Secondary District Professional Development October 14, 2011 Welcome! Please put on a name tag with your name and school, find any open seat and introduce yourself to colleagues around you. Set up your computer. Boulder Valley School District Excellence & Equity

Introductions 1.In grouping #1, share the following: Name, school location, how long in BVSD, other courses taught 2.In grouping #2, describe the best professional development you’ve ever experienced 3.In grouping #3, share the following: What have you heard so far about Common Core State Standards, Colorado State Standards or about BVSD’s revised Curriculum Essentials Document? Boulder Valley School District Excellence & Equity

Today’s Agenda Boulder Valley School District Excellence & Equity 8:00 – 8:15Introductions 8: :25Establish Norms 8: :35Best Hopes and Biggest Roadblocks regarding the teaching the AP/IB Curriculum 8:35 – 11:15Review revised IB/AP standards (if applicable), share instructional strategies and assessment tools to begin unit planning 11:15-11:30Personal Reflection and Feedback to Planning Team

Secondary District Professional Development October 14, 2011 Objectives for today’s meeting: Get to know each other and practice working as a Professional Learning Community (PLC) Explore the standards for IB/AP courses Set the stage for planning draft tools and sharing resources aligned to the CEDs Boulder Valley School District Excellence & Equity

Outcomes/Expectations List of norms that will be used for this meeting and the April 20, 2012 meeting Current or new IB/AP standards Planning next steps Personal reflection (3-2-1) and feedback to planning team on a Scantron form Boulder Valley School District Excellence & Equity

Norms Teaching is increasingly a collective task. Teacher collaboration occurs both horizontally across grade levels, teams and content areas and vertically as the work of teachers feeds year to year achievement. To collaborate means to share knowledge, skills, questions and concerns with engaged colleagues and act in student interests. This is done through Reflective dialogue. How school people talk may be as important as what is talked about. To dialogue is to inquire, examine assumptions, and generate new thinking in an atmosphere of seeking to understand. To talk together about important things creates communities committed to each other and to shared action. Boulder Valley School District Excellence & Equity

NORMS OF COLLABORATION Putting Inquiry at the Center Exploring perceptions, assumptions, beliefs, and interpretations promotes the development of understanding. Inquiring into the ideas of others before advocating for one’s own ideas is important to productive dialogue and discussion. Pausing Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion, and decision-making. Paraphrasing Using a paraphrase starter such as “So...” or “As you are...” or “You’re thinking...” and following the starter with an efficient paraphrase assists members of the group in hearing and understanding one another as they converse and make decisions. Probing Using gentle open-ended probes or inquiries such as “Please say more about...” or “I’m interested in...” or “I’d like to hear more about...” increases the clarity and precision of the group’s thinking.

Placing Ideas on the Table Ideas are the heart of meaningful dialogue and discussion. Label the intention of your comments. For example: “Here is one idea...” or “One thought I have is...” or “Here is a possible approach...” Paying Attention to Self and Others Meaningful dialogue and discussion are facilitated when each group member is conscious of self and of others, and is aware of what s/he is saying and how it is said as well as how others are responding. Presuming Positive Intentions Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue and discussion, and prevents unintentional put-downs. Using positive intentions in speech is one manifestation of this norm.

Best Hopes And Biggest Roadblocks Discuss “best hopes” and “biggest roadblocks” when teaching IB or AP courses (in pairs for 3 minutes) Share out (whole group) If not addressed today, add a note to the “parking lot” Boulder Valley School District Excellence & Equity

Standards and expectations for IB and AP math courses 1.Divide into groups by your course. 2.With your team, review the standards for your courses. 3.Are there new standards/concepts or skills? Boulder Valley School District Excellence & Equity

Share out your Instructional Strategies for two key concepts or skill areas 1.Each person on the team reports out on an instructional strategy, resource or materials for two key concepts or skill levels 2.Teams record ideas that each member of the group is willing to try this year Boulder Valley School District Excellence & Equity

Share out your Instructional Strategies for two key concepts or skill areas 3. Each team then reports out on the topic and one strategy that the group has agreed to try this year Boulder Valley School District Excellence & Equity

Next Steps Boulder Valley School District Excellence & Equity 1.As a course-level team, discuss what support you need to enhance your comfort with the new CED. 2.Begin planning your next steps in this process, from continuing to study the new CED to creating a draft tool that could be shared with others to make our collective work easier in August This could be a curriculum map, unit plan, lesson plan or assessment based on a GLE or a scaffold to support students to access the new GLEs and may be shared on April 20, 2012.

Individual Reflection and Feedback to Planning Team 1.Each person writes and then shares with a neighbor your 3, 2, 1 reflection. 2.Each person completes a Scantron feedback form. Boulder Valley School District Excellence & Equity

Boulder Valley School District Excellence & Equity