D I S R U P T I N G T R A D I T I O N A L P U B L I C S C H O O L I N G

LAUNCHING A NEW DESIGN SCHOOL: THE FIRST 30 DAYS OF PROFESSIONAL DEVELOPMENT

ACTIVITY: BUILD TO EXPRESS

•Build a model that exemplifies the Key Pillars around which you are designing your New Model School

EXAMPLE OF EAA 5 PILLARS

• Students are grouped by readiness, not by grade.• Students create and assume ownership for their

respective personalized learning paths and are able to communicate their progress relative to their individualized learning goals.

• Students are allowed to work at their own pace using a blended delivery system to master rigorous standards aligned to college & career readiness.

• Students provide evidence of mastery through relevant performance tasks and common assessments.

• Continuous feedback is provided to students, teachers, administrators and parents.

YEAR 1 LESSONS LEARNED

• Leadership Matters: Actions must speak louder than words• Mindset provides a key “leg up”

• Vision must take root within each individual stakeholder

• Technology is essential for efficiency and effectiveness• Rich Library of Resources• Alignment to standards• Real time feedback: Pace & Progress• Personalization• Agnostic to delivery

• Meet each student and teacher where they are….• Inspect what you Expect• Embedded tools are essential• Resources must be Aligned to the Mission• Importance of a talent pipeline

FIVE CRITICAL PHASES OF PROFESSIONAL DEVELOPMENT

• Mindset/Mission/Vision

• Creating the Learning Environment

• Planning for Instruction

• Assessing Mastery

• Using Data to Drive Performance

Log In to Professional Development Course

• Engage the community of stakeholders through strategic conversations

• Recruit for mindset—5 steps• Reach understanding of what

it is and why it is needed• Looks like/Sounds Like• Teaching and Learning through

the eyes of a student• Seeing is Believing• What it Is/Is Not• Required Shifts in

Practice/Potential Challenges/Required Tools

Why SCL?

MODULE 1: MINDSET/MISSION/VISION

ELEMENTS OF 21ST CENTURY TEACHING AND LEARNING

TEACHER SELECTION PROCESS

February March April May June

Ongoing communication with prospective candidates

Online Application Screen

Video Course

Virtual Interview

First Offers Out

All Offers Out

Teacher Demonstration Days

• Efficiency• Effectiveness• Relevance• Engagement• College/Career

Readiness

Why Technology?

MINDSET/MISSION/VISION

Why TechnologyA scalable mastery based learning model demands an integrated

learning platform and blended curriculum at its core.

PersonalizationCollaboration

Curriculum Mapping

Real-time Analytics

DigitalLibrary

• Supports a robust collection of open sourced, licensed, and teacher created resources.

• Learning objects parsed in bite sized chunks.

• Digital assets mapped to standards--local, state, common core.

• Curriculum maps directly linked to the digital assets.

• Dashboards provide data for students, parents and teachers.

• Data is provided as a prescriptive newsfeed for immediate application.

• Integrated planner, profiles, personalized learning plans with student, teacher, parent, communication tools.

• Peer to Peer support system.

EDUCATION ACHIEVEMENT AUTHORITY OF MICHIGAN

• Personal Affirmation is a must at each level.

• How will I shift my role and serve as a facilitator?

• How will my classroom look/sound?

• How will my classroom sound?• How will I ensure college/career

readiness?• What structures will I use to

blend my classroom?• How will I ensure students are

able to move at their own pace?

• How will I assess mastery?• Why is this important? • How will I provide choice

in……?• How will I self assess?

Ensuring Commitment to Student-Centered Learning

MINDSET/MISSION/VISION:

MASTERY OF MINDSET/MISSION VISION MODULE

Resources (Learn)White Papers:

Students at the CenterRise of K-12 Blended LearningHandbook

Arne Duncan ReflectionVideo LibraryClassroom Visits

Reflection: Virtual Parking Lot

Activities (Practice)Looks Like/Sounds Like (Journal)What It Is/Is Not (T-chart)Challenges/Tools, Shifts (Graphic Organizer)Brainstorm (Wordle)Responding to Student Voice (Concentric Circle)

Project (Apply)

Personal AffirmationMarketing Storyboard

Performance Tasks (Assess)

Implementation Plan

ACTIVITY

Assessing Teaching and Learning through the eyes of students

• Knowing your Peers• Building Trust: Restorative

Practices, Leadership Story, Activities with Purpose

• Building a Common Language• Structures

• Classroom Setup: Common Language, Where Am I Board, Shared Vision, Learning Targets, Evidence Board, Furniture arrangement,

• Rotation vs Flex vs Pod• Shared Vision• Rituals & Routines

• Working individually, in pairs, in small groups

• What to do when the teacher is teaching a small group or conferencing

• What to do when you get to class• Accessing your laptop and other

materials

Where’s Mr. Frawley ?

MODULE 2: BUILDING THE LEARNING ENVIRONMENT

LEVERAGING LEARNING CHOICES: KNOWING YOUR PEERS

Inquiry

Independently Examine different Relationship building activities.

Collaboration  “Give one Get one” Brainstorm relationship building activities and use Kagan Structure –Each person gives one and gets one until all lists are exhausted.

Modeling Facilitator models a relationship building activity.

Protocol Each member of a small group selects an activity and uses the protocol to lead it with the group.

M E E T M R. F RAW L E Y

WELCOME TO MY CLASSROOM

• What’s in a Level?

• Unit Plan vs. Lesson Plan?

• What are the Core Competencies and expected Outcomes?

• What resources, activities, and projects will be used to • Learn• Practice• Apply• Assess

• Examples

Unit Planning vs lesson Planning

MODULE 3: PLANNING FOR INSTRUCTION

BUILDING AND INSTRUCTIONAL UNIT

EXAMPLE PLANNING PREZIS

• Environmental Science

• Math

• US History

• Creating a Learning Target

• Learn: • Build knowledge through inquiry,

collaboration, modeling, protocols

• Practice: • Demonstrate understanding

• Assess• Common Assessment

• Apply• Performance task with real

world application• Doesn’t always have to be an

artifact—can be a debate, socratic seminar, etc.

I take responsibility for my learning—I can communicate what I know, understand, and can do through artifacts and evidence while leveraging 21st century tools.

MODULE 4: ASSESSING MASTERY

• Goal Setting

• Self Assessment

• Conferencing

• Intervention• Individual• Small groups• Whole class

Real time access to data provides for instant intervention and support

MODULE 5: USING DATA TO INFORM PRACTICE

TOOLS FOR TEACHERS

Classroom Summary ReportTeachers can click to select individual or groups of students to assign supplemental resources and/or send notes.

Click a student to drill down to view real-time personal performance

Pie charts indicate mastery of

individual learning targets.

Self-assessment results

Student and Teacher Resources

Teachers have professional learning materials aligned to each unit of study (i.e., lesson plans, videos of model teachers, online community of peers teaching the same subject).

Teachers are encouraged to collaborate with others both within their school and with others—sharing best practices and resources.

Teacher Community

QUESTIONS