Region 12 Jan 17, 2018

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Continuous Educator Growth for Increasing Student Success:

Continuous Educator Growth for Increasing Student Success Steve Barkley January 2018

Continuous Educator Growth for Increasing Student Success:

Continuous Educator Growth for Increasing Student Success Planning backward from desired student learning outcomes leads educators to identify: • The required student production behaviors • Possible teacher actions and behaviors to generate and support student production behaviors • Collaborative teacher learning options (Professional Learning Communities) • Key roles for teacher leaders and instructional coaches • Administrator/Leadership roles to build capacity throughout the school Spend this day with members of your school team and other educators analyzing your current practices and reflecting upon areas for growth and change. Bring your questions about PLCs, instructional coaching, professional learning, staff relationships and school culture. Substantial opportunities will be provided for participant conversation and exploration. Consider the big question: What do your students need you to learn?

Continuous Collaborative Improvement:

Continuous Collaborative Improvement

There Is No Mountaintop In Teaching:

There Is No Mountaintop In Teaching

Teaching in a Learning Community:

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

Slide6:

My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior Consensus on implementation Individual Franchise Team Vulnerability Trust Vulnerability ACTION Trust

School Change:

School Change Source: Model developed by Stephen Barkley Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement

Student Achievement:

Student Achievement What is the definition of student achievement that drives the work of your leadership team? To what extent is the staff committed to that mission?

Slide9:

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.

Student Behaviors:

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

Student Achievement:

Student Achievement When you identify your student achievement goals for improvement, what are some of the student behaviors you identify as being necessary for generating the desired learning? Outcome Behavior Indicators Production Behaviors

Student Behaviors:

Student Behaviors Outcome: Increased Vocabulary Production: Hear new vocabulary in teacher reading and speaking Conversation with others using new vocabulary Reading material with new vocabulary Writing for purpose that requires new vocabulary

School Change:

School Change Source: Model developed by Stephen Barkley Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement

Slide14:

Teacher Changes What changes in individual teacher practices are most likely to generate the changes we seek in students?

Teacher Behaviors:

Teacher Behaviors Teach the desired student behavior. Model the desired student behavior.

School Change:

School Change Source: Model developed by Stephen Barkley Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement

Slide17:

Staff Relationships Are there changes that need to occur in the way that staff members work with each other (staff relationships) in order for the desired individual staff member changes to occur? If so, describe.

Slide18:

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

Instructional Coaching:

Instructional Coaching EVALUATION Outside Criteria MENTORING PEER COACHING Teacher’s Choice SUPERVISION

Slide20:

Pre-observation Conference Observation Post-observation Conference

Ways for Teachers to Collaborate:

Ways for Teachers to Collaborate

Big Idea A Focus on Results:

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 )

Defining Student Achievement:

Defining Student Achievement End of P rogram Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive

Initial Program Assessment:

Initial Program Assessment End of Program Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive 6 30 10 2

Initial Program Assessment:

Initial Program Assessment Pre Program Standards Assessment 6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive

Goal Setting:

Goal Setting Advanced Highly Proficient Just Proficient Below Proficient Intensive

Initial Program Assessment:

Initial Program Assessment Pre Program Standards Assessment ____ Goal-Focused Learners ____Compliant Participants ____Inattentive in Class ____Poor Attendance End of Program Standards ____ Goal-Focused Learners ____Compliant Participants ____Inattentive in Class ____Poor Attendance

What Assessments Along the Way?:

What Assessments Along the Way? October February April

Big Idea Ensuring That Students Learn :

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 )

Slide31:

Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented

Slide32:

Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

Slide33:

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

Slide34:

Teachers Must Study Learning and Student Work Observe Think Experiment Create Standards Standards

Slide35:

Teachers Must Study Learning and Student Work Observe Think Experiment Create Standards Standards PLC

Focusing the PLC:

Focusing the PLC Based on your school goals and improvement plan each PLC should have an agreed upon goal(s) that represents their responsibility to the achievement of the school goal. School Goal: Raise the percentage of students passing the state grade level math test from 65% to 75%. For grade 5, the PLC goal is to have all students who passed 4 th to pass 5 th and for the 8 students who didn’t pass 4 th to pass 5 th .

What data are we using?:

What data are we using? For grade 5 PLC, the goal is to have all students who passed 4th to pass 5th and for the eight students who didn’t pass 4 th to pass 5 th . Each end-of-unit math assessment, the PLC is checking that all those students who passed the 4 th grade assessment are on target to pass. Eight students selected to make more than a year’s worth of growth may be on the agenda every other week with examples of current classroom assignments or formative assessments.

From Talk to Action:

From Talk to Action Each end-of-unit math assessment, the PLC is checking that all those students who passed the 4th grade assessment are on target to pass. Seven students did not pass our most recent assessment on fractions. PLC analyzes the test papers of those seven for similarities and differences. 2 students made careless computational mistakes. 5 show misconceptions of numerator/denominator relationship.

From Talk to Action:

From Talk to Action 2 students made careless computational mistakes. Decision is reached that teachers will assess these two students to confirm thinking that understanding is present 5 show misconceptions of numerator/denominator relationship Decision is made to schedule an activity where two teachers will work with students from the three classrooms while their colleague does a 40-minute small group hands-on application with the five students. Each teacher will follow up with a morning review worksheet for the five on the next five days. Students will then be reassessed. One teacher thinks it would be good for three ELL students to join this group to practice academic vocabulary. Team agrees.

Focusing the PLC (Another Approach):

Focusing the PLC ( A nother Approach) Based on your school goals and improvement plan each PLC should have an agreed upon goal(s) that represents their responsibility to the achievement of the school goal. School Goal: Raise the percentage of students passing the state grade-level math test from 65% to 75%. The 5 th grade PLC selects 7 of the math standards as power standards i.e. most important to students’ future math success and enduring beyond “school math.” They set a goal to have 90% of students to master each power standard. They believe mastery of these power standards will increase student performance on state test.

Focusing the PLC (Another Approach):

Focusing the PLC (Another Approach) They set a goal to have 90% of students to master each power standard. They believe mastery of these power standards will increase student performance on state test. The team decides to co-plan instruction on each on these 7 standards across the year. They develop common formative assessments and review results frequently and modify plans, sometimes regrouping students across their classroom. Working with administration they may modify pacing schedules if a substantial number of students struggle with a power standard. They invite the math coach to observe them frequently and report differences she notices in how they instruct a common activity.

Facilitation:

Facilitation Initially the facilitation may need to be a non-team member. A team member can serve as facilitator (may need training and coaching) Members can rotate facilitator role Small highly effective PLCs may manage without assigned facilitator role

Facilitation:

Facilitation An Agenda is key to short meetings that are effective in getting to action……. Meetings end with setting Agenda for next meeting. Most meetings end with homework (tasks) to be done for next meeting. PLC M inutes track our progress and keep us focused.

Questioning:

Questioning Key Facilitation Skill Facilitator might prepare strategic questions prior to the meeting to increase productivity of critical thinking leading to action.

Big Idea A Culture of Collaboration:

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 )

Slide46:

My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior Consensus on implementation Individual Franchise Team Vulnerability Trust Vulnerability ACTION Trust

Coaching Across the Continuum:

Coaching Across the Continuum Strategies for coaching the willing to the unwilling, coaching new teachers to veteran teachers, and coaching excited teachers to resistant teachers.

Select a desired student outcome for achievement ____________________:

Select a desired student outcome for achievement ____________________ What student behaviors are critical for students to reach this outcome? What teacher behaviors are most likely to create these desired student behaviors?

Slide49:

Analysis Identify classrooms in your school that are closest to full implementation of your vision for learning. Describe in detail the observable student behaviors. Describe in detail the observable teacher behaviors.

Slide50:

Analysis Identify classrooms in your school that must change the most to reach full implementation of your vision for learning. Describe in detail the observable student behaviors . Describe in detail the observable teacher behaviors .

Slide51:

Appraise Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum. 1 2 3 4 5 6 7 8 9 10 11 12 Most Change Needed Full Implementation

Slide52:

Evaluation/Appraisal Select one skill set that you believe is most important. __________________ Rank teachers according to this system: Unwilling Unaware Getting Ready Started Developing

Slide53:

Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s Skill Development Ladder The Art of Teaching

Instructional Coaching:

Instructional Coaching EVALUATION Outside Criteria MENTORING PEER COACHING Teacher’s Choice SUPERVISION

School Change:

School Change Source: Model developed by Stephen Barkley Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement

Planning Backwards:

Planning Backwards

Implementing the plan:

Implementing the plan

Where would you want to build in progress check points?:

Where would you want to build in progress check points?

Looking to next year…:

Looking to next year… How can you use the backward process to assess the impact of this leadership team’s work? How will you use those findings and next year’s goals to develop a new plan?

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