1. Music and Dance Back to School In-Service: Towards Performance Readiness District Learning Day Colonial Middle School 8:00 – 3:00 August 5, 2015

2. Feature Performance: Ovation “the role of contemporary music in the curriculum” and Keynote Address “Destination 2025: All IN!”

3. Breakout Session 1 Selecting High Yield Rehearsal Materials: Incorporating New and More Complex Musical Structures

4. Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

5. Objectives Know: How to select materials that will create efficiencies in targeting standards and drive high quality instruction. Understand: Teachers should understand that selecting quality literature begins with a set of standards and processes that can be used to maximize both time and student achievement. Be Able to Do: Apply a knowledge of processes and standards used to select rehearsal materials to select materials that will promote student engagement, discipline-specific literacy, and support student performance.

6. Do Now Take a sheet of paper and create a hypothetical scenario where you are addressing a potential area of concern in your ensemble. For example, intonation, performance of dotted rhythms, etc. Create a strategy to address your chosen area of concern. Include a timeline and rehearsal materials that will address the area of concern. Next: Think, Pair, Share!

7. What are the barriers to targeting specific deficiencies? Time Planning Aligning Resources

8. MODELING the Process: Intonation 1. How much time should I devote to this concept? (PRIORITY?) 2. I need to list the sequence of skills that need to be taught in order for the students to show growth. (PLANNING) 3. What knowledge do I need to effectively deliver instruction on this topic? (RESOURCES) 4. What materials will my students need to master this skill? (RESOURCES)

9. Reflection: MODELING INTONATION What resonated with you? What is similar to your current practice? What is different than your current practice? What are you going to change as a result?

10. Application Reading Session Does this piece of music address a current deficiency in the ensemble? Does this piece of music allow us to efficiently and effectively teach the concept? What will the process look like? What standard will we use to decide?

11. Reflection: Application What was easiest for you? What was most difficult? What else do you need to learn/do prior to applying to your classroom?

12. Revisit Objectives Know: How to select materials that will create efficiencies in targeting standards and drive high quality instruction. Understand: Teachers should understand that selecting quality literature begins with a set of standards and processes that can be used to maximize both time and student achievement. Be Able to Do: Apply a knowledge of processes and standards used to select rehearsal materials to select materials that will promote student engagement, discipline-specific literacy, and support student performance.

13. Next steps and activities for follow up This presentation is just part one of a two year cycle of professional development.

14. Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

15. Ticket Out the Door Register in My Learning Plan for upcoming professional development opportunities… WTSBOA, WTVMEA meetings Amro Back to School Inservices Engage in quality discussions with new directors and invite them to join your PLC for lunch.

16. Lunch PLC Agenda What strategies will you take away from this session that will take your group to the next level? What are the biggest challenges to implementing these new strategies? How does this session fit into Destination 2025?

17. District Contacts Dr. Dru Davison davisonpd@scsk12.org http://www.scsk12.org/uf/ci/music_dance.php www.scsmusicanddance.weebly.com

18. Breakout Session 2 Program Recruitment and Developing Student Leadership Navigating District Assessment Events

19. Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

20. Objectives Know: Teachers will know how to select recruiting processes that will yield high performing ensembles with high levels of retention. Teachers will also know several methods to develop student leadership.

21. Objectives Understand: Teachers should understand that focusing on program recruitment will positively affect the climate of the program. A focus will also be placed on understanding that developing student leaders can promote efficiencies within the program.

22. Objectives Be Able to Do: Teachers will be able to use varied methods of recruiting and student development techniques to support program goals.

23. Do Now THINK-PAIR-SHARE In a group of 3-4, discuss how you incorporate student leaders in your program. What selection process do you use to select leaders?

24. How does student leadership fit into overall program health? Natural Leaders Musical Leaders Social Leaders How do we cultivate each type of leader to offer systems of support for the organization?

25. MODELING Types of Leadership Selection Processes Attracting Leaders to Our Program Cultivating those Leaders Retaining those Leaders

26. Reflection: MODELING What resonated with you? What is similar to your current practice? What is different than your current practice? What are you going to change as a result?

27. Application Which process will work best for your organization? How will you decide if and when changes need to be made? How do you create a program that is meaningful and sustainable?

28. Reflection: Application What was easiest for you? What was most difficult? What else do you need to learn/do prior to applying to your classroom?

29. Revisit Objectives Know: Teachers will know how to select recruiting processes that will yield high performing ensembles with high levels of retention. Teachers will also know several methods to develop student leadership. Understand: Teachers should understand that focusing on program recruitment will positively affect the climate of the program. A focus will also be placed on understanding that developing student leaders can promote efficiencies within the program. Be Able to Do: Teachers will be able to use varied methods of recruiting and student development techniques to support program goals.

30. Next steps and activities for follow up Develop and implement a leadership selection process. Use the information discussed to define roles in your organization.

31. Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

32. District Contacts Dr. Dru Davison davisonpd@scsk12.org http://www.scsk12.org/uf/ci/music_dance.php www.scsmusicanddance.weebly.com

33. Closing Session- Whole Group Destination 2025: We Are All in This Together

34. Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

35. Objectives Know: Teachers will know the department’s priorities for professional development. A focus will be placed on reviewing student data systems using Gladis. This ensures a high quality balanced literacy approach to instruction and results in high levels of learning for all students across content areas. Finally, the session will close with a discussion on the district’s focus on developing a process for increasing discipline-specific literacy.

36. Objectives Understand: Teachers should understand that professional development will be centered on developing support systems and program health, developing standards based growth target strategies, and developing high yield pedagogy (complex tasks and materials). Teachers should also understand those procedures and processes for developing student data assessment products in Gladis. Within the framework of Gladis, teachers should understand the concepts of targeted learning objectives, purposeful sampling, and differentiation as they relate to portfolio construction.

37. Objectives Be Able to Do: Teachers will also be able to implement new strategies aimed at increasing the quality of student data systems. Teachers will finally be able to implement specific strategies aimed at increasing the quality of reading process, both in music literacy and discipline- specific literacy.

38. Do Now Where are you as a Gladis user? A beginner? Novice? Pro? Somewhere in between? Write down two questions that will help you improve collection and scoring (quality of student data systems).

39. How do we improve our student data systems? How do we incorporate the district’s Destination 2025 guiding principles into our student data systems?

40. MODELING Common issues with portfolios What is exemplary? How do you use the portfolio process to drive instruction throughout the year?

41. Reflection: MODELING What resonated with you? What is similar to your current practice? What is different than your current practice? What are you going to change as a result?

42. Application Constructing a Level 5 Artifact Collection Initial Planning- relates to standards Assessing the standard Creating a purposeful sampling Two points in time Scoring your collection

43. Reflection: Application What was easiest for you? What was most difficult? What else do you need to learn/do prior to applying to your classroom?

44. Closing Helpful websites https://sites.google.com/site/tnfineartsportfoliomodel/ home http://www.scsfineartsportfolio.weebly.com

45. Objectives Know: Teachers will know the department’s priorities for professional development. A focus will be placed on reviewing student data systems using Gladis. This ensures a high quality balanced literacy approach to instruction and results in high levels of learning for all students across content areas. Finally, the session will close with a discussion on the district’s focus on developing a process for increasing discipline-specific literacy. Understand: Teachers should understand that there is a priority for professional development over the next two years. Professional development will be centered on developing support systems and program health, developing standards based growth target strategies, and developing high yield pedagogy (complex tasks and materials). Teachers should also understand those procedures and processes for developing student data assessment products in Gladis. Within the framework of Gladis, teachers should understand the concepts of targeted learning objectives, purposeful sampling, and differentiation as they relate to portfolio construction. Be Able to Do: Teachers will also be able to implement new strategies aimed at increasing the quality of student data systems. Teachers will finally be able to implement specific strategies aimed at increasing the quality of reading process, both in music literacy and discipline-specific literacy.

46. Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

47. District Contacts Dr. Dru Davison davisonpd@scsk12.org http://www.scsk12.org/uf/ci/music_dance.php www.scsmusicanddance.weebly.com