a successful data-driven instructional growth · a successful data-driven framework to empower...
TRANSCRIPT
A Successful Data-Driven Framework to Empower
Instructional Growth
EdWeek Webinar
September 29, 2015
Introductions
Lucia Giacomantonio
Director of Marketing,
BloomBoard
3
Kelly Montes De Oca Chief Implementation Officer, BloomBoard
Paige Hoffman Manager, Instructional Innovation and Design, Office of Instructional
Practice, DC Public Schools
Session Outcomes
• Illustrate how the Cycle of Instructional Improvement provides a framework for empowering growth aligned to Competency-based professional development foundations.
• Highlight best practices demonstrating how professional learning translates to improvement in teacher practice and student outcomes.
4
Strong data
systems
Aligned courses / modules with multiple media and modalities
Free and open education
resources as well as fee
based learning opportunities
Online and offline,
interactive communities
Individual and
cohort models
5
Multiple Ways to Learn
Clear and aligned
incentives, progressions
and requirements Differentiated
pathways with opportunities to specialize
Observations, interviews, and demonstrations
Automated assessments
Peer and / or
expert review
Clear description of what teachers should know and
be able to do
Differentiated by specialty, subject, level
and school type
Articulated by standards
bodies
Demonstrations of Competence
Competency Map
Competency-Based Development System
Strong data
systems
Aligned courses / modules with multiple media and modalities
Free and open education
resources as well as fee
based learning opportunities
Online and offline,
interactive communities
Individual and cohort
models
6
Multiple Ways to Learn
Clear and aligned incentives,
progressions and requirements
Differentiated pathways
with opportunities to specialize
Observations, interviews, and demonstrations
Automated assessments
Peer and / or
expert review
Clear description of what teachers should know and
be able to do
Differentiated by specialty, subject, level
and school type
Articulated by standards
bodies
Demonstrations of Competence
Competency Map
Opening Reflection
In what area does your organization
currently struggle: competency mapping,
multiple ways to learn, or demonstrations
of competence?
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Set goals and align resources
Instruct students
Gather and share data
Analyze data
Use information
to create action plans
Cycle of Instructional Improvement
Get Specific:
Create individualized actionable, measurable goals linked to competencies together. Align personalized resources/supports to those goals.
Agree on next steps: What will we do in our classroom? In what
time period? What data will we gather to determine success?
Try It Out:
1. Study and apply
resources and practice
new strategies
individually or with
peers.
Assess Efficacy:
1. Collect and share agreed upon
data/student work.
Determine Current State:
1. Use the data aligned to
competencies to determine
professional learning
initiatives for the whole
school, small groups, or
individuals.
Change Course:
1.Where should we focus
based on the data? What
else do we need to know to
determine next steps?
2.Where are we now? What
does the data tell us about
our practice? Do we move on
to another goal or refine this
practice?
Key: Green: Competency Map
Purple: Multiple Ways to Learn
Orange: Demonstrations of Competence
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Analyze Data
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Analyze Data
Clarifying Expectations and Competencies
• Set targeted goals linked to teacher frameworks/rubrics.
• Writing Effective Goals
– Focused on the what: What action do you want to achieve in the classroom?
– Explains the why: What impact will this have on your students?
– Should be succinct, focused, and action-oriented
10
Evaluate these Goals!
• Which goal is most effectively written?
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How can we improve the others?
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How can we improve the others?
13
Providing Collections of Resources
14
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Set goals and align resources
Instruct students
Gather and share data
Analyze data
Use information
to create action plans
Cycle of Instructional Improvement
Get Specific:
Create individualized actionable, measurable goals linked to competencies together. Align personalized resources/supports to those goals.
Agree on next steps: What will we do in our classroom? In what
time period? What data will we gather to determine success?
Try It Out:
1. Study and apply
resources and practice
new strategies
individually or with
peers.
Assess Efficacy:
1. Collect and share agreed upon
data/student work.
Determine Current State:
1. Use the data aligned to
competencies to determine
professional learning
initiatives for the whole
school, small groups, or
individuals.
Change Course:
1.Where should we focus
based on the data? What
else do we need to know to
determine next steps?
2.Where are we now? What
does the data tell us about
our practice? Do we move on
to another goal or refine this
practice?
Key: Green: Competency Map
Purple: Multiple Ways to Learn
Orange: Demonstrations of Competence
Different Pathways…
• There are different examples of the competency based learning cycle:
– Micro-credentialing
– Guiding PLCs through the cycle of instructional improvement
– Individual Professional Growth Plans that require reflection and evidence collection
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DCPS Case Study
• During the 2013-2014 school year we heard from teachers:
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How we follow-up on PD experiences (to make sure they
actually work) varies considerably from school to school.
Though we have a lot of PD, much of it is not sufficiently differentiated
to meet our teachers’ individual needs.
“I can’t remember a time when I have had a coach or observer check-in on a skill that I was supposed to be implementing after a PD.” - Teacher
We have a lot of professional development for teachers in DCPS – so much, in fact, that many of our
teachers are overwhelmed.
“Right now I have PD on close reading, vocabulary, integrating 20 minutes of writing and 30 minutes of reading into my math block, parent home visits, stations, computer literacy, project based learning for each unit, Socratic seminars, accountable talk, New American lecture, Writing to Learn, Understanding by Design… It’s all on me to figure them out.” - Teacher
“Our PD has been very first-year focused every year. I’ve now heard for 5 years about setting up my classes and reading differentiation when that’s what I do all day. There’s so much more I could be learning about.” - Teacher
MyPD Model
MyPD: During the 2014-2015 school year, offer a personalized school model for professional development by matching all teachers with ongoing development opportunities tailored to meet their needs.
Personal Goals Aligned Supports
Follow-Up & Accountability
= Teacher Growth
Aligned Supports
• OHC Crowdsourcing Feedback
Relay Modules: Support For The Toughest Teach Standards
Teach 4: Positive Student Engagement Teach 5: Checking For Understanding
Teach 3: Differentiating Instruction Teach 7: Higher-Level Understanding
Follow Up and Accountability
• Programmatic
– Bi-weekly check-ins with teacher to ensure progress toward goal and troubleshoot any difficulties
– 8 week professional development cycles with school-wide midpoint and endpoint reflections
• RELAY
– CFU’s embedded into modules at key moments to ensure educator understanding
– Short observation rubrics for each discrete skill covered in a module to support
– Teacher created classroom video or lesson plan highlighting mastery of the skills covered over the course of the module and self-reflection of implementation
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Questions