VS. Align energy and resources to create coherence and sustainability Adapted from Peter Senge, The Fifth Discipline
Align energy and resources to create coherence and sustainability Alliance Monitoring/ Blueprint for Change CCT Rubric/ SEED-TEVAL/ SLO/IAGD Curriculum Management Professional Learning Teaming Standards/PLC Unit Structure/ Lesson Design
Academics Design and implement a rigorous, aligned, and engaging academic program that allows all students to achieve at high levels: Academic rigor Student engagement Differentiation Curriculum and instruction aligned to CCS Supports for special populations Assessment system and data culture
Objective 1: Develop core curricula that are vertically and horizontally aligned with the CT Core Standards and College and Career Readiness Competencies. Adult Actions: Identify and adopt school/district-wide vertical alignment of developmentally appropriate grade specific standards. Develop curricula (learning cycles) through the context of a progressive scaffold. Develop performance tools to describe student performance in measurable terms. Strategy #1: Continuously engage in a systematic standards-based review, development, implementation and evaluation process- i.e. Curriculum Management Cycle (CMC)
Objective 2: Establish a strategic plan for monitoring the implementation of standards-based curricula through the context of high functioning, data-driven instructional teams. Adult Actions: Map and adopt teaming structures, standards, and feedback mechanisms. Implement instructional teaming standards for all team meetings; evaluate effectiveness of the teaming standards in relation to its implementation.
Strategy #1: Continuously engage in a systematic standards-based review, development, implementation and evaluation process- i.e. Curriculum Management Cycle (CMC) Objective 3: Track and evaluate measurable indicators of student achievement. Adult Actions: Develop assessments to inform district, school, department and/or grade-level planning. Monitor assessment data.
Assessment purpose Rate of feedback Type of feedback Primary target of feedback Tier III Annual large- scale Infrequent Frequent General, Broad Specific, narrow General accountability audience: policymakers, community, administrators Tier II Tier II Periodic grade level and subject area Administrators, Teachers (students/parents) Tier I Tier I Ongoing classroom Teachers, students, parents
Strategy #2: Continuously develop, implement, monitor, and evaluate instructional practices – supported by responsive, job embedded professional development that directly aligns with the core curriculum. Objective 1: Develop, implement, monitor and evaluate instructional practices – supported by responsive, job embedded professional development that directly aligns with the core curriculum. Adult Actions: Create the organizational framework that ensures school-wide collaborative inquiry through a process of reflection, research and calibration. Provide staff with on-going, responsive technical assistance and coaching. Design protocols to ensure that lesson outcomes (and high leverage instructional strategies) explicitly focus on grade specific standards. Monitor the fidelity of implementation of high-leverage, research-based instructional strategies based on DDDM process (instructional data teams). Support understanding of, and competency in standards-based grading.
Professional Learning Plan: Workshops via Face to Face, Blended or Online delivery methods – Institutes of Learning – Targeted Shifts Professional Learning Community Assistance Self-paced learning modules Leadership Training Aligned to the Implementation Strategy – Focus on a literacy shift and associated strategies – Introduction at the beginning of the month via a Webinar* – Continue the pattern of introductory Webinars each month*
College & Career Readiness School Leadership Team Classroom Public/ Community Cabinet Grade level/ content instructional data team District Data Team
“I cannot improve my craft in isolation from others. To improve, I must have formats, structures, and plans for reflecting, changing and assessing my practice…which must be continually tested and upgraded with my colleagues.” Carl Glickman, Leadership and Learning