2. Meet Your Facilitators! Diane Johnson Instructional Supervisor, Lewis Co. Schools Regional Teacher Partner, P-12 Math & Science Outreach Unit of PIMSER Kim Zeidler Watters Director, P-12 Math & Science Outreach Unit of PIMSER Debbie Owens Associate Director, P-12 Math & Science Outreach Unit of PIMSER Ann Booth Regional Teacher Partner, P-12 Math & Science Outreach Unit of PIMSER

3. www.uky.edu/P12MathScience P-12 Mathematics & Science Outreach

4. P-12 Mathematics & Science Outreach

5. Roadmap for Today  Beginning a Professional Learning Community  What is our target?

6. SharePoint SharePoint is a Microsoft product utilized by UK that allows public access to various files, calendars, forums, and other collaborative items. Welcome Page: http://www2.research.uky.edu/pimser/p12 mso/Welcome/Welcome.aspx http://www2.research.uky.edu/pimser/p12 mso/Welcome/Welcome.aspx

8. Meeting Resources

9. Calendar

10. Other Features Announcements Surveys Discussion Boards Photos Links Contact Jessica Dutzy with questions or problems at 859-257-3706 or at jessicadutzy@uky.edujessicadutzy@uky.edu

11. Select a postcard that resonates with you when you think about school improvement. Form a groups of 4-5 with at least one science MT candidate in your group. Gather introductory information from each other – name, district/school, teaching assignment, years experience, family information…and close with why they chose that card. Introduce each other to the whole group. Getting to Know You…

12. Traits of a Master Teacher Placemat Activity

13. Traits of a Master Teacher Nice to HaveCritical to Have

14. How Students Learn Has its roots in the report of the Committee on Developments in the Science of Learning, How People Learn, Brain, Mind, Experience and School (National Research Council, 1999, National Academy Press.

15. Key Principles Preconceptions Understanding (factual knowledge, conceptual framework, retrieval and application) Metacognitive

16. How Students Learn: History, Math, and Science in the Classroom Reading Assignment for April Math: Chapter 1, 5, 8 in How Students Learn Complete the reading guide Science: Chapter 1, 9, 12 in How Students Learn Complete the reading guide

17. Imagine that you are on trial for your life for a crime that you did not commit. The jury – your students. Will they be able to weigh evidence, examine conflicting views, recognize bias? We want to graduate students who are jury ready! Tony Wagner

18. Effective Instruction I can determine key criteria for defining effective instruction. I can identify rigor in the classroom.

19. What is effective instruction? If good instruction is the key to student achievement, what is good instruction? How do you provide teachers feedback on their instruction, if there is no consensus in your school for what “good” instruction is?

20. A “Theory of Change” Students’ will not meet the performance standards for success in college and work unless and until teaching improves. More academic content standards, more testing, smaller schools, etc. do not, by themselves, improve teaching or students’ skills. Teachers working alone, with little or no feedback on their instruction, will not be able to improve significantly—no matter how much professional development they receive. The challenge of change leadership is to create a “system” for continuous improvement of instruction and supervision— rooted in a common vision of effective teaching, which is rigorous, relevant, and based on respectful, trusting relationships (the new 3 R’s)

21. THE NEW WORK: 7 DISCIPLINES FOR STRENGTHENING INSTRUCTION 1. The district or school creates understanding and urgency around improving ALL students’ learning for teachers and community, and they regularly report on progress. – Data is disaggregated and transparent to everyone. – Qualitative (focus groups & interviews) as well as quantitative data is used to understand students’ and recent graduates’ experience of school. 2. There is a widely shared vision of what is good teaching which is focused on rigor, the quality of student engagement (relevance), and respectful, caring relationships for all students. – Either developed by the district or by the school 3. All adult meetings are about instruction and are models of good teaching.

22. 7 DISCIPLINES FOR STRENGTHENING INSTRUCTION Cont. 4. There are well-defined performance standards and assessments for student work at all grade levels. Both teachers and students understand what quality work looks like, and there is consistency in standards of assessment. 5. Supervision is frequent, rigorous, and entirely focused on the improvement of instruction. It is done by people who know what good teaching looks like. 6. Professional Development is primarily on-site, intensive, collaborative, and job-embedded and is designed and led by educators who model best teaching and learning practices. 7. Data is used diagnostically at frequent intervals by teams of teachers to assess each student’s learning and to identify the most effective teaching practices, and teams have time built into their schedules for this shared work.

23. Teaching Video Discussion 1 http://www.gse.harvard.edu/clg/news1a.html#video 1.Was this an effective lesson? (Before discussion, place the grade (A—F) you’d give this lesson on a post-it note to be collected) 2.After your post-it has been collected, quickly jot down the criteria you used for determining your grade. 3. Discuss with a partner your criteria for determining the effectiveness of the lesson

24. “Reinventing” What & How We Teach: The New 3 “R’s” for the 21 st Century RIGOR  ??? RELEVANCE  Helping students to understand why something is important to learn  Fostering curiosity & life-long learning by providing students opportunities to explore learning that is personally relevant to them RELATIONSHIPS/RESPECT  Students won’t learn or work hard for teachers who do not respect them  You can’t motivate a student you don’t know

25. Defining “Rigor”: Some Essential Questions What is rigor? What are teachers doing in a more rigorous classroom? What are students doing? What kinds of student work would be evidence of rigor? How might the definition of rigor be changing in an “information glut” world— what will be expected of our students?

26. Excellent Instruction: A Point of View Excellent instruction is less about what a teacher does (inputs) and more about what students can do and know as a result of the lesson (results). In assessing the quality of a lesson, performance standards are much more important than content standards. Performance standards for students must be benchmarked to what will be expected of HS graduates

27. Benchmarking Rigor: Work/College Skills Public Agenda Foundation “Reality Check” 2002 http://publicagenda.org/specials/rcheck2002/reality5.htm

28. Benchmarking Rigor: Employers View of What is Needed What skills are most important for job success when hiring a High School graduate? (2006 Partnership for 21 St Century Skills) http://www.21stcenturyskills.org/documents/FINAL_REPORT_PDF9-29- 06.pdf Work Ethic80% Collaboration75% Good Communication (oral & written)70% Social Responsibility63% Critical Thinking & Problem Solving58%

29. Benchmarking Rigor: Employers View of What is Needed Of the High School Students that you recently hired, what were their deficiencies? Written Communication81% Leadership73% Work Ethic70% Critical Thinking & Problem Solving70% Self-Direction58%

30. Benchmarking Rigor: Employers View of What is Needed What skills and content areas will be growing in importance in the next five years? Critical Thinking78% I.T.77% Health & Wellness76% Collaboration74% Innovation74% Personal Financial Responsibility72%

31. Benchmarking Rigor: College View of What is Needed College professors’ views of the skills students lack: 70% say students do not comprehend complex reading materials 66% say students cannot think analytically 65% say students lack appropriate work and study habits 62% say students write poorly 59% say students don’t know how to do research 55% say students can’t apply what they’ve learned to solve problems 2005 Achieve Inc. http://www.achieve.org/files/pollreport.pdf

32. More Important Than Academic Content: The Competencies That Matter Most for College From research conducted by David Conley on “College Knowledge”: Writing Reasoning Analytic Thinking Problem-solving http://ceprnet.uoregon.edu The Collegiate Learning Assessment—an online performance assessment of these core competencies: http://www.cae.org/content/pro_collegiate.htm#

33. Recent Grads Summary of What They Need Writing skills Study skills and time management Research skills Study group experience What would your graduates say?

34. Rigor in The Classroom: 5 “Habits of Mind” Learning to Ask The Right Questions Weighing Evidence – How do we know what’s true and false? What is the evidence, and is it credible? Awareness of Varying Viewpoints – What viewpoint are we hearing? Who is the author, and what are his or her intentions? How might it look to someone with a different history? Seeing Connections/Cause & Effect – Is there a pattern? How are things connected? Where have we seen this before? Speculating on Possibilities/Conjecture – What if? Supposing that? Can we imagine alternatives? Assessing Value—Both Socially and Personally – What difference does it make? Who cares? So what? www.missionhillschool.org

35. Teaching Video Discussion 2 “Calibrating Rigor” 1. How would you assess the level of rigor in this lesson (low, medium, high)? 2. What is your evidence for this assessment?

36. “Greater rigor doesn’t happen at the high school level; greater rigor begins in first grade.” – Rick Stiggins

37. Content Break-out Sessions Ann Booth- Math Facilitator Matrices Diane Johnson- Science Facilitator Density

38. Review  Professional Learning Community  What is our target?

39. Reminder Complete the reading assignment in How Students Learn and the reading guides.