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Teacher-Based Teams at Work OLAC Statewide Leadership Summit June 14, 2010 Olmsted Falls City Schools.

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Presentation on theme: "Teacher-Based Teams at Work OLAC Statewide Leadership Summit June 14, 2010 Olmsted Falls City Schools."— Presentation transcript:

1 Teacher-Based Teams at Work OLAC Statewide Leadership Summit June 14, 2010 Olmsted Falls City Schools

2 Presenters Suzanne Gross8 th Grade Social Studies Teacher Mark KurzOFMS Principal Dr. Jim LloydAssistant Superintendent Diane Norris8 th Grade Social Studies Teacher Chris Odon8 th Grade CBI Teacher Lisa WilliamsTitle I Instructional Coach at OFMS Conference Focal Points OLAC Focus Area 2 — Focused Goal Setting OLAC Focus Area 3 — Instruction & the Learning Process Using collaborative structures and processes (TBTs)

3 Presentation Objectives Learn what the role of the central office administrator, building administrator and teachers are in this process Learn how collaborative teaming can be a powerful way to establish a common instructional language Observe the application of our professional development Understand how the district created a greater degree of focus and applies its common instructional language within a specific subject area

4 Greatness is not a function of circumstance. Greatness, it turns out, is largely a matter of conscious choice, and discipline. -Jim Collins, Good to Great in the Social Sector

5 OFCS Demographics 20 miles southwest of Cleveland in Cuyahoga County Top LRC rating for 10 years in a row 3,800 enrollment 5 schools O.F. Early Childhood Cntr (PreK-K) Falls-Lenox Primary (1-3) O.F. Intermediate School (4-5) O.F. Middle School (6-8) O.F. High School (9-12) 1 building in S.I Year 1 and another At-Risk

6 Establishing District Curriculum, Instruction & Assessment Coherence Dr. Jim Lloyd, Assistant Superintendent

7 CIA Coherence CurriculumHigh Quality Instruction Balanced Assessment (formative & summative) Our Job Embedded Professional Development Programs

8 Establishing Coherence Professional Development Products Considerable curriculum mapping Identification of most important learning targets Identification of instructional anchors through Big Ideas & Essential Questions Common framework for instructional unit design Professional Development Application Building level commitments to make learning clarity a reality (learning targets v. teacher activities) A district commitment to formative assessment as a matter of instructional practice

9 Building Focused Capacity Through… Job Embedded Professional Development Vision was established, planned and adhered to across the system Purposeful, focused, systematic and on-going Macro-educational strategies Clarity of learning targets Formative assessment of programs Student feedback

10 Formative Assessment Framework Where am I going? 1.Provide a clear statement of the learning target 2. Use examples and models Where am I now? 3.Offer regular descriptive feedback 4. Teach students to self-assess and set goals How can I close the gap? 5.Design focused lessons 6.Teach students focused revision 7.Engage students in self-reflection; let them keep track of and share their learning Chappuis, J. (2009). Seven strategies of assessment for learning. Portland, OR: ETS.

11 Unit Design Framework Served as our C.I. & A. planning tool Brought cohesiveness and additional collaboration to: PD learning outcomes and products It focuses on implementation


13 What is happening differently in our classrooms as a result of the work we do?

14 Olmsted Falls Middle School

15 It is the vision of all staff that by the end of 8th grade all of our students will display characteristics of Bulldog P.R.I.D.E. by being: Persistent, positive, powerful Respectful, responsible, resourceful Innovative, intelligent, independent Dedicated, diligent, diverse Empathetic, enthusiastic, extraordinary

16 Teacher-Based Team Structure Academic Grade Level Teams Three 6 th Grade Teams (1 team of 4 and 2 teams of 3) Two 7 th Grade Teams (2 teams of 5) Two 8 th Grade Teams (2 teams of 5) Wheel Team Music (Band & Choir) Art Life Skills Technology Education Foreign Language Health Physical Education Team Student Services Team Principal Assistant Principal Counselors School Psychologist

17 Horizontal & Vertical Articulation Structures Same Department & Cross Grade Department Meetings Curriculum & Assessment Planning Unit Planning Same Grade & Cross Department Team Meetings Discuss students’ strengths and areas of need Intervention planning

18 Collaboration Requires communication that is honest, direct, and respectful Requires trust between and among all stakeholders Requires assistance that includes encouragement, modeling, and recognition of implementation approximations Requires support for taking implementation risks

19 Monitoring Implementation & Feedback We want our students to monitor their own learning for the sake of knowing where they are, where they are going, and how they are going to get to where they need to be We need to do the same and monitor our implementation and give each other feedback that feeds forward as a way to increase ownership for our learning If it is worth doing, it is worth monitoring

20 Leadership Implications Must have faith and believe that what you are doing is the right stuff If you are doing the right stuff then you must have faith and believe that it matters Allocation of resources (time, staffing, schedules) Affirm efforts and approximations Management of the storm Be willing to take two steps back and one step forward

21 OFMS Unit Design Framework Grade Level Indicator (H5) Explain major domestic problems faced by the leaders of the new republic under the Articles of Confederation Student Friendly Language To explain major domestic problems (within the nation) the leaders of the new republic faced under the Articles of Confederation a. I can explain how maintaining national security (keeping our country safe) was a problem. b. I can explain how creating a stable economic system (trade and currency) was a problem. c. I can explain how dealing with war debt ($27 million from American Revolution) was a problem. d. I can explain how collecting revenue (taxation) was a problem. e. I can explain how defining the authority of the central (national) government was a problem.

22 Grade Level Indicator (Gov 7) Explain how the Northwest Ordinance established principles and procedures for the orderly expansion of the United States Student Friendly Language To explain how the Northwest Ordinance governed the division of the land and established principles and procedures for orderly expansion of the United States

23 Identified Big Ideas and Essential Questions Big Idea The weaknesses of the Articles of Confederation led to the creation of the United States Constitution. Essential Question Why was the United Stated Constitution created?

24 Clear Learning Targets Strategies to make learning targets clear before, during, and after instruction: Student “I can” statements produced on a handout that is given to students at the start of the unit (see example in packet). Present the unit’s essential question at the beginning and throughout the instructional unit. List of key terms and concepts given to students in the form of a study guide. Ask students to state the learning targets and make predictions about the learning targets. Post learning targets in the classroom.


26 Formative Assessments A formative assessment is utilized for each section of the chapter (see example in packet) Linked to learning targets Includes self assessment – predict the score and explain why Additional practice, instruction, and/or assignments are given to students who do not do well on formative assessments (see example in packet) Minute-to-minute formative assessments Provide a fact Use of white boards

27 Summative Assessments Common unit test (see example student answer sheet in packet) All items are linked to learning targets Students analyze the results of their summative assessments and make necessary corrections to review information and earn additional credit Teacher use of data to guide instruction and analyze test items

28 Test Item Analysis How did the Northwest Ordinance of 1787 affect the practice of slavery in the Northwest Territory? (GOV7) A) It banned the use of slaves. (130) B) It determined a fixed wage for slaves. (0) C) It regulated the slave trade. (2) D) It granted slaves access to public education. (1) 130 = Correct3 = Incorrect

29 Test Item Analysis Which of the following indicates that there was an economic depression in the United Sates after the Revolutionary War? (GOV3b) A) Trade laws differed across states and each state followed its own interests. (7) B) Trade activity was minimal and unemployment was on the rise. (72) C) The country went deeper into debt as it raised taxes. (8) D) The price of goods was rising but the value of money was decreasing. (46) 72 = Correct 61 = Incorrect

30 Instruction and Student Activities Learning Target: (GOV 7) To explain how the Northwest Ordinance governed the division of the land and established principles and procedures for orderly expansion of the United States. Anticipation Guide Question _____ 10) Ohio was part of the Northwest Territory Pg._____Para._____Proof:_____________________

31 Map Activity with Questions 1) Why was the land sold to the public? 2) What two things were required in each township? 3) How many people were needed in each territory to write a constitution and ask to join the union? 4) Why do you think they banned slavery in the Northwest Territory? 5) Why was the Continental Congress so specific with the details of this territory? The Northwest Ordinance, officially titled “An Ordinance for the Government of the Territory of the United States North West of the River Ohio,” was adopted by the Confederation Congress on July 13, 1787. Also known as the Ordinance of 1787, the Northwest Ordinance established a government for the Northwest Territory, outlined the process for admitting a new state to the Union, and guaranteed that newly created states would be equal to the original thirteen states…

32 Formative Progress Report Questions 1) Slavery was allowed in the Northwest Territory. (GOV7) True or False K_____DK_____ 2) What were two things required in the Northwest Territory within a 36 square mile radius? (GOV7) a._______________b._________________ K_____DK_____ 3) Name one thing that was valued in the Northwest Territory. (GOV7)________________________________________ K_____DK_____

33 Jeopardy Review Game Questions

34 Summative Assessment Question Short Answer (2 points) The Northwest Ordinance of 1787 established procedures and principals for the orderly expansion of the United States. Identify one principle or procedure that was required in the Northwest Territory and explain its lasting impact. (GOV7)

35 Questions?

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