common planning time joyce polanco, executive master teacher krisy stephens, executive master...

COMMON PLANNING TIME Joyce Polanco, Executive Master

TeacherKrisy Stephens, Executive Master

TeacherInstitute for Public School Initiatives

University of Texas in Austin

TEA CopyrightCopyright (c) Notice The materials are copyrighted (c) and trademarked (tm) as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following conditions:

• Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts' and schools' educational use without obtaining permission from TEA.

• Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only

without obtaining written permission of TEA.

• Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way.

• No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to

cover only the cost of reproduction and distribution may be charged.

Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter

schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written

approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty.

For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties, Texas Education Agency, 1701 N. Congress Ave., Austin, TX 78701-1494; phone 512-463-9270 or 512-463-9437; email: copyrights@tea.state.tx.us

Who is IPSI?

The Institute for Public School Initiatives was created in 2004.

IPSI is involved in strategic partnerships with UT institutions, community colleges, school districts and state agencies.

IPSI is a part of the University of Texas in Austin.

Algebra Readiness Key Practices

Instructional Coaching Extended Learning Time Student Engagement Common Planning Time Technology Integration Guidance and Communication for Parents Professional Development and Administrator Training Supplemental Resources

What is the difference between departmental meetings and common planning time?

Discuss with a neighbor….

WHAT ARE THE GOALS OF THIS SESSION? WHAT ARE THE GOALS OF THIS SESSION?

We will answer the following questions during this session:

What is common planning time? How can the teacher/coach

support common planning time? What activities should teachers

engage in during common planning time?

Creating Common Planning Times CPT should be consistent and

honored. Meetings should be well planned

and thoughtfully organized.Develop guidelines, norms, agendas and rules with the help of your teachers

Instructional coach should be actively involved in CPT and its outcomes.

Focus on Professional Learning Communities

“Collaborative cultures … are indeed powerful, but unless they are focusing on the right things they may end up being powerfully wrong.”

So we need to focus on the right things. How do we start?

- Fullan, 2001

What should you see during CPT? Teachers studying the TEKS. Teachers developing lessons

together. Teachers developing common

assessments. Teachers analyzing student work. Teachers analyzing student data. Teachers reviewing and revising

lessons. Teachers talking about student

learning.

Advantages of Team Discussion of Essential Learning

1. Greater clarity on standards2. Greater consistency on standards3. Greater consistency in pacing4. Greater consistency in common assessments and team interventions5. Greater ownership and commitment to standards

Three Crucial Questions that Drive CPTs

1. What do we want each student to learn?

2. How will we know when each student has learned it?

3. How will we respond when a student experiences difficulty in learning? -Barth and Associates,

(2005)

Supporting Common Planning Time

Why study the TEKS together?-To deepen understanding of the

standards-To connect to student learning-To support student engagement

- Loucks-Horsley (2003)

Teaching the Same Curriculum Alignment requires teachers to work

in cooperative groups. Collaborative groups allow for more

ideas, coherence across classrooms, and continuity across time.

- Marzano (2003)

Let’s review sample lessons

Discuss the following…

1) How well do the lessons focus on the TEKS, alignment, and content?

a) Do they address content, context, and cognitive level?

2) How can the lessons be strengthened

a) How would you increase student engagement?

b) How would you increase higher order thinking?

Common Assessments should be:

Timely Feedback to teachers and students Standards-based Formative Allow students to reflect on their

learning

Analyze Student Work

Use criteria to evaluate student work Determine what students understand Evaluate misconceptions Discuss instructional strategies to

address/avoid these misconceptions Share results with peers

- Barth and Associates (2005)

How will we facilitate a discussion among teachers on how to respond when a student experiences difficulty in learning?

Reviewing and Revising Lessons

Teachers revise the lessons to accommodate student need (3-Tiered Intervention Model)

Student data should be used to determine the revision needed

Common Planning Time is worth the effort and time

in striving for school improvement.

Contact Information

Joyce PolancoExecutive Master

Teacher (San Antonio Area)

jpolanco@ipsi.utexas.edu

512-787-8109

Krislyn StephensExecutive Master

Teacher (Austin Area)

kstephens@ipsi.utexas.edu

512-376-1578Institute for Public School Initiatives

http:// ipsi.utexas.edu

References

Barth, R., DuFour, R., Dufour, R., Eaker, R., Eason-Watkins, B., Fullan, M., . . . Stiggins, R. (2005). On common ground: The power of professional learning communities (R. DuFour, R. Eaker, & R. DuFour, Eds.). Bloomington, IN: National Educational Service.

Gamoran, A., Anderson, C. W., Quiroz, P. A., Secada, W. G., Williams, T., & Ashmann, S. (2003). Sociology of Education Series: Transforming teachers in math and science: How schools and districts can support change (A. M. Pallas, Ed.). Columbia University, New York: Teachers College Press.

Hull, T. H., Balka, D. S., & Miles, R. H. (2009). A guide to mathematics coaching: Processes for increasing student achievement. Thousand Oaks, CA: Corwin.

Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.