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I nstructional s upport l eadership N etwork. September 13, 2013 METS Center. Welcome & Introductions. Link to Resources for Today. Agreements… (please use Today’s Meet to comment on agreements.). Be open to learning new strategies. Be an active participant.

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i nstructional s upport l eadership n etwork

InstructionalsupportleadershipNetwork

September 13, 2013

METS Center

agreements please use today s meet to comment on agreements
Agreements…(please use Today’s Meet to comment on agreements.)
  • Be open to learning new strategies.
  • Be an active participant.
  • Take responsibility for your learning.
  • Honor your colleagues’ learning needs.
  • Respect our time schedule.
  • Think of how you might use these resources to develop others’ capacity.
learning targets
Learning Targets

Instructional Support Leaders will be able to…

  • understand the responsibilities and skills needed by network participants in order to effectively build capacity within their district to move the work forward.
  • identify tools and processes for recognizing instructional shifts in NGSS.
  • identify tools and processes for effective and timely implementation of PGES (TPGES & PPGES)
  • understand that the Professional Growth and Effectiveness System is a way to measure the outcome of improved student learning.
science teacher leadership network
Science teacher Leadership Network

Halle Booth, Instructional Specialist

who am i
Who Am I?
  • Hallie Booth
    • Special Education (K-12)
    • Science 6-8 (Gifted and Talented 6th)
    • Science Coach 6-12
    • CTE LDC Coach 9-12
    • Middle School LDC 6-8 – T2X Trainer
    • Common Core National Trainer/Advocate
    • LDC National Trainer
rate your familiarity with ngss
P-12 MSOU of PIMSERRate Your Familiarity with NGSS
  • Choose one of the following that best describes your familiarity with the NGSS and explain your choice:
  • I know there are new science standards
  • Know a little about them/I know they have different colored sections on the paper
  • Read some of the framework/standards
  • I have a real deep understanding of standards their meaning and the content taught
  • I could lead a PD or group planning on the standards.
facts and myths about the ngss scientific and engineering practices
P-12 MSOU of PIMSERFacts and Myths About the NGSS Scientific and Engineering Practices
  • Place an X next to the descriptions you think are correct.
  • Which of your answers are you least sure about? Explain your thinking.
  • Discuss with a partner.
  • What other questions do you have?
a new vision of science learning that leads to a new vision of teaching
P-12 MSOU of PIMSERA New Vision of Science Learning that Leads to a New Vision of Teaching

The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.

A Framework for K-12 Science Education p. 1-2

sean elkins ted talk
Sean Elkins' Ted Talk
  • http://mediaportal.education.ky.gov/next-generation-schools-and-districts/2013/09/speed-bumps-on-the-road-to-ngss/
instructional shifts in the ngss
Instructional Shifts in the NGSS
  • Performance Expectations
  • Evidence of learning
  • Learning Progressions
  • Science and Engineering
  • Coherence of Science Instruction
  • Connections within Science and between Common Core State Standards
crosscutting concepts
Crosscutting Concepts
  • Patterns
  • Cause and effect
  • Scale, proportion, and quantity
  • Systems and system models
  • Energy and matter
  • Structure and function
  • Stability and change

Framework 4-1

the trail of two standards
The Trail of Two Standards
  • Read the two standards at your table (front and back)
  • Make sure to note the following:
    • What is different about the two standards
    • What are the students doing in each Standard
    • What instructional shifts do you note in each
    • What would you expect as the overall instructional look of the classroom if you were observing
table talk and record
Table Talk and Record

Discuss what you have written down on your self- reflection and compare your findings with the people at your table.

Summarize your tables findings and prepare to share out.

What have we learned?

physical sciences
Physical Sciences
  • PS 1: Matter and Its Interactions
  • PS 2: Motion and Stability
  • PS 3: Energy
  • PS 4: Waves and Their Applications
life sciences
Life Sciences
  • LS 1: From Molecules to Organisms: Structures and Processes
  • LS 2: Ecosystems: Interactions, Energy, and Dynamics
  • LS 3: Heredity: Inheritance and Variation of Traits
  • LS 4: Biological Evolution: Unity and Diversity
earth and space sciences
Earth and Space Sciences
  • ESS 1: Earth’s Place in

the Universe

  • ESS 2: Earth Systems
  • ESS 3: Earth and

Human Activity

engineering technology and applications of sciences
Engineering, Technology andApplications of Sciences
  • ETS 1: Engineering Design
  • ETS 2: Links Among Engineering, Technology, Science and Society
slide27
P-12 MSOU of PIMSER
  • “…students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content.”
    • A Framework for K-12 Science Education, pg. 218
slide28

Three Dimensions Intertwined

  • The NGSS are written as Performance Expectations
  • NGSS will require contextual application of the three dimensions by students.
  • Focus is on how and why as well as what
standards nexus of 3 dimensions
P-12 MSOU of PIMSERStandards: Nexus of 3 Dimensions

Crosscutting Concepts

  • Not separate treatment of “content” and “inquiry” (No “Chapter 1”)
  • Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas.

Core

Ideas

Practices

science and engineering practices
P-12 MSOU of PIMSERScience and Engineering Practices

Guiding Principles

  • Students in K-12 should engage in all of the eight practices over each grade band.
  • Practices grow in complexity and sophistication across the grades.
  • Each practice may reflect science or engineering.
  • Practices represent what students are expected to do, and are not teaching methods or curriculum.
  • The eight practices are not separate; they intentionally overlap and interconnect.
  • Performance expectations focus on some but not all capabilities associated with a practice.
science and engineering practices1
P-12 MSOU of PIMSERScience and Engineering Practices

1. Asking questions (science) and defining problems (engineering)

2. Developing and using models

  • Planning and carrying out investigations
  • Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (science) and designing solutions (engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

slide32
P-12 MSOU of PIMSER

Coherent Science Instruction

The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.

Framework pg. 8-9

instruction builds toward pes
Instruction Builds Toward PEs

Performance Expectations

take home messages
P-12 MSOU of PIMSER Take Home Messages
  • According to the intent of the Framework, the practices are not to be done in isolation.
  • The practices are essential for learning the content.
  • We won’t have to start from scratch on everything!
  • Learning experiences should have the student doing the doing (hands-on and minds-on).
take home messages 2
Take Home Messages 2
  • Slow and steady
  • 2013-2014 is not an “official” implementation year it is a trial year…..learn and get feet wet
  • Conversations will take place all year long and will encompass topics such as, curriculum mapping, performance based instruction, etc.
  • Begin to use the practices to implement core content in classroom activities
homework for network participants
Homeworkfor Network Participants

Who is on your District Leadership Team and what the plan to scale the Network goals ?

Read over and become familiar with “ your” grade level standards

managing change
Managing Change

Past, present, Future…

4 questions choose 2
4 Questions…Choose 2
  • What work in your district led to instructional shifts and what evidence do you have of impact on student learning?
  • What capacity did you build in the leadership networks to impact future work?
  • What support and resources are needed for continued effective implementation of the work (LDC/MDC/PGES/NGSS)?
  • How do you differentiate to meet the needs of all stakeholders? 
tpges agenda
TPGES Agenda
  • Resources
  • Housekeeping Items
  • Student Growth
  • For Next Time
resources
Resources

PGES Webpage: http://education.ky.gov/teachers/HiEffTeach/Pages/default.aspx

Professional Learning: http://education.ky.gov/teachers/HiEffTeach/Pages/PGES--Overview-Series.aspx

Share “guide to professional learning”: http://education.ky.gov/teachers/HiEffTeach/Documents/Guide%20to%20TPGES%20PL.docx

Lync Sessions in EDS—Emphasize SGG sessions:

PGES Lync Sessions-How to Video  

Register for a Lync Session 

Register for an Archived Lync Session

EDS Help (next slides) (https://powersource.pearsonschoolsystems.com/portal/ciits/ )

Webcasts and Newsletters (Headline news): http://education.ky.gov/teachers/HiEffTeach/Pages/PGES-Headline-News.aspx

housekeeping items
Housekeeping Items

Roster Verification (https://powersource.pearsonschoolsystems.com/repository/schoolnet/pdf/ciits_qrc_verfiying_roster.pdf)

Self-Reflection in EDS (Please see “Help” in EDS for further directions)

Peer observation module available (See note at the end of agenda)

Observation:

Caseload manager (https://powersource.pearsonschoolsystems.com/repository/schoolnet/pdf/CIITS_QRC_CaseloadManagement.pdf )

Choosing A Model (District Decision: 3 & 1 OR 2 & 2)

1st Window Sept 1-Oct 31

First Administrator Observation (Depending on Model: Full or Mini/Partial)

Pre/post conference protocol (District decision on use of questions and format)

student growth
Student Growth
  • Lync Sessions
  • Think and Plan Tool (Handout Today)
  • Scenarios (Handout Today)
  • Guiding Questions (Step 1 and 2)
proposed multiple measures
Proposed Multiple Measures

Teacher Professional Growth and Effectiveness System

Observation

Student Voice

Peer Observation

formative

Self-Reflection

Professional

Growth

All measures are

supported through

evidence.

State Contribution:

Student Growth %

Student Growth

Local Contribution:

Student Growth Goals

determine needs your starting line
Determine Needs: Your Starting Line
  • Know the expectations of your content area standards
  • Know your students
  • Identify appropriate sources of evidence
sources of evidence variety
Sources of Evidence: Variety

Student Performances

Products

Common Assessments

DistrictLearning Checks

Projects

LDC/MDC Classroom Evidence

Student

Portfolios

Interim Assessments

rigorous
Rigorous

Congruency to standards

Measures ask students to demonstrate mastery of the identified skills/concepts at the level of rigor intended in the standard

Comparable

Selected measures reach the level of rigor expected across the district

directions
Directions
  • At your table, read the student growth scenario.
  • Using the Think and Plan Tool, evaluate the provided information.
  • Did the teacher address all of the areas adequately?
  • What questions do you still have for the teacher?
share out
Share Out
  • One process/structure our school(s) has in place to support Student Growth Goal Setting
  • One area that we are going to need to focus our support for some/all teachers
  • One question that we still have about setting Student Growth Goals
tools to engage in professional conversations
Tools to Engage in Professional Conversations
  • Think and Plan Tool
  • Scenarios
  • Guiding Questions
what to bring next time
What to Bring Next Time:
  • Bring a Think and Plan Tool that has been completed by a teacher from your district (all questions except for the last two questions)
district conversations
District Conversations

Each district team will sit together to summarize learning and plan next steps.

evaluation feedback
Evaluation/Feedback

Please either complete a paper copy or use the website embedded form to inform us of your learning experiences today.