8:00 - 9:00Start with the Heart First: Why the Work Matters

8:00 - 9:00 Start with the Heart First: Why the Work Matters

9:00 - 9:45 Collaborate and Clarify

9:45 – 10:00 Break

10:00 - 10:30 Book Study

10:30 – 11:00 Previews: Curriculum Feedback Form, and February 18 Sessions

Managing your Workshop Portfolio

Today’s Agenda: Morning

1:00 - 2:00 Start with the Heart First: Why the Work Matters

2:00 - 2:45 Collaborate and Clarify

2:45 – 3:00 Break

3:00 - 3:30 Book Study

3:30 – 4:00 Previews: Curriculum Feedback Form, and February 18 Sessions

Managing your Workshop Portfolio

Today’s Agenda: Afternoon

Start with the Heart First: Why the Work

MattersElizabeth A. Clark, Ed.D.

Associate SuperintendentCurriculum and Instruction

The Heart of Our Work

Why do we do this work?What is noble about our

work?What are the rewards of

our work?What is our legacy?

Activity 1: Leadership

1. On the conversation hearts, answer the four questions individually.

2. Discuss as a group and chart your thinking.

3. Be prepared to share out.

Activity 1: Leadership

Why do we do this work?

What is noble about our work?

What are the rewards of our work?

What is our legacy?

Teacher, You Make a Difference

http://www.youtube.com/embed/kVNT-sgFjTo?rel=0

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“To reach a port, we must sail – sail, not tie at anchor—sail, not drift.”

Franklin D. Roosevelt

“There are no easy answers…but there are simple answers. We must have the courage to do what we know is morally right.”

Ronald Reagan

Six Standards of High Performing Schools

1. Establish a well-crafted, focused, valid, and clear curriculum to direct teaching.

2. Provide assessments aligned to the curriculum.

3. Align program and instructional resources to the curriculum and provide student equality and equity.

Six Standards of High-Performing Schools

Six Standards of High Performing Schools

4. Use a mastery learning approach and effective teaching strategies.

5. Establish curriculum expectations, monitoring, and accountability.

6. Institute effective district and school planning, professional development, resource allocation, and provide a quality learning environment.

Six Standards of High-Performing Schools

• Fundamental work plan

• Address the legal and operational requirements

• Reasonable, attainable

• Viable, user-friendly

• Aligned and connected to the tests (STAAR/EOC/AP)

Standard 1 Establish a Well-Crafted, Focused, Valid, and Clear

Curriculum to Direct Teaching

• Focus and connect the work of classroom teachers to how that effort fits into the overall structure of defined performance (i.e. results orientation).

• Align to the extent that teachers engage in deep parallelism (i.e. no surprise) to ensure congruence between the tested and written curriculum.

• Move away from a reactionary mode of instruction to an anticipatory mode of teaching to the curriculum standards addressing content, context, and cognitive requirements.

Standard 2Provide Assessments Aligned to the Curriculum

• Maximize the teacher quality time ratio (TQT) with students.

• Prioritize resources to reflect a commitment to improving learning.

• Let the needs of children be the basis of resource allocation.

Standard 3Align Program and Instructional Resources to the

Curriculum and Provide Student Equality and Equity

• Align the written and tested curriculum to the taught curriculum.

• Design and implement a pyramid of interventions to respond to the learning needs of students.

• Develop individual learning plans for the underachieving.

• Instruct at the right level of difficulty.

• Use diagnostic/formative assessments on a regular basis.

• Use research-based best practices.

Standard 4 Use a Mastery Learning Approach and

Effective Teaching Strategies

• Establish high curriculum standards and monitor curriculum design and delivery.

• Work with teachers to disaggregate test data and then use those data to make classroom decisions.

• Monitor to see that district curriculum is actually implemented.

• Organize central and campus staff to work collaboratively in teams (ILT, LOL, PLCs, Vertical/Horizontal, LEAP)

Standard 5Establish Curriculum Expectations, Monitoring, and

Accountability

• Plan with specificity, multiyear, yet maintain flexibility and adaptability.

• Align professional development to the goals contained within district and campus plans.

• Budget based on curricular priorities.

• Hire the best and continue to develop people.

• Keep schools safe, clean, and adequate for a wide variety of learning and teaching variations.

Standard 6Institute Effective District and School Planning, Staff

Development, Resource Allocation, and Provide a Quality Learning Environment

The complexity of the current educational reform agenda

demands courageous, responsible, determined action on the part of

all who believe that preparing our children for life in the 21st Century

is both a national priority and a moral responsibility.

“The Heroes Journey” John Brown and

Cerylle A. Moffett

Preparing for the 21st Century

Soaring Beyond Expectation

Preparing for the 21st Century

View Website

http://www.gohospice.com/career/family_core_values/

Our current structures for

schooling are exhausted. Today, it

is becoming “agonizingly

difficult” (Hargreaves & Fullan,

1998) for educators at all levels

to respond to the needs of

children as well as adults in the

system.

School Structures vs. Students and Staff

The work before us is difficult, but we must embrace it with heart and hands, working together to make a difference.

Rick DuFour Video

Why collaborative teams are essential…

https://www.youtube.com/watch?v=0hV65KIItlE



Group? Team?

What actions, characteristics, or behaviors might be present in a PLC if it is operating as a…

PLC Collaboration: Group vs. Team

PLC Activity Handout

Today, we will focus on the discussions and strategies around Question 1 of the PLC:

What do students need to know and be able to do?

PLC in Birdville ISD

Three Cs of a Standard

Cognitive Requirement

Content

Context

•What is the cognitive requirement of the standard?• What is the VERB? • What should students be

doing?

•What content is addressed in the standard?•What should students be (insert verb here)?

•What is the context of the content and its relationship to the cognitive requirement?•How will students interact with the content of the standard?

The Three 3 Cs of a Standard

Birdville ISD PLC Video: Question 1– Secondary: World Geography at Birdville High School– Elementary: Kindergarten at Birdville Elementary


What specific actions, characteristics, or behaviors do you observe in the PLC video?

PLC Activity Handout


Birdville Elementary PLC Birdville High School PLC

What do students need to know and be able to do?

http://www.youtube.com/embed/pN7VRHDQoH4?rel=0

http://www.youtube.com/embed/uhJtFka74Lk?rel=0

On the table: cards for each of the four core content areas

Distribute cards as evenly as possible

Goal: equal representation in each content area

PLC Activity: Collaborate and Clarify

PLC Activity: Practice the Process

Go to your

corners

PLC Activity: Collaborate and Clarify PLC Activity: Collaborate and Clarify

Take your PLC Activity Handout

1. Raise one hand in the air2. Find a person you do not know3. High-Five!4. Put your hands down and stand together

PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify

1. Introduce yourselves: Name, school, job assignment

2. Share: Why is your heart in this work?


1. Join with one other pair to form a group of 4

(Groups of 3-5 people will work!)

2. Sit down together

3. Introduce yourselves


• For today, you are a professional learning community that will:– Collaborate– Share ideas– Ask questions– Practice a process for

engaging in question one of the PLC


Step 1:Examine the standard

clarification document for your assigned content area

Step 2: Use the Guiding Questions on

the handout to facilitate a discussion around question one: what do the students need to know and be able to do?


Step 3: ShareWhat does this conversation typically look like in your PLC?

What could help to improve the depth of discussion around question one?

Does your PLC currently operate more as a group or a team?

What could help to move your PLC to a more collaborative and interdependent team?


“Really believe in your heart of hearts that your fundamental purpose, the reason for being, is to enlarge the lives of others. Your life will be enlarged also. And all of the other things we have been taught to concentrate on will take care of themselves.”

Pete Thigpen

The Heart of Leadership


Leadership“The heart of leadership lies within your heartbecause it is you.”

- Jody Westbrook


Your Name Here

Write your name at the center of the heart as a reminder…

that the heart of leadership, the heart to do this hard work, lies within you.

First Word, Last Word• Number off 1-4

• Person #1: Choose one word to capture the most salient point from chapter one

• Go around the circle: “I think you chose that word because…”

• Person #1: “I chose ______ because….”

• Repeat for each chapter

Book Study

Curriculum Feedback Form

Curr

iculu

m Feedback

Form

QC

Preview: February 18 Professional Learning

eduphoria! Spotlight: Manage your Workshop Portfolio

8:00 - 9:00Start with the Heart First: Why the Work Matters

Documents

curriculum standards

tested curriculum

clear curriculum

written curriculum

taught curriculum

curriculum expectations

work matterselizabeth

work matters9