1. 1 THE BIG PICTURE PART II

2. 2 IMPROVE LEARNING FOR ALL STUDENTS TEACHER QUALITY PROFESSIONAL DEVELOPMENT

3. 3 PROFESSIONAL DEVELOPMENT BIG IDEAS Reflect on steps of the model examined last week. Generate a list of that capture the BIG IDEAS. (1 minute) Reflect on steps of the model examined last week. Generate a list of 3 WORDS that capture the BIG IDEAS. (1 minute) Compare these words with those you generated last week (If you can find them!). Compare these words with those you generated last week (If you can find them!). Share any new words and explanation with one or two of your tablemates. (3 Minutes) Share any new words and explanation with one or two of your tablemates. (3 Minutes)

4. 4 Professional Development BIG IDEAS CHANGE ACTION Results CONTENT DATA COLLABORATION ALIGNMENT

5. 5 COLLABORATION Critical Mass

6. 6 Long-Range Effects Of Low-Scoring and High- Scoring Teachers On Student Achievement (Texas) Mean District Score Grade Level in 1986 Students’ Math Scores Above and Below the Mean Source: Ronald F. Ferguson, “Evidence That Schools Can Narrow the Black-White Test Score Gap”, 1997. Source: K. Haylock, “Good Teaching Matters”, Summer 1998.

7. 7 TEACHERS’ WORKPLACE INDIVIDUAL INDIVIDUAL Privacy Autonomy Me, my and mine COLLECTIVE COLLECTIVE Our School, our Students GOALS

8. 8 TEACHERS’ WORKPLACE ISOLATION ISOLATION No sharing JOINT WORK JOINT WORK Shared data - shared responsibility. COLLABORATION

9. 9 TEACHERS’ WORKPLACE PHENOMENOLOGY PHENOMENOLOGY Attribution of problems to others, because my classroom is unique. BELIEF IN TECHNOLOGY BELIEF IN TECHNOLOGY Personal/Collective efficacy. There is a research base that will solve every problem. TECHNICAL KNOWLEDGE

10. 10 TEACHERS’ WORKPLACE INDIVIDUAL INDIVIDUAL ISOLATION ISOLATION PHENOMENOLOGY PHENOMENOLOGY COLLECTIVE COLLECTIVE JOINT WORK JOINT WORK BELIEF IN TECHNOLOGY BELIEF IN TECHNOLOGY GOALS TECHNICAL KNOWLEDGE COLLABORATION

11. 11 …teacher autonomy and isolation produce highly personalized forms of instruction and huge variations in teacher quality and effectiveness. In effect, each teacher is left to invent his or her own knowledge base – unexamined, untested, idiosyncratic, and potentially at odds with the knowledge from which other teacher may be operating. Burney, D. (March 2004). Craft knowledge: The road to transforming schools, PDK, p. 526

12. 12 COLLABORATION structured systematically Communities focused on instruction bring teachers out of isolated classrooms and engage them in structured ways to systematically explore together the relationships between their teaching and the learning of their students. Developing Communities of Instructional Practice: Lessons from Cincinnati and Philadelphia by Supovitz and Christman

13. 13 TIME

14. 14 TIME PROTOCOLS

15. 15 MONITORING TIME PROTOCOLS

16. 16