Principal VT November 10

Vertical Collaborative TeamsNovember 10, 2011

Welcome, Colleagues!

Thank you to our colleagues from…

Gideon PondMW SavageWilliam Byrne…for your preparation and participation

Key Objectives

1. Engage in collegial sharing and dialoguing about school improvement plans

2. Review focus of district curriculum development and professional development related to core instruction

3. Collaboratively clarify expectations for district professional development sessions (January 23 and February 20)

4. Process expectations for core instruction action plans5. Engage in reflection on learning that can be applied to

site-based PD (data collection)

An African Folktale• With your vertical

collaborative team, discuss how the folktale relates to our expectations for being a highly functioning collaborative team

• Be prepared to share

An African FolktaleBut when the People gathered once again around the

fire telling the story of all that had happened, something new came to mind.

“We have overcome the strength of the Elephant,” they said, “and our fear of the Shark and the Hawk. We have done this by sitting by the fire and telling stories of what has happened to us and learning from them. Only we, among all the creatures, have the gift of the story and the wisdom it brings. We do not need to be masters of the earth. We can share because it is wise to do so.”

From this day on, the People held their heads high, never forgetting to sit by the fire and tell their stories. Never forgetting that in the stories could be found wisdom and in wisdom, strength.

SIP Sharing

• Teams from Gideon Pond Elementary (Central Cluster), William Byrne Elementary (East Cluster), and M. W. Savage Elementary (West Cluster) will share how their sites have been developing, implementing, and monitoring their school improvement plans

Processing Sharing

• During today’s sharing,– I learned…

• As a result of today’s sharing,– I want to know more about…– I plan to do…

Feedback from Teams

• For our colleagues from Gideon Pond, MW Savage, and WM Byrne…– Share what insights you

discovered as you prepared for today

– Discuss what insights you gained as a result of your sharing today

Triad Sharing Learning

• Form a triad by joining two colleagues from different clusters.

• Share insights you gained about developing, implementing, and/or monitoring your SIP’s work.

Who’s Up in December?

• As a collaborative team, decide which site will be sharing at our December 8 meeting.

• Please let Chris know prior to or after break.

Be back to continue

our collaborative learning

and sharing in 10

minutes

Sugar cubes, not

marshmallows!

Something to Consider…

“When you have completed 95 percent of your journey, you are only halfway there.”

~Japanese proverb

Aligning Our Efforts

Professional Development

High Quality Professional Development

Focus on Learning and Improving Student Achievementa. Must be collaborative—people have to learn with one anotherb. Must be sustained—multiple opportunities for learning have to be

providedc. Must be coherent—has to align with the work of a district, building,

and teacherd. Must deepen pedagogical content knowledge—has to deepen

teachers’ understanding of what they teach and how to teach, deliver, and assess the content

e. Must be results oriented—has to impact learning and actions—for the adults and students

PD: Aligned and PersonalizedAl

igne

d—D

istr

ict District PD is about

designing and delivering PD that is ALIGNED with our DISTRICT’s vision and mission.It’s about dedicating time and resources to support our district’s efforts in a common, collaborative, and intentional way.

Alig

ned—

Build

ing Building PD provides

learning to support the goals of the building.The PD that is implemented tightly aligns with and supports the focus of the school improvement plan.

Pers

onal

ized Personalized PD

invites and challenges us to find relevance in the focus of the PD that is provided and become active inquirers—what do I need to know to improve my practice?

October 17 District PD: Looking Back to Move Forward

• Collaboratively focus on clarifying question 1:– What do students need to know, understand, and

do?• Deepen teachers’ engagement with our

district’s curriculum writing process• Prepare our teachers for engaging in our

district’s curriculum writing process• Support the implementation of core

instruction action plans

Where Did We Get? Where Are We Going?

• Examined practice—began surfacing the “sometimes automatic”

• Encouraged a shift from textbook approach to curriculum to conversation about “big ideas”

• Examined standards and benchmarks

• Began identifying essential learning outcomes and units of instruction

• Initiated intentional, sustainable collaborative learning

• Deepen collaborative conversations about what is essential for student learning

• Name what is instinctive about our teaching—promoting metacognition and reflective teaching

• Articulate essential learning outcomes, units of instruction

• Become clearer about the role of standards and benchmarks

• Document and communicate what’s essential for grade level, course

• Prepare for vertical planning



Curriculum Development

Perspectives on Curriculum

Definitions of Curriculum

• What is common and/or not part of the definitions of curriculum from Rigorous Curriculum Design by Larry Ainsworth?

Application of Definition

• In what ways could we use the definitions to guide and inform collaboration and instructional planning?

Standards Instructional Materials

CURRICULUM GUIDE

Standards Instructional Materials

CURRICULUM GUIDE

Everyday Math

Something Else

2011-2012Mathemati

cs

2012-2013Science

2013-2014English LA

•Curriculum Design

•Instructional Materials Decisions

•Publisher Informational Sessions



•Publisher Informational Sessions•Math Content Professional Development

•Refinement of Units of Instruction



•Publisher Informational Sessions•Science Content Professional Development

•Refinement of Units of Instruction

Stop, Think, and Share

• What did you hear about the curriculum development process in our district that impacts your understanding of our work on Question 1?

• What is the relationship between the professional development sessions and the curriculum work sessions being facilitated by Kathy and Rachel?


Curriculum Development

Core Instruction Action Plan


Think about our collaborative efforts to deepen our teachers’ engagement with and understanding of Question 1.1. Curriculum will continue to

facilitate the development of units of instruction based on standards and best practice.

2. PD will structure district PD meetings to structure collaborative meetings and sustain teachers’ engagement with question 1.

3. Buildings will develop their action plan on core instruction to sustain and deepen teachers’ work on question 1.

Required Component: Action Plan(Initially Shared August 11, 2011)

• Create an action plan that details how the learning for adults will be implemented and monitored.

• Include the components in the bulleted list to the right in your action plan:

• The specific learning that your site will engage in

• The timeline for when the learning will occur

• The timeline for monitoring the learning (getting at impact and results)

• The processes you will use for monitoring learning (i.e., reflections on learning, reflections for action, student learning, etc.)

• The resources required to support your PD

• The person(s) responsible

Common Expectations for Question 1

• Given what learning and collaboration have occurred during curriculum and professional development and at your site with your core instruction action plan, what would be necessary and reasonable for teachers to know, understand, and be able to do with regard to Question 1?

• Simply, what are our common expectations for Question 1?

Implementation Analysis:Core Instruction Action Plan

Aside from the facilitation of curriculum writing and collaborative learning during district professional development, what has been and/or will be happening at your building with your core instruction action plan?

1. Document what steps have been implemented through district work and at the building level.

2. Document what steps you will take to deepen your teachers’ engagement with core instruction.

3. Document how your collaborative teams and your building leadership team are monitoring the development of your core instruction action plan.

Next Steps (for November 17): Core Instruction Action Plan

1. Review self-assessment data about focus on learning, collaboration, and results; consider the rankings of high need, high impact, and low resistance to frame SMART goals

2. Document what your site has done to support the development and/or implementation of your core instruction action plan, including how your teams and site have monitored the plan’s implementation

3. Determine and document what your site will do to support the implementation of your core instruction action plan, including your plans for monitoring the plan’s implementation

4. Bring a copy of your core instruction action plan to our November 17 meeting

Reflection on Learning

• What did I learn about aligning efforts—district curriculum and PD and my site’s core instruction action plan?

• What more do I want and/or need to know?

• What actions will I take as a result of my learning?

Reflecting on Reflecting

• In what ways can I use a similar process at my site to promote intentional metacognition and reflection on learning (and for action) and collect data to document our efforts (SIP, PD)?

Key Messages

Focus Questions• What are the Key Messages

from our discussion about aligning our efforts—district PD, district curriculum development, and core instruction action plans?

• Any other key messages?

Process Expectations• Use a separate post-it note

for each key message that you generate.

• When prompted, share at your table and generate a common list to share with the other collaborative teams.

Looking Ahead: November 17

• Process Core Instruction Action Plans

• Provide feedback about MCA IIIs testing

• Provide feedback about the District AYP plan

• Engage in reflection protocol regarding work of TLT

Something to Consider…

“When you have completed 95 percent of your journey, you are only halfway there.”

~Japanese proverb

Principal VT November 10

Education

Transcript of Principal VT November 10