Supervising Instruction for Rigor and Relevance 2005 Model Schools Conference

Richard D. Jones Ph.D. Senior Consultant International Center for Leadership in Education

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Supervising Instruction for Rigor and Relevance 2005 Model Schools Conference

You are what you eat  Fruit Juice  Bread, Cereal  Meat, Dairy, Eggs

You are what you eat  Morning  Bread, Cereal  Meat, Dairy, Eggs

You are what you eat  Morning  Afternoon  Meat, Dairy, Eggs

You are what you eat  Morning  Afternoon  All Day

Sometimes, merely telling teachers to “think outside the box” is not enough.

An instructional leader stimulates innovation and risk-taking.

Fullan and Steigelbauer "Educational change depends on what teachers do and think - it's as simple and as complex as that."

Rigorous and Relevant Learning

Rigor

Relevance My only skill is taking tests.

All Students

Supervising Rigorous and Relevant Learning Map the Route Prepare Everyone Enjoy Being There Monitor Frequently What Leaders Do

Map the Route - Define priorities, map to standards, articulate, standard assessments, student data Supervising Rigorous and Relevant Learning What Leaders Do

Evidence of Standards Alignment  School culture that emphasizes standards  Local priority skills and knowledge  Local curriculum frameworks  Curriculum Maps  Crosswalk between CTE/ARTS and Academics

Evidence of Standards Alignment  District/School Improvement Plans  Teacher Instructional Plans  Local Assessments  Instructional Improvement Priorities  Academic Intervention Services  Rigorous Relevant Instruction

Data - driven Decisions Data - driven Decisions

What are Data-driven Decisions?  It is more than looking at student test scores?

What are Data-driven Decisions?  It is objective criteria for determining what you teach?

Planning Instruction

Data-driven Checklist Activity

Map the Route - Define priorities, map to standards, articulate, standard assessments, student data Prepare Everyone - Help teachers define Rigor/Relevance and communicate what students will learn Supervising Rigorous and Relevant Learning What Leaders Do

International Center for Leadership in Education, Inc. Curriculum Matrix

Teachers struggling to teach an overloaded curriculum!

34 How do you use the Curriculum Matrix? Determine priority standards Have objective data on community expectations Simple reference as to what is tested Agenda for conversation focus learning

International Center for Leadership in Education, Inc. Rigor/Relevance Framework

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

Knowledge Taxonomy

1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

Managing Resources Knowledge Taxonomy 6Evaluate spending habits of spouse 1Identify money 2Explain values 5Set goals based on budget 4Match expenses to budget 3Buy something within budget

Basic Nutrition Knowledge Taxonomy 6Appraise results of personal eating habits over time 5Develop personal nutrition goals 4Examine success in achieving nutrition goals 3Use nutrition guidelines in planning meals 2Explain nutritional value of foods 1Label food by nutritional groups

Application Model

Acquisition of knowledge Application Action Continuum

Application Model 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations

Managing Resources 1Know money values 2Solve word problems 3Relate wealth to quality of life 4Prepare budget 5Handle lottery winnings Application Model

Basic Nutrition Application Model 1Label food by nutrition groups 2Rank foods by nutritional value 3Make cost comparison of foods considering nutritional value 4Develop nutritional plan for a health problem affected by food 5Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters

Application Model 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations

12345 Application Knowledge Rigor/Relevance Framework

1. Recall Knolwedge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 1. Knowledge of one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations KnowledgeApplication

Rigor/Relevance Framework

A B C D

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework RightAnswer Did Students Get it Right? RationalAnswerRightQuestions RightProcedure High Low

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherControlled Control TeacherDirectedStudentControlled ExternallyDirected High Low

Skill Skill Identify, collect or sort pertinent information while reading.

Quadrant A Read a science experiment and identify the necessary materials to perform the experiment.

Quadrant B Locate and read current articles on biotech.

Quadrant C Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.

Quadrant D Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

Rigor/ Relevanc e Handbook

Rigor/Relevance Reflecting on Teaching Activity

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

Benefits of Using Rigor and Relevance? Better prepare students for future work Way to focus student learning on priority standards Ensure student achieve standards Align curriculum, instruction and assessment Prepare for state tests Increase student interest and motivation

Rigor/Relevance Framework and Assessments

Low High LowHigh Traditional Tests Performance Rigor/Relevance Framework

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Extended Response Extended Response Product Performance Product Performance Primary Assessments Rigor/Relevance Framework Portfolio Portfolio Product Performance Product Performance Interview Interview Self Reflection Self Reflection Process Process Performance Performance Product Performance Product Performance Multiple Choice Multiple Choice Constructed Response Constructed Response

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

NYS Math Question A

NYS Math A Question June 2002 C

NYS Math A Question June 2003 D

Sample Question B January 2005

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B DC NY Math A 26% 42% 10% 22%

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B DC MEAP HS Math 12% 42% 15% 31%

R/R and Assessment Determine the level of Rigor and Relevance on state tests. Develop your tests to parallel state tests when preparing for them. Use performance assessment when you want Quadrant D achievement Keep level of assessment consistent with expectation for performance. Let students know assessment in advance

Revised Staff Development Kit

Map the Route - Define priorities, map to standards, articulate, standard assessments, student data Prepare Everyone - Help teachers define Rigor/Relevance and communicate what students will learn Enjoy Being There - Make frequent observations of students, take an interest Supervising Rigorous and Relevant Learning What Leaders Do

Map the Route - Define priorities, map to standards, articulate, standard assessments, student data Prepare Everyone - Help teachers define Rigor/Relevance and communicate what students will learn Enjoy Being There - Make frequent observations of students, take an interest Monitor Frequently - Ask Questions, stimulate reflections, add clarity and focus, review the data Supervising Rigorous and Relevant Learning What Leaders Do

“Teaching is only as good as the learning that takes place.”

Raising the Level of Rigor and Relevance

RIGORRIGOR RELEVANCE A B D C Increasing Rigor/Relevance High Low

Challenging Assessments Interdisciplinary Instruction Reading in the Content Area Relationships Use of Technology New Teaching Ideas Peer Teaching Observations Action Research Continuous Professional Development Increasing Rigor and Relevance

Rigor/Relevanc e and Instructional Strategies

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Activities Projects Problems

Sequencing Learning Launching activity Launching activity Teacher Procedure Teacher Procedure Student Work Student Work Extending the Learning Extending the Learning

Suggestion for Sequencing Learning Don’t always start in Quadrant A Don’t always start in Quadrant A Consider starting with real world problems Consider starting with real world problems Use inquiry for launching activities Use inquiry for launching activities Use variety of individual and group student work Use variety of individual and group student work Make each part of learning experience important Make each part of learning experience important

Rigor/Relevance Checklist for Teaching and Learning Activity

Lesson Design Teacher Behavior Student Behaviors Classroom Environment Checklist for Teaching and Learning

“Change in teaching practice will not come from policy or mandate, but from thoughtful questions and reflection.”

Questions The Key to Good Communication

Questions ä Engage conversation ä Change the direction ä Stimulate thought and reflection ä Highlight knowledge gaps

Asking Questions What are students learning? What is the level of Rigor and Relevance? How do you measure student learning and provide feedback? How you adjust learning opportunities for student differences?

Lovers never send form letters.

Supervising Rigorous and Relevant Learning Map the Route Prepare Everyone Enjoy Being There Monitor Frequently What Leaders Do

International Center for Leadership in Education, Inc. Richard Jones Senior Consultant 1587 Route 146 Rexford, NY Phone (518) Fax (518)