Scope of Work/Standards Deployment Plan: Leadership Networks UPDATED MAY 14, 2010.

Scope of Work/StandardsDeployment Plan:

Leadership Networks

UPDATED MAY 14, 2010

Welcome!Index cards have been placed at each seat.

Periodically, we will take time to process information and allow you to jot down any questions that you may have on this card. We will collect the cards at the end of the session and will respond to them through a

subsequent email or posting on the KDE webpage.

Session Outcomes

1. Understand the implications for professional development around standards and assessment literacy from Senate Bill 1.

2. Understand why the system of leadership networks is being created and how the system will support every district and school.

3. Understand what ‘next steps’ are required.

Senate Bill 1’s Charge

Senate Bill 1 requires professional development to support:

• assessment literacy• new standards• integration of the new standards in instruction and

assessments• improvement of student higher order thinking and

communication skills• program reviews

Statewide Leadership Networks

The Leadership Network concept/design is based on the most current research-based data that we have on effective professional development that leads to improved classroom practice.

Every network will focus on the actual work of each participant, in an on-going, collaborative manner, emphasizing a ‘learn, do, reflect, revise’ strategy.

Handout Review

• Using the organizer handout at your table titled: Scope of Work/Standards Deployment Plan, conduct a review of the handouts in your folder to begin completing the information for each question.

• We will be coming back to these questions throughout the session – so if you do not get it completed now, you will have time.

Professional Learning in the Learning Profession: A Status Report on Teacher

Development in the United States and Abroad (2009)

• PD that is short, episodic, and disconnected from practice has little impact.

• Well-designed PD CAN improve practice and increase student achievement. A review of high-quality experimental studies found that among programs offering extended PD (49 hrs on avg. over 6-12 months), student achievement increased by 21 percentile points. (Yoon, et al, 2007)

PD that impacts PRACTICE should be:

• focused on specific content • organized around problems of practice • connected to teacher’s work with children • linked to analysis of teaching and student learning • intensive, sustained, and continuous over time • supported by coaching, modeling, observation and

feedback • connected to teachers’ collaborative work in PLCs • integrated into school and classroom planning

around curriculum, instruction, and assessment

Take Home Messages1. Networks are a statewide support mechanism

for establishing P-16 leadership expertise to support the charges of Senate Bill 1.

2. Networks align with research on professional learning (development) that results in a change in practice.

* Take time to reflect on the questions on the organizer and add any new information. Add any questions you have to your index cards.

Building ‘human capital’—developing leadership and pedagogical competencies in those leading schools and districts—will yield a greater gain in terms of creating highly effective teachers in every Kentucky classroom than merely investing in products or resources alone.

Goals for Leadership Networks

Each network will be focused on developing the understandings, abilities, and leadership skills necessary to implement Kentucky’s Characteristics of Highly Effective Teaching and Learning contextualized in Kentucky’s Core Academic Standards.

Characteristics of Highly Effective Teaching and Learning

• Classroom Climate• Classroom Assessment and Reflection• Instructional Rigor and Student Engagement• Instructional Relevance• Knowledge of Content

Why Highly Effective Teaching and Learning—instead of just new standards

and assessments?• There is an overwhelming lack of understanding and agreement by

educators on what highly effective teaching and learning looks like.

• Bringing content/instructional leaders together to clarify those research-based characteristics, and providing them time to ‘practice’ or look for evidence of those characteristics will enable not just the ‘implementation’ of new standards and assessments, but EFFECTIVE implementation.

• Merely putting new standards—even with deconstructed learning targets—into the hands of teachers/administrators will NOT ensure that they are understood or even taught in such a way that students will experience success with them—regardless of how they are assessed. They must be CONTEXTUALIZED in highly effective instruction.

Sample Map from one month to the next:Roadmap for January 2008

Loose Ends

Performance Assessment

Effective Instruction

Instructional Model

Writing in Science

Roadmap for the Day (Feb 2008)

Instructional Model

Share Fair

Ed LeadershipArticles

Grading and Reporting

Formative assessment strategies and techniques in place indicate only shallow change UNLESS teachers’ skills and knowledge are developed and, ultimately, they change or hone their attitude and behavior regarding the role of the pupil and the teacher, so that active learning through formative assessment can flourish.

-Shirley Clarke, Active Learning Through Formative Assessment

It's important to model in staff development the kind of classroom learning environments and the internal sense of control that we'd like to have teachers develop for students. If we place a premium in the classroom on students taking a lead in their own learning, we need to model that same thing in professional development. In the area of assessment, teachers need the opportunity to manage their own development and to monitor their increasing competence in classroom assessment and its impact on kids. If teachers experience that kind of responsibility, they’re more likely to transfer their professional learning into practices that help kids develop those same qualities.

-Rick Stiggins “Assessment without Victims”

Scope of Work for Network Participants

• Be selected by district leadership.• Attend all scheduled meetings (8 days per year—6

during the academic year; 2 during the summer). • Complete readings and other ‘assignments’. • Participate in on-line communities of practice. • Participate on a district leadership team. • Help other colleagues in their own schools and

districts.• Commit to this process for at least 3 years.

Network DeliverablesSpecifically, each network will enable participants to be able to model and

lead others in their schools and districts to:

• Deconstruct standards into clear learning targets (August to December 2010)

• Design high quality formative and summative assessments (January 2011 and ongoing)

• Plan rigorous and congruent learning experiences (January 2011 and ongoing)

• Select evidence-based strategies and resources to enhance instruction (January 2011 and ongoing)

• Work collaboratively within and across networks to populate an online repository for instructional resources (December 2010 and ongoing)

• Utilize provided resources, tools, protocols, etc. (July 2010 and ongoing)

• Support other educators in their district (September 2010 and ongoing)

Getting the RIGHT people on board!

Based on the scope of work and the deliverables,

Do you have an idea WHO should be involved in this from your district

or organization?

Take Home Messages

3. The development of ‘human capital’ through the Network design is critical to the infrastructure of support needed for effective implementation and sustainability of the charges of Senate Bill.

4. Student learning is at the core of this work.

* Take time to reflect on the questions on the organizer and add any new information. Add any questions you have to your index cards.

Senate Bill 1 calls for coherency throughout our state—for students: smooth transitions from pre K-12 to higher education and the 21st century workplace; for teachers: coordinated and consistent skills and competencies in pre-service and in-service professional learning. It is because of this need to ‘get everyone on the same page’ that we are seeking truly collaboratively designed programs.

Achieving Coherence We must build a common (P-16+) understanding of:

– Concept development of fundamental big ideas in each discipline– What would constitute acceptable evidence for ‘mastery’ of a standard– 21st Century workplace requirements– Formative assessment– Summative assessment– Common assessment– Balanced assessment– Pre-assessment– Interim assessment– How to use assessment data to inform instruction for ALL students– How to use knowledge of brain research and cognitive science to design

instruction

Without this, it will be hard to ever ‘get on the same page’

Higher Ed Implications

• Course work for pre-service and inservice educators (e.g., principals, instructional supervisors, superintendents)

• Curriculum design - not only for K-12 but for higher education

• Outreach support• Informing future research

District Implications

• Instructional practices• Leadership growth – teachers,

administrators• Student achievement• Lessons learned

What are the implications of NOT having a common understanding of the

previous concepts/ideas between KDE, institutions of higher education, and

local districts?

High-achieving nations have created extensive systems of in- and out-of-school teacher learning opportunities to support ‘smart teaching.’

-Professional Learning in the Learning Profession

Take Home Message

5. All stakeholders need to operate from a common understanding of key concepts and ideas related to deployment of Senate Bill 1.

*Take time to reflect on the questions on the organizer and add any new information. Add any questions you still have to your index cards, or cross off any that have now been answered.

Session Outcomes - Revisited

1. Understand the implications for professional development around standards and assessment literacy from Senate Bill 1.

2. Understand why the system of leadership networks is being created and how the system will support every district and school.

3. Understand what ‘next steps’ are required.

Final Reflection

• Please take a moment and add any final notes to your organizer and jot down on your index card any final questions that need clarification.

• Please stack all index cards on your tables.

THANK YOU!