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MLA Superintendent Licensure Program Professional Development Seminar

MLA Superintendent Licensure Program Professional Development Seminar. Lynn Catarius March 2011. Madras. BEVERLY CLEARY. JACOBY ELLSBURY & JED LOWRIE. DANNY AINGE. MATT GROENING. The Oregon Connection. Sutherlin. A Lesson in Pronunciation. TON SON ORE GON. Learning Expectations.

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MLA Superintendent Licensure Program Professional Development Seminar

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  1. MLA Superintendent Licensure ProgramProfessional Development Seminar Lynn Catarius March 2011

  2. Madras BEVERLY CLEARY JACOBY ELLSBURY & JED LOWRIE DANNY AINGE MATT GROENING The Oregon Connection Sutherlin

  3. A Lesson in Pronunciation TON SON OREGON

  4. Learning Expectations • To create a vision and strategic plan for the development, implementation, and support of a quality district-wide professional development program. • To use case studies and educational research to define the characteristics of a coherent and comprehensive professional development model. • To use data to make decisions regarding the topic(s) and implementation of professional learning for all school staff. • To become familiar with new resources and tools specific to developing 21st century skills in teachers and students.

  5. Group Discussion What do you hope to get out of this seminar? 1. How do I focus the professional learning of staff. 2. What does a professional development plan at the district level look like– how is it budgeted? How is there continuity from K-12?. 3. What are the models of PD that are most effective? (Workshop / job-embedded) 4. How is the learning sustained?

  6. Did you Know?

  7. Tough Choices or Tough Times Thirty years ago the United States could lay claim to having 30 percent of the world’s population of college students. Today that proportion has fallen to 14 percent and is continuing to fall. 30% ------ 14% and falling…

  8. Tough Choices or Tough Times A swiftly rising number of American workers at every skill level are in direct competition with workers in every corner of the globe.

  9. Tough Choices or Tough Times The best employers the world over will be looking for the most competent, most creative and innovative people on the face of the earth and will be willing to pay them top dollar for their services. This will be true not just for the top professionals and managers, but up and down the length and breadth of the workforce. Those countries that produce the most important new products and services can capture a premium in world markets that will enable them to pay high wages to their citizens.

  10. Tough Choices or Tough Times …[C]andidates will have to be comfortable with ideas and abstractions, good at both analysis and synthesis, creative and innovative, self-disciplined and well-organized, able to learn very quickly and work well as a member of a team and have the flexibility to adapt quickly to frequent changes in the labor market as the shifts in the economy become ever faster and more dramatic.

  11. Tough Choices or Tough Times Beyond core competence in ELA, math, science, literature, history, and the arts: • Comfort w ideas and abstractions • Good at analysis & synthesis • Creative and innovative • Self-disciplined, well organized • Learn quickly, work well in team • Flexible, adaptable (frequent change)

  12. Vision Examples • Our vision is to offer an exceptional academic program embedded in the communication arts as an integral part of an enriching curriculum that develops students’ abilities to communicate effectively, to reason critically, and to analyze and solve problems logically. • The vision of the school is to make sure that all those who enter as freshman graduate with the skills and knowledge needed to attend college without remediation and, once having achieved that, have an opportunity to pursue, at their own choice, either a program preparing them for a selective college or a demanding technical and professional program leading to a high school diploma, college credit and the entry level technical skills and general knowledge needed to begin a rewarding career.

  13. New Brunswick Vision

  14. Strategic Planning • Context Analysis • External / Internal • Vision • Strategic Intent • Strategy • Assumptions • Interests • Objectives • Capabilities • Threats • Risks • Decision / Action

  15. How Students Learn Then … Now …

  16. Bloom’s TaxonomyMoving Into Action Bloom’s Taxonomy Old Version (1956) Bloom’s Taxonomy New Version (1995)

  17. Principles of Learning Principles of Learning Principle 1: Effort Produces Achievement Principle 2: Learning is About Making Connections Principle 3: We Learn With and Through Others Principle 4: Learning Takes Time Principle 5: Motivation Matters

  18. Principles of Learning Principles of Teaching Principle 6: The Teacher Matters Principle 7: Focused Teaching Promotes Accelerated Learning Principle 8: Clear Expectations and Continuous Feedback Activate Learning Principle 9: Good Teaching Builds On Students’ Strengths and Respects Individuals’ Differences Principle 10: Good Teaching Involves Modeling What Students Should Learn

  19. Principles of Learning Principles of Curriculum Principle 11: The Curriculum Should Focus on Powerful Knowledge Principle 12: All Students Should Experience a “Thinking Curriculum” Principle 13: The Best Results Come From Having an Aligned Instructional System

  20. Peter Hill – Principles of Learning and their Implications Principle 12:All Students Should Experience a “Thinking Curriculum” • Challenging tasks that support deep thinking will stimulate intelligent behavior, as will explicit teaching of cognition and metacognition strategies • Facilitating higher order thinking by an emphasis on extended problem-solving around “fertile” questions that are of intrinsic interest and relevance to students.

  21. Tony Wagner – Rigor Redefined Excellent instruction is not a checklist of teacher behaviors and a model lesson that covers content standards. It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers & citizens. • Critical Thinking • Asking the Right Questions • Use a variety of tools to solve problems • creativity • Communication Skills • clear & concise • process information • oral and written • Collaboration • work with others • ability to influence

  22. Activity • How do these principles compare to what you believe regarding what drives learning in your school / district? • What questions do these principles raise for you?

  23. Vision – Revisited

  24. Self Assessment: Professional Learning Continuum PD Plan/System Accessing PD Impact of PD

  25. Decision-Making Process

  26. Decision-Making Process • Problem Identification: Define and clarify the issue - does it warrant action? If so, now? Is the matter urgent, important or both. Does the Pareto Principle or the 80/20 Rule apply? • Pareto's Principle, the 80/20 Rule, should serve as a daily reminder to focus 80 percent of your time and energy on the 20 percent of your work that is really important. Don't just "work smart", work smart on the right things • Problem Analysis: Gather all the facts and understand their causes. • Problem Solution: Think about or brainstorm possible options and solutions. • Consider and compare the pros and cons of each option - consult if necessary - it probably will be. • Implement Solution: Select the best option - avoid vagueness or 'foot in both camps' compromise. • Explain your decision to those involved and affected, and follow up to ensure proper and effective implementation. • Evaluate Solution:Does the issue or problem still exist? Were improvements noted?

  27. Sharing Resources Activity • Your task is to discover the singleton card. • Once you reach a decision, discuss the influence and decision making that occurred, compare your way of working on this problem with the way you usually work as a group, and give ideas about the barriers that reduced the effective use of group resources. • Four Common Errors: • Failure to agree on a common language for describing the displays. • Attempting to work in pairs or trios instead of remaining in a single group • Passive listening • Silent acceptance of non-understanding.

  28. Problem Identification • A problem situation exists when there is a discrepancy between an ideal or desired state and the state that exists. • A problem situation also can be defined as one where there is a discrepancy between the way things are perceived now and the way someone would like them to be.

  29. “The formulation of the problem is often more essential than its solution…to raise new questions, new possibilities, to regard old questions from a new angle requires creative imagination and marks real advance in science.Albert Einstein

  30. Problem of the Problem • Solving one good problem often creates other new problems, and not solving the real problem usually creates more bad problems. • The most important thing to be learned is how to ask the right question – pose the productive problem.

  31. Problem Analysis • The same problem can take different shapes if it is framed in different ways or viewed through different lenses. • Triangulating Data Sources – analyzing other data to illuminate, confirm, or dispute what you learned through your initial analysis. • Be prepared to be surprised! • When the goal is merely to confirm a hypothesis or assumption, only particular pieces of data tend to be looked at, and the work often stops when the original belief is confirmed. Instead look for and embrace unexpected trends and leads.

  32. Problem Analysis • Who is affected? • Consider all possibilities carefully before proceeding. Does the problem affect only one person? A small group? An entire grade level? The school community? • Who or what is causing the problem or problem situation? • Use multiple sources of data to dig deeper into the underlying issues of the problem (This is the heart of Problem Analysis) AKA Root cause analysis • What kind of problem is it? • purpose, process, communication, structure, beliefs/values, personality, time, competence • What are the goals for improvement?

  33. In the beginning you think. In the end you act. In-between you negotiate the possibilities. Michael Quinn Patten

  34. Problem Solution • Once a problem has been identified and analyzed – a decision must be made as to what and how the problem will be solved. • Solutions must be feasible, meaningful, and related directly to the identified “causes” of the problem situation. • Worthy solutions are research-based (when possible). • There should be consensus about the solution before moving forward. • Solutions must be directly linked to the expected outcomes.

  35. Why Consensus?

  36. Solution Implementation and Evaluation • Without fidelity of implementation to the solution, it is impossible to discern if it was effective at solving the problem. • The same information / data used in problem identification and problem analysis is used for evaluation of the solution.

  37. Demographics School Processes Perceptions Student Learning What Data are Important? Remember – Data tell a Story! Taken from Data Analysis for Continuous School Improvement; Victoria Bernhardt

  38. Demographics Examples • Enrollment History • Attendance (Student and Teacher) • Drop-out Rate • Gender • Student Status (LEP, Sped, FLNE) • Discipline Provide descriptive information about the school community. Allow us to observe trends and glean information for purposes of prediction and planning. Demographics School Processes Perceptions Student Learning

  39. Oregon Total Population: 3,831,074 (+12%) 98,466 sq mi Density: 39.9 (US = 87.4) Massachusetts Total Population: 6,547,629 (+3.1%) 10,555 sq mi Density: 839.4 DemographicsOregon & Massachusetts Student Population: 575,393 Teachers: 30,152 Ratio 19.1 / 1 $9,615 / student 71.7% White 3.1% Black 18.1% Hispanic 5.0% Asian / Pacific Islander 2.1% American Indian 14.1% Special Education 11.2 % LEP 46.0% Low Income Student Population: 958,910 Teachers: 70,398 Ratio 13.6 / 1 $13,586 / student 69.6% White 8.2% Black 14.3% Hispanic 5.2% Asian / Pacific Islander 0.3% American Indian 17.6% Special Education 5.1% LEP 30.7% Low Income

  40. Oregon 400 Wineries 142 Breweries Density: 1 winery / brewery for every 7,058 people DemographicsOregon & Massachusetts Massachusetts 26 Wineries 43 Breweries Density: 1 winery / brewery for every 95,559 people

  41. Perceptions Help us understand what students, parents, staff, and others think about the learning environment. Perceptions are important since people act in congruence with what they believe, perceive, or think. Their perception is their reality. Examples: • Perceptions of the learning environment • Values and Beliefs • Attitudes • Observations Demographics School Processes Perceptions Student Learning

  42. Portland, OR Weather Boston, MA Weather Average (10 Yrs) Annual Precipitation: Oregon 39.2” Massachusetts 47.9”

  43. Student Learning Examples: • MCAS, MEPA / MELA-O, MAP, • DRA, DIBELS, Student Growth Percentiles • Grades • Performance Tasks Describes the outcomes of our educational system in terms of results on tests / assessments. Often schools think of multiple measures as looking only at different measures of student learning. Demographics School Processes Perceptions Student Learning

  44. School Processes Define what the system and teachers are doing to get the results they are getting. This is the measure that is the most difficult to describe and document. Examples • Instructional strategies • School schedules • Programs for ELL or SPED • Intervention programs • Learning Walkthroughs Demographics School Processes Perceptions Student Learning

  45. The real voyage of discovery consists not in seeking new landscapes, but in seeing with new eyes.Marcel Proust

  46. Decision-Making Example

  47. Problem Identification School Demographics 2007-2008 474 Students Grades 5-8 22% Special Education 19% ELL 45% Non-stable (compared to 21% district wide) Teacher Stability 49 Teachers: 25 (51%) 0-3 yrs 8 (16%) 4-5 yrs 6 (12%) 7-10 yrs 10 (20%) 11-20 yrs 83% of Teachers Highly Qualified

  48. ELA CPI Math CPI

  49. Problem Analysis - Math

  50. 2007 Item Analysis Grade 5 and 6

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