April English PLT Leaders Full Implementation of the Common Core
Jan 06, 2016
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!
Click icon to add picture
Your honest responses will help us focus PD opportunities for next year.