Welcome to the Fidelity Process Session 1 October 10, 2011 Western Region WRESA.

Welcome to the Fidelity Process Session

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October 10, 2011

Western Region

WRESA

Process Planning Activity

An Opportunity to Self-Assess

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Activity: Stoplight Sort

• Individually rate your LEA/Charter

• Come to consensus• Record consensus on Google

doc• Whole group share – celebrate

and communicate

http://tinyurl.com/stoplightsort

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Celebrate and Communicate

Evaluating Professional Development

Revisiting Thomas Guskey’s work

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Activity: Table Talk

• Review professional development evaluation samples

• Discuss items which provide meaningful data to help inform future professional development in your LEA/Charter

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Activity: Table Talk

PD Evaluation Methods• Focus group

conversations• Walkthroughs• PLCs• Anecdotal notes• Suggestion box• Informal conversations• Surveying students

Guskey Levels

Level 2Participants’ learning

Level 3 Organization support and

change

Level 4Use of new knowledge and

skills

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BREAK!

A Model Approach to Implementing the New

Standard Course of Study

Looking at the

Instructional Technology Standards

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Instructional Technology Specialists Contact Information

Region 1 Region 5

Amber Bass-Godfrey Ouida Myers

[email protected] [email protected]

Region 2 Region 6

Deborah Goodman Cathy Mathews

[email protected] [email protected]

Region 3 Region 7

Cynthia Sartain Melanie Honeycutt

[email protected] [email protected]

Region 4 Region 8

Julian Nichols-Wilson Mary Lou Daily

[email protected] [email protected]

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Future-ready Students for the 21st Century

“Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”

~State Board of Education Guiding Mission

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Activity: Information and Technology Standards

1. Each group receives a packet of clarifying objectives from the “Sources of Information” strand.

2. Order these clarifying objectives across grade levels (K-12) = vertical progression

3. Verify your work with the IT Essential Standards document.

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20th Century Classroom 21st Century Classroom

Time-based Outcome-based

Focus:  memorization of discrete facts Focus:  what students Know, Can Do and Are Like after all the details are forgotten.

Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application.

Learning is designed on upper levels of Blooms’ – analyze, evaluate, and create

Textbook-driven Research-driven

Learners work in isolation – classroom within 4 walls

Learners work collaboratively with classmates and others around the world

Teacher-centered:  teacher is center of attention and provider of information

Student-centered:  teacher is facilitator/coach

Little to no student freedom Great deal of student freedom

Fragmented curriculum Integrated and Interdisciplinary curriculum

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Harness Your Students’ Digital Smarts

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Harness Your Students’ Digital Smarts

1. How does this teacher respect the needs of 21st Century learners?

2. How is she an example of a 21st Century educator?

3. How do students in the video demonstrate the 4 C’s?

4. What types of literacies did you observe in this video? Why are they important?

5. How does the teacher create an environment that requires students to think critically?

6. How does this teacher prepare students to be globally competitive?

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Harness Your Students’ Digital Smarts

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North Carolina Description

Future Ready GraduateFuture Ready Elementary Student

(Nicky)

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The P21 Framework

Student Outcomes

Support Systems

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P21 Student Outcomes N.C. Future Ready Graduate

Critical thinkers Critical Thinker

Problem solvers Effective Problem Solver

Good communicators Effective Communicator

Good collaborators Strong Team Contributor

Information and technology literate Literate consumer of media

Flexible and adaptable Self-directed Responsible Worker

Innovative and creative Creative/Innovative Thinker

Globally competent Knowledgeable Global Citizen

Financially literate Financially Literate Citizen

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Activity: See the IT and 21st Century Skills

1. In grade-level groups (Elementary, Middle, or High), review a lesson plan that integrates technology.

2. Identify the alignment with the NC Essential Standards for Information Technology. (Provided for some)

3. Identify how the plan aligns to the NC Future-Ready Graduate skills.

4. Make suggestions for 1-2 alternatives for this plan to further align with NC Future-Ready Graduates.

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Activity: MILE Guide Self-Assessment Survey

http://www.p21.org/mileguide

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www.21stcenturyskillsbook.com http://www.p21.org/images/p21_toolkit_final.pdf

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S.M.A.R.T. Goals

A short formative assessment

S.M.A.R.T

• Can you identify the meaning of each letter in the SMART Goal acronym?– Discuss at your table– Identify each term

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http://hao2010.files.wordpress.com/2011/04/clipart_of_15195_sm_2.jpg

How many did you get right?

How many did your team get right?

A. B. C. D. E.

20% 20% 20%20%20%

A. 1 of 5

B. 2 of 5

C. 3 of 5

D. 4 of 5

E. 5 of 5

Team ConsensusA B C D

We don’t know how or

if SMART Goals guide work in our

district.

We hope that SMART

Goals are used to guide

work in our district.

We believe that SMART Goals are

used to guide work in our district, but

can’t identify a specific example.

We can identify (and

quote) a specific

SMART goal that guides work in our

district.

Which Column Best Describes Your Team’s Knowledge?

SMART Goals guide our work

A. B. C. D.

25% 25%25%25%

A. Don’t Know

B. Hope

C. Believe

D. Know

Teacher Understanding

If ten teachers in your district were randomly selected and asked what they know about SMART Goals, how many would have a

deep understanding?

How many teachers would have a deep understanding?

A. B. C. D. E.

20% 20% 20%20%20%

A. 1 or 2

B. 3 or 4

C. 5 or 6

D. 7 or 8

E. 9 or 10

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LUNCH!

Analyze Resources and Needs

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Activity: Brainstorm

What has your district already done or planned to do to update and align district resources to the expectations of the new

standards since Summer Institute?

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Activity: Give one, get one

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Team Time – Guiding Questions

• Which of the resources does your team already have?

• What did you see that could be useful for your team?

• How do these resources fit into your team’s current PD implementation plan?

• Which resources should be the priority for your team?

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Reflective Learning Organizations

Culture

Professional Learning Communities

Continuous Improvement

Data Literacy

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Activity: Brainstorm Characteristics of a Reflective Learning Organization

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Building a Reflective Learning Organization

• Systems Thinking• Personal Mastery• Mental Models• Shared Vision• Team Learning

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PLCs

Culture Continuous

Improvem

entD

ata

Lite

racy

Culture

"School culture is the set of norms, values and beliefs, rituals and ceremonies, symbols and

stories that make up the 'persona' of the school.”

~Dr. Kent Peterson

Culture

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Culture

Read the article titled, “School Culture Triage.”

Complete the School Culture Triage Tool individually according to the directions on page 133. Discuss the results at your table.

Continuous Improvement

“Collaborative conversations call on team members to make public what has traditionally been private—goals, strategies, materials, pacing, questions, concerns, and results. These discussions give every teacher someone to turn to and talk

to, and they are explicitly structured to improve the classroom practice of teachers—individually and collectively.”

~Richard DuFour

Continuous Improvement48

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ContinuousImprovement

What do you have in place in your LEA/School to promote continuous improvement?

Professional Learning Communities

"Collaboration is vital to sustain what we call profound or really deep change, because without

it, organizations are just overwhelmed by the forces of the status quo."

~Peter Senge

PLCs50

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Activity: What are the characteristics of a high-functioning PLC?

• Discuss with LEA/Charter• Choose top 3 characteristics• Be prepared to share out with the group

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PLCs

• Essential Questions – What do we want them to know?– How will we know they have learned it?– What will we do if they have not mastered it?– What will we do when they know it?

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BREAK!

Generate SMART Goals to Determine Next Steps

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Affinity Diagram

• Prioritize the Stoplight Sort guiding statements that scored 2 or 3.

• Write them on a sticky note.

• Prioritize them as a table group.

http://hao2010.files.wordpress.com/2011/04/clipart_of_15195_sm_2.jpg

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Questions for the Action Steps

• What is the proposed activity?• Who needs to be involved?• Who is responsible for doing what

activities?• What are the performance indicators?• What are the milestones? Deliverables?• What is the timeframe?

Closure / Evaluation

Plus / Delta

Homework

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 http://tinyurl.com/PlusDelta-FidelityCheck