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TPEP and Washington State Learning Standards: Creating Coherence

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Each participant creates a post-it note with three bullets: What are the top three reasons that explain why it

is important to connect two major reform efforts: Teacher and Principal Evaluation and the Washington State Learning Standards (Common Core State Standards/Next Generation Science Standards/Current Learning Standards/Guidelines)?

Table Group: Share out Are there some common themes? Be ready to share out one reason with

the whole group.

Entry Task: Three Reasons

1.2.3.

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Agenda Norms and Outcomes Connecting The Need for Creating Coherence The Core Instructional Practices Systems Review Identifying Gaps and Action Planning Reflection and Wrap-Up

Welcome and Agenda

Pausing Paraphrasing Posing Questions Putting Ideas on the Table Providing Data Paying Attention to Self and Others Presuming Positive Intentions

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Session Norms

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Participants will… Explore the need for coherence between

instructional practices and evaluation expectations Build common understanding and language for the

instructional shifts required by the Washington State Learning Standards (CCSS, NGSS, etc.)

Reveal and strengthen the connections between those instructional practices and their District IFW

Identify gaps within their system and develop a plan to address those gaps

Outcomes

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To develop a statewide system that supports all school districts in their preparation of educators and students to implement Career and College Readiness Standards (CCRS) using a two-pronged approach focused on:

1. The “what”: Key content shifts2. The “how”: System review to support

alignment across initiatives

Our Purpose

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Washington’s Career and College Readiness Standards (CCRS)

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Connecting

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As the following statements are read out loud, move to the corner that best describes how you feel about each statement.

Once in your corner, discuss why you picked that corner.

Vote with your feet!

Connecting: Four Corners

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Statement 1 In my district/school, implementing College

and Career Readiness Standards is like...

Connecting: Four Corners

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Statement 2 In my district/school, implementing the

teacher evaluation system is like….

Connecting Four Corners

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The Need for Creating Coherence

Explore the need for coherence between instructional practices and evaluation expectations

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This brief provides in-depth ideas about how to create meaningful coherence across three interdependent education reforms: Common Core State Standards, teacher evaluation, and professional learning.

Available online: http://www.gtlcenter.org/sites/default/files/CreatingCoherence.pdf

Creating Coherence Special Issues Brief

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Washington State Learning Standards

CCSS NGSS Learning

Standards/Guidelines Social Studies The Arts Health and Fitness World Languages Ed Tech Environment and

Sustainability Ed Early Learning and

Development, B–Grade 3

Toward Coherent Instructional Support

GTL Center, 2013

WA State Standards

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English Language Arts (ELA)/Literacy Building knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence

from text, both literary and informational Regular practice with complex text and its academic

language

Mathematics Focus strongly where the standards focus Coherence: Think across grades and link to major topics

within grades Rigor: In major topics, pursue conceptual

understanding, procedural skill and fluency, and application with equal intensity

The “What”: Key Content Shifts for the Common Core State Standards

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The Next Generation Science Standards (NGSS) reflect the interconnected nature of science through focus, understanding, and application of content

The science concepts in the NGSS build coherently from Grades K–12

Science and engineering are integrated across Grades K–12 in the NGSS

The “What”: Key Content Shifts in the Next Generation Science Standards

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“Focusing solely on the ‘what’ of content coverage at each grade level and … each subject area provides a partial picture at best, one that obscures almost entirely the notion of learning progressions that build knowledge, skill, insight, understanding and the ability to apply what is being learned across grade levels and subject areas.”

Conley & Gaston, 2013

Content, Skills, and Knowledge

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1. What are some common themes, big ideas, key words, or terms that are associated with the CCRS and CCSS?

2. What do teachers need to do to get their students to meet and exceed CCRS?

3. How does this affect our instruction with ALL students?

Teaching to the Standards

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Standards

Preparing students

for college

and careers

Common Core State

Standards

Washington State Learning Standard

s

College and

Career Readines

s Standard

s

The Core Instructional Practices (CIPs)

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Build a shared understanding and language for the instructional shifts required by the Washington

State Learning Standards

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What do you immediately think of when you hear the phrase “core instructional practice”?

Center on Great Teachers and Leaders’ (GTL) Core Instructional Practices

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A set of teaching practices that, if enacted by teachers or teams of teachers, should help all students attain mastery of the Common Core State Standards by the end of Grade 12

Based on research and practice

Developed in collaboration with teachers, curriculum experts, teacher educators, assessment developers, and other experts

Intended for use in systems-alignment work

GTL core instructional practices are:

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A comprehensive set of professional teaching standards

The specific-learner “mathematical practices” or ELA/literacy “anchor standards” detailed in the Common Core

Intended to be a checklist, or a one-size-fits-all strategy or prescribed approach to pedagogy

Inclusive of all important teaching practices, competencies, skills, performances, and dispositions—such as organizing and managing classrooms, reflecting on or analyzing instruction for the purpose of improving it, building relationships with students, or collaborating with colleagues

GTL core instructional practices are not:

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Look at Handout 2. Read individually, stopping after each practice. As you read, highlight key words or terms and

underline alignment between CIPs and CCRS shifts from the chart.

At the end of the reading, reflect on the connections you found and be prepared to share out with the whole group.

Activity: Diving Into the GTL Core Instructional Practices

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Fundamentals of Learning (FoLs)

Making Meaning

Thinking critically, creatively, and metacognitively

Connecting priorknowledge with

new learning

Using language, symbols, and text

Heritage et al., 2013

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1. In table groups, use Handout 3 and small sticky notes to align the CIPs with the FoLs. CIPs can align with more than one FoLs. Develop a rationale for your alignment. Use your notes from Handout 2 to support your

rationale.

2. Come together:1. Each table group presents their alignments to the

whole and provides a rationale for their decision. 2. As groups share, other teams can ask questions and

provide feedback.3. As a whole group, develop consensus on the alignment.

Activity: Aligning the CIPs and the FoLs

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Activity Example

Making Meaning

Thinking critically, creatively, and metacognitively

Connecting priorknowledge with

new learning

Using language, symbols, and text

MCIP3

CIP2

LCIP6

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Based on the consensus… What insights do you have about the

connections between the CIPs and FoLs practices? Did any trends or gaps emerge?

What does the alignment tell you about the use of the CIPs with ALL teachers?

Debrief

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Lunch

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Systems Review

Reveal and strengthen the connections between those instructional practices and your District IFW

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Step 1: Read the identified CIP carefully.

Step 2: Read through the teacher evaluation rubric, identifying possible areas of explicit connections (no inference needed).

Step 3: Read through the teacher evaluation rubric, identifying possible areas of implicit connections (some inference needed).

Step 4: Revisit the FoLs and CIPs alignment and identify what the students will be doing.

Step 5: Repeat Steps 1 to 4 until all the CIPs have been completed.

Step 6: Review the alignment and identify gaps in alignment.

Coherence Protocol: Aligning the CIPs and Teacher Evaluation

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The Coherence Protocol: Group Practice

Core Instructional Practice

Teacher Evaluation

Criteria

Teacher Evaluation Framework Fundamentals of Learning

Implicit Connection

Explicit Connection

Students will be:

L-CIP1. Identify the learning goals for each lesson, align these goals with the Common Core ELA/literacy anchor standards for the grade and content areas, and identify the preceding and succeeding skills and concepts within the appropriate learning progression.

 

Criterion 1: Centering instruction on high expectations for student achievement

    Making Meaning• Thinking critically,

creatively, and metacognitively

• Connecting prior knowledge with new learning

• Using language, symbols, and texts

Participating and

Contributing• Engaging with others in

learning• Communicating ideas,

feelings, and understanding • Relating to other people’s

ideas, feelings, and experiences

Managing Learning• Taking personal

responsibility for learning• Adapting learning tactics• Persevering with challenges

Gaps    

Notes 

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Use the chart paper, Handout 4: Alignment Template, and Handout 6: Coherence Protocol to work through the CIPs.

When done, post your charts around the room.

Activity: System Alignment, Small Groups

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Looking around the room at the chart papers… What trends emerged from our alignment

work? What do these trends tell us? What gaps emerged? What actions do we need to consider now?

Whole Group Discussion: Trends and Implications

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Identifying Gaps and Action Planning

Identify gaps within your system and develop a plan to address those gaps

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How can we strengthen the connections between our teacher evaluation instrument and the CCRS?

What additional supports do we need to provide to evaluators and teachers to help them see and understand these connections?

Implications

Activity: Action Planning

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Review pages 15 to 17 of the Special Issues Brief.

Review the district’s vision and priorities for implementing the College and Career Readiness Standards.

Determine how to prioritize the gaps based on need, priorities, and vision.

Plan out the steps to completion, using Handout 7.

Create a 15/30/60 plan and identify responsible people to complete the work.

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Reflection and Wrap-Up

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Did you . . .…explore the need for coherence between

instructional practices and evaluation expectations?

…build common understanding and language for the instructional shifts required by the Washington State Learning Standards (CCSS, NGSS, etc.)?

Do you better understand how to… . . . strengthen the connections between those instructional practices and your District IFW?

…identify gaps within your system and develop a plan to address those gaps?

How Did We Do?

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Please take two post-it notes and write about:

Some part of today’s learning that was particularly useful for you, explaining why it was useful

Some part of today’s learning about which you would like more information

Thank you.

Formative Feedback

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Heritage, M., Jones, B., Tobiason, G., & Chang, S. (2013). Fundamentals of learning, resource #2. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing. University of California. https://www.k12.wa.us/CurriculumInstruct/WA-TPL/pubdocs/FundamentalsofLearning-Heritageetal.pdf

Conley, D., & Gaston, P. (2013). A path to alignment: Connecting K–12 and higher education via the Common Core and the Degree Qualifications Profile. Indianapolis, IN: Lumina Foundation. http://www.luminafoundation.org/publications/DQP/A_path_to_alignment.pdf

References