Leadership I and II January 2013 Leveraging the Power of Creative Problem Solving

Systemic Expectations G Know our students G Ensure our students receive exemplary instruction that prepares them for college and careers G Know what interventions and supports are in place to ensure their success G Have a process for continuously monitoring their progress G Develop a relationship with students and their families

Making Connections: Leveraging the Power of Creative Problem Solving Strategic Planning Creative Problem Solving STEM and Next Gen Science Standards

Outcomes  Understand creative problem solving and how it relates to STEM and Student Growth in HCPSS  Make connections between creative problem solving the Maryland State STEM Standards of Practice, and Next Generation Science Standards  Generate ideas for applications of creative problem solving to my work  Participate in focus groups for the HCPSS Strategic Plan Development  Build relationships between and among DOI colleagues.

HCPSS Teacher Evaluation Model Charlotte Danielson’s Framework For Teaching and Learning Professional Practice (50%) Domain 1 Planning and Preparation 12.5% Domain 3 Instruction 12.5% Domain 2 The Classroom Environment 12.5% Domain 4 Professional Responsibilities 12.5% Literacy Reading Writing Speaking and Listening Differentiation 25%/30% Mathematical Practices Overarching Habits Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing Differentiation 25%/30% Creative Problem Solving in Support of MD STEM Standards of Practice Understanding Challenges Generation of Ideas Preparation for Action Application of Technology Differentiation 25%/30% Content Assessments Performance-Based Tasks Differentiation 25%/30% Qualitative Measures Quantitative Measures Growth on State Assessments (As Mandated by MSDE) 20% Domain 5 Student Growth (50%)

Maryland State STEM Standards of Practice 1. Learn and apply rigorous STEM content 2. Integrate STEM content 3. Interpret and communicate information from STEM 4. Engage in inquiry 5. Engage in logical reasoning 6. Collaborate as a STEM team 7. Apply technology strategically

“Increasingly in the twenty-first century, what you know is far less important than what you can do with what you know. The interest in and ability to create new knowledge to solve new problems is the single most important skill that all students must master today. All successful innovators have mastered the ability to learn on their own ‘in the moment’ and then apply that knowledge in new ways.” -Wagner, T. (2012). Creating Innovators: The Making of Young People Who Will Change the World.

WHY IS CREATIVITY IMPORTANT?  Supports success in competitive global environments  Improves effectiveness in dealing with a variety of people and situations  Helps people to cope effectively with the rapid pace and unpredictability of life

LET’S SEE WHAT YOU ALREADY KNOW A 2010 poll of CEOs stated that creativity was the ___________ leadership competency of the future. A. Number 1 B. Number 2 C. Number 3 D. Not ranked Number 1

LET’S SEE WHAT YOU ALREADY KNOW The first step in creative problem solving is to... A. Understand the Problem B. Generate Ideas C. Build Acceptance

Creative Problem Solving is a framework that can be used in A. STEM B. All Curricular Areas C. In the Business World D. All of the Above LET’S SEE WHAT YOU ALREADY KNOW

The Engineering Design Process is a type of Creative Problem Solving. A. True B. False LET’S SEE WHAT YOU ALREADY KNOW

Brainstorming is a type of Creative Problem Solving. A. True B. False LET’S SEE WHAT YOU ALREADY KNOW

How would you rate your understanding of Creative Problem Solving? A. Novice: (Know the components of the CPS framework) B. Intermediate: (Know how to apply CPS) C. Advanced: (Know how to teach others to use CPS) LET’S SEE WHAT YOU ALREADY KNOW

CREATIVE PROBLEM SOLVING FRAMEWORK

UNDERSTANDING THE PROBLEM/ISSUE

UNDERSTANDING THE PROBLEM/ISSUE: THE MARS ROVER, CURIOSITY

UNDERSTANDING THE PROBLEM/ISSUE How might we design a craft to explore a planet surface made of oobleck?

GENERATING IDEAS

DESIGNING THE ROVER Generate possible ways to design the rover for the planet of oobleck using Attribute Listing. Divergent Thinking

DESIGNING THE ROVER What are some considerations that would refine/focus your thinking?

CONSIDERATIONS

FOCUSING IDEAS What are some considerations that would refine/focus your thinking? Use Hits and Hot Spots to focus your ideas. Convergent Thinking

PREPARING FOR ACTION

 Of the solutions that you generated for the rover, which is most viable?  What support would you need?

AUTHENTIC SOLUTIONS

PLANNING YOUR APPROACH

CREATIVE PROBLEM SOLVING

Preparing for Action: Applying CPS to My Work  How can I apply what I’ve learned today to my work?

Preparing for Action: Applying CPS to My Work  Choose one of the brainstorming strategies on the quick card.  Brainstorm connections between the creative problem solving process and your work.  To solve a challenge  To share the process with others  Be prepared to share your ideas with a colleague.

Preparing for Action: Applying CPS to My Work  Find a partner.  Share your brainstormed ideas.  Get feedback on your ideas.  Switch roles.

3-2-1

PREPARING FOR ACTION

Published in July 2011 Defines science literacy for all Guiding the writing of the Next Generation Science Standards (NGSS)

“Science, engineering, and technology permeate nearly every facet of modern life, and they also hold the key to meeting many of humanity’s most pressing current and future challenges.” -NRC (2011). A Framework for K-12 Science Education.

Guiding Principles  Children are born investigators  Focusing on a limited set of ideas promotes deeper understanding  Understanding takes time  Learning requires both knowledge and practice  Connecting to students’ interests and experiences is valuable  Equity

The Three-Legged Stool… Practices Crosscutting Concepts Core Ideas

Science and Engineering Practices  Ask questions; define problems  Develop and use models  Plan and carry out investigations  Analyze and interpret data  Use mathematics and computational thinking  Construct explanations; design solutions  Engage in argument from evidence  Obtain, evaluate, and communicate information

Crosscutting Concepts  Patterns  Cause and Effect: Mechanism and Explanation  Scale, proportion, and quantity  Systems and system models  Energy and matter: flows, cycles, and conservation  Structure and function  Stability and change

NGSS System Architecture  DCI Code  Performance Expectations  Foundation Boxes  Connection Boxes

Why is this important?

Science Education of the Future Less… Teacher-centered content delivery Silence Memorization of vocabulary Verification lab experience Emphasis on a single, right answer Avoidance of complex, scientific text More… Student-centered construction of knowledge Student discourse Use of technical language in context Exploratory lab experience Emphasis on divergent thought steeped in evidence Integration of rich and authentic text

 By the end of grade 12, students should be able to…  Engage in public discussions on science- related issues  Be critical consumers of scientific information  Continue to learn about science throughout their lives

Leadership I and II Professional Learning Plan  September: Disciplinary Literacy  October: Transitioning to Authentic Danielson  November: College and Career Readiness  December: Enhancing Professional Practice  January: Leveraging the Power of Creative Problem Solving  February: Framework for Teaching and Observation  March: School Improvement  May: Professional Practices to Support Student Learning and Teacher Evaluation  June: Educator Effectiveness Academy and Transition Planning

January Lead Team  Rebecca Amani- Dove  Katie Barbagallo  Debbie Blum  Jen Clements  Leslie Grahn  Claire Hafets  Sharon Kramer  Caryn Lasser  Kevin Mulroe  Mary Weller  June Wilson  Jon Wray

Resources

Leadership I and II January 2013 Leveraging the Power of Creative Problem Solving