8:00 - 9:00start with the heart first: why the work matters
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Today’s Agenda: Morning. 8:00 - 9:00Start with the Heart First: Why the Work Matters 9:00 - 9:45 Collaborate and Clarify 9:45 – 10:00Break 10:00 - 10:30 Book Study 10:30 – 11:00Previews: Curriculum Feedback Form, and February 18 Sessions Managing your Workshop Portfolio. - PowerPoint PPT PresentationTRANSCRIPT
8:00 - 9:00 Start with the Heart First: Why the Work Matters
9:00 - 9:45 Collaborate and Clarify
9:45 – 10:00 Break
10:00 - 10:30 Book Study
10:30 – 11:00 Previews: Curriculum Feedback Form, and February 18 Sessions
Managing your Workshop Portfolio
Today’s Agenda: Morning
1:00 - 2:00 Start with the Heart First: Why the Work Matters
2:00 - 2:45 Collaborate and Clarify
2:45 – 3:00 Break
3:00 - 3:30 Book Study
3:30 – 4:00 Previews: Curriculum Feedback Form, and February 18 Sessions
Managing your Workshop Portfolio
Today’s Agenda: Afternoon
Start with the Heart First: Why the Work
MattersElizabeth A. Clark, Ed.D.
Associate SuperintendentCurriculum and Instruction
The Heart of Our Work
Why do we do this work?What is noble about our
work?What are the rewards of
our work?What is our legacy?
Activity 1: Leadership
1. On the conversation hearts, answer the four questions individually.
2. Discuss as a group and chart your thinking.
3. Be prepared to share out.
Activity 1: Leadership
Why do we do this work?
What is noble about our work?
What are the rewards of our work?
What is our legacy?
Teacher, You Make a Difference
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“To reach a port, we must sail – sail, not tie at anchor—sail, not drift.”
Franklin D. Roosevelt
“There are no easy answers…but there are simple answers. We must have the courage to do what we know is morally right.”
Ronald Reagan
Six Standards of High Performing Schools
1. Establish a well-crafted, focused, valid, and clear curriculum to direct teaching.
2. Provide assessments aligned to the curriculum.
3. Align program and instructional resources to the curriculum and provide student equality and equity.
Six Standards of High-Performing Schools
Six Standards of High Performing Schools
4. Use a mastery learning approach and effective teaching strategies.
5. Establish curriculum expectations, monitoring, and accountability.
6. Institute effective district and school planning, professional development, resource allocation, and provide a quality learning environment.
Six Standards of High-Performing Schools
• Fundamental work plan
• Address the legal and operational requirements
• Reasonable, attainable
• Viable, user-friendly
• Aligned and connected to the tests (STAAR/EOC/AP)
Standard 1 Establish a Well-Crafted, Focused, Valid, and Clear
Curriculum to Direct Teaching
• Focus and connect the work of classroom teachers to how that effort fits into the overall structure of defined performance (i.e. results orientation).
• Align to the extent that teachers engage in deep parallelism (i.e. no surprise) to ensure congruence between the tested and written curriculum.
• Move away from a reactionary mode of instruction to an anticipatory mode of teaching to the curriculum standards addressing content, context, and cognitive requirements.
Standard 2Provide Assessments Aligned to the Curriculum
• Maximize the teacher quality time ratio (TQT) with students.
• Prioritize resources to reflect a commitment to improving learning.
• Let the needs of children be the basis of resource allocation.
Standard 3Align Program and Instructional Resources to the
Curriculum and Provide Student Equality and Equity
• Align the written and tested curriculum to the taught curriculum.
• Design and implement a pyramid of interventions to respond to the learning needs of students.
• Develop individual learning plans for the underachieving.
• Instruct at the right level of difficulty.
• Use diagnostic/formative assessments on a regular basis.
• Use research-based best practices.
Standard 4 Use a Mastery Learning Approach and
Effective Teaching Strategies
• Establish high curriculum standards and monitor curriculum design and delivery.
• Work with teachers to disaggregate test data and then use those data to make classroom decisions.
• Monitor to see that district curriculum is actually implemented.
• Organize central and campus staff to work collaboratively in teams (ILT, LOL, PLCs, Vertical/Horizontal, LEAP)
Standard 5Establish Curriculum Expectations, Monitoring, and
Accountability
• Plan with specificity, multiyear, yet maintain flexibility and adaptability.
• Align professional development to the goals contained within district and campus plans.
• Budget based on curricular priorities.
• Hire the best and continue to develop people.
• Keep schools safe, clean, and adequate for a wide variety of learning and teaching variations.
Standard 6Institute Effective District and School Planning, Staff
Development, Resource Allocation, and Provide a Quality Learning Environment
The complexity of the current educational reform agenda
demands courageous, responsible, determined action on the part of
all who believe that preparing our children for life in the 21st Century
is both a national priority and a moral responsibility.
“The Heroes Journey” John Brown and
Cerylle A. Moffett
Preparing for the 21st Century
Soaring Beyond Expectation
Preparing for the 21st Century
View Website
Our current structures for
schooling are exhausted. Today, it
is becoming “agonizingly
difficult” (Hargreaves & Fullan,
1998) for educators at all levels
to respond to the needs of
children as well as adults in the
system.
School Structures vs. Students and Staff
The work before us is difficult, but we must embrace it with heart and hands, working together to make a difference.
Rick DuFour Video
Why collaborative teams are essential…
Group? Team?
What actions, characteristics, or behaviors might be present in a PLC if it is operating as a…
PLC Collaboration: Group vs. Team
PLC Activity Handout
Today, we will focus on the discussions and strategies around Question 1 of the PLC:
What do students need to know and be able to do?
PLC in Birdville ISD
Three Cs of a Standard
Cognitive Requirement
Content
Context
•What is the cognitive requirement of the standard?• What is the VERB? • What should students be
doing?
•What content is addressed in the standard?•What should students be (insert verb here)?
•What is the context of the content and its relationship to the cognitive requirement?•How will students interact with the content of the standard?
The Three 3 Cs of a Standard
Birdville ISD PLC Video: Question 1– Secondary: World Geography at Birdville High School– Elementary: Kindergarten at Birdville Elementary
PLC in Birdville ISD
What specific actions, characteristics, or behaviors do you observe in the PLC video?
PLC Activity Handout
PLC in Birdville ISD
Birdville Elementary PLC Birdville High School PLC
What do students need to know and be able to do?
On the table: cards for each of the four core content areas
Distribute cards as evenly as possible
Goal: equal representation in each content area
PLC Activity: Collaborate and Clarify
PLC Activity: Practice the Process
Go to your
corners
PLC Activity: Collaborate and Clarify PLC Activity: Collaborate and Clarify
Take your PLC Activity Handout
1. Raise one hand in the air2. Find a person you do not know3. High-Five!4. Put your hands down and stand together
PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify
1. Introduce yourselves: Name, school, job assignment
2. Share: Why is your heart in this work?
PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify
1. Join with one other pair to form a group of 4
(Groups of 3-5 people will work!)
2. Sit down together
3. Introduce yourselves
PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify
• For today, you are a professional learning community that will:– Collaborate– Share ideas– Ask questions– Practice a process for
engaging in question one of the PLC
PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify
Step 1:Examine the standard
clarification document for your assigned content area
Step 2: Use the Guiding Questions on
the handout to facilitate a discussion around question one: what do the students need to know and be able to do?
PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify
Step 3: ShareWhat does this conversation typically look like in your PLC?
What could help to improve the depth of discussion around question one?
Does your PLC currently operate more as a group or a team?
What could help to move your PLC to a more collaborative and interdependent team?
PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify
“Really believe in your heart of hearts that your fundamental purpose, the reason for being, is to enlarge the lives of others. Your life will be enlarged also. And all of the other things we have been taught to concentrate on will take care of themselves.”
Pete Thigpen
The Heart of Leadership
The Heart of Leadership
Leadership“The heart of leadership lies within your heartbecause it is you.”
- Jody Westbrook
The Heart of Leadership
Your Name Here
Write your name at the center of the heart as a reminder…
that the heart of leadership, the heart to do this hard work, lies within you.
First Word, Last Word• Number off 1-4
• Person #1: Choose one word to capture the most salient point from chapter one
• Go around the circle: “I think you chose that word because…”
• Person #1: “I chose ______ because….”
• Repeat for each chapter
Book Study
Curriculum Feedback Form
Curr
iculu
m Feedback
Form
QC
Preview: February 18 Professional Learning
eduphoria! Spotlight: Manage your Workshop Portfolio