligned to the Mathematics KCAS Activities to enhance teacher ‘s abilities as a leader within the school/district Year 1 – Focus of Mathematics Network Kentucky’s Core Academic Standards
Formative assessment can and should be done BY STUDENTS as well as by teachers. The key to improvement is how students and teachers use assessment information.
Typology of Kinds of Formative Assessment TypeFocusLength Long-cycleAcross marking periods, quarters, semesters, years 4 weeks to 1 year Medium-cycleWithin and between instructional units 1 to 4 weeks Short-cycle day-by-day minute-by-minute Within and between lessons hours 5 seconds to 2 hours
WE REMAIN CONNECTED TO CASL!
“I thought that if I taught them all the bits, [students] could put them together.” FAL Trial Teacher CCSSM/ KCASM Learning
FAL CHETL Assessment Literacy KCASM
Participants can describe why formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Participants can describe the design and purpose of a Formative Assessment Lesson. Participants can modify a task from low cognitive demand into a high cognitive demand task. SEPTEMBER: MTLN TARGETS
Expectations for MTL’s
Expectations of MTL’s (cont.)
Teacher Leader Input ELA AND MATH DISTRICT LEADERSHIP TEAM REFLECTION AND ACTION PLAN