April English PLT Leaders

April English PLT Leaders

Full Implementation of the Common Core

Last MeetingPerformance Tasks

Smarter Balanced Assessment ConsortiumUpcoming Accountability MeasureStrong teaching and learning Multiple Common Core Standards integrated

for deep student learning

Full Implementation of Practices That Teach

Integrated Common Core Standards

Today

1.What it means2.Whose job it

is3.What to look

for4.What to do

next

How can we help our teachers move to global instructional structures that focus on transferable CCSS skills rather than specific texts or grammar topics?

How can we support teachers as they shift from a unit called Of Mice and Men

to one focused on

Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact? (CCSS RL5. 11-12)

Implementation ScienceWhat IS Implementation?

A specialized set of activities designed to put into practice a program or process

How do we know when we reach full implementation?When 50% or more of intended practitioners

use it with fidelity

Stages of Implementation

Where are we?

Return on Investment

Implementation Teams

Who’s on The Team? Principal Assistant Principals Department Chairs PLT Leaders Workshop and PD

AttendeesCurriculum Writers

What is the role of the Curriculum Writer and PD Participant?Explicitly shares the PD experience and

explain information/initiatives with the PLT/ Department/ School

Seeks leadership opportunities to share content and learning

Makes meaning of the learning as it aligns to the School Improvement Plan and CCSS.

Represents the professionalism of the school.

What is the role of a Department Chair?Clearly communicates information/initiatives shared during

district chair meetings to departmentWorks with other department leadership and administration to

shape the instructional program at the school Works with other department leadership and administration to

determine instructional needs of the school based on dataIncorporates researched best practices in classroom deliveryImplements the Common Core Standards with fidelityUses appropriate structures and scaffolds to support student

learningWelcomes other teachers to observe in the classroomObserves other teachers and coaches the department Facilitates creating a strong instructional program rather than

managing a department

T_S_A. Y UB. V OC. U LD. E T

Y U V O U L E T

100%

0%0%0%

What is the role of a PLT Leader?

I explicitly and thoroughly explain to my PLT team the ideas and information I learn at district PLT meetings.

A. Strongly AgreeB. AgreeC. DisagreeD. Strongly Disagree

Strongly

Agree

Agree

Disagre

e

Strongly

Disagree

100%

0%0%0%

I work closely with the department chair to cultivate strong vertical alignment of course content.

A. Strongly AgreeB. AgreeC. DisagreeD. Strongly

DisagreeStro

ngly Agre

eAgre

e

Disagre

e

Strongly

Disagree

100%

0%0%0%

I analyze school data with the department chair to focus the work of our PLT.

A. Strongly AgreeB. AgreeC. DisagreeD. Strongly

DisagreeStro

ngly Agre

eAgre

e

Disagre

e

Strongly

Disagree

100%

0%0%0%

I guide the PLT to design common assessments of learning and common instructional practices.A. Strongly AgreeB. AgreeC. DisagreeD. Strongly

DisagreeStro

ngly Agre

eAgre

e

Disagre

e

Strongly

Disagree

100%

0%0%0%

I incorporate researched best practices daily in my own instructional plans.

Strongly

Agree

Agree

Disagre

e

Strongly

Disagree

100%

0%0%0%

A. Strongly AgreeB. AgreeC. DisagreeD. Strongly

Disagree

I am very confident in my ability to use and explain CCSS for my grade level.

A. Strongly AgreeB. AgreeC. DisagreeD. Strongly Disagree

100%

0%0%0%

In my own classes, I model the use of appropriate scaffolds and structures to support student learning.

A. Strongly AgreeB. AgreeC. DisagreeD. Strongly

DisagreeStro

ngly Agre

eAgre

e

Disagre

e

Strongly

Disagree

100%

0%0%0%

I welcome other teachers to observe my classroom practices in action.

A. Strongly AgreeB. AgreeC. DisagreeD. Strongly

DisagreeStro

ngly Agre

eAgre

e

Disagre

e

Strongly

Disagree

100%

0%0%0%

As PLT Leader, I observe other teachers’ classes and provide peer feedback.

A. Strongly AgreeB. AgreeC. DisagreeD. Strongly Disagree

100%

0%0%0%

As PLT Leader, I lead the team to participate in peer coaching of one another.

A. Strongly AgreeB. AgreeC. DisagreeD. Strongly Disagree

Strongly

Agree

Agree

Disagre

e

Strongly

Disagree

100%

0%0%0%

In my own classes, I model full implementation of all Common Core Standards.

A. Strongly AgreeB. AgreeC. DisagreeD. Strongly Disagree

Strongly

Agree

Agree

Disagre

e

Strongly

Disagree

100%

0%0%0%

What is the role of PLT Members?Include school initiatives in the instructional

program (SIP) Review student data to improve and inform

instruction Discuss the needs of students to inform instruction Create common assessments to assess fidelity of

instruction and student learning Create common plans to promote fidelity of

instruction Observe each other to provide feedback about

fidelity of instruction Coach each other to increase fidelity of curriculum

implementation

Coaching IS…

On-site professional development in effective teaching practices

Embedded in real on-the-ground experience

Cycles of targeted supportOngoing and recursiveModeling and training in

research-based effective strategies

Dedicated, meaningful reflective feedback, collaboration, and planning

Coaching is NOT… A limited-session PD

course or webinar A post-observation

conference Observation and

evaluation for NCEES BT Mentors Buddy teachers Teacher Assistant or Co-

teacher who works with students

Tool: Embedded coachingInvite

, enroll

Identify goal

Explain researc

hModel

effective practice

Observe

Reflect on

feedback

Explore next steps

PD opportunities to experience what Common Core should look & feel like for students

Specific CCSS Training/ Curriculum Writing Opportunities

Teams – from the department and from across all departments

Peer Coaching Common Observation

Tool

Capacity for CoachingAre attendees expected to

share information in a strategic and intentional manner?

Are PLTs aff orded the time to create model lessons?

Do they work collaboratively to determine common literacy practices across the school?

Are coaches specifi cally identifi ed and trained to coach fellow teachers?

Do all the teachers in the building know how the Common Core Standards changes the planning and delivery of instruction?

Common Observation ToolEnvironment

Culture

Technology

Researched Best PracticesStandards for Literacy

Meet Ms. Procter. Ms. Procter is a teacher of Academic English II at your school. You and your team will review the lesson she delivered and her responses to some specific questions.

In the Classroom

Use your observation tool to record the elements you found during the observation.

You may use the back to record information that will be helpful as you have a conversation about student learning in Ms. Procter’s classroom.

https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom

Observation Tool1. Complete the observation tool,

independently.2. If you need help understanding

an element, please use the Observation Help Guide that is linked to your agenda.

3. Choose a table facilitator4. Seek agreement on each item to

determine what the team did or did not see in the observation (Use the help guide when your group gets stuck and use evidence to determine whether the element was evident in the observation.)

5. Record these findings on the observation poster.

Where are we the same?Where are we different?

Who is “right”? What evidence did you use to make your decisions?

What might account for some of the differences?H

Analyzing our Results

ow could you use a process like this in your PLT?

Growing as a Coach1. Assess current

role in your PLT and Department

2. Create opportunities for peer observation and supportive feedback

3. Use feedback to drive future professional development—for you and your PLT

Growing as a PLT Leader1. Assess current status in

your PLT and Department

2. Create opportunities for instructional leadership, not PLT paper-pusher

3. Work with other Department Chair and other PLT Leaders to design ongoing peer-coaching cycles based on CCSS needs.

4. Develop instructional and dispositional competencies of your PLT

Looking Forward…English II EOC and NCFEs• Teach to the test? DPI website http

://www.dpi.state.nc.us/accountability/reporting/

• Independent, cold readings (on or slightly above grade level)

• Analysis of specific choices made by author, effect on the reader, effect on the meaning/tone of the work

Next Year• Purposeful choices of PD Attendees• Purposeful role of PLT Leaders • Peer-coaching cycles of growth for student

achievement

Tell Us What You Think!

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Your honest responses will help us focus PD opportunities for next year.