1. Leaders of Learners HOW DO WE LEAD THE CHANGE WE WANT TO SEE IN OUR SCHOOLS?

2. January LOL Review DR. ELIZABETH CLARK

3. Multiple Dimensions of Data Demographics Perception Student Learning School Processes Enrollment, Mobility, Attendance, Dropout/ Graduation Rate, Ethnicity, Gender, Grade Level, Teachers, Language proficiency Standardized Tests, Norm/Criterion Referenced Tests, Grade Point Average, Formative Assessment, Performance Assessment Perceptions of Learning Environments, Values and Beliefs, Attitudes, Questionnaires, Observations Programs, Instructional Strategies, Classroom Practices, Assessment Strategies, Summer School, Finance, Transportation Copyright ©1991-2005 Education for the Future Initiative, Chico, CA

4. Process = Output InputProcessOutput

5. Process = Output Consistent Processes High- Performing Culture develop

6. Accountability vs. Responsibility Accountability Responsibility

7. Planning for Teaching vs. Planning for Learning Planning for Teaching Select Topic  Plan Lesson  Create Assessment Divide and Conquer Approach to Planning Not necessarily aligned to standards Focused more on the teacher and what needs to occur rather than students and what/how they will learn Planning for Learning Standards  Clarification Documents  Evidence of Learning  Student Tasks  Strategies and Structures  Resources  Differentiation Collaborative Approach to Planning: All teachers deeply understand lesson and purposes behind its design Backward design: lessons tightly aligned to leading students to mastery of the standards Focused on student learning and the experiences required in order for students to be able to demonstrate mastery of that learning

8. GOALS Elevate the COGNITIVE DISCOURSE within PLCS use of BIRDVILLE ISD PROTOCOLS for Planning, Using Data, and Reflecting on Practice the THINKING represented in the protocols becomes AUTOMATIC PLCs produce high-quality, standards-based lessons focused on STUDENT LEARNING rather than teaching. through the so that and

9. Select the standard(s): Leading, Partner, Process Evidence of Learning: Formative, Summative Student Tasks Strategies and Structures Procedure Accommodations/ Modifications/ Extensions Reflection Planning for Learning Protocol: It’s a Process Standard Clarification Documents Resources

10. Planning for Learning Protocol: Discuss  Stand up, Hand up, Pair Up! How has the Planning for Learning Protocol been used on your campus since the last LOL? How do you think the protocol will continue to impact teachers? Students?  Share out at campus table

11. District Problem of Practice: Data Collection and Progress DAVID HOLLAND

12. Reference Point Measurement in 1-dimension requires 2 reference points to locate position Position location 10 4

13. Measurement in 2-dimensions requires 3 reference points to locate position Reference Point

14. Measurement in 3-dimensions requires 4 reference points to locate position

15. How many dimensions exist in learning systems? How many reference points are needed to know exactly where you are?

16. Triangulation Triangulation is a research technique that facilitates validation of data through cross verification from two or more sources. In particular, it refers to the application and combination of several research methodologies in the study of the same phenomenon.  Data triangulation: involves multiple sources of data across time, space, and persons  Investigator triangulation: involves multiple researchers in an investigation  Theory triangulation: involves using more than one theoretical scheme in the interpretation of the phenomenon  Methodological triangulation: involves using more than one option to gather data, such as interviews, observations, questionnaires, and documents.

17. District Problem of Practice Walkthrough data indicate that not all teachers post learning expectations in their classrooms, which suggests that student learning may not be clearly aligned with the curriculum standards.

18. Theory of Action  If teachers deeply understand the content, context, and cognitive requirements evident in the standards to be learned, and  If teachers explicitly communicate learning expectations so that students clearly understand and take ownership in the standards for which they are held accountable, and  If teachers design learning tasks for students that are closely aligned with the content, context, and cognitive requirements of the learning standards, and  If teachers and students monitor learning toward achievement of the standards, utilize focused feedback, and make appropriate learning adjustments when necessary, Then student learning will be better aligned with the learning standards

19. Guiding Questions  Do we have a deep understanding of the content, context, and cognitive requirements of the TEKS?  Do we use language to communicate the curricular standards in terms of we will and I can statements?  What do we use to design student work/tasks? Do the tasks align to the standards? How do we know?  How do we give feedback to students regarding their progress in mastering the standards?  How do we help students to personalize learning goals?

20. Teacher and student understanding of standards Posting of standards Designing learning tasks aligned to the standards Problem of Practice Theory of Action Guiding Questions Where are we? Monitoring learning toward standards mastery and providing useful and timely feedback

21. District walkthrough data

23. Quick Write How have you moved toward the new vision this year?

24. CRYSTEN CAVINESS District Problem of Practice

25. District Problem of Practice: Reflection Protocol

26. birdvilleschools.net/LOL Photos Data ? Campus Commitment Progress by Category

28. birdvilleschools.net/LOL

29. District Problem of Practice: Plan for Leading

30. P4Leading: Let’s Begin What next steps are needed for your campus to move forward?

31. P4Leading

34.  Are you TEACHING if nobody is LEARNING?  Are you COACHING if nobody is SHARPENING THEIR SKILLS?  Are you LEADING if nobody is MOVING FORWARD? Thought Challenge

35. Plus/Delta

36. Campus POP: Next Steps  Considerations for moving forward  Keep the same POP for next year  Revise current POP for next year  Strategically abandon and - focus strictly on District POP - develop a new Campus POP