Professional Learning Update & Scorecard Department of Teaching & Learning Mark Dziatczak Jennifer Gottlieb January 10, 2017 Frequently, presenters must deliver material of a technical nature to an audience unfamiliar with the topic or vocabulary. The material may be complex or heavy with detail. To present technical material effectively, use the following guidelines from Dale Carnegie Training®.   Consider the amount of time available and prepare to organize your material. Narrow your topic. Divide your presentation into clear segments. Follow a logical progression. Maintain your focus throughout. Close the presentation with a summary, repetition of the key steps, or a logical conclusion. Keep your audience in mind at all times. For example, be sure data is clear and information is relevant. Keep the level of detail and vocabulary appropriate for the audience. Use visuals to support key points or steps. Keep alert to the needs of your listeners, and you will have a more receptive audience.

Professional Learning Fall 2016 Sessions District-wide 8/30 – 9/1 District-wide Half Day 9/28 District-wide Half Day 10/26

Survey of Educators Simple Online Survey Focus on District-wide Professional Learning 463 Participants with 230 Open-ended Comments 54% Response Rate

Survey Foundation – OneTroy Professional Learning Standards

What is your role in the Troy School District? 175 116 130 16 25

S4 - The professional learning offerings connected to my classroom practice. 123 244 51 33 5 80% +

S5 - The goals of the sessions were made clear to participants. 127 243 57 25 6 81% +

S7 – Sessions provided me with an opportunity to collaborate with colleagues. 167 201 41 46 3 80% +

S9 - The sessions included discussion of “high level” or “deep” standards for student learning. 106 218 74 53 5 71% +

S11 - Sessions provided active learning environments for educators versus a “sit and get” lecture-style. 106 225 88 32 9 72% +

S10 - Sessions centered around actual student learning via discussion of student learning outcomes/tasks or review of actual student work. 98 216 82 54 7 69% +

S15 - Educators have a voice in the work performed at the professional learning sessions. 93 201 75 64 24 64% +

S13 - Facilitators kept promises with respect to session goals, timelines, and feedback commitments. 127 259 44 25 3 85% +

The structure of time during professional learning sessions permitted sufficient opportunity to accomplish session objectives. 65 224 87 14 63% +

The organizers of the sessions invested quality time to plan successful opportunities for educators. 174 207 54 21 4 83% +

Interactions with grade level/content area colleagues have been beneficial and have positively impacted my professional practice. 181 193 51 26 7 82% +

Participant Comments (6/230) “Maybe schedule all sessions at early elementary schools so that it will be easier to make it on time.” “We would strongly appreciate having more days built in to our work day calendars. We have just begun to develop the connections as professionals and with regard to the creation of deepening learning for all students. Thank you for this year's activities and please, please, please add more time!”

Participant Comments (6/230) “I believe the educators not included in (other) CAT days are at a severe disadvantage on professional learning days. The comfort level with goals, strategies and "lingo" are apparent.” “Skip the One Troy thing and let teachers work together as they see fit in their buildings.” “More PD should be built into the calendar.” “I thought it was one of the best PD sessions ever! World Class By 2020!”

Conclusion Department of T&L working hard to deliver high quality, student learning centered professional learning Teachers are positively receiving changes in structure and content Opportunities exist to enhance structure of sessions and increase professional learning time Continue to work collaboratively with educators to exceed professional learning standards

Teaching & Learning Scorecard T & L Goals for 2016-17 Ensuring ambitious outcomes for all Sustaining a Teaching & Learning Network (Content Area Teams – CAT)

Foundations of the T & L Goals A Guaranteed and Viable Curriculum A guaranteed curriculum – Gives students access to the same essential learning regardless of who is teaching the class A viable curriculum – Can be taught in the time allotted

Foundations of the T & L Goals FACS August 30, 2016 Foundations of the T & L Goals “To ensure all students have an opportunity to master the same essential learning, school and district leaders must do more than deliver curriculum documents to teachers. They must engage every teacher in a collaborative process to study, to clarify, and most importantly, to commit to teaching the curriculum.” (DuFour, DuFour, Eaker and Many, 2010)

Teaching & Learning Scorecard Our Scorecard reflects our work toward these goals with three components: Content Area Team Facilitators Sustainable Leadership Network Guaranteed and Viable Curriculum

Content Area Team (CAT) Facilitators Special Education teachers have been strategically added to teams Teams with more than four teachers at a building have added an extra facilitator

Content Area Team (CAT) Facilitators ELD Specialists are included as facilitators on every elementary CAT Reading Specialists included as facilitators on every elementary ELA CAT

Content Area Team (CAT) Facilitators 81 High School CAT Facilitators 74 Middle School CAT Facilitators 183 Elementary School CAT Facilitators TOTAL = 338 Teacher Leaders engaged as CAT Facilitators

Sustainable Leadership Network Agenda Action Items Feedback from Building Teams

Sustainable Leadership Network As we implement Performance Assessments in the classroom, teachers collaboratively analyze student work to further clarify our Ambitious Outcomes and to determine ways to meet the needs of all learners

Sustainable Leadership Network Our non-core departments have been engaged in this work on our district PD days

Sustainable Leadership Network Artifacts to support our scorecard are archived in OneDrive

Sustainable Leadership Network

Sustainable Leadership Network 158 CAT Facilitator Meetings in 2016-17 Agendas carefully crafted Action items for follow up back at the building Feedback from building teams informs CAT Facilitator work Student work plays a critical role

Guaranteed & Viable Curriculum Ambitious Outcomes What do we want all students to learn? Performance Assessments How will we know if each student has learned it?

Guaranteed & Viable Curriculum Unit At A Glance document serves as a reminder of collaborative discussions about what we want students to learn and how we will know if they’ve learned it

Guaranteed & Viable Curriculum In science, we are working through the implementation of our new standards

Guaranteed & Viable Curriculum Our elementary specials CATs are just getting started

Guaranteed & Viable Curriculum In elementary math, we are beginning to extend the collaborative dialogue to answer the question, “What do we do if they haven’t learned it yet?”

Guaranteed & Viable Curriculum Performance Assessments include Common Formative Assessments that Content Area Teams use to answer the following critical questions: Have students learned the Ambitious Outcomes? What interventions might best ensure learning? Where might we need to adjust our CAT units for a course?

Teaching & Learning Scorecard T & L Goals for 2016-17 Ensuring ambitious outcomes for all Sustaining a Teaching & Learning Network (Content Area Teams – CAT)