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Teacher Orientation Welcome to Campbell County Schools! August 2013 Your Teaching and Learning Leads: Julie Kuhnhein, Secondary Melissa Turner, Elementary.

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Presentation on theme: "Teacher Orientation Welcome to Campbell County Schools! August 2013 Your Teaching and Learning Leads: Julie Kuhnhein, Secondary Melissa Turner, Elementary."— Presentation transcript:

1 Teacher Orientation Welcome to Campbell County Schools! August 2013 Your Teaching and Learning Leads: Julie Kuhnhein, Secondary Melissa Turner, Elementary As you enter the room, please read the statements hanging on the wall and place one sticker next to your opinion.

2 Campbell County Schools Nationally Ranked High School- Top 2,000 of 27,000 High Schools according to News Week Magazine National Blue Ribbon School AdvancED International Accreditation Proficient and Distinguished Schools based on KPREP 55 AP Scholars 3 PERFECT ACT Scores; 16 Scored 30 or Above Close to 70% CCHS Graduates of 2013 met College and Career Readiness Benchmarks based on ACT Benchmarks and Industry Certification CCS Ranked 12 th in the State (top 7%) on ACT Scores

3 Campbell County Schools - Focused! District-wide goals to get all on track: Promote High Academic Achievement Enhance Academic and Athletic Facilities Promote School Community Relations Promote New District-Wide Technologies

4 Ice Breaker  Fold the white paper in fourths  ¼ of the paper is dedicated to your first job  ¼ of the paper is dedicated to your family  ¼ of the paper is dedicated to your favorite movie and why  ¼ of the paper is dedicated to your upcoming role in CCS YOU CAN ONLY DRAW IMAGES. We will have to guess what your images represent.

5 MINDSET As you enter the room, please read the statements hanging on the wall and place one sticker next to your opinion.

6 Developing Growth Mindsets You have the POWER to MAKE IT HAPPEN!!

7 Let’s Give It a Go!  Look at the number on your name tag. That will be the question that you answer.  You will have 5 minutes to work on the activity. You are working alone, no talking.

8 Riddles 1. It walks on four legs in the morning, two legs at noon and three legs in the evening. What is it? 2. I am the beginning of the end, and the end of time and space. I am essential to creation, and I surround every place. What am I? 3. What always runs but never walks, often murmurs, never talks, has a bed but never sleeps, has a mouth but never eats? 4. At night they come without being fetched. By day they are lost without being stolen. What are they? 5. What English word has three consecutive double letters?

9 What was going on in your brain?  Before: How did you feel?  During: How did you feel? What did you say to yourself?  After: How did you feel? What were you thinking?  Discuss your B, D, A with your group and your answer (Your group will be people with the same number).

10 Carol Dweck- Stanford University

11 Dweck’s findings: Two Mindsets Fixed mindset:  Intelligence and talent - fixed  Innate talent creates success  Effort will not make a difference  You either get it or you don’t  LOOK GOOD AT ALL COSTS Growth mindset:  Intelligence can be developed  Brains and talent are just the starting point  Enjoy effort and process of learning  You can always grow and learn  LEARN AT ALL COSTS

12 Brain Peaks! Fixed  Right or Wrong? Growth Right or Wrong…Why? Fixed mindset brains peak when they hear right or wrong. Growth mindset brains are not as concerned about knowing right or wrong, but WHY.

13 Fixed Mindset Response: Helpless When faced with failure or challenge, people with a FIXED mindset: Do not pay attention to learning information Get depressed, lose self-esteem Say to themselves they’ll think ‘I am stupid Under-represent past successes and over- represent failures (I never do things right) Explain the cause of events as something stable about them. (I am ALWAYS this way!)

14 Growth Mindset Response: Mastery When faced with failure or challenge, people with a GROWTH mindset: Pay attention to learning information, and do better on future tests. Focus on what they are learning, rather than focusing on how they feel. Try out new ways of doing things. Use self-motivating statements such as ‘the harder it gets, the harder I try’. When faced with tests which are impossible to pass they will factor in other reasons and not blame their intellect (i.e. this test was beyond my ability for now).

15 Carol S. Dweck, Standford University Mindset: The New Psychology of Success “ The growth mindset confirms the new research which reveals that intelligence can be developed, and expertise can be built by means of deliberate practice.”

16 EFFORT IS ESSENTIAL! Brains do not grow neural connections magically; they grow them by hard work and perseverance.

17 Mindset Review Related to your belief about ability Creates a whole mental world for you to live in Fixed mindset – ability cannot change Growth mindset – ability can change (grow)

18 Begin to notice - What messages do we allow into our brains?  Our teachers?  Our parents?  Our friends?  Ourselves??? Messages and thoughts affect the chemicals in our brains… More to come in our book club discussions…..

19 EDMODO   Teachers & Administrators will sign up as teachers or use their existing accounts  Community members and parents will set up a student account  We will send you the password to use to join our site after tonight’s meeting.  If you have any issues with Edmodo,

20 How does a GROWTH Mindset relate to Assessment?

21 ON TARGET A Growth Mindset Can all students learn at high levels? YES We can measure growth at each level and intervene to make a difference. (student to district level) We are in the business of continuous improvement. Carol Dweck - Mindset

22 ON TARGET College and Career Readiness Timeline Academic Timeline (MAP and EPAS) See Assessment Calendars & MAP Guidelines Formative assessments/Common Assessments Intervention data (progress monitoring) Persistence to Graduate Tool (PTGT) Gallup Poll Data

23 ON TARGET Reflection Required Teachers reflect Students reflect Administrators reflect

24 ON TARGET OUR COMMITMENTS TO THE CLASSROOM Clearly define and communicate what we commit to in every classroom:

25

26 Achievement - elementary and middle school students’ scores are labeled as novice, apprentice, proficient or distinguished. KY's goal is 100% proficiency for all students. At high school, achievement is based on end-of-course exams and an on-demand writing test. GAP- Schools compare test results for African-Am, Hispanic, Native Am, special ed, low income, and ELL, combined into one gap group, to the results for others students who aren’t in those categories. Growth - A statistical program measures how much students’ scores are improving from one year to the next. Students are only compared to their academic peers (those who started at the same point). College/Career Readiness- Schools and districts will provide information about how many students are C/C ready based on scores Graduation Rate- how many students graduate within four years of high school.


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