Common Core Summit February 19, 2014

Session Goals Reflect on the day’s sessions; Discuss leadership strategies for implementation; Learn more about resources.

Kathleen Sciarappa, EdD Facilitator Background Principal (25 years) NAESP NHASP Plymouth State University University of Pennsylvania Consultant Mimi

States Compared Geography

Our States LA WildlifeNH Wildlife

Our States Language

Our States Economics

Our States Motto

Terminology Southern Graciousness Stroll

Information Frenzy

Morning/Lunchtime Stroll Find a partner… Chose A/B; Acknowledge the “stop” signal; Partner A recalls for 60 seconds; Partner B recalls for 60 seconds; Partner A recalls for 30 seconds; Partner B recalls for 30 seconds;

The Stop Signal

Detractors Too much federal control Minimal public engagement Raises bar so much school isn’t fun Pressure on teachers Score declines expected Leads to “cookie cutter” teaching Not field tested

Non-Negotiables Teach to Common Core “How” flexibility Assessments

Paper Folding

Block I

Change is Good… You Go First

Which Resonate? Change what needs changing, not what’s easy Re-recruit your best people Forget for success Focus on strengths Remove barriers It all starts with belief Simplify your message Let your actions speak Celebrate success Measure results Set the stage for innovation Stand with them, not above them Reinforce, reinforce, reinforce

Block II: Immediate Action

Elevator Talk: Your 3 Key Points

Block II: Talk & Action

Common Core Vision

NAESP Checklist Leadership, Awareness Building, Communication Professional Development for Teachers Implications for Student Learning Capacity Building Special Considerations Key StrengthsFocus for Improvement

Block IV: The Vision

Teachers and the Common Core

Common Core and Teachers Will I be fired? – Teachers – Principals/assistants Training is a must Continuous PD Fully aligned-how long will it take? Veteran teachers Principal longevity

Supervision and Evaluation

Questions Sheet Questions to Get Things Started What were you expecting to……? How aware were you of ……? What experiences have you had with….? What was the basis for the action you took on….? What led you to draw the conclusion or make the decision that you did on ….

Coaching

Parents “Three Minute Video Explaining the Common Core State Standards”

Block III: Longer Range Action

Kids in the Thinking Game

Academic Rigor Rubric

Annotated Bibliography

Rigor: Background Information ©NAESP 2013

Mid Continent Research for Education and Learning (McREL) Expectations “Our Kids” Warm Demanders Source: Stupski Foundation, Pedagogy 72 page report

Rubric Framework: High Expectations Metacognition Solving Deep Problems understanding Higher level thinking ©NAESP 2013

Set Goals and Monitor Instruction Beginning (1) Developing (2) Accomplished (3) Exemplary (4) STUDENT RESPONSES: SET GOALS AND MONITOR INSTRUCTION Students do not set goals related to the class’s content and skills. Students may refer to goals that they have set previously. Goals that students set during the period may or may not be appropriate. Most students set appropriate goals. Not only do students set goals related to the class’s content and skills and monitor progress towards those goals, but they also discuss that progress with their teacher and peers.

Barbara Blackburn & Ron Williamson ©NAESP 2013

Name It, Claim It, Explain It Source: Barbara Blackburn ©NAESP 2013

Learning Walks with a Twist Source: Barbara Blackburn ©NAESP 2013

Honor Fede

Oasis in Your Day

You Are Appreciated!