Leading Quad D Teaching and Learning Why? What? How? Dr. Susie Gauzy Glenn Ledet

Purpose Leaders will gain

practical and hands on experience using the Collaborative Instructional Review (CIR) Rubrics

when “looking at student learning in the classroom”

through the lens of the Rigor Relevance Framework

in order to improve classroom instruction.

Agenda

3

Workplace  Needs  

Rigor,  Relevance  &  Rela5onship  Framework  

A  Closer  Look  at  the  CIR  Process  

Applica5on  of  the  CIR  Rubrics  

Closing  &  Evalua5on  

?

Why?

What?

HOW?

Why Quad D? Rigor Makes the Future Possible. Are Our Students College and Career Ready?

BUT 3.8 million jobs in the U.S. remain unfilled

13  Million  Americans    are  Unemployed  

of Bachelor’s degree holders under age 25 are jobless or underemployed.

Source:  USDOL  –  March,  2013  

53.6%    

                                                                                                                                                                                                                                                                                                                                                                                                                                           

Source:  Bureau  of  Labor  Sta5s5cs  

Source:    Na5onal  Center  for  Educa5on  Sta5s5cs  

10 Most Popular Bachelor’s Degrees in U.S.

 1.  Business  

 2.  General  Studies  

 4.  Psychology  

 3.  Social  Science  and  History    8.  Engineering  and  Technology  

 5.  Health  Professions  

 7.  Visual  and  Performing  Arts  

 6.  Educa5on  

 9.  Communica5ons  and  Journalism  

 10.  Computer  and  Informa5on  Science  

Source:    Na5onal  Center  for  Educa5on  Sta5s5cs  

Bachelor’s Degrees in Competing Nations

 1.  Business  

 2.  General  Studies  

 4.  Psychology  

 3.  Social  Science  and  History    8.  Engineering  and  Technology  

 5.  Health  Professions  

 7.  Visual  and  Performing  Arts  

 6.  Educa5on  

 9.  Communica5ons  and  Journalism  

 10.  Computer  and  Informa5on  Science  

8  

1  

10  

6  

9  

4  

5  

2  

7  

3  

of employed 4-year college graduates are in jobs that require less than a 4-year degree.

Source: Bureau of Labor Statistics

48%    

Probability  of  Lost  Jobs  99%  96%  

94%  89%  65%  

Telemarketers  

Secretarial  /  Admin.  Assistants  

Accountant  /  Auditors  

Technical  Writers  

Machinists  

43%  Economists  

40%  Health  Technologists  Source:    The  Future  of  Employment  

                                           C.  Frey  and  M.  Osborne,  2013  

Workplace Needs Solve  Unstructured  Problems  

Work  with  New  InformaVon  

Do  Non-­‐RouVne  Manual  Tasks  

Are  our  students  ready   ? New  InformaVon

What does it mean to Lead Quad D Teaching and Learning?

Defining Leadership • Leadership is getting people

to do what they need to do, but either can’t or won’t.

• Leadership is not a position;

it is a disposition for taking action.

What does the principal need to support the teacher and

move the learning to Quad D?

Rigor?

Leaders must possess a clear picture of

instructional effectiveness - and –

be able to share a common vocabulary

that develops and supports powerful teaching and learning.

Our Guiding Principles Our Guiding Frameworks • Supporting a Systemwide Approach

•  Increasing Rigorous Learning Opportunities for ALL students

• Transformational Leadership

C Visionary Leadership

D Adaptive Leadership

A Authoritative Leadership

B Collaborative Leadership

Daggett System for Effective Instruction

Rigor/Relevance Framework®

Rigor/Relevance  Framework®    

The    Focusing  lens  through  which  we  take  a  look  

at…  

Curriculum

Instruction Assessment

Leadership

Page 8

Rigor/Relevance Framework®

Rigor Makes the Future Possible

Means Framing Lessons At The High End Of The

Knowledge Taxonomy

Rigorous Learning

REMEMBERING  

UNDERSTANDING  

APPLYING  

ANALYZING  

EVALUATING  

CREATING  

Rigorous Lessons Ask Students To:

Compose  

Create  

Design  

Invent  

Predict  

Research  

Summarize  

Defend  

Compare  

JusVfy  

Rigor/Relevance Framework®

Application Continuum

Application of knowledge

Acquisition of knowledge

Level of challenge of the learning for the student

Relevance of learning to life and work

Rigor Relevance

Relationships For all students.

Student  Roles  and  the  RR  Framework  

Student  Centered  and  the  RR  Framework  

Students  examine,  analyze  &  compose  Research  

Students  explore  &  design  Through  

Student  Centered  Learning  

Students  learn  

through  Direct  

InstrucVon  

Students  complete  Teacher-­‐  developed  Projects  

How to Lead Quad D Teaching and Learning? Collaborative Instructional Review

What is the Collaborative Instructional Review (CIR) Process? A formative process that:

•  Increases the rigor, relevance, and student engagement in lessons.

•  Focuses on students. •  Guides the thinking and the work of

instructional planning. •  Uses data to inform and guide professional

dialogue.

Collaborative Instructional Review Rigor, Relevance, and Engagement Rubrics

Rigor Indicators 1. Thoughtful Work - Lesson intentionally

prepares students to complete a range of high-quality learning tasks.

2. High-Level Questioning - Lesson provides opportunities for students to respond to a range of questions that increase in rigor and levels of thinking.

3. Academic Discussion - Lesson includes opportunities for students to engage in vocabulary-rich academic conversation with peers.

Relevance Indicators 1. Meaningful Work – It is clear that the teacher

knows the students and the talk matches the student population with real-world connections to careers.

2. Authentic Resources - Multiple resources are used that reflect real-world applications with cross-disciplinary tasks. Tools include using digital, print, visual, auditory, video, text, manipulatives, etc.

3. Learning Connections – Students connect the concepts and skills to examples from their lives. They can articulate and discuss the concepts and skills and explain how they are used in the real world.

Learner Engagement Indicators 1. Active Participation • Students remain on-task and engaged throughout

the lesson. All students are actively involved in routine as designed.

• Students lead their own progress through learning new content, working productively and collaboratively.

• Lesson provides multiple strategies designed to maximize student engagement, achieving a strong balance of direct instruction and student engagement through application.

Learner Engagement Indicators 2. Learning Environment • Students are encouraged to take risks and

persevere through productive struggle. Students are praised for demonstrating commitment to learning.

• Students consistently demonstrate respect for peers, teacher, and the learning environment.

• Clear classroom procedures and routines are visible and are consistently implemented.

Learner Engagement Indicators 3. Formative Tools and Processes • Students demonstrate mastery of content by completing a

variety of formative assessments that allow for reciprocal feedback. Assessment results indicate that students are achieving expected outcomes and are able to self-reflect and share responsibility for their learning.

• Students are regularly and strategically partnered or grouped based on data, and lesson content, process, and/or product is differentiated to support varying student needs.

• Results from formative processes and tools are used to immediately adjust instructional pacing, plan differentiated instruction, and monitor progress.

Application of CIR Rubrics

The CIR is a Real World Application of the 80/20 Rule

80% looking at/listening to what the students are doing and saying

20% Listening to the teacher

Application of the CIR Rubrics

Application of the CIR Rubrics

Thoughtful Work

High-Level Questioning

Academic Discussion

CIR Indicators of Focus - Rigor

Application of CIR Rubrics Protocol •  Watch the Lesson - Liberty Point Elementary:

3rd Grade Creating Questions. •  Collect Evidence – Focus on Rigor Indicators.

(Thoughtful Work, High-Level Questioning, Academic Discussion)

•  After Watching - On your own, decide on the levels for each indicator using the CIR rubrics.

(Consider the evidence you collected to support your rating.)

•  Discuss your rating and evidence with a table partner.

•  Come to consensus as a table group.

Application of CIR Rubrics Protocol

Evidence

The level of Academic Discussion is 3-Developed since student discussion was built off the ideas of each other while the teacher

facilitated their work.

Liberty Point: Creating Questions

• Decide on levels individually using the evidence collected from student work.

• Come to consensus with a table partner.

• Come to consensus as a table group.

• Groups will share evidence to support their ratings. (be prepared)

Reflection - Liberty Point: Creating Questions

Closing

If you can measure it, you can improve it!

Visit the Solution Center in the Cypress Foyer for your

instant data snapshot.

What’s your next move? • Leadership is getting people

to do what they need to do, but either can’t or won’t.

• Leadership is not a position;

it is a disposition for taking action.

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