Lampasas ISD Jan 20, 2020

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Backwards Planning for Continuous Growth :

Backwards Planning for Continuous Growth Steve Barkley January 2020

Backwards Planning for Continuous Growth :

Backwards Planning for Continuous Growth Student achievement and success is generated by student learning behaviors. Teachers plan, design, motivate, coach, encourage and teach the student learning production behaviors needed for successful achievement. Collaborative teacher interactions support the building of optimal learning opportunities.

Continuous Improvement:

Continuous Improvement 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 your work?

Slide5:

Learner Outcomes ACADEMICS – knowledge and skills to be successful in school and life. LIFE SKILLS – aptitude , attitude and skills to lead responsible, fulfilling and respectful lives. Lampasas – to prepare the students physically, mentally, socially and morally toward the full realization of their highest capacities.

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

Continuous Improvement:

Continuous Improvement 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

Teacher Actions:

Teacher Actions What 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.

Student Behaviors:

Student Behaviors Active – Students are actively engaged in educational activities where technology is a transparent tool used to generate and accomplish objectives and learning. Collaborative – Students use technology tools to collaborate with others Constructive – Students use technology to understand content and add meaning to their learning 12 This Photo by Unknown Author is licensed under CC BY-SA-NC

Student Behaviors:

Student Behaviors Authentic – Students use technology tools to solve real-world problems meaningful to them, such as digital citizenship. Goal-Directed – Students use technology tools to research data, set goals, plan activities, monitor progress, and evaluate results. 13 This Photo by Unknown Author is licensed under CC BY-SA

How confident are you that these elements increase student achievement? Why?:

How confident are you that these elements increase student achievement? Why? Active Collaborative Constructive Authentic Goal-Oriented

George Couros:

George Couros

Continuous Improvement:

Continuous Improvement 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:

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

Teaching in a Learning Community:

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

Slide19:

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

Collective Efficacy --- the #1 influencer of student learning:

Collective Efficacy --- the #1 influencer of student learning Collective teacher efficacy refers to the collective self-perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities. ( Tschannen -Moran and Barr, Leadership and Policy in Schools) How teachers collectively think about their impact and student progress is most relevant to success for their students. (Hatti) This Photo by Unknown Author is licensed under CC BY

Peer Coaching:

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

Coaching from the Backwards Plan:

Coaching from the Backwards Plan AGENDA FOCUS

Roland Barth:

Roland Barth When I visit a school and look for evidence of collegiality among teachers and administrators, signs that educators are playing together, the indicators I seek are, educators… talking with one another about practice, sharing their craft knowledge, observing one another while engaged in practice, rooting for one another’s success.

Extended Learning:

Extended Learning https ://barkleypd.com/blog/practice-as-a-learning-production-behavior-practicing-for-performance-or-for-learning/ https://barkleypd.com/blog/increasing-perseverance-by-translating-goals-into-behaviors/ https://barkleypd.com/blog/podcast-student-learning-production-behaviors/

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