1. PERSONALIZED INSTRUCTION, AND COLLEGIAL LEARNING Academy of Pacesetting States July 19-24, 2009 Princeton, New Jersey 1

2. Next Steps – Report Be prepared to give a summary of your team’s response to the Next Steps in ---Instructional Delivery Classroom Culture in the fish bowl. For those outside the fish bowl, you will have the opportunity to question (the fish). 2

3. Day 3 Objectives  Review systemic practices for monitoring students’ progress, and communicating with parents  Explore opportunities to personalize instruction  Examine additional collegial learning experiences 3

4. Indicators Monitoring and Reporting Progress  IIIA06  IIIB06 4

5. Monitoring and Reporting Progress  Student learning evaluated on an ongoing basis  Teachers use their knowledge  Student work can be checked, and given immediate feedback  Progress is recorded  Parents are informed with meaningful reports 5

6. 6 Buzz Groups What has been your experience…  How do teachers keep track of each student’s mastery of specific objectives.  Do they use this information to adjust individual assignments?  How do teachers report to parents about their children’s mastery of standards-based objectives?

7. Class Progress Chart 1. Unit pre-test determines mastery of objective for each student 2. Teacher records pre-test results, and 3. Identifies the leveled learning activity to assign each student during Work Time 4. Identifies areas to focus instruction in Teacher- directed small group 5. Helps keep track of whole class progress throughout the Unit of Instruction 7

8. Student Learning Report Sent home to parents/guardians…  to report student’s progress in meeting aligned objectives  at the end of the unit, or a grading period (i.e., with the report card)  and used to support discussions at conference time 8

9. Next Steps Complete your Instructional Specialists’ Next Steps – Monitoring and Reporting Progress 9

10. Personalizing Instruction  Instructional Modes in the classroom  Homework  Communicating with parents  Student Learning Plans 10

11. Indicators Student-Directed Group or Individual IIIA28; IIIA31-33 Computer-Based Instruction IIIA35; IIIA40 Parent Communication and Homework IIIB01-03; IIIB06 11

12. Think – Jigsaw Activity What are the opportunities to personalize instruction?  Instructional Modes Student-Directed Groups: Peer learning, Cooperative Independent Work Computer-Based  Homework and Communication with Parents 12

13. Know Why Student Learning Plans?  Bring the planning to the classroom, and into the hands of the students  Vehicle for bringing each student into proper relationship with content  Enable students to become increasingly responsible for monitoring their progress  Give the teacher the flexibility to adjust instruction with monitoring, and interaction 13

14. After the Unit Pre-Test  Results provide the teacher with a beginning point for each student  Each student’s level of mastery is recorded (i.e., Class Progress Chart)  Teacher determines the flexible grouping patterns, and identifies the level where each student should be working (Learning Plan Grids are the toolbox!) 14

15. Work Time  Marked Student Learning Plans  Students’ work is guided by their SLP  Teacher is working in small groups, tutoring individual students, monitoring student mastery in activities  Student Learning Plans can be adjusted “on-the- spot”, as needed 15

16. What’s on it? How should it look?  Differentiated activities identified by mode (thanks to the planning!)  Varies according to subject, grade level, teacher preference  Student Learning Plan rubric, pg 28 in session manual 16

17. 17 Student Learning Plan Participant’s Name: ________________________________School Name: ________________________________ Pre-Test Date: _____________Post Test Date: _______________Subject: ________________________ Standards/Indicators Codes: _______________ Unit of Instruction Code: ______________ Week of: ______________ SequenceIndependent ActivitiesMode of InstructionHomeworkTeacher Check Activity Number and Title (Check)Activity Number and TitleInitial/Date 1__P __T __E __Other CB___ SD___ TD___ __P __T __E __Other 2__P __T __E __Other CB___ SD___ TD___ __P __T __E __Other 3__P __T __E __Other CB___ SD___ TD___ __P __T __E __Other 4__P __T __E __Other CB___ SD___ TD___ __P __T __E __Other

18. Why is it (the SLP) important?  Inventory System that organizes and displays curriculum  Student Plan that provides opportunity for individualization and flexibility  Record Keeper that helps students self-monitor, and assists with teacher/student communication  Communication tool between school-home 18

19. Show - Next Steps Task Card: Task #5 during Work Time 19

20. 20 Work Time Tasks Task #1 Small Group 20 Task #2 Student- directed Task #3 Independent Task #4 Partner Task #5 State Team

21. Fluid-grouping rotations with self-scheduling* Independent Teacher Student- directed Partner OneTask #3*Group 1 Task #1 Group 4 Task #2 Task #4* TwoTask #3*Group 2 Task #1 Group 3 Task #2 Task #4* ThreeTask #3*Group 3 Task #1 Group 2 Task #2 Task #4* FourTask #3*Group 4 Task #1 Group 1 Task #2 Task #4* FiveAll Task #5 21

22. Cool down… 22

23. COLLEGIAL LEARNING “The star teachers of the twenty-first century will be those who work together to infuse the best ideas into standard practice.” James W. Stigler & James Hiebert from The Teaching Gap 23

24. Collegiality  Adults in school talk about practice  Adults in school observe each other  Adults in school work on curriculum  Adults in school teach each other what they know (Judith Warren Little, 1981) 24

25. Indicators Professional Development  IF04-05 Classroom Assessment  IIB03-05 Periodic Assessment  IID08-11 25

26. Examining data to support student learning Where’s the data? Who has the data? What does that data say? How can we use this data? The Student Profile helps to clarify the purpose of achievement through the scope of looking at the whole child. 26

27. Manual review  Read the top of page 13 in manual 2.  Consider the Think, Write, Share prompts, and then continue reading about a Student Profile at the top of page 14. Review the example of a profile, page 15.  What is your reaction or experience with this profile? How is it beneficial to a team in reference to collegial learning?  Next Steps: Instructional Leaders, page 17 27

28. Collegial coaching to hone instructional skills In fact, a profession is created not by certificates and censures but by the existence of a substantive body of professional knowledge, as well as a mechanism for improving it, and by the genuine desire of the profession’s members to improve their practice.” Stigler & Hiebert, 1999 28

29. Collegial Coaching  Strengthens an environment of trust  Increases interdependency  Values coaching qualities  Develops communication guidelines  Invites observation opportunities  Identifies a time for reflection and discussion, before and after observation 29

30. Manual review  Do a quick review of pages 27 and 28 in manual 3.  In your group, do a Think & Share with the Observation and Discussion Instrument for Collegial Coaching on pages 29-30.  Use the Instructional Leaders’ Next Steps on page 31 for discussion prompts, as needed. 30

31. Day 3 Objectives  Review systemic practices for monitoring students’ progress, and communicating with parents  Explore opportunities to personalize instruction  Examine additional collegial learning experiences 31

32. Session Closing  Questions and remarks  Complete your Next Steps - Collegial Learning and Collegial Coaching in the academy workbook for planning preparation.  Day 4 information Thank you! Have a great evening! 32