Leaders of Learners HOW DO WE LEAD THE CHANGE WE WANT TO SEE IN OUR SCHOOLS?

Leaders of LearnersHOW DO WE LEAD THE CHANGE WE WANT TO SEE IN OUR SCHOOLS?

January LOL ReviewDR. ELIZABETH CLARK

Multiple Dimensions of Data

Demographics

Perception

StudentLearnin

g

School Processes

Enrollment, Mobility, Attendance, Dropout/ Graduation Rate, Ethnicity, Gender, Grade Level, Teachers, Language proficiency

Standardized Tests, Norm/Criterion Referenced

Tests, Grade Point Average, Formative Assessment,

Performance Assessment

Perceptions of Learning Environments, Values and Beliefs, Attitudes, Questionnaires, Observations

Programs, Instructional

Strategies, Classroom Practices,

Assessment Strategies,

Summer School, Finance,

Transportation

Copyright ©1991-2005 Education for the Future Initiative, Chico, CA

Process = Output

Input Process Output

Process = Output

Consistent Processes

High-Performing

Culturedevelop

Accountability vs. Responsibility

Accountability

Responsibility

Planning for Teaching vs. Planning for Learning

Planning for Teaching

Select Topic Plan Lesson Create Assessment

Divide and Conquer Approach to Planning

Not necessarily aligned to standards

Focused more on the teacher and what needs to occur rather than

students and what/how they will learn

Planning for Learning

Standards Clarification Documents Evidence of Learning Student Tasks Strategies and Structures Resources

Differentiation

Collaborative Approach to Planning: All teachers deeply understand lesson and

purposes behind its design

Backward design: lessons tightly aligned to leading students to mastery of the

standards

Focused on student learning and the experiences required in order for students to be able to demonstrate mastery of that

learning

GOALS

Elevate the COGNITIVE DISCOURSE within PLCS

use of BIRDVILLE ISD PROTOCOLS for Planning, Using Data, and Reflecting on

Practice

the THINKING represented in the protocols becomes AUTOMATIC

PLCs produce high-quality, standards-based lessons focused on STUDENT LEARNING rather

than teaching.

through the

so that

and

Select the standard(s):

Leading, Partner, Process

Evidence of Learning:

Formative, Summative

Student Tasks

Strategies and Structures

ProcedureAccommodations/

Modifications/ Extensions

Reflection

Planning for Learning Protocol:

It’s a Process

Standard Clarification Documents

Resources

Planning for Learning Protocol:

Discuss

Stand up, Hand up, Pair Up!

How has the Planning for Learning Protocol been used on your campus since the last LOL?

How do you think the protocol will continue to impact teachers? Students?

Share out at campus table

District Problem of Practice: Data Collection

and ProgressDAVID HOLLAND

Reference Point

Reference Point

Measurement in 1-dimension requires 2 reference points to locate position

Position location

1010 4

Measurement in 2-dimensions requires 3 reference points to locate position

Reference PointReference

Point

Measurement in 3-dimensions requires 4 reference points to locate position

How many dimensions exist in learning systems?

How many reference points are needed to know exactly where you are?

Triangulation

Triangulation is a research technique that facilitates validation of data through cross verification from two or more sources. In particular, it refers to the application and combination of several research methodologies in the study of the same phenomenon.

Data triangulation: involves multiple sources of data across time, space, and persons

Investigator triangulation: involves multiple researchers in an investigation

Theory triangulation: involves using more than one theoretical scheme in the interpretation of the phenomenon

Methodological triangulation: involves using more than one option to gather data, such as interviews, observations, questionnaires, and documents.

District Problem of Practice

Walkthrough data indicate that not all teachers post learning expectations in their classrooms, which suggests that student learning may not be clearly aligned with the curriculum standards.

Theory of Action

If teachers deeply understand the content, context, and cognitive requirements evident in the standards to be learned, and

If teachers explicitly communicate learning expectations so that students clearly understand and take ownership in the standards for which they are held accountable, and

If teachers design learning tasks for students that are closely aligned with the content, context, and cognitive requirements of the learning standards, and

If teachers and students monitor learning toward achievement of the standards, utilize focused feedback, and make appropriate learning adjustments when necessary,

Then student learning will be better aligned with the learning standards

Guiding Questions

Do we have a deep understanding of the content, context, and cognitive requirements of the TEKS?

Do we use language to communicate the curricular standards in terms of we will and I can statements?

What do we use to design student work/tasks? Do the tasks align to the standards? How do we know?

How do we give feedback to students regarding their progress in mastering the standards?

How do we help students to personalize learning goals?

Teacher and student

understanding of standards

Posting of standards

Designing learning tasks aligned to the

standards

Problem of Practice

Theory of Action

Guiding Questions

Where are we? Monitoring learning

toward standards mastery and providing useful and

timely feedback

Teacher to whole class

Independent work

Pairs/cooperative groups

Teacher to small group

Lab experiences

0 10 20 30 40 50 60

41

40

21

20

4

50

19

6

19

4

Classroom Structures

2014-152013-14

Percentage of Classrooms

District walkthrough data

District walkthrough data

Student interaction with standards

Standards used as part of student tasks

Standards used as part of instruction

Standards readily visible/accessible

Standards in student-friendly language

Standards posted in SE language

Standards posted or discussed (2013-14)

0 10 20 30 40 50 60 70

3

7

14

48

23

64

46

Posting and Use of Standards, 2014-2015

Percentage of Classrooms

Quick Write

How have you moved toward the new vision this year?

CRYSTEN CAVINESS

District Problem of Practice

District Problem of Practice: Reflection Protocol

birdvilleschools.net/LOL

Photos

Data ?

Campus Commitment

Progress by Category

birdvilleschools.net/LOL

DistrictProblem of Practice: Plan for Leading

P4Leading: Let’s Begin

What next steps are needed for your campus to move forward?

P4Leading

P4Leading

P4Leading

Are you TEACHING if nobody is LEARNING?

Are you COACHING if nobody is SHARPENING THEIR SKILLS?

Are you LEADING if nobody is MOVING FORWARD?

Thought Challenge

Plus/Delta

Campus POP: Next Steps

Considerations for moving forward Keep the same POP for next year

Revise current POP for next year

Strategically abandon

and

- focus strictly on District POP

- develop a new Campus POP