1. To achieve extraordinary success we must cease to accept ordinary or average and commit ourselves towards creating an inspiring environment for all of us and all our students. Each of us individually can achieve great success. But only together can we move towards extraordinary.

2. 2028 https://www.youtube.com/watch?v=QpEFjWbXog0&s crlybrkr=d4d0bf5e&noredirect=1 https://www.youtube.com/watch?v=QpEFjWbXog0&s crlybrkr=d4d0bf5e&noredirect=1

3. Teaching in a Learning Community Teaching is a Team Sport Teaching is a Public Act

4. Student Centered Instruction Instruction that is meaningful and anchored in the real world Connecting Students and Teachers to anytime, anywhere, learning Digital Conversion Providing each Student with a Purpose Pathways to Success Growth Mindset Building Professional Capital and Believing Professional Learning Communities Focus on Learning and Results in a Collaborative Culture EngageEmpowerEnable

5. Becoming Extraordinary

6. OUR WORK TODAY

7. Change in Teacher Behaviors Text Here Change in Student Behavior Change in PLC Change in Leadership Behavior Change in Teaching Behavior Student Achievement Targets Strategies Action Steps

8. What student behaviors need to be initiated or increased to gain the desired student achievement? Student Behaviors

9. Reading as choice Writing Finding problem to solve Researching Asking questions Following a passion Persevering/Effort Working independently and collaboratively Taking risks in learning Using technology to research and produce Adapting to change

10. Active: Students are actively engaged in educational activities, where technology is a transparent tool, generate and accomplish objectives and learning. Collaborative: Students, using technology, collaborate with others. Constructive: Students use technology to understand content and add meaning to their learning. Student Behaviors

11. Authentic: Students, use technology tools, to solve real world problems meaningful to them, becoming digital citizens. Goal-Directed: Students, use technology tools, to research data, set goals, plan activities, monitor progress, and evaluate results. Student Behaviors

12. STUDENT ACHIEVEMENT GOALS ACADEMICS - knowledge and skills to be successful in school and life. LIFE SKILLS - aptitude, attitude and skills to lead responsible, fulfilling and respectful lives. RESPONSIBILITY TO THE COMMUNITY - attributes that contribute to an effective and productive community and the common good of all.

13. George Couros “ So if want to get to this idea of EMPOWERING, our students, we are not going to have to be the ‘sage on the stage’ or ‘guide by the side,’ but ‘architects of meaningful learning opportunities.’ Understanding our students, their interests, abilities, and strengths, will help us better design learning that gets them to, as Mihaly Csikzentmihalyi describes, a state of “flow.”

14. Change in Teacher Behaviors Text Here Change in Student Behavior Change in PLC Change in Leadership Behavior Change in Teaching Behavior Student Achievement Targets Strategies Action Steps

15. What teacher behaviors are most likely to generate the desired student behaviors? Teacher Behaviors

16. Teach the desired student behavior Model the desired student behavior

17. Teacher Relationships Parallel Play Adversarial Play Congenial Play Collegial Play Roland Barth Relationships Within the Schoolhouse, ASCD 2006

18. Change in Teacher Behaviors Text Here Change in Student Behavior Change in PLC Change in Leadership Behavior Change in Teaching Behavior Student Achievement Targets Strategies Action Steps

19. What roles do teacher leaders play?

20. PLC Shirley Hord, an expert on school leadership, came up with perhaps the most efficient description of the strategy: “The three words explain the concept: Professionals coming together in a group—a community—to learn.”

21. Big Idea A Focus on Results Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. (DuFour)

22. B.O.E. 2016 GOALS GRADUATION RATE At least 93% of students will graduate.* 100% of graduates will have a plan for college or career. MASTERY & PASSING The overall proficiency rate on the N.Y.S. grades 3-8 tests and Regents exams will be either 90% or increase by 15% from 2013 performance levels. The overall mastery rate on N.Y.S. grades 3-8 tests and Regents exams will increase by 12% from 2013 performance levels. PARTICIPATION 100% of students will participate each year in at least one community service activity. COLLEGE & CAREER READY At least 90% of K-4 students will be at or above grade level in reading as measured by Fountas & Pinnell. * 100% of 8th graders will enter high school with a plan for success. 100% of graduates will have earned three college credits or a career technical endorsement. * Though our current goals are not 100% we are and will be constantly striving to have ALL of our students reading at grade level and graduating. 22

23. Looking At Student Work With a colleague or two at your grade level or within your department, …….. flip through the student work, point out what you notice about students overall, in groups, individually. ……..what questions emerge?

24. Looking At Student Work Considering your current assessment of the student work/performance and the importance of the learning standard, what goals would you be setting for groups and individual learners? (Shorter term/longer term)

25. What Assessments Along the Way? OctoberFebruaryApril

26. Looking at Assessments How did the assessment inform your students? How did the assessment inform you? What questions did the assessment raise for you? What are you going to be doing because of the assessment results?

27. Big Idea Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools. (DuFour)

28. Teaching (Can be) Neat Orderly Sequential Managed Documented

29. Learning (Often is) Messy Spontaneous Irregular Non Linear Complex

30. Teaching (Can be) Neat Orderly Sequential Managed Documented Learning (Often is) Messy Spontaneous Irregular Non Linear Complex

31. 31 Assessments Observe Create Think Experiment

32. 32

33. Essential Questions What do we want all students to learn? How will we know if they have learned it? How will we respond when they don’t? How will we meet the needs of those who “already know?” 33

34. Planning for Learning From a whole class perspective…… What is important for students to experience or do to gain the desired student outcomes? What teacher actions will instigate, promote, support, etc. those student behaviors and experiences?

35. Planning for Learning What student behaviors and experiences are critical for the more advanced students? For the students whose skill level is less developed? How will we as teachers individually and collaboratively provide for these learning opportunities?

38. Big Idea A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. (DuFour)

39. Vulnerability Trust ACTION Helping each other My Work My Time Design Together Implement Individually Modify Individual Behavior Consensus on Implementation Shared Responsibility for student achievement

40. Collaborating Beyond Grade-Level Partner with a teacher who works with students before or after you (up or down a grade-level). Share your thoughts on what you explored today. Seek his/her insights and input.

41. Collaborating Beyond Grade-Level Now partner with someone from outside your grade group or department. Share your thoughts on what you explored today. Seek his/her insights and input.

42. Collective Capacity Fullan (2010) The power of collective capacity is that it enables ordinary people to accomplish extraordinary things— for two reasons: knowledge about effective practice becomes more widely available and accessible on a daily basis working together generates commitment

43. TEAMWORK: ESSENTIAL A PLC is composed of collaborative teams whose members work interdependently to achieve common goals linked to the purpose of learning for all. The team is the engine that drives the PLC effort. Learning by Doing p. 3 DuFour, DuFour, Eaker and Many 43

44. 44

45. Effective Teams “Staff collaboration that positively affects student achievement is the hallmark of PLCs…Collegiality is collaborating plus sharing information and feedback. Collegiality is learning and working together toward a common purpose. Collegiality is giving and accepting feedback, which makes us better practitioners.” Hord & Sommers, 2008 45

46. High Performing Teams Willingness to consider matters from another’s perspective.- Listen Willingness to confront a team member who violates norms. Communicating positive regard, caring and respect.- Everyone participates Willingness and ability to evaluate the team’s own effectiveness. – Focus on the task. Maintaining a positive outlook and attitude.- Eliminate blame Proactive problem solving. Awareness of how the group contributes to the mission and vision of the organization. 46

47. Change in Teacher Behaviors Text Here Change in Student Behavior Change in PLC Change in Leadership Behavior Change in Teaching Behavior Student Achievement Targets Strategies Action Steps

48. Leader Behaviors What leadership behaviors are needed to support the desired staff, teacher, parent, and student behaviors?

49. Leaders Want: We want to have the greatest number of students spending the maximum amount of time engaged in the most valuable student behaviors that will produce the desired student achievement.

50. Changes Needed to Improve Student Achievement 5.How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator? YOU 4.What are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes? 3.Are there changes that need to occur in the way that staff members work with each other in order for the desired individual staff members changes to occur? 2.What changes must occur in individual staff/teacher practices to generate the changes you seek in students? What changes must occur in parent practices to generate the changes you seek in students? 2.What changes must occur in individual staff/teacher practices to generate the changes you seek in students? What changes must occur in parent practices to generate the changes you seek in students? 1.What are the changes in student behavior, performance, choices, effort, etc., that you believe are precursors to the improvement in student learning that you seek?

52. OUR WORK TODAY

53. 53 IDEAS TO GUIDE OUR WORK

54. 9-10:30 11:00- noon Lunch 12:45- 1:30 1:45- 2:45 2:45- 3:15 TODAY’S TIMELINE

56. Student Centered Instruction Instruction that is meaningful and anchored in the real world Connecting Students and Teachers to anytime, anywhere, learning Digital Conversion Providing each Student with a Purpose Pathways to Success Growth Mindset Building Professional Capital and Believing Professional Learning Communities Focus on Learning and Results in a Collaborative Culture EngageEmpowerEnable

57. Current Reality What is working, not working, driving forces and trends, Thorough ruthless assessment of current Reality Current Reality What is working, not working, driving forces and trends, Thorough ruthless assessment of current Reality Desired State- Vision C-A INSPIRES learners to achieve EXTRAORDINARY success Desired State- Vision C-A INSPIRES learners to achieve EXTRAORDINARY success Structural Advancement