Standard #2: Teaching & Learning
TITLE & FOCUSTitle: Standard #2: Teaching & Learning
Descriptions: Every school has its own culture. In this workshop participants will explore leadership concepts, strategies, and activities focused on nurturing and sustaining a school culture that will promote the success of every student through a rigorous instructional program and professional growth. The application focus is that participants will develop a collaborative professional learning community, ensure alignment of standards, curriculum, assessment, and instruction conducive to student learning, and hold others accountability for rigorous curriculum.
NOTES:
· PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at for details (including an Attendance Roster Form and a Participant Feedback Form)
· FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to (be sure to include the exact name of the workshop).
TARGETED LEARNING FOR THIS WORKSHOP
NOTE: It is recommended that the objectives, guiding questions, and key vocabulary be posted during the workshop.
1st Segment
Targeted Objectives (What is to be learned? How will it be demonstrated? Using Observable verbs & Learning outcomes with Evidence):
· Participants will define the attributes and defining components of a Professional Learning Community (PLC).
· Participants will utilize the PLC continuum to analyze where they are in each of the characteristics of a PLC.
· Participants will use planning tools to develop an action plan based on where they are on the continuum.
Guiding Questions (Task analyze the lesson/objectives, consider the sequential steps, and then write questions that guide participant thinking)
· What are the key components of a Professional Learning Community?
· What does my school/district have in place and where are our needs?
· What are the next steps we need to take on our journey to focus on student learning?
Key Vocabulary (List words that may need to be defined for clarity; this list may become a poster in the workshop)
· Culture, Professional Learning Communities, & Collaboration
ISLLC Standard (based on Leadership Standards Rubric aligned with ISLLC Performance Expectations, Elements, or Criteria)
· ISLLC #2 Teaching & Learning: An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
· 2a Strong Professional Culture
Research-Based Critical Behaviors (Vanderbilt University research identified principal behaviors; VAL-ED workshops)
· Key Processes—Planning/Implementing
· Core Component—Culture of Learning & Professional Behavior
2nd Segment
Targeted Objectives (What is to be learned? How will it be demonstrated? Using Observable verbs & Learning outcomes with Evidence):
· Participants will develop and/or refine their school wide system to collect, interpret, analyze, and use data to inform instruction.
Guiding Questions (Task analyze the lesson/objectives, consider the sequential steps, and then write questions that guide participant thinking)
· What is the purpose of the data we collect?
· How does this data inform instruction?
· How does this data impact student learning?
Key Vocabulary (List words that may need to be defined for clarity; this list may become a poster in the workshop)
· Assessment, Readiness, Instruction, & Interventions
ISLLC Standard (based on Leadership Standards Rubric aligned with ISLLC Performance Expectations, Elements, or Criteria)
· ISLLC #2 Teaching & Learning: An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
· 2c Assessment and Accountability
Research-Based Critical Behaviors (Vanderbilt University research identified principal behaviors; VAL-ED workshops)
· Key Process--Monitoring.
· Core Component--none
3rd Segment
Targeted Objectives (What is to be learned? How will it be demonstrated? Using Observable verbs & Learning outcomes with Evidence):
· Participants will develop an understanding of and apply specific strategies to ensure rigorous curriculum expectations are implemented in all classrooms.
Guiding Questions (Task analyze the lesson/objectives, consider the sequential steps, and then write questions that guide participant thinking)
· What leadership actions will ensure rigorous curriculum in all classrooms?
Key Vocabulary (List words that may need to be defined for clarity; this list may become a poster in the workshop)
· Rigor, Bloom’s Taxonomy, Depth of Knowledge, Hess’ Cognitive Rigor Matrix
ISLLC Standard (based on Leadership Standards Rubric aligned with ISLLC Performance Expectations, Elements, or Criteria)
· ISLLC #2 Teaching & Learning: An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
· 2b Rigorous Curriculum and Instruction
Research-Based Critical Behaviors (Vanderbilt University research identified principal behaviors; VAL-ED workshops)
· Key Processes—Planning and Implementing.
· Core Components—Rigorous Curriculum
Agenda and Segment Titles / Slide Numbers / Time in Minutes / Notes
Introduction and/or Overview of Workshop / 1-8 / 30 / Includes workshop overview
1st A School Culture Conducive to Student Learning / 9-25 / 120 / Includes introduction to school culture
2nd Use of Assessment Data to Inform Instruction / 26-40 / 90
3rd Ensuring Rigorous Curriculum / 41-53 / 60
Conclusion & Developing an Application Focus (or other) / 54-56 / 30
TOTAL TIME: / 300 (5 hrs)
Materials, Handouts, Readings, Videos, and other items needed
PARTICIPANTS MUST BE INFORMED TO BRING A SET OF DATA.
(Examples: AIMS, Benchmarks scores, Common assessments …prefer ONE grade level focus)
General Materials (items used throughout whole workshop, and office supply items needed)
· Facilitator Guide for Standard #2: Teaching & Learning
· Facilitator PowerPoint for Standard #2: Teaching & Learning
· Agenda (facilitator makes this on chart paper)
· file cards
· chart paper
· markers
1st Segment
Handout (list exact title and name of electronic file; add APA format in the Resources section)
· Handout: ISSLC #2 Application Focus
· Handout: The Professional Learning Community Continuum
· Handout: Questions to Guide the Work of Your Professional Learning Community
Readings (list exact title and name of electronic file; add APA format in the Resources section)
·
Videos (list exact title and provide URL; add APA format in the Resources section)
· Linda Darling-Hammond on Creating a Collaborative Classroom
· <iframe width="420" height="315" src="http://www.youtube.com/embed/giYs1r9Lqwo?rel=0" frameborder="0" allowfullscreen</iframe>
· http://youtu.be/giYs1r9Lqwo
Other technologies or resources that are used
2nd Segment
Handout (list exact title and name of electronic file; add APA format in the Resources section)
· Handout Data Interpretation Analysis
· Handout: Hess’ Cognitive Rigor Matrix & Curricular Examples
Readings (list exact title and name of electronic file; add APA format in the Resources section)
· Handout Teachers Harness the Power of Assessment
Videos (list exact title and provide URL; add APA format in the Resources section)
· .none
Other technologies or resources that are used
· Hanson, M. (2001) Institutional theory and educational change. Educational Administration Quarterly 37(5), 637-666
3rd Segment
Handout (list exact title and name of electronic file; add APA format in the Resources section)
· Handout: Curriculum Alignment 3 Dimensions
· Handout: Bloom’s Revised Taxonomy
· Handout: Hess’ Cognitive Rigor Matrix
· Handout: Hess’ Cognitive Rigor Matrix & Curricular Examples
Readings (list exact title and name of electronic file; add APA format in the Resources section)
· none
Videos (list exact title and provide URL; add APA format in the Resources section)
· none
Other technologies or resources that are used
· none
RESOURCES
Footnotes & References:
· Hanson, M. (2001) Institutional theory and educational change. Educational Administration Quarterly 37(5), 637-666
· Marzano, R. J., Walters, T., McNulty, B. A. (2005) School Leadership that Works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development. (page 43)
· DuFour, R., DuFour, R., Eaker, R, Many, T. (2006) Learning by Doing. Bloomington IN: Solution Tree
· Herman, P., Wardrip, P., Hall, A., Chimino, A. (2012). Teachers Harness the Power of Assessment: Collaborative use of student data gauges performance and guides instruction. Journal of Staff Development. Volume 33 number 4, pp.26 – 29
· Hess, K. K. (2009) Cognitive Rigor Matrix. 2012. www.nciea.org
Other General Resources: These are items available through ASU for this Workshop (do not repeat items from materials section)
· KBAD (Know and Being Able to Do) for this workshop
· Instructional Leadership: Core Components & Key Processes (if workshop is connected to VAL-ED)
· ISLLC Standards Rubric (if workshop is connected to ISLLC Standards)
· .
Content Experts: Deborah Bailey, Diane Busch, Jessie Arroyos
Presentation Notes
Management Considerations, Notes, etc
Management Notes:
· T Directions / Notes relevant to each individual PowerPoint slide are listed in the PowerPoints notes section
· Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for participants.
· Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.
· Typically, each segment of the workshop begins with a slide entitled “Segment Guiding Questions”
· Closure for each segment and/or the end of the workshop should be adjusted/adapted to the facilitators style
Notes to Inform Pacing/Adjusting Lesson (FACILITATORS: After studying this workshop, you may make additions to these items)
· .
Follow-up Strategies for the Introduction
Suggestions for Follow-up
·
1st Segment
Individual Reflection Questions for Coaching (reflecting on workshop concepts, understandings, options, or application)
· Describe characteristics of your school that support it being labeled a PLC School.
· What would you expect a visitor to hear and see if they attended a PLC meeting?
· How did viewing the “The Professional Learning Community Continuum” help you to identify strengths and areas for improvement in your school?
· What evidence suggests that we have a strong school culture focused on Collaboration and instructional excellence?
Group Discussion Questions for Online Forum (sharing what he/she is “doing” in his/her school)
· What refinements to your thinking and actions have you made regarding the implementation of PLCs at your site?
· How have you developed a shared vision regarding PLC implementation?
· How is your school addressing “How will we respond when students don’t learn?”
· What changes have seen in your school culture?
· What has been the effect on student learning? Instruction?
2nd Segment
Individual Reflection Questions for Coaching (reflecting on workshop concepts, understandings, options, or application)
· How does data provide evidence of the need to focus on student readiness or teacher practice?
· How did the discussion of “Data Interpretation & Analysis” clarify your insight into potential solutions in your school?
· What were your 3 most significant new learnings from “Teachers Harness the Power of Assessment”?
Group Discussion Questions for Online Forum (sharing what he/she is “doing” in his/her school)
· How do you collect formative assessment data?
· Given data about a less than satisfactory formative assessment, describe in detail how you have followed-up.
· How have you worked with ONE grade level to ensure the implementation of Tier 2 or Tier 3 interventions.
3rd Segment
Individual Reflection Questions for Coaching (reflecting on workshop concepts, understandings, options, or application)
· How will you use the vocabulary of Curriculum Alignment (content, context, & cognitive type) to clarify discussion of rigor expectations in your school?
· Explain Hess’ Matrix (From what research was it derived? What does it represent relevant to rigor?)
· How might you use the “Activity: Cognitive Rigor” with your staff (the questions relevant to the Three Little Pigs)?
Group Discussion Questions for Online Forum (sharing what he/she is “doing” in his/her school)
· What have you done in your school to engage staff in using Bloom’s Taxonomy in the classroom and sharing across staff?
· Describe how you have used Hess’ Matrix to increase rigor in ONE “course”?
· Given that quality instructional designs includes “Task Analysis” HOW have you engaged staff in dialogue about “Curriculum Alignment (content, context, & cognitive level) and Hess’ Cognitive Matrix to improve lesson planning in your school?
Overall
Individual Reflection Questions for Coaching (reflecting on workshop concepts, understandings, options, or application)
· What should we stop doing and why?
· What should we start doing? Why?
· What should we do more of?
· What should we do less of?
· What should we continue doing?
Group Discussion Questions for Online Forum (sharing what he/she is “doing” in his/her school)
· What changes have you implemented since the workshop?
· What has been the effect on student learning? Instruction?
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