INSTRUCTIONAL SUPPORT LEADER NETWORK
Jan 09, 2016
INSTRUCTIONAL SUPPORT LEADER NETWORK
ISLN FACILITATORS
Kentucky LeadershipNetworks Timeline 2010-
2013July-Aug 2010 Sept– Dec 2010 Jan-May 2011 June-July 2011 Aug-Dec 2011 Jan-May 2012 June-July 2012 Aug 2012-June 2013
Networks Launch – orientation to: •Kentucky’s Core Academic Standards•Assessment Literacy•Highly Effective Teaching and Learning
•Reaching consensus with colleagues on the meaning of each standard in terms of its expected depth and breadth•Deconstructing Kentucky’s Core Academic Standards into clear learning targets•Planning and reflecting on their own/others’ teaching using the Characteristics of Highly Effective Teaching and Learning as a guide
•Reviewing and editing the deconstructed standards•Understanding characteristics of high quality formative and summative assessments and how to utilize resulting data effectively to improve teaching and learning•Engaging in ‘gap analysis’ for transition from old standards/curricula to new•Sharing highly effective teaching and learning strategies and resources
•Finalizing implementation plans for 2011-12 school year•Working collaboratively on model maps/pacing guides•Planning quality learning experiences/assessments around KCAS for first semester of year•Populating an online repository for instructional resources for all Kentucky teachers/leaders to access
•Designing/implementing high-quality formative and summative assessments and utilizing resulting data effectively to improve teaching and learning via Gates Foundation Literacy Design Collaborative(LDC)/Mathematics Formative Assessment Lesson (FAL) models•Planning/selecting rigorous and congruent (i.e., completely aligned) learning experiences for instruction •Selecting evidence-based strategies and resources to enhance instruction•Supporting other educators as they try out these same processes/strategies in their own classrooms•Populating an online repository for instructional resources for all Kentucky teachers/leaders to access
•Reflecting on 1st year implementation of standards•Revising pacing guides/maps•Refining LDC/FAL assessment and learning tasks for wider implementation•Designing additional LDC/FAL-like modules/tasks
•Teacher Leaders support others in their schools/districts in the effective implementation of LDC/FAL modules/tasks•Field-test/refine newly designed tasks/modules
KDE:ONxGL: KK (fcs) February 2011
Networks Launch – Orientation to: •Kentucky’s Core Academic Standards•Assessment Literacy•Highly Effective Teaching and Learning
JULY-AUG
SEPT-DEC•Understanding the meaning of the KCAS•Deconstructing Kentucky’s Core Academic Standards into clear learning targets•Planning and reflecting on their own/others’ teaching using the Characteristics of Highly Effective Teaching and Learning as a guide
•Gap Analysis•Working collaboratively on model maps/pacing guides•Understanding high quality formative and summative assessments•Planning quality learning experiences/assessments around KCAS for first semester of year•Building leadership capacity•Launch of CIITS
JAN-JUNE
KENTUCKY LEADERSHIP NETWORKS:
2011-12 YEAR-AT-A-GLANCEInstructional Support English Language Arts Mathematics
Focus Follow-up Focus Follow-up Focus Follow-up
September Re-Establish
purpose for Instructional Support Leadership Network (ISLN) and relationship with the content leadership networks
Describe the design and intent of Literacy Design Collaborative(LDC)/Formative Assessment Lessons (FALs) and their ‘fit’ with network goals
Introduction to Literacy Design Collaborative (LDC) as a strategy for highly effective teaching and learning to implement KCAS
Writing an argument Making explicit connections
among the KCAS ELA Strands 21st century learning and
communications (CHETL) Goal setting/self-reflection
(Teacher Effectiveness)
Create an LDC task
Reflect on new Writing Instruction Information
Orientation of Mathematics Formative Assessment Lessons (FALs) with connections to formative assessment processIntro to FAL (Problem-solving task) Formative assessment as process Feedback to move learners forward (CHETL)Choosing cognitively demanding tasks – analyzing tasks (becoming a critical consumer of tasks)Content Connection: Number and Algebraic Thinking
In ClassroomSuccessfully implement a formative assessment cycle (short, medium, and long term)Identify the cognitive demand of a task and modify as needed.In PLC/School/DistrictFacilitate a discussion around the formative assessment process (short, medium, long term)- consider using NCTM research briefBegin building the capacity of others to identify the cognitive demands of a task and to modify as needed.Describe the design and purpose of a FALBegin building the capacity of others to identify the cognitive demands of a task and to modify as needed.Reading: CASL ch 8
SUPPORT SERVICES DOCUMENT
Please review this document as well as the Coaching/Feedback Protocol.
Karen will not finalize until all ISLN networks have reviewed and given their feedback.
WHY THESE TASKS?
THE INSTRUCTIONAL CORE
•Principle #1: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement.
•Principle #2: If you change one element of the instructional core, you have to change the other two.
•Principle #3: If you can’t see it in the core, it’s not there.
•Principle #4: Task predicts performance.
•Principle #5: The real accountability system is in the tasks that students are asked to do.
•Principle #6: We learn to do the work by doing the work.
•Principle #7: Description before analysis, analysis before prediction, prediction before evaluation.
TEACHER STUDENT
CONTENT
TASK
INTERACTION: STUDENTS AND
TEACHER Teacher: what a teacher does in the classroom.
Depends on teacher’s skill and knowledge (repertoire and ability to match)
Student: what students do in the classroom. Level of ACTIVE student learning
Content: how concepts are presented and the tasks students are asked to complete. Difficulty of content; level of challenge; activity vs. mastery focus
IMPROVE STUDENT LEARNING
1) You can raise the level of the content that students are taught.
2) You can increase the skill and knowledge that teachers bring to the teaching of that content.
3) You can increase the level of students’ active learning of the content.
Schools don’t improve through political and managerial incantation; they improve through the complex and demanding work of teaching and learning. (Instructional Rounds, Richard Elmore, et al)
OBSERVING AND ANALYZING THE
TASK What is the actual work that students are
being asked to do?
What do you have to know in order to engage the task?
What is the actual product of the task?
What is the distribution of the performance among students in the class on the task?
If you were a student and did the task, what would you know how to do?
CURRENT CLASSROOM
CULTURE
Of the task observed, 80% of task required procedure and fluency
“Don’t change a culture like this. You have to take out the current and put something else in its place.”
Richard Elmore
WHAT IS DIFFERENT ABOUT THESE TASKS?
Pedagogy will be different: Questioning Strategies change Student Discourse will be necessary Level of Cognitive Demand is Increased Literacy and Thinking skills
Student Response will be different: Response to cognitively demanding questions Constructing Questions Academic discourse to learn content
EVOLUTION OF TASKS
GATES FOUNDATION: SUPPORTING
INSTRUCTION INVESTING IN TEACHING
Teachers worry that the new round of standards and tests will continue to focus on accountability without sufficient support for how teachers actually help their students master more-rigorous expectations.
Carina Wong
Deputy Director,Education Bill & Melinda Gates Foundation
GATES FOUNDATION: BUILDING TOOLS
8 STATESMath – Formative Assessment Lessons Literacy – Smart Templates
Students are given easily administered initial assessment task.
Students are immersed in the mathematics of the initial assessment task through a set of collaborative activities.
Students are engaged in a whole-class discussion.
Students return to improve their response to the initial assessment.
Template tasks are purpose-specific collections of fill-in-the-blank tasks based on the Common Core State Standards for literacy.
Instructional modules support teachers in planning and delivering quality instruction focused on ensuring students succeed at the template tasks.
Eventually:Courses that ground content in college- and career-ready literacy instruction are the ultimate goal of the LDC system.
WHAT IS LDC AND FAL?
Literacy Design Collaborative
Brochure
https://knowledgebase.newvisions.org/CustomTeamsIndividual.aspx?id=409
Math: Formative Assessment Lessons
An Overview
http://map.mathshell.org/materials/background.php?subpage=about
BEGIN WITH THE END IN MIND
Teacher Doing Student Doing Student Saying Coherence occurs when adults agree on
what they are trying to accomplish and are consistent from classroom to classroom.
MOVING TOWARD HIGHER QUALITY
INSTRUCTION
MATHEMATICS FORMATIVE ASSESSMENT LESSON AND
LITERACY DESIGN COLLABORATIVE TASK
How do the design and intent of the tasks use Highly Effective Teaching and Learning to bridge from the Standard to
the Assessment?
PILLARS AGAIN
ImplementatioImplementationn
FALFAL
Questioning Techniques
Engineering Student
Discussions
Formative assessment can and should be done BY STUDENTS as
well as by teachers.
The key to improvement is how students and teachers
use assessment information.
YOUR DISTRICTFORMATIVE
ASSESSMENTS
List a variety of formative assessments used in your district.
List one assessment per post-it note.
Bell Bell
RiRingersExit Exit SlipsSlips
ThiThinklink
WHAT DOES RESEARCH SAY THE BENEFITS OF
FORMATIVE ASSESSMENT ARE?
TYPOLOGY OF KINDS OF FORMATIVE
ASSESSMENT
Type Focus Length
Long-cycle Across marking periods, quarters, semesters, years
4 weeks to 1 year
Medium-cycle Within and between instructional units
1 to 4 weeks
Short-cycle •day-by-day •minute-by-minute
Within and between lessons
24-48 hours
5 seconds to 2 hours
POST-IT SORT
Arrange your post-it notes into one of three categories:
DOES YOUR DISTRICT HAVE A BALANCED
ASSESSMENT SYSTEM?
Are there any types that need more attention?
How do you as a leadership team ensure that appropriate assessments occur and that the data generated moves learning forward?
FORMATIVE ASSESSMENT
“I THOUGHT THAT IF I TAUGHT THEM ALL THE
BITS, [STUDENTS] COULD PUT THEM
TOGETHER.”
FAL TRIAL TEACHER
The Big Picture
WE REMAIN CONNECTED TO
CASL!
ASPECTS OF ASSESSMENT FOR
LEARNINGWhere the learner is going
Where the learner is right now
How to get there
TEACHER Clarifying and sharing intentions and criteria for success
Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of learning
Providing feedback that moves learners forward
PEER Understanding and sharing learning intentions and criteria for success
Activating students as instructional resources for one another
LEARNER Activating students as owners of their own learning
Student-friendly learning targets
Peer and self-assessment
Meaningful Feedback
Academic talkThoughtful questions
BOOMERANG TASK
Teacher packet
Mathematical Practice Standards
Common Core Standards
Misconceptions
Questions to guide students forward in their learning
Samples of student work
THE LITERACY DESIGN
COLLABORATIVE The LDC framework is a way to put
“legs” on the common core, to translate them into classroom practice and student experiences.
LDC tasks are extended literacy assignments taught over several weeks.
LDC modules add literacy instruction to ensure the reading, writing, and thinking tasks needed to complete the task are intentionally taught.
LDC TASKS ARE STANDARDS IN
ACTION “The task predicts performance. What
determines what students know and are able to do is not what the curriculum says they are supposed to do, nor even what the teacher thinks he or she is asking students to do. What predicts performance is what students are actually doing.” (Richard Elmore, City et al., 2009)
& other Common Core Standards when appropriate*
LDC FRAMEWORK
TEMPLATE TASKS
Argument(opinion at the
elementary grades)
Informative/ Explanatory Narrative
Target the 3 modes of writingin the Common Core State Standards
Teacher/Student-Selected
Texts
Appropriate, grade-level texts
that support selected content
Supported by an Instructional LadderSkills students need to complete the task
Mini-tasks for building each skill
LDC TEMPLATE TASKS
Connect reading and writing instruction
Are based on multiple standards
Require students to:
Read texts as specified by the CCSS
Write products as specified by the CCSS
Apply common core literacy standards to content with a focus on ELA, social studies, and/or science
LDC TEMPLATE TASKS
Template tasks come with rubrics for scoring students’ work and specifications of the Common Core State Standards the resulting tasks will address.
Some template tasks provide optional additions to the basic assignment, allowing teachers an additional way to vary the level of work students will create. (L2, L3)
LDC TEMPLATE TASKS
Teachers fill in the prompt, including: The content of the task Texts to read Text students will write Whether to make the task
more demanding by using the Level 2 and Level 3 options
SEPTEMBER=TASK 2 (ARGUMENT)
(Add Essential Question) After reading _________ (literature or informational texts), write ___________ (review, article, editorial, speech, etc…) that addresses the question and support your position with evidence from the text(s).
L2 Be sure to acknowledge competing views.
L3 Give examples from past or current events or issues to illustrate and clarify your position.
WHY ARGUMENTATION
WRITING?
What student doesn’t like to argue? Argument is motivating to students.
CCSS require students to move on to argumentation writing instead of persuasive.
ARGUMENT MOVES FROM…TO…
IMPLICATIONS OF LDC
Provides a content specific way to embed writing across the curriculum.
Supports the expectations in Writing Program Reviews
Will build collaboration across the disciplines
Supports the move from Persuasive Writing to Argumentation Writing.
TASK 2 EXAMPLE
BREAK
Return in 15 minutes.
SUPPORT FOR TEACHER LEADERS
How are the tasks for Mathematics and English/Language Arts similar and how are they different?
How can school and district leaders support the work of the teacher leaders?
HOW ARE THE TASKS… SIMILAR?
DIFFERENT?
Increased exposure to instructional strategies and practices (individual)
Increased expectation of group success leads to “normative press” (lateral accountability)
Press leads to greater risk-taking, perseverance, resilience in face of failure
Leadership Practice
Organizational Processes
Model public learning
Create environment supportive of risk-taking (psychological safety)
Focus on structures, processes and content of team work
Examine available instructional supports / PD Individual efficacy
linked to classroom behaviors
Collective efficacy a strong predictor of whole-school achievement
Structures in place
Instructional mandate (vertical accountability)
Attention to processes
Explicit focus on group commitments
Individual and Collective Efficacy
Beliefs
Student Achievement
CONTENT NETWORK UPDATES
SEPTEMBER MATH TEACHER LEADER
NETWORK TARGETS
Participants can describe why formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
Participants can describe the design and purpose of a Formative Assessment Lesson.
Participants can modify a task from low cognitive demand into a high cognitive demand task.
EXPECTATIONS FOR MATH TEACHER
LEADERS
In Teacher’s
Own Classroom
Successfully implement a formative assessment cycle (short, medium, and long term)
Identify the cognitive demand of a task and modify as needed
EXPECTATIONS FOR MATH TEACHER
LEADERS
In Teacher’s
PLC, Dept., or Team
Facilitate a discussion around the formative assessment process (short, medium, long term) - consider using NCTM research brief
Begin building the capacity of others to identify the cognitive demand of a task and modify as needed
EXPECTATIONS FOR MATH TEACHER
LEADERS
In Teacher’s
School
Facilitate a discussion around the formative assessment process (short, medium, long term) - consider using NCTM research brief
EXPECTATIONS FOR MATH TEACHER
LEADERS
In District Planning
Team
Facilitate a discussion around the formative assessment process (short, medium, long term) - consider using NCTM research brief
Participants can describe the design and purpose of a FAL
Begin building the capacity of others to identify the cognitive demand of a task and modify as needed
SEPTEMBER ELA TEACHER LEADER
NETWORK TARGETS
Articulate the goals and purpose of the content leadership networks
Recognize instruction that makes the connection among the standards (CASL was a touchstone text for assessment literacy; LDC is a touchstone for Highly Effective Teaching and Learning)
SEPTEMBER ELA TEACHER LEADER
NETWORK TARGETS Compare and contrast persuasion,
opinion, and argument, as it progresses
Create a teaching task that integrates the ELA strands (Task 2)
Set personal goals and make an action plan to advance the vision of 21st century learning.
SEPTEMBER EXPECTATIONS FOR
ELA TEACHER LEADERS
Create an argumentation task.
Read from either The Daily 5, The English Teacher’s Companion, or Classroom Discussions and try one new strategy in your classroom. Be prepared to discuss.
Take action on your action plan to advance the vision of 21st century learning in your classroom.
GRREC HOT TOPICS