1. Professional Learning Update & Scorecard
Department of Teaching & Learning
Mark Dziatczak
Jennifer Gottlieb
January 10, 2017
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2. Professional Learning Fall 2016
Sessions District-wide 8/30 – 9/1
District-wide Half Day 9/28
District-wide Half Day 10/26

3. Survey of Educators Simple Online Survey
Focus on District-wide Professional Learning
463 Participants with 230 Open-ended Comments
54% Response Rate

4. Survey Foundation – OneTroy Professional Learning Standards

5. What is your role in the Troy School District?
175
116
130 16 25

6. S4 - The professional learning offerings connected to my classroom practice.
123
244 51 33 5
80% +

7. S5 - The goals of the sessions were made clear to participants.
127
243 57 25 6
81% +

8. S7 – Sessions provided me with an opportunity to collaborate with colleagues.
167
201 41 46 3
80% +

9. S9 - The sessions included discussion of “high level” or “deep” standards for student learning.
106
218 74 53 5
71% +

10. S11 - Sessions provided active learning environments for educators versus a “sit and get” lecture-style.
106
225 88 32 9
72% +

11. S10 - Sessions centered around actual student learning via discussion of student learning outcomes/tasks or review of actual student work. 98
216 82 54 7
69% +

12. S15 - Educators have a voice in the work performed at the professional learning sessions.93
201 75 64 24
64% +

13. S13 - Facilitators kept promises with respect to session goals, timelines, and feedback commitments.
127
259 44 25 3
85% +

14. The structure of time during professional learning sessions permitted sufficient opportunity to accomplish session objectives. 65
224 87 14
63% +

15. The organizers of the sessions invested quality time to plan successful opportunities for educators.
174
207 54 21 4
83% +

16. Interactions with grade level/content area colleagues have been beneficial and have positively impacted my professional practice.
181
193 51 26 7
82% +

17. Participant Comments (6/230)
“Maybe schedule all sessions at early elementary schools so that it will be easier to make it on time.”
“We would strongly appreciate having more days built in to our work day calendars. We have just begun to develop the connections as professionals and with regard to the creation of deepening learning for all students. Thank you for this year's activities and please, please, please add more time!”

18. Participant Comments (6/230)
“I believe the educators not included in (other) CAT days are at a severe disadvantage on professional learning days. The comfort level with goals, strategies and "lingo" are apparent.”
“Skip the One Troy thing and let teachers work together as they see fit in their buildings.”
“More PD should be built into the calendar.”
“I thought it was one of the best PD sessions ever! World Class By 2020!”

19. Conclusion
Department of T&L working hard to deliver high quality, student learning centered professional learning
Teachers are positively receiving changes in structure and content
Opportunities exist to enhance structure of sessions and increase professional learning time
Continue to work collaboratively with educators to exceed professional learning standards

20. Teaching & Learning Scorecard
T & L Goals for
Ensuring ambitious outcomes for all
Sustaining a Teaching & Learning Network (Content Area Teams – CAT)

21. Foundations of the T & L Goals
A Guaranteed and Viable Curriculum
A guaranteed curriculum –
Gives students access to the same essential learning regardless of who is teaching the class
A viable curriculum –
Can be taught in the time allotted

22. Foundations of the T & L Goals
FACS August 30, 2016
Foundations of the T & L Goals
“To ensure all students have an opportunity to master the same essential learning, school and district leaders must do more than deliver curriculum documents to teachers. They must engage every teacher in a collaborative process to study, to clarify, and most importantly, to commit to teaching the curriculum.”
(DuFour, DuFour, Eaker and Many, 2010)

23. Teaching & Learning Scorecard
Our Scorecard reflects our work toward these goals with three components:
Content Area Team Facilitators
Sustainable Leadership Network
Guaranteed and Viable Curriculum

24. Content Area Team (CAT) Facilitators
Special Education teachers have been strategically added to teams
Teams with more than four teachers at a building have added an extra facilitator

25. Content Area Team (CAT) Facilitators
ELD Specialists are included as facilitators on every elementary CAT
Reading Specialists included as facilitators on every elementary ELA CAT

26. Content Area Team (CAT) Facilitators
81 High School CAT Facilitators
74 Middle School CAT Facilitators
183 Elementary School CAT Facilitators
TOTAL = 338 Teacher Leaders engaged as CAT Facilitators

27. Sustainable Leadership Network
Agenda
Action Items
Feedback from Building Teams

28. Sustainable Leadership Network
As we implement Performance Assessments in the classroom, teachers collaboratively analyze student work to further clarify our Ambitious Outcomes and to determine ways to meet the needs of all learners

29. Sustainable Leadership Network
Our non-core departments have been engaged in this work on our district PD days

30. Sustainable Leadership Network
Artifacts to support our scorecard are archived in OneDrive

31. Sustainable Leadership Network

32. Sustainable Leadership Network
158 CAT Facilitator Meetings in
Agendas carefully crafted
Action items for follow up back at the building
Feedback from building teams informs CAT Facilitator work
Student work plays a critical role

33. Guaranteed & Viable Curriculum
Ambitious Outcomes
What do we want all students to learn?
Performance Assessments
How will we know if each student has learned it?

34. Guaranteed & Viable Curriculum
Unit At A Glance document serves as a reminder of collaborative discussions about what we want students to learn and how we will know if they’ve learned it

35. Guaranteed & Viable Curriculum
In science, we are working through the implementation of our new standards

36. Guaranteed & Viable Curriculum
Our elementary specials CATs are just getting started

37. Guaranteed & Viable Curriculum
In elementary math, we are beginning to extend the collaborative dialogue to answer the question, “What do we do if they haven’t learned it yet?”

38. Guaranteed & Viable Curriculum
Performance Assessments include Common Formative Assessments that Content Area Teams use to answer the following critical questions:
Have students learned the Ambitious Outcomes?
What interventions might best ensure learning?
Where might we need to adjust our CAT units for a course?

39. Teaching & Learning Scorecard
T & L Goals for
Ensuring ambitious outcomes for all
Sustaining a Teaching & Learning Network (Content Area Teams – CAT)