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Do Now. Use the chart paper on your table to create a poster-sized copy of your instructional focus. 1. Redesigning a Better School Day – Strengthening Core Instruction and Developing Buy-In for Our Focus. United Providence - March 4, 2014. Feedback from Session 2.

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Do now
Do Now

Use the chart paper on your table to create a poster-sized copy of your instructional focus

1


Redesigning a better school day strengthening core instruction and developing buy in for our focus

Redesigning a Better School Day – Strengthening Core Instruction and Developing Buy-In for Our Focus

United Providence - March 4, 2014


Feedback from session 2
Feedback from Session 2 Instruction and

  • 10 participants chose culture and buy-In as the priority for our next session (Today)

  • 8 chose differentiated supports (Session 4)

  • 6 chose teacher collaboration (Session 5)

What You Liked

What Could Have Been Better

  • Work on Instructional Focus

  • Showing how important culture is before any other initiative can be executed

  • Having time to work together

  • More team work time

  • Time for schools to talk with each other

  • Less is more. Today was a lot to process well

3


Today s agenda
Today’s Agenda Instruction and

  • Focus on High Quality Instruction – sharing our Instructional Focus statements and developing next steps in implementing common instructional practices to support our Focus

  • Securing Buy-In from all stakeholders –

    • What does this look like?

    • What are the implications for our school?

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The process for today team work time
The Process for Today : Team Work Time Instruction and

A little bit of teaching

Planning

Doing

Calendaring

Followed by…

Sharing some resources and tools

Your team learning from the resources…

Differentiated team work time

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Instructional focus reminders
Instructional Focus Reminders……. Instruction and

Instructional Focus…

Cuts across all

content areas

Impacts every student AND every adult

Becomes a central topic for collaboration/PD

Comes to life through a set of common instructional strategies

Provides a

foundation for long-term academic success

Is measurable

. . . and drives your use of time

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Team time
Team Time Instruction and

  • Share each school’s Instructional Focus

  • Feedback from each team

  • Discuss and reflect on feedback

  • Refine you focus statement as needed

  • If time permits begin Start-Stop-Continue activity

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Our focus in action steps to strengthening core instruction
Our Focus in Action – Instruction and Steps to Strengthening Core Instruction

Monitor the Work

  • Assess impact through data

  • Monitor implementation

Strengthen Practice School-wide

  • Identify experts to support PD

  • Share practices, develop lessons and improve practice

Assess Team Needs & Strengths

  • Teams and teachers assess their level of expertise and comfort level with the strategy

Create Common Understanding

  • What does it look like for teachers?

  • What does the strategy look like in different grade levels?

  • What does it look like for students?

Choose Common Instructional Strategies

  • 2 -3 Common Instructional Strategies

  • Pick one to begin working on

  • Linked to Instructional Focus

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Instructional strategies vs instructional structures
Instructional Strategies vs. Instructional Structures Instruction and

Strategies: Clearly defined teacher and student actions; Structures: the frameworks within which strategies operate

Inst. STRUCTURES

Inst. STRATEGIES

Accountable Talk

The Workshop Model

T- Charts

Partner Teaching

Modeled Writing

Push in/Pull out Supports

Partner Read Aloud

I Do, We Do, You Do Lesson Structure

Think Pair Share

Open Response Writing

Guided Reading

Direct Instruction

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Focus coming to life at dever mccormack
Focus Coming to Life at Instruction and Dever-McCormack

Choose Common Instructional Strategies

Dever-McCormack K-8 (MA)

Grades: K - 8

# of Students: 1,266

% Low Income: 83

Instructional Focus

All students will accelerate their achievement in the four domains of language acquisition (listening, speaking, reading, and writing). Success will be measured by MCAS, interim assessments, and state assessments for ELL students.

Instructional Strategy: Accountable Talk

  • Teachers and students will talk about academically important content that supports development of student reasoning and improves their ability to communicate their thinking. There is accountability to the classroom community, to rigorous reasoning, and to correct knowledge.

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Focus in dever mccormack s classrooms
Focus in Dever-McCormack’s Classrooms Instruction and

Create Common Understanding

Teacher Actions

Student Actions

Ask planned questions to help students learn and push thinking

Demonstrate active listening when partner is speaking

Listen into conversations during “talk time”

Explain their thinking with content-specific vocabulary

Model effective talk strategies consistently

Paraphrase their and partner’s thinking in share out

Pace talk experience to keep momentum and focus

Raise questions to class based on their discussions

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Living your focus next steps
Living Your Focus: Next Steps Instruction and

Yes

Do we have common instructional strategies?

Use the handout Creating Common Understanding of Instructional Strategies

No

How does this strategy align to your instructional focus?

Use the handout How To Choose

Common Instructional Strategies

What does this strategy look like for students AND teachers?

What potential strategies will align to our focus?

What does this look like in different grades/content areas?

How will our school explore and choose our strategies?

When will we explore and choose our strategies?

How can we strengthen this practice across the school?

Create Our Action Steps

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Plan out your work time strengthening core instruction
Plan Out Your Work Time: Instruction and Strengthening Core Instruction

Take 10 minutes to discuss “Living Your Focus” questions

Review the resources that are appropriate for your team

Determine your next steps

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Silvia elementary school
Silvia Elementary School Instruction and

Silvia Elementary School (MA)

Grades: K - 5

% Low Income: 70

# of Students: 758

School-wide Instructional Focus

Reading comprehension to strengthen background knowledge and vocabulary through various avenues. All students will implement this learning in a successful manner through their verbal and written skills.

Choose Common Instructional Strategies

  • Instructional Leadership Team researched potential strategies

  • Narrowed ideas down to several that would best support their Instructional Focus

  • Presented to full faculty, who selected Interactive Read Alouds to Teach Comprehension Strategies and T-charts as School-wide common instructional strategies.

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Focus in silvia elementary s classrooms
Focus in Silvia Instruction and Elementary’s Classrooms

Create Common Understanding

Strategy: T-Charts

Teacher Actions

Student Actions

Review question type (how, why, etc.)

Ask clarifying questions with peers

Using paraphrasing skills

Prompt to go back to text, look for evidence

Completed t-charts with paragraphs cited beside each piece of evidence

Evidence is from text

Review protocol/purpose of t-chart

Asking probing questions

Modeling difference between answer/evidence, strategies for understanding, inferred vs. literal answers

Complete open response answer independently using t-chart

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Assessing team needs at silvia elementary
Assessing Team Needs at Silvia Elementary Instruction and

The Silvia ILT

Drives the process of assessing team needs to strengthen core instruction by…

  • Including volunteers from every grade-level team, rather than principal-appointed school leaders

  • Encouraging these teachers to discuss the strengths and needs of their teams in the instructional strategy

  • Using these grade-level strengths and needs to begin planning their PD, with ongoing assessment throughout the professional development cycle

  • **To fill in any information gaps and ensure that administrators are kept in the loop, an administrator (the principal or vice principal) sits in on every collaboration meeting.

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Strengthening the practice at silvia elementary
Strengthening the Practice at Silvia Elementary Instruction and

Grade Level Teams share what went well, what didn’t & artifacts

The Silvia ILT

plans and delivers

Modeling a Lesson

Faculty Meeting

Full Faculty PD

Grade Level Teams begin work

Full Faculty PD

Faculty Meeting

“…We worked on this again and again until we were speaking the same language”

–Sherri Carvalho,

Dean of Teaching & Learning

Discuss and define grade level differences

Grade-Level Collab. Meetings

Discuss Strategy & Plan Classroom Practice

Grade-Level Collab. Meetings

Classroom Practice

Discuss Practice & Gather Artifacts

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Focus coming to life at brockton hs
Focus Coming to Life at Brockton HS Instruction and

Brockton High School (MA)

Grades: 9 - 12

# of Students: 4,029

% Low Income: 69

Instructional Focus

In every class, students will develop literacy skills along four areas: reading, writing, speaking, and reasoning. All teachers will be trained to implement common strategies in each area, chosen by the school’s Restructuring Committee. Success will be measured by student performance on state standardized tests, weekly school-wide assessments, and informal classroom observations

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Focus coming to life at brockton hs1
Focus Coming to Life at Brockton HS Instruction and

Choose Strategy

Create Common Understanding

Assess Needs, Strengthen Practice

Monitor

Work

Thu

Week

SAT

Thu

One Sat/Month

1st Thu/Month

3rd Thu/Month

Each Week

Restructuring Committee

plans PD to train teachers on common strategies

Strategies are disseminated to all staff during school-wide PD taking place after school

Teachers meet in content teams (during after school PD) to infuse content with strategy from earlier PD

Coaches observe all teachers each week to ensure consistency and quality in all content areas

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Case study brockton high school
Case Study: Brockton High School Instruction and

Take 20 minutes to read the case study on Brockton High School and look at the accompanying artifacts on in the packet.

See case study and artifacts

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Instructional focus at brockton hs
Instructional Focus at Brockton HS Instruction and

CBS Evening News

The Turnaround at Brockton High School

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Assessing team needs strengths
Assessing Team Needs & Strengths Instruction and

Process for Assessing Team Needs & Strengths

  • Teams and teachers assess their level of expertise and comfort level with the strategy

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Strengthening the practice
Strengthening the Practice Instruction and

Process for Strengthening the Practice School-Wide

  • Identify experts to support PD

  • Share practices, develop lessons and improve practice

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Strengthening core instruction work time
Strengthening Core Instruction: Work Time Instruction and

Start here

Be sure that you can answer the questions in purple before moving on to the blue

Strengthen Practice School-Wide

Assess Team Needs & Strengths

What type of PD/training is best suited to our teachers’ needs

How well do our teams operate now?

When will we develop our teachers’ skills?

How will we improve the team(s) that are not functionally well?

Who are the best people to lead this training and provide support?

Plan your PD. Use faculty meetings, PD meetings, and teacher team meetings

How will we determine our teachers’ needs in our instructional strategy?

Make timeline that leads to teachers using the strategy in their classes

Create Our Action Steps

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Plan out your work time strengthening core instruction1
Plan Out Your Work Time: Instruction and Strengthening Core Instruction

Start by taking 5 minutes to decide with your team what you will work on during this time. We want to know how to best support you during this time..

Work time deliverable:

Each team will share out what they have accomplished.

Your scribe should write what your team accomplished on the chart paper provided and will record your team’s next steps on the Action Steps Notetaker,

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Lunch Break Instruction and


Buy in how does it happen
Buy-In – How Does It Happen? Instruction and

“Leaders do not gain buy-in through inspiration, demands,

pleading, or seminars. They gain buy-in through getting

results that demonstrate that the effect of the change is in

the best interests of all stakeholders.”

“If you deliver a change . . . - all in one year or less – then

you don’t wait for “buy-in,” but rather you make the change

and use the results to gain sustained support.”

  • Douglas B. Reeves (2009), Leading Change in Your School.

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Levels of agreement which levels represent buy in
Levels of Instruction and Agreement Which Levels Represent Buy-In?

  • Team Activity

    • Review the line graph individually – Which of these levels represent buy–in?

    • Identify where you individually fall with respect to the implementation of your Instructional Focus

    • Share and discuss

    • Discuss where your staff is at on this continuum

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What does each type need for your school improvement efforts to succeed
What does each type need Instruction and for your school improvement efforts to succeed?

PIONEER

TRAILBLAZER

SETTLER

SABOTEUR

STAY-AT-HOME

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Team activity
Team Activity Instruction and

  • Using the handout Five Types of Actors assign each member of your team to read about one type so that all five are assigned

  • Each reader should complete the chart What Does Each Type of Actor need for their assigned actor

  • Team share out on needs

  • Team discussion; implications for our school What actors do we have? What do we need to do?

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Leading change in your school doug reeves 2009
Leading Change in Your Instruction and SchoolDoug Reeves -2009

Survey of 6,000 teachers and

Administrators

Percent Experience in Change Initiatives

17% Willing to lead the effort

53% Willing to model the change

effort in their classrooms, allowing others to observe them

28% “Fence –sitters” – were aware of the change initiative but had not yet implemented it

2% “The Toxic 2%” –or actively opposed them were definitely unaware of leadership expectations

“The challenge for leaders is how to spend time and which faculty members to engage. . . .

Leaders are better advised to lavish their time, appreciation and support on the 70% of faculty – 17% who are leaders and 53% who are models – rather than continue to engage in ineffective and emotionally draining combat with the Toxic 2.”

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Final thoughts
Final Thoughts….… Instruction and

Take a moment to jot down an “aha!” moment or a shout out that stood out for you today.

Share out.

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Thank you and evaluations
Thank You and Evaluations! Instruction and

Please fill out and return your evaluations

THANK YOU!!

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Nctl elt online resources
NCTL ELT Online Resources Instruction and

Additional school profiles, case studies, communication tools and planning resources are available at:

www.timeandlearning.org.

Materials from the previous United Providence! sessions are available at:

www.timeandlearning.org/unitedprovidence

For more information:

Joe Rull [email protected]

Joe McKown [email protected]

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