Network Team Institute May 13-16, 2013 Day Two General Session EngageNY.org
Guskey’s Levels of PD Eval Did they like it? Did they learn it? Did they have or establish policies/ systems to support effective implementation? Did they implement with quality and fidelity? Did it impact student achievement? EngageNY.org
Did you like it? Relevant? Useful info? 425% eve ELA: 100% Math: 98% EngageNY.org
Did you like it? Balance? Pacing? Enough time? ELA: 81% Math: 95% Eve: 100% Pacing? ELA: 73% Math: 84% Eve: 87% Enough time? All: 75% EngageNY.org
What’s working? Collaboration w/ other districts Grade level/ grade band breakouts Differentiation for new people Materials Practice w/ materials Engaging presenters EngageNY.org
Even Better if… Temperature ELA – too much group process, not enough hands on module work Math – not enough group process, too much facilitator air time Concerns about corrections and timing Time! For ELLs, for thinking, for the modules Modules ahead of time EngageNY.org
Writing Standards Writing has a progression too! EngageNY.org
Instructional Shifts Demanded by the Core 6 Shifts in ELA/Literacy Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary 6 Shifts in Mathematics Focus Coherence Fluency Deep Understanding Applications Dual Intensity kate 8 EngageNY.org 8
ELA/Literacy Shift 5: Writing from Sources What the Student Does… What the Teacher Does… generate informational texts Make arguments using evidence Organize for persuasion Compare multiple sources Spending much less time on personal narratives Present opportunities to write from multiple sources Give opportunities to analyze, synthesize ideas. Develop students’ voice so that they can argue a point with evidence Give permission to reach and articulate their own conclusions about what they read Principal’s Role: Support , enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence from the text. EngageNY.org 9
Writing from Sources Subshifts Subshift A Work with sources Subshift B Grapple with complex text and content; leverage academic vocabulary Subshift C Emphasize questioning, Inquiry, and explaining understanding rather than defense Subshift D Follow inquiry process: questions, sources, information, scope and plan product Subshift E Use technology and other minds Subshift F Repeat EngageNY.org
Productive Inquiry A rigorous process… EngageNY.org