1. Full Implementation of the Common Core

2. Last Meeting Performance Tasks Smarter Balanced Assessment Consortium Upcoming Accountability Measure Strong teaching and learning Multiple Common Core Standards integrated for deep student learning

3. Full Implementation of Practices That Teach Integrated Common Core Standards Today 1.What it means 2.Whose job it is 3.What to look for 4.What to do next

5. How can we support teachers as they shift from a unit called Of Mice and Men to one focused on Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact? (CCSS RL5. 11-12)

6. Implementation Science What IS Implementation? A specialized set of activities designed to put into practice a program or process How do we know when we reach full implementation? When 50% or more of intended practitioners use it with fidelity

7. Stages of Implementation

8. Where are we?

9. Return on Investment

10. Implementation Teams Who’s on The Team? Principal Assistant Principals Department Chairs PLT Leaders Workshop and PD Attendees Curriculum Writers

11. What is the role of the Curriculum Writer and PD Participant? Explicitly shares the PD experience and explain information/initiatives with the PLT/ Department/ School Seeks leadership opportunities to share content and learning Makes meaning of the learning as it aligns to the School Improvement Plan and CCSS. Represents the professionalism of the school.

12. What is the role of a Department Chair? Clearly communicates information/initiatives shared during district chair meetings to department Works with other department leadership and administration to shape the instructional program at the school Works with other department leadership and administration to determine instructional needs of the school based on data Incorporates researched best practices in classroom delivery Implements the Common Core Standards with fidelity Uses appropriate structures and scaffolds to support student learning Welcomes other teachers to observe in the classroom Observes other teachers and coaches the department Facilitates creating a strong instructional program rather than managing a department

13. T_S_ A. Y U B. V O C. U L D. E T

14. I explicitly and thoroughly explain to my PLT team the ideas and information I learn at district PLT meetings. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

15. I work closely with the department chair to cultivate strong vertical alignment of course content. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

16. I analyze school data with the department chair to focus the work of our PLT. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

17. I guide the PLT to design common assessments of learning and common instructional practices. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

18. I incorporate researched best practices daily in my own instructional plans. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

19. I am very confident in my ability to use and explain CCSS for my grade level. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

20. In my own classes, I model the use of appropriate scaffolds and structures to support student learning. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

21. I welcome other teachers to observe my classroom practices in action. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

22. As PLT Leader, I observe other teachers’ classes and provide peer feedback. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

23. As PLT Leader, I lead the team to participate in peer coaching of one another. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

24. In my own classes, I model full implementation of all Common Core Standards. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

25. What is the role of PLT Members? Include school initiatives in the instructional program (SIP) Review student data to improve and inform instruction Discuss the needs of students to inform instruction Create common assessments to assess fidelity of instruction and student learning Create common plans to promote fidelity of instruction Observe each other to provide feedback about fidelity of instruction Coach each other to increase fidelity of curriculum implementation

26. Coaching IS… On-site professional development in effective teaching practices Embedded in real on-the-ground experience Cycles of targeted support Ongoing and recursive Modeling and training in research- based effective strategies Dedicated, meaningful reflective feedback, collaboration, and planning Coaching is NOT… A limited-session PD course or webinar A post-observation conference Observation and evaluation for NCEES BT Mentors Buddy teachers Teacher Assistant or Co-teacher who works with students Tool: Embedded coaching Invite, enroll Identify goal Explain research Model effective practice Observe Reflect on feedback Explore next steps

27. PD opportunities to experience what Common Core should look & feel like for students Specific CCSS Training/ Curriculum Writing Opportunities Teams – from the department and from across all departments Peer Coaching Common Observation Tool Capacity for Coaching  Are attendees expected to share information in a strategic and intentional manner?  Are PLTs afforded the time to create model lessons?  Do they work collaboratively to determine common literacy practices across the school?  Are coaches specifically identified and trained to coach fellow teachers?  Do all the teachers in the building know how the Common Core Standards changes the planning and delivery of instruction?

28. Common Observation Tool Environment Culture Technology Researched Best Practices Standards for Literacy

29. Meet Ms. Procter. Ms. Procter is a teacher of Academic English II at your school. You and your team will review the lesson she delivered and her responses to some specific questions. In the Classroom Use your observation tool to record the elements you found during the observation. You may use the back to record information that will be helpful as you have a conversation about student learning in Ms. Procter’s classroom. https://www.teachingchannel.org/video s/using-socratic-seminars-in-classroom

30. Observation Tool 1.Complete the observation tool, independently. 2.If you need help understanding an element, please use the Observation Help Guide that is linked to your agenda. 3.Choose a table facilitator 4.Seek agreement on each item to determine what the team did or did not see in the observation (Use the help guide when your group gets stuck and use evidence to determine whether the element was evident in the observation.) 5.Record these findings on the observation poster.

31. Where are we the same? Where are we different? Who is “right”? What evidence did you use to make your decisions? What might account for some of the differences? H Analyzing our Results ow could you use a process like this in your PLT?

32. Growing as a Coach 1. Assess current role in your PLT and Department 2. Create opportunities for peer observation and supportive feedback 3. Use feedback to drive future professional development—for you and your PLT

33. Growing as a PLT Leader 1. Assess current status in your PLT and Department 2. Create opportunities for instructional leadership, not PLT paper-pusher 3. Work with other Department Chair and other PLT Leaders to design ongoing peer-coaching cycles based on CCSS needs. 4. Develop instructional and dispositional competencies of your PLT

35. Tell Us What You Think! Your honest responses will help us focus PD opportunities for next year.