WELCOME TO CKEC’S ELA NETWORK MEETING!

March 28, 2013

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Our Facilitators:

• Les Burns, Program Chair of English Education, University of Kentucky

• Kelly Clark, Literacy Consultant, KDE

• Marci Haydon, Instructional Coach, Old Kentucky Home Middle School, Nelson County

• Lisa King, Literacy Consultant, CKSEC

• Kelly Philbeck, ELA Network Specialist, CKEC

Norms for Professional Learning

Rule of two feet.Please silence cell phones. Please return from breaks promptly.

1AskQuestions & Engage Fully

2Open your mind

to diverse views

3Utilize your learning

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ELA Network Learning Target

•I can use careful planning to improve instruction in order to be a more effective teacher and leader.

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Today’s Focus• Jurying of Modules

• Student Work (analysis and protocols/assessment rubrics TPGES Domain 1E, 3D)

• Teacher Reflection and Adjustments (TPGES Domain 3E)

• TPGES and Goal Setting

Meeting Materials:www.kellyphilbeck.com

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Throughout the Day, Please Complete the:

Evaluation

• Gather evidence about what you are learning today.

Plan/Do/Review

Plan how you could share what you learned today in your schoolin your district

TPGES

Presented by:

Kelly Clark

8:45-9:15

TPGES Domains overview:

•3 e – Demonstrating Flexibility and Responsiveness

• Lesson Adjustment• Response to students• Persistence

Teaching Channel- 3 part series

TPGES Domains overview:• 1 e – Designing Coherent Instruction

• Learning activities• Instructional Materials and Resources• Instructional Groups• Lesson and Unit Structures

• Think about LDC, the instructional skills ladder, the mini tasks that connect directly to the standards.

• In your Strategic Plan today, think about what resources both time, materials and support you need to accomplish this work.

• During the last three years, you have been introduced to new and different ways of presenting instruction how can you bring that to your classroom and share it with colleagues?

3 d -Using Assessment in Instruction• Assessment Criteria• Monitoring of Student Learning• Feedback to Students• Student Self Assessment and Monitoring of Progress

• Think about how LDC helps to accomplish these indicators

• Remember your work around CASL

Vocabulary Jigsaw• This activity could be used as a unit opener, formative

assessment mid-point or as a review activity after reading.• Any text will work- at any grade level, any content area• For ELL or very young students struggling with

vocabulary, this activity reviews word structure (first and last letters), syllabication and word definition.

• Groups of 4– each person gets a different card (A,B,C,D) • Use copies of 3d on table- briefly review document• Each person make a clue sheet numbered 1-12• Follow directions for the activity #2-5• I will do the big reveal of the answers at 9:30am

Answer Key

• 1. elicits• 2. diagnose• 3. integral• 4. assessment• 5. ascertaining• 6. critical attributes• 7. sporadically• 8. engage• 9. monitoring• 10. feedback• 11. accurate• 12. substantive

Take a Moment to Reflect:

Evaluation Plan/Do/Review

• Gather evidence about what you are learning today.

Plan how you could share what you learned today in your schoolin your district

Jurying ModulesGrade Level Location Facilitator

K-2 Gym Lisa King

3-5 Passageway Kelly Clark

6-8 Classroom 111 Marci Haydon

9-12 Classroom 220 Les Burns

Take a Moment to Reflect:

Evaluation Plan/Do/Review

• Gather evidence about what you are learning today.

Plan how you could share what you learned today in your schoolin your district

BREAK10:45-11:00

IDEA SHARE11:00-12:00

Idea ShareGrade Level Location Facilitator

K-2 Gym Lisa King

3-5 Passageway Kelly Clark

6-8 Classroom 111 Marci Haydon

9-12 Classroom 220 Les Burns

Take a Moment to Reflect:

Evaluation Plan/Do/Review

• Gather evidence about what you are learning today.

Plan how you could share what you learned today in your schoolin your district

Time for Lunch!

• Enjoy your lunch!

• Talk with Colleagues

• Share Ideas

Lunch: 12:00-12:45

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DISTRICTSURVEY 12:45-1:00

Math & ELA Rubrics by DistrictsComplete each rubric for your district before you leave.

Mark the level that best represents your district for each row.

LEADERSHIP PLANNING INTRO 1:00-1:15

Strategic Planning

"If you don't know where you are going, you are certain to end up somewhere else."

- Yogi Berra

I know you feel like this

Let LDC act as a GPS to get you to where you want to be

5 quick steps to a strategic plan…..

1. Vision2. Goals3.What are the obstacles/barriers?4. What are the resources you need? 5. How can we use existing resources/strategies to overcome any obstacles or barriers?

Big Picture – You and LDC• LDC is one way to meet:

• Your content standards (especially the new ones which focus on students reading deeply, writing to answer critical questions, speaking and listening and observing to create meaning)

• Your literacy standards in all content areas• Your writing pieces for your schools writing program of

review, your school’s writing plan and CSIP regarding writing to learn, writing to understand and writing to demonstrate in every classroom learning

• College and Career readiness (CCR) expectations for all students

• Engaging and collaborative learning, demonstrates accomplished and exemplary indicators of TPGES – how you are being held accountable as a teacher

Visual aid

One other item LDC helps you with…Professional Responsibilities TPGES Domain 4 • Participating in a Professional Community

• Relationships with Colleagues• Involvement in a Culture of Professional Inquiry• Service to the School• Participation in School and District Projects

• Growing and Developing Professionally• Enhancement of Content Knowledge and Pedagogical Skill• Receptivity to Feedback from Colleagues• Service to the Profession

• Demonstrating Professionalism• Integrity and Ethical Conduct• Service to Students• Advocacy• Decision Making

• Compliance with School and District Regulations

Professional learning legislation 2013

Recommends 50 hours a year Protects time in your contract day to engage in joint learning, planning and reflection.LDC a great vehicle for you to make that time valuable for others in your schoolExpectation is that this work is SHARED teacher to teacher

You are the leaders in this work Today is about making a plan to outline HOW you will expand your implementation of LDC at your school

BREAK-OUTSESSIONS1:15-2:00

Break Out SessionsTopic Location Facilitator

Target Based Writing Instruction; Making the Most of LDC and Research Based Ways to Improve Student Writing

Room 220 Les Burns

Room 111 Marci Haydon

K-5 Instructional Text Passageway Kelly Clark

Leading Professional Learning: Leadership, Designs, and Resources

Gym Kelly Philbeck

LEADING & COACHING Presented by:Lisa King2:15-2:55

BUILDING PARTNERSHIPS AT YOUR SCHOOLCoaching Teachers to Improve InstructionLisa King

Session Objectives

•Understand how adults learn•Reflect on the nature of change•Define the Partnership Principles•Explore ideas for getting teachers on board

Discuss your challenges.

Six Stages of Change

•Pre-contemplation•Contemplation•Preparation•Activation•Maintenance•Termination

Pre-contemplation“What? I don’t see a problem”

•Ignores or is not aware there is a need to change

•Blames others

Contemplation“I should do something about this.”

•Begin to consider why they might need to change

•Weigh losses and gains•May decide they must change•We often get stuck here!

Preparation“In order to change I need to…”

•Make the plans for change

•Planning to take action

•Go to a workshop, bought a book

Action“Just do It!”

•Initiate the change in behavior for which they have been preparing

•Need a system of accountability

•Remove every barrier that the teacher might face

Maintenance

•Doing the change and it is becoming part of the routine, but you still have to think about it

•Don’t overlook this teacher

Termination

•Part of your routine

•Automaticity

What stage of change are your teachers in?

Schools engage in self-destructive behavior

Attempt

AttackAbandon

“As the number of changes multiplies, and as the time demands increase, people approach a dysfunction threshold, a point where they lose the capacity to implement changes.”

Darryl Conner, Managing at the Speed of Change

Getting Buy-In/ Enrollment

•Build a relationship with the teacher, listen to their goals and challenges they face

•Use active listening, share your stories

•Let them know how you can support them

Research to Practice• Clarify: read, reread, take notes, talk• Synthesize: be able to summarize what is most important about what you are teaching

• Break it down: Manageable Components• See it though the teachers’ eyes (students’ eyes)

• Simplify: make the complex clear through stories, anecdotes, analogies, etc.

Think about something you have learned during the ELA Network this year that you will share with teachers.

How can you break it down into manageable components?Simplify it for teachers?

Managing change

•Do I know what is expected of me?

•Do I have the materials and equipment I need?

•Is there someone at work who encourages my development?

Adult learners• Problem Centered• Results oriented• Self Directed• Often skeptical about new information• Seek education that directly relates to their needs, timely and appropriate for their situation

Strategies for Teaching Adults• Use them as resources, provide many opportunities for dialogue

• Clarify their expectations of the learning/session

• Give them some control over the pace• Show how new learning can be applied to current situations, direct application

• Variety of teaching materials

“Begin with the end in mind”

•What do I want teachers to know or be able to do as a result of the session?

•What will start to look different in classrooms tomorrow?

Planning PD

How will I follow up after the session?

•Materials

•Observations and feedback

•Planning with teachers

Thinking about the strategy you want to share with your teachers…

What are some ideas you just heard that would help you get buy-in?

MAKING CONNECTIONS2:55-3:15

Making Regional Connections

•Meet & Greet with regional groups•Make connections with regional & grade level partners

•Brainstorm possibilities to continue our work

•Discuss needs•How can CKEC continue to support you and your schools?

KDE UPDATES3:15-3:25

CIITS• A tool to help teachers match targets, standards and

assessments.• Meant to be a repository of nationally normed bank items

and teacher created items.• As with any tool, use your professional judgment when

applying items to your classroom.• More items being added this year, aligned to the new ELA

and Math standards.

Goal is to support teaching and learning by putting everything in one place -

Issues Report

When you have questions or concerns- use this form to report issues.The only way the bank will be better is if we work to make it work for us in the classroom.

Teacher Created Materials –19 page booklet

When you are ready to contribute to the resource for other teachers, in other words, lead by example.

Follow directions in the booklet to submit instructional materials.

Resources for TeachersInstructional Materials• Learn Zillion • Thinkfinity

• Center onInstruction

• Ell. Stanford.Edu

• PARRC

Resources for leadershipR-Group Space

– videos and step by step guide for module creationPD 360 in CIITSStudent Achievement Partners

- modules for CC implementationCCSSO- Placemats for text complexity, reading closelyKDE – COOPS- University Partners

Look inside your building and seek out and use the knowledge you have in house and in district, in your community.

FINAL THOUGHTS3:25-3:30