good morning idaho! - college of...
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Center for School Improvement& Policy Studies
IDAHO LEADS PROJECT Preparing Students for a Successful Future
Good Morning Idaho!
!
•West!Bonner!County!
•Lake!Pend!Oreille!!
•Coeur!d’Alene!
•Boundary!County!
•Lakeland!
•Kootenai!
•Kellogg!•Wallace!
•Orofino!
•Cottonwood!
•Lapwai!
•Boise!Davinci!Charter!!Village!Charter!Anser!Charter!Inspire!Connections!!
•Garden!Valley!
•Basin!
•Middleton!
•Melba!
•Vallivue!
•Emmett!
•BruneauGGrand!View!
•Fruitland!
•McCallGDonnelly!
•Cambridge!
•Mountain!Home!!
• IDLA!•Blaine!County!
•Cassia!County!
•Gooding!• Jerome!•Shoshone!
•Minidoka!County!•Twin!Falls!
•Buhl!
•Castleford!•Bear!Lake!!
•Grace!
•North!Gem!
•West!Side!
•Bonneville!
•Butte!County!
•Challis!
• Jefferson!County!•Ririe!
•SugarGSalem!
•Blackfoot!Charter!
•West!Jefferson!
Participating Districts
Relationship Building
Relationship Building
Effective Practices
Effective Practices
Effective Practices
Change Management
Change Management
Continuous Improvement
Continuous Improvement
Continuous Improvement
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Idaho Leads Project Outcomes
ü Greater understanding of the work of school improvement
ü Value shared and distributed leadership
ü Increased knowledge and skill in leadership, change management, technology integration, teacher/administrator evaluation, and common core
ü Value regional collaboration and relationships
ü Increase sense of self-efficacy in role
ü Enhanced understanding of what students need
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Clarity of Purpose: Idaho Leads Project
To ensure the success of all Idaho students in the 21st Century
Share Best Practices
“Bright Spots”
Help local school districts build leadership capacity
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Clarity of Purpose: Idaho Leads Project
Help local school districts build leadership capacity
Teach and model what effective leaders do.
Develop the knowledge, skills, & dispositions to create 21st Century Classrooms
Emphasis: reflective educators and ensuring ALL student succeed
Build relationships, use effective practice, manage change, and commit to continuous improvement
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Pre-Survey Results
33%
29% 27%
24% 22%
18%
9%
Continuous Improvement
Build Relationships Use Effective Practices
All Students Successful
Manage Change Reflective Teachers and Leaders
21st Century Classrooms
Statewide Pre-Survey Results Aligned to Idaho Leads Project Outcomes
Average of all districts' percent of "Full
21st Century Classrooms àParticipants will report increased knowledge and skill in the following areas: leadership, change management, technology integration, principal/teacher evaluation and common core standards. àParticipants will report an enhanced understanding of what all students need to succeed in the 21st century.
Q20. A district plan is in place providing detailed guidance for teachers, administrators, parents, and stakeholders for how to increase reading, writing, mathematics, and study skills for all students so that they are fully prepared for intellectually rigorous post-secondary education or training.
Q21. A district instructional technology plan is in place providing detailed guidance to teachers and administrators about how to infuse technology into classrooms so that students learn to use technology to enhance their learning while gaining important skills for the future.
Q22. It is evident in district and school vision statements, curricula, instructional guidelines, and teacher and principal evaluations that a core mission of the organization is preparing students who can work collaboratively to solve complex problems requiring critical thinking and synthesis and evaluation of diverse sources of information.
Q23. It is evident in district and school vision statements, curricula, instructional guidelines, and teacher and principal evaluations that a core mission of the organization is preparing students who can work well both individually and in teams comprised of diverse individuals.
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BARRIERS
Time/Funding/ Resources
Lack of common goals/vision for technology
Lack of Knowledge
Red Tape/State
Creating Buy In Trust
Generation Gap Other
Stakeholders/ Language and
Cultural Barriers
Low Morale/Apathy
Change/Fear of Change/Old Habits
Other
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New Questions from 3rd Graders…
No, you weren’t downloaded. You were born.
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“When we no longer know what to do, we have come to our real work, and, when we no longer know which way to go, we have begun our real journey. The mind that is not baffled is not employed. The impeded stream is the one that sings. “
--Wendell Berry
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Community Builder
Step 1
Define the Purpose: On the Sticky Label: describe in your own words what comes to mind when you think about “Educating ALL Students for the 21st Century.”
Step 2
Collecting Ideas Find 2 other people & share your ideas. Write down 2 ideas from others.
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Community Builder
Step 3
Sharing Our Thoughts: Share your thoughts within your district team.
Step 4
Painting our Picture As a district team, Paint a Picture of 21st Century Learning.
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Common Core State Standards: An Extranormal Conversation
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• A year-long process led by Governors and Chief State School Officers in 48 states, 2 territories & the District of Columbia.
• Parents, Teachers, Administrators & experts from across the country together with state leaders from the Council of Chief State School Officers (CCSSO) & the National Governors Association Center for Best Practices (NGA Center) led the effort to develop a Common Core of State Standards.
Who Developed the CCSS?
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2011-2013
Professional Development
for Idaho Teachers and
Administrators
2013-2014
Common Core State Standards will be Taught
in Idaho
2014-2015
New Common Assessments
Based on Common Core Standards will be Delivered
Implementation Timeline
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� More rigorous content including more conceptual understanding of “big ideas” & “enduring understandings”
� Greater focus on higher level thinking and synthesizing new/current information
� Technology integrated as a means of planning, processing and presenting
� Focus on balanced formative and summative assessment of learning & for learning (Smarter Balance Assessment Consortium)
Key Features of the CCSS
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When you learned something REALLY difficult…
You weren’t sure you could actually learn it…
But you did…
And you felt totally awesome about having mastered this difficult thing…
Think of a Time…
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A Play Within A Lesson
The Players
-The Teacher -The Technology Director -The “Teacher” -The “Principal”
The Purpose -Experience a lesson aligned with a Common Core State Standards -To consider how to navigate the change process as you implement CCSS
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Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Reading Standards for Informational Text 6 -12:
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Logos
WHAT IS IT: An appeal to logic
WHAT DOES IT LOOK LIKE: Facts, figures, statistics, concrete evidence
WHY IT’S EFFECTIVE: Objective, fact-based, tangible
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A Logos-Based Argument:
“Dad, I need a new car. This study shows that my 1973 Ford Pinto is unsafe to drive because, statistically speaking, there is a good chance it might catch fire if struck from behind. Thank you for your consideration.”
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Ethos
WHAT IS IT: An appeal to the authority of the speaker
WHAT DOES IT LOOK LIKE: Qualifications, institutional support, education, credentials
WHY IT’S EFFECTIVE: Assures the audience that the speaker is qualified to speak knowledgeably about the subject
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An Ethos-Based Argument
“I am a doctor. I graduated summa cum laude from Harvard Medical School and have many articles published in prestigious medical journals. I strongly urge you to quit driving your 1973 Ford Pinto, as I believe it poses a significant risk to your health and well being. Thank you for your consideration.”
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Pathos
WHAT IS IT: An appeal to the emotions of the audience
WHAT DOES IT LOOK LIKE: Pity, love, hate, nostalgia, greed, vanity, altruism
WHY IT’S EFFECTIVE: We are human beings and we feel things
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A Pathos-Based Argument
“Dad, if you really love me you will buy me a new car. All the other kids laugh at my 1973 Ford Pinto, and I cry myself to sleep every night as a result. If you buy me a new car, I will love you forever.”
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Activity One:
Find a partner
Using your notes, explain one of the rhetorical appeals to your partner
Make sure you and your partner explain different appeals
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Activity Two:
Watch the following video
Look for rhetorical appeals
As you see an appeal, identify it in writing and explain why it fits that category
REMEMBER: We are interested in the FORM of the argument, not the content.
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Activity Three:
In your groups, share the appeals you saw in the video (one appeal per participant)
Then compare the effectiveness of two appeals you saw, using specific evidence from the video to support your collective opinion
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Activity Four:
In your groups, choose one appeal to discuss and write a brief paragraph in which you do ALL of the following:
1) Identify the type of appeal
2) Make a specific value judgment about the effectiveness of the appeal
3) Provide specific evidence from the video to support your opinion
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Activity Five:
In your groups, propose an idea of where this lesson could go—what would be the next step in a classroom?
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Some Ideas:
-At the secondary level students could write a persuasive speech on the topic of their choice, record themselves delivering the speech, and upload the video to Edmodo or YouTube. -At the elementary level students could create a commercial that uses the appeals. Classmates could then analyze the commercials and evaluate their effectiveness.
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“If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.”
--A Nation at Risk
“And now, the rest of the story.”
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District Team Time:
Part 1:
Share your thoughts from the Job-Alike Network Meeting.
Part 2:
Based on what you learned today complete the final piece of the puzzle as a district team. Think about what you’ll do: Next Week: This Summer: Prior to our next Job-Alike (September 2012):