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Do Now. Post your instructional priority or use chart paper to create a poster-sized copy of your instructional priority – whatever state it is in!. The TIME Collaborative Creating Schools with More & Better Learning Time. Session 2 –Using Time Well, part 1. Goals of Our Work Together.

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Do now

Do Now

Post your instructional priority or use chart paper to create a poster-sized copy of your instructional priority – whatever state it is in!

The time collaborative creating schools with more better learning time

The TIME CollaborativeCreating Schools with More & Better Learning Time

Session 2 –Using Time Well, part 1

Goals of our work together

Goals of Our Work Together

  • Share lessons learned about high-quality expanded learning time

  • Support you in identifying opportunities to use time more effectivelyin your schools (now and next year)

  • Help you plan for next yearincluding rethinking schedules and implementing programmatic changes that will help your school make best use of its expanded school day

How we will work together

How We Will Work Together

Combination of 4-5 full-day planning sessions and school-based coaching

Planning Session 1:

Reflecting Back & Setting Priorities

March 7th

Planning Sessions 2 & 3:

Using Time Well, parts I & II

May 2ne and 3rd

Planning Session 4:

Rethinking Your School Day

May 30th

Planning Session 5:

Putting it all Together

July 2013 (TBD)

2013-2014 School Year

On-site Support and Coaching of School Planning Teams

Laura Middleton, NCTL’s Director of School and District Support for Tennessee

Today s agenda

Today’s Agenda

Today s objectives

Today’s Objectives

Identify practices, priorities and strategies that use teacher time effectively and support your Campus Strategic Goals

  • Choose common instructional practicesaligned with your instructional priority

  • Learn from high-performing expanded-time schools’ targeted teacher development strategies

  • Begin developing your professional learning plan for next year

Good better best

Good, Better, Best

Good, Better, Best…

Never let it rest

until your Good is Better

and your Better is BEST.

Data drives effective use of time

Data Drives Effective Use of Time

Data Drives…

  • School-wide priorities, including instructional priority


  • School-wide goals in achievement and other areas

Data Drives…

  • Professional development, coaching, and observations

  • Lesson planning and instructional delivery


Data Drives…

  • Assignment and grouping in differentiated supports

  • Targeted support in core content classrooms


Reconnection update on progress

Reconnection: Update on Progress

Touch base as a team and prepare to share out…

What is your school-wide instructional priority? How did you engage staff in its development?

What has your school done to Make Every Minute Count since our first session?

Today s agenda1

Today’s Agenda

Your instructional priority drives your campus strategic goals

Your Instructional Priority Drives Your Campus Strategic Goals

Instructional Priority

Skill-based; 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 practices

Provides a

foundation for long-term academic success

Is measurable

. . . and drives your use of time

Example hiatt instructional priority in practice

Example: Hiatt Instructional Priority in Practice

Priority (summarized): Reading and responding to text



Differentiated Support

Frequent Data Cycles

Targeted Teacher Dev.

Engaging Enrichment

Enhanced Culture

  • Daily 120-min lit block

  • Common writing strategies in all classes

  • Writing taught in all subjects

  • Math support 3x/week

  • Analyze state test and benchmarks to identify skill gaps

  • 40 hours PD focused on writing

  • Instructional Rounds 4x/year

  • Enrichment 2x/week reinforces writing skills

  • Teachers share writing strategies

  • Kid friendly focus

Putting your priority into practice

Putting Your Priority into Practice

Choose Common

Instructional Practices

Create Common Understanding

Assess Team Needs &

Teacher Strengths

Strengthen Practice School-Wide

Monitor the Work

Choose practices for your school

Choose Practices for Your School

Choose Common Instructional Practices

  • 2 – 3 common instructional practices should:

  • Align with your Focused School-wide Instructional Priority

  • Respond to student interests, needs, and strengths

  • Support teachers and students in their work to meet desired achievement and growth goals

Example aligning 2 3 common instructional practices

Example: Aligning 2-3 Common Instructional Practices

Instructional Priority: Accelerate in the four domains of language acquisition

Example what does an aligned instructional practice look like

Example: What Does An Aligned Instructional Practice Look Like?

Instructional Priority

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.

  • Common Instructional Practice: 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.

Determine what practices means for teachers and students

Determine What Practices Means for Teachers and Students

Create Common Understanding

  • Create common understanding by defining:

  • the practice itself,

  • what students are doing, and

  • what teachers are doing

  • Differentiate by Grade Level -- Consider what the strategy will look like at different grade levels; what are the similarities and differences?

Example accountable talk

Example: Accountable Talk

  • Teacher Actions

  • Ask a variety of carefully planned questions to help students make sense of what they are learning or push their thinking

  • Listen into conversations during “talk time” (draw on student talk during share)

  • Call on a variety of students to share

  • Model effective talk – “What do good talkers do?” “What do good listeners do?”

  • Use consistent “talk strategies”

  • Pace the talk experience so that momentum and focus are maintained

Example accountable talk1

Example: Accountable Talk

Student Actions

  • Demonstrate active listening when partner is speaking (eye contact,quiet

  • body/mouth, nods, etc.)

  • Use content-specific vocabulary

  • Explain the thinking behind their response

  • Ask partners questions to push thinking (What if…? What makes you think that?)

  • Paraphrase their thinking and that of their partners during the share out

  • Raise questions to the class and teacher based on their discussion

Wor k with teachers and teaching teams

Work with Teachers and Teaching Teams

Assess Team and Teacher Strengths and Needs

  • Provide teams and individual teachers with:

  • time to assess their level of expertise

  • time to determine their comfort level with the strategy, and

  • support needed to implement effectively in every classroom.

Team work putting your priority into practice

Team Work: Putting Your Priority into Practice


Walk through Steps 1 - 3

1)Pick a common instructional strategy that supports your Focused School-wide Priority

2)Begin to develop a common understanding of what the practice means for teachers and students

3)Come up with action steps to assess team and teacher expertise and needs

If time allows, walk through this process for 2-3 practices. We’ll move on to steps 4 and 5 after the break.

See Putting Our Instructional Priority into Practice (p. 1-2) and artifacts from other schools (p. 3-8)

Today s agenda2

Today’s Agenda

Support teachers in common implementation

Support Teachers in Common Implementation

Strengthen Practice Across Whole School

Target teacher development activities:

Identify in-house experts to model and support PD

Use team meetings to share practice, develop lessons, and improve practice

Develop professional development to meet teacher needs (whole staff, teams, individuals)

Focus on continuous improvement

Focus on Continuous Improvement

Monitor the Work

  • Incorporateinstructional practices into progress monitoring:

  • Assess impact through analysis of student data and examples of student work

  • Create classroomobservation tools and a rubric that defines exemplar implementation of the practice

  • Principals and coaches observe instruction and provide feedback

Team work putting your priority into practice1

Team Work: Putting Your Priority into Practice


Walk through Steps 4 - 5

4)Consider ways to strengthen common instructional practices across your school

5)Think through how you can monitor the work

If time allows, walk through this process for 2-3 practices. Your ideas will feed into our broader work around targeted teacher development this afternoon.

See Putting Our Instructional Priority into Practice and artifacts

p. 1-8

Share out

Share Out

What common instructional practice(s) did you identify? How does each practice align with your instructional priority?

What are your key takeaways or questions after going through this process?

Today s agenda3

Today’s Agenda

Targeted teacher development at time collaborative schools

Targeted Teacher Development at TIME Collaborative Schools


At least 60 minutes weekly collaboration for all teachers (plus 60 minutes weekly for data analysis)



Focused Schoolwide

Focused Schoolwide Priorities



Rigorous Academics

Rigorous Academics

School-wide protocols for collaboration



Differentiated Supports

Differentiated Supports

Administrators participate in and support collaboration



Frequent Data Cycles

Frequent Data Cycles


Targeted Teacher Development




Engaging Enrichment

Engaging Enrichment

Teacher grouping (e.g. by grade level, content area)



Enhanced School Culture

Enhanced School Culture

Specific collaboration protocols

Key principles targeted teacher development

Key Principles: Targeted Teacher Development

Targeted Teacher Development is effective when…

…sufficient time

is allocated for collaboration

…discussions are centered

on instruction


supports collab time

…structures promote quality interaction

…culture promotes improvement

Using teacher time well

Using Teacher Time Well

Coaching to Learn from Instructional Leaders

Peer Observations to Learn from Colleagues

Team Collaboration Meetings to Share Practices

School-wide Professional Development to Ensure Consistency

Data Meetings to Drive Decision Making

Lessons learned time well spent

Lessons Learned: Time Well Spent


  • Read short profiles of two schools that use time to strengthen instruction: Amistad Academy Middle School andNorth Star Academy

See Time Well Spent

p. 66-67

  • Identify key takeaways from these schools that can help improve your school’s use of teacher time

  • Keys to Success

  • Provide teachers with frequent feedback and coaching

  • Focus on a small set of improvement goals

  • Create a culture that values feedback and continuous improvement

  • Come back together as a team. Discuss the Keys to Success and how they look at Hiatt, Amistad and North Star. What are the implications for your 2013-14 Campus Strategic Goals?

What stood out for you

What Stood Out For You?

  • Jot down an “aha!” moment that happened for you this morning

  • Think of a “shout-out”to recognize one of your team members or another school team

Today s agenda4

Today’s Agenda

Do now

Jacob Hiatt Magnet School

Instructional Rounds

Using teacher time well1

Using Teacher Time Well

Work as a team to…

  • reflect on your current teacher development activities,

  • consider how your instructional priority can drive these activities,

  • and discuss and outline ideas for next year.

    Focus on:

  • Instructional Coaching

  • Peer Observations

  • Teacher Collaboration Meetings

  • School-Wide Professional Development

    Hold off on ‘Data Meetings’ for now.

See Using Teacher Time Well,

p. 9-10

Professional learning activities seek to meet two complementary objectives

Professional Learning Activities Seek to Meet Two Complementary Objectives

Monitoring Student Progress and Address Student Needs

Strengthening Instruction Over Time

Professional learning activities seek to meet two complementary objectives1

Establishing a school-wide instructional focus

Articulating learning standards

Determining what constitutes student proficiency

Building coherent and effective instructional practices in all classrooms

Monitoring achievement and behavioral data over time to assess overall improvement efforts

Professional Learning Activities Seek to Meet Two Complementary Objectives

  • Monitoring students’ progress towards proficiency through frequent interim assessments over the year

  • Responding to individual student data by providing targeted support or acceleration after each interim assessment

  • Monitoring behavioral data on a regular cycle and providing targeted social-emotional supports

Strengthening Instruction

Over Time

Monitoring Student Progress and Address Student Needs

Creating a sy2013 14 professional learning plan

Creating a SY2013-14 Professional Learning Plan

A cohesive professional learning plan maps out professional learning activities in two ways:

  • A year-long calendar that includes dates for professional learning activities (as well as assessments, vacations, holidays)

  • Shorter term (4-6 week), detailed plans that include the agenda/objectives for each activity in that time frame

Creating your sy2013 14 professional learning plan

Creating Your SY2013-14 Professional Learning Plan

A suggested order for scheduling professional learning activities:

1. School leadership meetings

2. Assessment administration

3. Data analysisand teacher collaboration meetings

4. Full-faculty PD

5.Instructional coaching

6. Peer observations

We suggest you begin with summer dates for leadership team meetings and full-faculty PD, and then a year’s worth of regular (e.g. bi-weekly ) leadership team meeting dates

S ample professional learning plan

Sample Professional Learning Plan

Take 10 minutes to individually review the sample year-long calendar and Summer-September Professional Learning Plan from Pierce Middle School.

Then, discuss with your team:

How does Pierce plan to use professional learning time to both strengthen instruction andmake real-time adjustments?

How does this compare to our school’s approach to planning professional learning from 2012-13?

p. 11-14

Mapping out teacher time

Mapping Out Teacher Time


Use this morning’s Putting Your Instructional Priority into Practice, the Using Teacher Time Wellworksheets, and your projected ANET calendar to begin mapping your professional learning activities for next year on the SY13-14 ASD draft calendar.

If your school is ready, you can move on to developing a more detailed professional learning plan for summer and September.

See calendar template and sample, p. 16-19

See plan template and sample , p. 20-23

Today s agenda5

Today’s Agenda

Looking ahead

Looking Ahead

Byour next session:

1. Complete the 5-step process – “Putting your Priority into Practice” – for at least 2 school-wide instructional practices (including those worked on today) and share this work with additional staff members to gather input and feedback

2. Clarify the 3 main changes you will make next year in your school that will improve how time is used to strengthen instruction

3. Continue work on your Professional Learning Calendar and Plan

DuringSessions 3 and 4:

  • We’ll cover…

  • Using data to differentiate support and implementing engaging enrichment

  • Best practices in partnerships, blended learning, and staggered schedules

  • Developing 1-2 additional Focused School-wide Priorities

  • School teams will…

  • Plan scheduling and programming changes needed to implement priorities

Next steps planning

Next Steps Planning

Before you leave today:

  • Complete the Next Steps Plannerto identify action steps as a whole team

See Next Steps Planner, p. 24

All resources from today’s session can be found at

Today s agenda6

Today’s Agenda

Sharing across schools

Sharing Across Schools

In our reflection on this year’s teacher development activities, we discussed…

A possible resource to help with that might be…

In mapping out next year’s professional learning calendar, we’re making progress on…

Have you considered trying…

One way we’ve tackled that same challenge is…

A challenge we’re facing around developing our professional learning plan is…

Let us know your thoughts about today s session

Let Us Know Your Thoughts About Today’s Session

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