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Learning-focused Instructional Model Rigor and Relevance Framework Getting to “D” with the tools we already have PEER TEACHING AND COACHING MODEL International.

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Presentation on theme: "Learning-focused Instructional Model Rigor and Relevance Framework Getting to “D” with the tools we already have PEER TEACHING AND COACHING MODEL International."— Presentation transcript:

1 Learning-focused Instructional Model Rigor and Relevance Framework Getting to “D” with the tools we already have PEER TEACHING AND COACHING MODEL International Center for leadership in Education Dr. Gary M. Fields, Senior Consultant

2 NO CHILD LEFT BEHIND What is it? What is AYP? Is it good? Why? Why not? Who might be considered the great grandfather of NCLB? Currently, who is the primary author of NCLB?

3 7 Central Actions 1.Create a culture that supports change – why, what, how – re-culturing may be the key issue 2.Focus on instruction vs. structure 3.Develop relationships within the school - collaboration 4.Start with the most challenged and capable learners 5.Data-based decision making – what is important? What is likely to be tested? Assessment OF learning vs. assessment FOR learning 6.Emphasize the transition years 7.System – support vs. regulation

4 Committing to a uniform, consistent instructional model supported by all teachers and administrative leaders may be the “tipping point” in a schools’ journey from good to great.


6 Common Instructional Model The Art and Science of teaching How do ALL teachers BEGIN the lesson? How do ALL teachers END each lesson? How do ALL teachers ENGAGE students in their learning? How do ALL teachers help students PRACTICE what they are learning?

7 Step One – Core Team Training – One Day 8-12 teachers and instructional support specialists Must be invested in the Rigor and Relevance Framework Must be willing to teach and coach peers Intensive one day training. Assignment – teach the RRF to one or more of your classes, reflect with you students. Teach at least one well-planned ‘D’ lesson and reflect with your students.


9 Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Bloom’s Application

10 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work

11 SUPPORT MATERIALS Rigor and Relevance Handbook – one per participant Instructional Strategies Handbook – one per participant Rigor and Relevance Kit – minimum of one per school Addition handouts as necessary SPN membership desirable. Access to quality ‘D’ sample lessons

12 Other Resources CRITICAL – support and encouragement from the principal, administrative team, and district officials. TIME – the administration must provide time for the teaching and coaching process. RRF posters for the classrooms. Classroom THEME – ask me “how will I ever use what I am learning today.” Possible supplies for ‘D’ projects. Video capabilities.

13 Step Two – Core Team Training 2-4 Weeks Later – full day Individual sharing with the entire group of the day one assignment. Discussion, sharing, reflection. VIDEO the lesson sharing for possible use with other faculty groups. Pair into 4-6 teams for peer coaching and teaching. Prepare a ‘D’ lesson, pre-conference with your partner, observe the lesson, post-conference, reflect with your peer partner. Reverse roles. If available, partner instructional support specialists with each team. HAVE FUN!!!!

14 Day Two Continued Core Team Core team develops a 12-18 month plan on how the instructional model and the Rigor and Relevance Framework will become the dominant instructional model for the entire faculty. The core team will plan and present the model to the entire faculty using DVD/CD materials from the kit and other creative strategies. A new 8-12 teachers will be invited to join the peer teaching and coaching model.

15 Step Three Core team presentation to the entire faculty. 8-12 new volunteers invited to join the PTCM. One day of training for the new “recruits” At the end of the day, the veteran experts join and are paired with the new 8-12. The new “recruits” teach the RRF to one or more classes and at least one ‘D’ lesson to a class. Reflection occurs individually, with students, and with the peer partner. The peer teaching and coaching continues with new partners. This includes pre-conference, observation, and post-conference.

16 Step Four and Beyond Summer pre-school training (one day) for all teachers new to the building. Pair with a master teacher coach as part of the teacher induction and mentoring program. The rest of the infusion plan will depend upon the model developed by the core team to make the RRF the dominate instructional strategy for the entire faculty. Minimally, continuing to pair teachers with a peer coach will continue.

17 Leadership Training All administrators and others who evaluate teachers must participate in at least one day of training in the model. Department chairs/division heads should also be trained if not part of the core team. This will vary by school. There must be congruence between this instructional model and the teacher appraisal process. Lesson planning expectations and curriculum writing guidelines should also be in congruence.

18 KEY LEADERSHIP CONCEPT Teachers do attention pay more what you do than what you say!

19 Professional Learning Community 4 Fundamental Questions What is it we want all students to learn? How will we know when each student has mastered the essential (core) learning? How will we respond early when students are not learning? How will we deepen (stretch) the learning for students who have mastered the essential (core) knowledge and skills? Unifying principle – we have not met our fundamental purpose until all students have learned at high levels.

20 Purpose Statement – the PLC Driver The purpose of our school is to see to it that all our students learn at high levels, and the future of our students depends on our success. We must work COLLABORATIVELY to achieve that purpose, because it is impossible to accomplish if we work in isolation. And we must continually assess our effectiveness in achieving our purpose on the basis of results – tangible evidence that our students are acquiring the knowledge, skills, and dispositions we feel are essential to their future success. From: “On Common Ground – The Power of Professional Learning Communities”

21 Professional Learning Community This model demands embedded professional development. COLLABORATION is not an option. Teacher isolation is “old school.” Leadership must understand and support the principles of a PLC. Teaching to ‘D’ becomes the vocabulary of accountable talk. As a PLC, instructional strategies and successes become part of every department and faculty meeting.

22 What About the “Not Yet” Teachers Who Do Not Volunteer? Leadership must make it very clear – this is how we do business at “We All Learn Here” High School. Our adult unity of purpose is vital to our learning success. No compromise. You will be held accountable for our instructional model. I personally will help you in any way I can. We are all learners. I will lead the way.

23 The Change Process You cannot change anyone else. You can only change yourself. You can lead a horse to water, but you cannot make him drink. But, you can salt his oats.

24 CELEBRATION Instructional risk-taking on behalf of student learning becomes the culture of high expectations. Teacher recognition programs are vital. “If we don’t feed the teachers some may eat the kids.” Engaged students make learning fun for all involved. We work smarter – not harder.

25 Everyone needs support when they take new risks when they take new risks

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