1. Leadership I and II January 2013 Leveraging the Power of Creative Problem Solving

2. Systemic Expectations G Know our students G Ensure our students receive exemplary instruction that prepares them for college and careers G Know what interventions and supports are in place to ensure their success G Have a process for continuously monitoring their progress G Develop a relationship with students and their families

3. Making Connections: Leveraging the Power of Creative Problem Solving Strategic Planning Creative Problem Solving STEM and Next Gen Science Standards

4. Outcomes  Understand creative problem solving and how it relates to STEM and Student Growth in HCPSS  Make connections between creative problem solving the Maryland State STEM Standards of Practice, and Next Generation Science Standards  Generate ideas for applications of creative problem solving to my work  Participate in focus groups for the HCPSS Strategic Plan Development  Build relationships between and among DOI colleagues.

5. HCPSS Teacher Evaluation Model Charlotte Danielson’s Framework For Teaching and Learning Professional Practice (50%) Domain 1 Planning and Preparation 12.5% Domain 3 Instruction 12.5% Domain 2 The Classroom Environment 12.5% Domain 4 Professional Responsibilities 12.5% Literacy Reading Writing Speaking and Listening Differentiation 25%/30% Mathematical Practices Overarching Habits Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing Differentiation 25%/30% Creative Problem Solving in Support of MD STEM Standards of Practice Understanding Challenges Generation of Ideas Preparation for Action Application of Technology Differentiation 25%/30% Content Assessments Performance-Based Tasks Differentiation 25%/30% Qualitative Measures Quantitative Measures Growth on State Assessments (As Mandated by MSDE) 20% Domain 5 Student Growth (50%)

6. Maryland State STEM Standards of Practice 1. Learn and apply rigorous STEM content 2. Integrate STEM content 3. Interpret and communicate information from STEM 4. Engage in inquiry 5. Engage in logical reasoning 6. Collaborate as a STEM team 7. Apply technology strategically

7. “Increasingly in the twenty-first century, what you know is far less important than what you can do with what you know. The interest in and ability to create new knowledge to solve new problems is the single most important skill that all students must master today. All successful innovators have mastered the ability to learn on their own ‘in the moment’ and then apply that knowledge in new ways.” -Wagner, T. (2012). Creating Innovators: The Making of Young People Who Will Change the World.

8. WHY IS CREATIVITY IMPORTANT?  Supports success in competitive global environments  Improves effectiveness in dealing with a variety of people and situations  Helps people to cope effectively with the rapid pace and unpredictability of life

9. LET’S SEE WHAT YOU ALREADY KNOW A 2010 poll of CEOs stated that creativity was the ___________ leadership competency of the future. A. Number 1 B. Number 2 C. Number 3 D. Not ranked Number 1

10. LET’S SEE WHAT YOU ALREADY KNOW The first step in creative problem solving is to... A. Understand the Problem B. Generate Ideas C. Build Acceptance

11. Creative Problem Solving is a framework that can be used in A. STEM B. All Curricular Areas C. In the Business World D. All of the Above LET’S SEE WHAT YOU ALREADY KNOW

12. The Engineering Design Process is a type of Creative Problem Solving. A. True B. False LET’S SEE WHAT YOU ALREADY KNOW

13. Brainstorming is a type of Creative Problem Solving. A. True B. False LET’S SEE WHAT YOU ALREADY KNOW

14. How would you rate your understanding of Creative Problem Solving? A. Novice: (Know the components of the CPS framework) B. Intermediate: (Know how to apply CPS) C. Advanced: (Know how to teach others to use CPS) LET’S SEE WHAT YOU ALREADY KNOW

15. CREATIVE PROBLEM SOLVING FRAMEWORK

16. UNDERSTANDING THE PROBLEM/ISSUE

17. UNDERSTANDING THE PROBLEM/ISSUE: THE MARS ROVER, CURIOSITY

18. UNDERSTANDING THE PROBLEM/ISSUE How might we design a craft to explore a planet surface made of oobleck?

19. GENERATING IDEAS

20. DESIGNING THE ROVER Generate possible ways to design the rover for the planet of oobleck using Attribute Listing. Divergent Thinking

21. DESIGNING THE ROVER What are some considerations that would refine/focus your thinking?

22. CONSIDERATIONS

23. FOCUSING IDEAS What are some considerations that would refine/focus your thinking? Use Hits and Hot Spots to focus your ideas. Convergent Thinking

24. PREPARING FOR ACTION

25.  Of the solutions that you generated for the rover, which is most viable?  What support would you need?

26. AUTHENTIC SOLUTIONS

27. PLANNING YOUR APPROACH

28. CREATIVE PROBLEM SOLVING

29. Preparing for Action: Applying CPS to My Work  How can I apply what I’ve learned today to my work?

30. Preparing for Action: Applying CPS to My Work  Choose one of the brainstorming strategies on the quick card.  Brainstorm connections between the creative problem solving process and your work.  To solve a challenge  To share the process with others  Be prepared to share your ideas with a colleague.

31. Preparing for Action: Applying CPS to My Work  Find a partner.  Share your brainstormed ideas.  Get feedback on your ideas.  Switch roles.

32. 3-2-1

33. PREPARING FOR ACTION

34. Published in July 2011 Defines science literacy for all Guiding the writing of the Next Generation Science Standards (NGSS)

35. “Science, engineering, and technology permeate nearly every facet of modern life, and they also hold the key to meeting many of humanity’s most pressing current and future challenges.” -NRC (2011). A Framework for K-12 Science Education.

36. Guiding Principles  Children are born investigators  Focusing on a limited set of ideas promotes deeper understanding  Understanding takes time  Learning requires both knowledge and practice  Connecting to students’ interests and experiences is valuable  Equity

37. The Three-Legged Stool… Practices Crosscutting Concepts Core Ideas

38. Science and Engineering Practices  Ask questions; define problems  Develop and use models  Plan and carry out investigations  Analyze and interpret data  Use mathematics and computational thinking  Construct explanations; design solutions  Engage in argument from evidence  Obtain, evaluate, and communicate information

39. Crosscutting Concepts  Patterns  Cause and Effect: Mechanism and Explanation  Scale, proportion, and quantity  Systems and system models  Energy and matter: flows, cycles, and conservation  Structure and function  Stability and change

40. NGSS System Architecture  DCI Code  Performance Expectations  Foundation Boxes  Connection Boxes

41. Why is this important?

42. Science Education of the Future Less… Teacher-centered content delivery Silence Memorization of vocabulary Verification lab experience Emphasis on a single, right answer Avoidance of complex, scientific text More… Student-centered construction of knowledge Student discourse Use of technical language in context Exploratory lab experience Emphasis on divergent thought steeped in evidence Integration of rich and authentic text

43.  By the end of grade 12, students should be able to…  Engage in public discussions on science- related issues  Be critical consumers of scientific information  Continue to learn about science throughout their lives

44. 3-2-1 + 1

45. 2012-2013 Leadership I and II Professional Learning Plan  September: Disciplinary Literacy  October: Transitioning to Authentic Danielson  November: College and Career Readiness  December: Enhancing Professional Practice  January: Leveraging the Power of Creative Problem Solving  February: Framework for Teaching and Observation  March: School Improvement  May: Professional Practices to Support Student Learning and Teacher Evaluation  June: Educator Effectiveness Academy and Transition Planning

46. January Lead Team  Rebecca Amani- Dove  Katie Barbagallo  Debbie Blum  Jen Clements  Leslie Grahn  Claire Hafets  Sharon Kramer  Caryn Lasser  Kevin Mulroe  Mary Weller  June Wilson  Jon Wray

47. Resources

48. Leadership I and II January 2013 Leveraging the Power of Creative Problem Solving