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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 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

  • School-wide goals in achievement and other areas

Data Drives…

  • Professional development, coaching, and observations

  • Lesson planning and instructional delivery

Teachers

Data Drives…

  • Assignment and grouping in differentiated supports

  • Targeted support in core content classrooms

Students


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?



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: GoalsHiatt Instructional Priority in Practice

Priority (summarized): Reading and responding to text

Rigorous

Academics

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 Goals

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 Goals

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: GoalsAligning 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: GoalsWhat 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 GoalsPractices 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: GoalsAccountable 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: GoalsAccountable 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
Wor Goalsk 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 Goals

Directions:

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)



Support teachers in common implementation
Support Teachers in Common Implementation Goals

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 Goals

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 Goals

Directions:

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 Goals

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?



Targeted teacher development at time collaborative schools
Targeted Teacher Development at TIME Collaborative Schools Goals

Requirements

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

1

1

Focused Schoolwide

Focused Schoolwide Priorities

2

2

Rigorous Academics

Rigorous Academics

School-wide protocols for collaboration

3

3

Differentiated Supports

Differentiated Supports

Administrators participate in and support collaboration

4

4

Frequent Data Cycles

Frequent Data Cycles

5

Targeted Teacher Development

Flexibilities

6

6

Engaging Enrichment

Engaging Enrichment

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

7

7

Enhanced School Culture

Enhanced School Culture

Specific collaboration protocols


Key principles targeted teacher development
Key Principles: Targeted Teacher Development Goals

Targeted Teacher Development is effective when…

…sufficient time

is allocated for collaboration

…discussions are centered

on instruction

…leadership

supports collab time

…structures promote quality interaction

…culture promotes improvement


Using teacher time well
Using Teacher Time Well Goals

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 Goals

Instructions:

  • 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? Goals

  • 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



Do now

Jacob Hiatt Magnet School Goals

Instructional Rounds


Using teacher time well1
Using Teacher Time Well Goals

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 Complementary Objectives

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 Complementary Objectives

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 Complementary Objectives

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
S Complementary Objectivesample 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 Complementary Objectives

Directions:

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 Complementary Objectives


Looking ahead
Looking Ahead Complementary Objectives

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 Complementary Objectives

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 www.timeandlearning.org/tennessee


Today s agenda6
Today’s Agenda Complementary Objectives


Sharing across schools
Sharing Across Schools Complementary Objectives

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 Complementary Objectives

Please fill out and

return your evaluations, and visit www.timeandlearning.org/tennessee

for today’s materials


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