Quality Learning Env. ADCOS OCTOBER 2011
QUALITY LEARNING ENVIRONMENT • Part 1: Background Information • Part 2: The Core/ Heart of the model • Part 3: The 4 Key Components • Part 4: The Cultural Conditions
Part 1 Background Information
If we believe that school improvement and student success in their learning depends on the quality of instruction in classrooms, then we need a conversation about effective instructional practices. • The catch is, how can we have in-depth conversations about effective instruction if we don’t share a common language? • To develop a common language, we need to identify – with your help and guidance – an instructional model that defines and provides a common language of effective classroom practice. Westerberg, 2009
Your Feedback from August ADCOS • Support: components of the model; division perspective; teacher friendly language • “Elements” Feedback: • Technology infused into the model (instructional strategies) • Location of “Personalization” – tied to the 3 key components or with relationships • Where is Collaborative Problem Solving? Parents? Risk Taking? Citizenship? Moral Intelligence? • Questions asked: • How to approach with different school configurations? • What is meant by clearly identified outcomes? Who identifies/decides? • How do we move this model forward/implement? (e.g. course design) • Lack of artistic ability in the visual • Remove lines between 4 key elements of the model • Need to connect the Cultural Conditions to the model • Like the bulls eye format
What has changed since August ADCOS? • Front Matter ~ Guidelines for Development section • Essential Questions ~ added to each section • Student Services ~ in-depth conversation and recommendations • Leave us with the question:Wheredoes inclusion fit? • Cultural Conditions ~ descriptions provided • Refinement of sections for clarity (e.g. Personalization) • Connected to TQS
Part 1: Background Is the Background clear? • Why the QLE is being developed? • What is the QLE? • If you were to explain the QLE to your staff, does the background section assist you?
TABLE DEBRIEF: • Go around the table….the most experienced person begins 1. Does the Background Section clearly explain: • The intent of the QLE document • Why it is being developed… • What it is… 2. What is missing or unclear in the Background section? • Listen for commonalities in the discussion – the least experience personwill record these on the recording sheet provided for your table.
Part 1: Background LARGE GROUP DEBRIEF
PART 2: THE CORE Relationships Improving learning for all students Student Engagement
Part 2: The Core ON YOUR OWN AS YOU READ - THINK ABOUT What doesn’t belong? What should be added? Is personalization in the right spot? How might Inclusion fit in this model? • Read pages 3 & 4 of document (5minutes)
Part 2: The Core • WITH YOUR TABLE GROUP ~ DATA DUMP • Select a timer…. • Person #1 talks for 1 minute about their thoughts from page 3 • No one else gets to talk… • At the end of 1 minute, Person #2 shares their thoughts for 1 minute… • Repeat until everyone has had a turn…remember…no blurting • Once everyone has had a turn, an open conversation begins • Listen for themes • The person who drove the furthest records the commonalitieson the sheet provided
Part 2: The Core GROUP DEBRIEF
Next Steps • October ADCOS – The 4 Key Components & update • Teachers Matter Group • AISI Leaders input/feedback • Sp. Ed. Liaisons • School Staffs (Oct-Dec)