1. Network Team Institute May 13-16, 2013 Day Two General Session
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2. Guskey’s Levels of PD Eval
Did they like it?
Did they learn it?
Did they have or establish policies/ systems to support effective implementation?
Did they implement with quality and fidelity?
Did it impact student achievement?
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3. Did you like it? Relevant? Useful info? 425% eve ELA: 100% Math: 98%
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4. Did you like it? Balance? Pacing? Enough time? ELA: 81% Math: 95%
Eve: 100%
Pacing?
ELA: 73%
Math: 84%
Eve: 87%
Enough time?
All: 75%
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5. What’s working? Collaboration w/ other districts
Grade level/ grade band breakouts
Differentiation for new people
Materials
Practice w/ materials
Engaging presenters
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6. Even Better if… Temperature
ELA – too much group process, not enough hands on module work
Math – not enough group process, too much facilitator air time
Concerns about corrections and timing
Time! For ELLs, for thinking, for the modules
Modules ahead of time
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7. Writing Standards
Writing has a progression too!
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8. Instructional Shifts Demanded by the Core
6 Shifts in ELA/Literacy
Balancing Informational and Literary Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
6 Shifts in Mathematics
Focus
Coherence
Fluency
Deep Understanding
Applications
Dual Intensity
kate 8
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9. ELA/Literacy Shift 5: Writing from Sources
What the Student Does…
What the Teacher Does…
generate informational texts
Make arguments using evidence
Organize for persuasion
Compare multiple sources
Spending much less time on personal narratives
Present opportunities to write from multiple sources
Give opportunities to analyze, synthesize ideas.
Develop students’ voice so that they can argue a point with evidence
Give permission to reach and articulate their own conclusions about what they read
Principal’s Role:
Support , enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence from the text.
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10. Writing from Sources Subshifts Subshift A Work with sources Subshift B
Grapple with complex text and content; leverage academic vocabulary
Subshift C
Emphasize questioning, Inquiry, and explaining understanding rather than defense
Subshift D
Follow inquiry process:
questions, sources, information, scope and plan product
Subshift E
Use technology and other minds
Subshift F
Repeat
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11. Productive Inquiry
A rigorous process…
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