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Transforming our Teaching and Learning
A Professional Development Plan for Standards-based Education
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Agenda WelcomeWelcome Superintendent’s
Superintendent’s
messagemessage Get on the balcony
Get on the balcony
Identify the adaptive Identify the adaptive
challengechallenge Regulate distress
Regulate distress
Maintain disciplined Maintain disciplined
attentionattention Give the work back to
Give the work back to
the peoplethe people
Protect voices of Protect voices of
leadership from belowleadership from below
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Leadership to Empower Schools to Make a Difference
Leadership role as agent of change Superintendent’s message
Get on the balcony Identify the adaptive challenge Regulate distress Maintain disciplined attention Give the work back to the people Protect voices of leadership from below
Taped principal interviews
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Administrator’s Message
Welcome to TOTAL
Superintendent Patricia HamamotoEducational Leadership Conference
June 14, 2004
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1-6-3One Vision of a Public School
GraduateSix General Learner OutcomesThree Student Priorities
Academic Achievement Safety and Well Being Civic Responsibility
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ResourcesWeighted Student FormulaInformation Technology
Tech support positionsInfrastructureCustomization of SIS softwareTechnology training
Students and Teachers
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Operational Authority
Hawai`i Principals Academy
Reduction of
Bureaucracy
Community Involvement
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Accountability
Academic AchievementReading ProficiencyPersonalized Education PlanCritical ThinkingGraduates Without Remediation
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Accountability
Safety and Well-BeingAttendanceComprehensive Student Support System
Discipline
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AccountabilityCivic Responsibility
Knowledge of American Democracy Skills to Engage in Democratic Society Understanding and Awareness of
Community and Global Issues Respect for Self and Others Participation in School and Community
Organizations
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EvidenceAll Students…
Are Reading Within Their Grade Level Range
Are Prepared to Handle Ninth Grade
Graduate in Four Years
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Self Assessment
Get on the Balcony
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Professional Learning Conversations
“A forum in which teachers can be inquirers and ask questions that matter to them, over a period of time, and in a collaborative and supportive environment”
(Horsley, 1998)(Horsley, 1998)
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Types of Professional Learning Conversations
School-basedJob-alikeTopic-centeredTeacher-researchIssues/DiscussionsReaders/WritersProfessional book discussion
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Types of Activities
Reading and discussing researchLearning about teaching and
learning approachesDiscussing knowledge learned at
workshopsImplementing new practices in
classrooms Analyzing student work
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ActivityActivityFacilitated Facilitated
ConversationsConversations Roles:Roles:
FacilitatorFacilitator Time keeperTime keeper RecorderRecorder
ObjectivesObjectives Review normsReview norms Review goal for Review goal for
facilitated conversationfacilitated conversation
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Identify the Adaptive Challenge
Jigsaw Reading Activitypp. 22-26 (Group 1)pp. 78-80 (Group 2)pp. 133-138 (Group 3)pp. 170-173 (Group 4)
Facilitated Conversation
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Regulate Distress:Elements of TOTAL
Modules Training of Trainers Website Maintenance Sessions Learning Teams Content Courses
(University Level) TV Series Timeline for SB Report Cards
TOTAL
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Big Picture OCISS, SPED, and TDS
Deliver training to Complex Area Consortia Complex Area Teams
Attend training sessions Develop understanding of each module Determine number of sessions needed Deliver training to complex area schools Facilitate initiation of school learning teams
Maintenance Sessions Evaluate and adjust school professional
development activities
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Standards Tools and Services
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StandardsMaking Sense of StandardsHCPS
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Standards Toolkit
Instructional GuidesCurriculum FrameworksProfessional Development
Modules
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Instructional Guides
Content StandardsGrade Level BenchmarksGrade Level Sample Performance
AssessmentsSample Instructional StrategiesSample Assessment TasksRubrics
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Curriculum FrameworksGeneral Description of ProgramExplanation of StandardsCurriculum, Instruction, AssessmentSpecial TopicsK-12 Scope and Sequence
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Professional Development Modules for Content
Standards
IntroductionResources and ReadingsTransparencies,
PowerPoint HandoutsWorkshop Agenda
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Websitewww.hi.doe
http://www.doe.k12.hi.us Standards Standards Toolkit
Document Library Instructional Guides Curriculum Frameworks
Training PD Modules
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Instructional Materials Review
Review of textbooks, videos, CDs Review, not “approved list”Alignment to Hawaii standards?Backed by research?Overall quality?Elementary, SecondaryFUTURE-Approved List
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Where?
Instructional Materials Review:
http://standardstoolkit.k12.hi.us/imr/
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Standards-Based Report Cards
Standards-Based TeachingStandards-Based GradingStandards-Based Reporting
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Standards-Based Teaching
Teach to Hawaii Standards All Kids
Curriculum-interesting, engaging, challenging, rewarding
Extended Student WorkProblem Based Research Integrated, DifferentiatedFormative Assessment
Extra Time, Extra Help
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Standards-Based Grading
Clear understanding of what the standards are asking for
Student generated workCompare student to standards not
other studentsPreponderance of evidenceMost recent workNo averaging
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Standards-Based Reporting
The Promise: better communication about where students are
The Challenge: how do we communicate and still keep it manageable
Pilot Projects
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Where?
Report Card:
http://reportcard.k12.hi.us
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Standards-Based Teaching, Grading, Reporting
Professional Development Modules
TOTAL TV SeriesComplex Resource KitsTeleschool Video Tapes
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Evaluation: Purpose
Contract with UH Developed at beginning
of professional development plan
Evaluation completed at end of year one
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ModulesLeadership to Empower Schools to
Make a Difference (2 sections)Standards Implementation Process Assessment for Learning: Rubric
DevelopmentCurriculum Mapping (4 sections)Standards-based Grading & Reporting
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Module Presentation to Districts
Complex Area Planning Sessions
Contact Broker
Provide specialized follow-up
Video Conference
Web CT Materials
Provide additional materials & resources
Planning meetings
Complex teams deliver to schools Standards Implementation
Maintenance Sessions
Proceed independently
State Responsibility
Joint ResponsibilityComplex Responsibility
Transforming Our Teaching and Learning Transforming Our Teaching and Learning (TOTAL)(TOTAL)
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Complex Area PlanningCreate cadre
5-7 membersSchool Renewal SpecialistDistrict Resource TeachersSchool Leadership
Attend training sessions Design delivery for each module
Schedule over time Involve learning teams Use Broker as needed
TOTAL
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Training Modules
Developed July 2004 Involve complex area and OCISS
Complex Area Training August-September 2004 Involve Complex Area Cadre
Maintenance Sessions Held twice during year Address needs and concerns
Learning Teams Long Range Training
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Introduction/Leadership Professional
Development Modules Hawaii Standards Implementation Process
Six Step Model Identify Relevant
Standards Determine Acceptable evidence
Determine Learning Experiences
Teach and Collect Evidence
Assess student work/inform instruction
Evaluate/judge/ communicate learning results
#1. Standards Implementation Process
HCPS Toolkit:
Curriculum Frameworks
Instructional Guide
:
The process
6 steps
Cyclical Nature
Built on system of standards
#2. Assessment for Learning: Rubric Development
HCPS Toolkit:
Curriculum Framework
Instructional Guide
Learning driven by
standards
Know when learning
has been achieved
Know what learning looks like
Evidence aligned to curriculum and instruction
Use information for goal setting
#3 Curriculum Mapping
HCPS Toolkit:
Scope and Sequence
GLPI
Curriculum maps and assessment data
School and district
reform approach
Collect data
regarding actual teaching
#4. Standards-Based Grading and Reporting
HCPS Toolkit RC FAQs/Website Parent Brochure
Assessment Grades
Based on Standards
Alignment with
standards based instruction and assessment
Grading
Practices Purpose for
Grading Issues/Speci
al Needs
Guidelines HI Implementation
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Do you hear this at your school?Do you hear this at your school?
• “ “I use my textbook, it’s aligned to the I use my textbook, it’s aligned to the standards.”standards.”• “ “What toolkit?”What toolkit?”• “ “It’ll pass…NCLB will go away like all the It’ll pass…NCLB will go away like all the other initiatives.”other initiatives.”
NCLB
I Introduction/Leadership
Professional Development Modules
Hawaii Standards Implementation Process Six Step Model
Identify Relevant Standards
Determine acceptable evidence
Determine Learning Experiences
Teach and Collect Evidence
Assess student work/inform instruction
Evaluate/judge/communicate learning
results
#1. Standards Implementation Process
HCPS Toolkit: Curriculum Frameworks Instructional Guide
:
The process 6 steps Cyclical Nature Built on system
of standards
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Standards Implementation Process
2nd Module in Sequence One Day Session Product:
Unit Analysis Tool
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Standards Implementation Process Key Concepts & Skills
Process for implementing standardsSub-processes within each stepProcess is not linearSystem of Standards
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“ “I just average all my chapter tests.”I just average all my chapter tests.” “ “If they don’t get it, I just assign more homework.”If they don’t get it, I just assign more homework.” “ “Why don’t they know?...I taught it to them.”Why don’t they know?...I taught it to them.” “ “I can’t tell them what is expected …that would be I can’t tell them what is expected …that would be cheating!”cheating!” “ “I didn’t know I was flunking until I got my report card.”I didn’t know I was flunking until I got my report card.”
Do you hear this at your school?Do you hear this at your school?
Introduction/Leadership
Professional Development Modules
Hawaii Standards Implementation Process Six Step Model
Identify Relevant Standards Determine Acceptable evidence
Determine Learning Experiences
Teach and Collect Evidence
Assess student work/inform instruction
Evaluate/judge/communicate learning results
#1. Standards Implementation ProcessHCPS Toolkit: Curriculum Frameworks Instructional Guide
The process 6 steps Cyclical Nature Built on system of standards
#2. Assessment for Learning: Rubric Developpment HCPS Toolkit: Curriculum Framework Instructional Guide
Learning driven by standards
Know when learning has been achieved Know what learning looks like Evidence aligned to curriculum and instruction
Use information for goal setting
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Assessment FOR Learning: Rubric Development
3rd Module in SequenceOne Day SessionProduct: Rubric
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Assessment FOR Learning: Rubric Development
Key Concepts & SkillsBest Performance AssessmentsSound CriteriaRubrics Need to be SharedClear Targets Indicate QualityRubrics Help with Self-assessmentValidity
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“ “I thought I thought youyou covered that benchmark in _____ grade.” covered that benchmark in _____ grade.” “ “What do you mean I can’t do my rainforest unit?What do you mean I can’t do my rainforest unit?
Do you hear this at your school?Do you hear this at your school?
Introduction/Leadership
Professional Development Modules
Hawaii Standards Implementation Process Six Step Model
Identify Relevant Standards Determine Acceptable evidence
Determine Learning Experiences
Teach and Collect Evidence
Assess student work/inform instruction
Evaluate/judge/communicate learning results
#1. Standards Implementation ProcessHCPS Toolkit:Curriculum Frameworks Instructional Guide
The process 6 steps Cyclical NatureBuilt on system of standards
#2. Assessment for Learning: Rubric DevelopmentHCPS Toolkit:Curriculum FrameworkInstructional Guide
Learning driven by standards Know when learning has been achievedKnow what learning looks like Evidence aligned to curriculum and instruction
Use information for goal setting
#3 Curriculum Mapping HCPS Toolkit: Scope and Sequence GLPI
Curriculum maps and assessment data
School and district reform approach
Collect data regarding actual teaching
It’s all about me!!
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Curriculum Mapping4th Module in SequenceMultiple SessionsProduct:
Curriculum Map
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Curriculum MappingKey Concepts &
SkillsEssential QuestionsImplementation plan for carrying
out curriculum mappingRevise curriculum maps using
assessment dataUse as part of a systems approach
to school and district reform
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•What do you mean there are no more letter What do you mean there are no more letter grades?grades?•So are there numbers?So are there numbers?•Does anyone understand standards based Does anyone understand standards based grading?grading?
Do you hear this at your school?Do you hear this at your school?
Introduction/Leadership
Professional Development Modules
Hawaii Standards Implementation Process Six Step Model
Identify Relevant Standards Determine Acceptable evidence
Determine Learning Experiences
Teach and Collect Evidence
Assess student work/inform instruction
Evaluate/judge/communicate learning results
#1. Standards Implementation ProcessHCPS Toolkit:Curriculum Frameworks Instructional Guide
The process 6 steps Cyclical NatureBuilt on system of standards
#2. Assessment for Learning: Ru bric DevelopmentHCPS Toolkit:Curriculum FrameworkInstructional Guide
Learning driven by standards Know when learning has been achievedKnow what learning looks like Evidence aligned to curriculum and instruction
Use information for goal setting
#3 Curriculum MappingHCPS Toolkit:Scope and SequenceGLPI
Curriculum maps and assessment data
School and district reform approach
Collect data regarding actual teaching
#4. Standards-Based Grading and Reporting HCPS Toolkit RC FAQs/Website Parent Brochure
Assessment Grades Based on Standards
Alignment with standards based instruction and assessment
Grading PracticesPurpose for Grading Issues/Special Needs
Guidelines HI Implementation
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Standards Based Grading/Reporting
Last Module in Sequence One-day Session Products:
Grade Book Plan for Grading
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Standards Based Grading/Reporting
Key Concepts & SkillsGrading needs to be aligned with
standards-based instruction and assessment
Practices different from those in a traditional grading system
Guidelines for grading should be established
Involvement of students
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Resources: Additional Facilitator’s Guide
Blackline masters Additional articles to read
Digital Resource PowerPoint slides Handouts Web links
Resource Kit Books Videos One per complex
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Long Range ContinuationWorkshops by experts
Heidi Hayes Jacobs Rick DuFour Judy Arter Ken O’Connor
Online CourseWebCTVideo Conferencing
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Rationale Complex areas will help teachers Maintenance sessions ongoing Video conferencing opportunities Training will continue next year Online resources
The solution does not lie with the The solution does not lie with the outside experts, it lies within outside experts, it lies within ourselves.ourselves.
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Maintain Disciplined Attention
Encourage and manage diversity and differences
Maintain focus on what needs to be done
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Protect Voices of Leadership from Below
Why use learning teams to facilitate conversation?
To talk with fellow educators about professional issues and plan for implementation of initiatives to increase student achievement (Birchak, 1998)
Planning time for complex area
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Professional Learning Communities: Teacher Session
On going professional development for faculty during the day
Workshop training for lead teachers
Training for Principal and Leadership team through Academies & Network meetings
Off site professional conferences: NCEE