Leading Innovative Teaching & Learning in the 21st Century

Fostering innovation and excellence in teaching within an accountability environment

Hug High School 2013-2014

“In the future they will divide human history into Before the Internet and After the Internet.” (BI/AI)

Veronica “Nicky” Silber (2013)

Accreditation Develop a process to assess both school-wide and

individual student progress in achieving the expected school-wide learning results. Develop a plan of specific action to ensure that all teachers use a variety of assessment strategies to assess student growth over time. Formalize the collection of data on student outcomes as well as data on teacher practices in the school that lead to these outcomes.

Develop a clear process by which data will be available and regularly updated. This system and use of data will lead to ongoing meaningful analysis of Tier I, II, and III instruction as part of this process. This information should be used in the implementation of future goals and action steps that al aligned with Hug’s School Performance Plan (Focus Plan).

NCCAT All instructional staff members must use

classroom assessments aligned to CCSS.

All instructional staff develops units/lesson plans based on student assessment results and adjusts instruction accordingly.

All instructional staff members provide

students with additional instruction and intervention as needed to improve student achievement.

Performance Accountability

NCAAT & Accreditation Focus Plan

Classroom & Student

Level Measures

School & Teacher Level Measures

State & District Assessments

Classroom Walkthroughs & Observations

Innovative Teaching Index

Teacher Interviews and Surveys

The Problem: Critical need to assess Innovative Teaching & Learning

Classroom measures of teaching practice and student learning

Narrow Performance

Accountability Targets

Missing or underdeveloped in accountability systems

Standards (CCSS)

Core Curriculum/ Instruction

Assessment (SBAC)

Instructional Core

Student

Teache

r

CCSS

Paradox: Accountability vs. Sustainable Improvement

Current data indicators

Graduation Rate

Achievement Gap indicatorsDiploma types (Standard/Advanced/Honors)

Climate Student & Family Engagement surveysCredits earned/attempted/deficiency

HSPE StatusGPA

AP access/completion/performanceSped/LEP/FRL/Gifted status

Risk Index: Attendance/tardies/behavior/transient

Maps (math & reading)CRTs (math & reading)

Course Failures & INCDistrict Math Final scores

Grades (percentages & scores)Credits Recovered

?

Instructional Core

Grad RateAP Part & Perf

Credit Deficient

HSPE Status

MAPs

GPA

CRTsRisk Indicators

Grades

Achieve Gap Indicators

IEP, ELL, FRL Status

???

???

Where we have been…Aligning Initiatives to support School Performance Plan (SPP) CCSS

Math Practice 3: Construct viable arguments and critique the reasoning of others

Math Practice 6: communicate their own reasoning precisely to others using clear definitions in discussion.

ELA Shift 4: Text-based questions; rich and rigorous discussions making evidentiary arguments both in conversation, as well as in writing.

Teacher Professional Growth Standards (TPGS) Standard 3: Instruction Using Questioning & Discussion Techniques Engaging Students Actively In Learning

21st Century Skills Effective communication Student-centered Self-directed

Walkthrough Elements 2012-2013 Classroom Talk

Teacher – Student

Classroom Questioning Teacher – Student

Instructional Patterns Teacher-directed – Student-centered

Depth of Knowledge (DOK) Levels

Hug School wide Walkthrough

Data 2012-2013

September October November December Jan/Feb Mar/April May 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0% 92.4%

78.0%

90.5%

66.7%60.5%

85.3%

71.9%

6.1%

17.6%9.6%

33.4% 35.8%

14.8%

28.1%

Classroom TalkTeacher Talk Student Talk

September October November December Jan/Feb Mar/April May 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0% 95.4% 93.3%96.9%

86.8%80.8%

98.4%

84.4%

3.1% 5.1% 3.2%

13.2% 15.4%

1.6%

15.6%

Who Asks the Questions?Teaher Questioning Student Questioning

September October November December Jan/Feb Mar/April May 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0% 86.1%

67.8% 70.3%

59.3%

43.2%

71.0%63.6%

15.3%

35.6%31.3%

44.0%53.1%

29.0%36.4%

Classroom Instructional PatternsTeacher-Directed Student-Centered

September October November December Jan/Feb Mar/April May 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%98.5% 94.9%

87.6% 84.2%79.0%

83.9%

97.0%

0.0%3.4%

14.1% 15.8%19.8%

16.1%

3.0%

DOK LevelsDOK 1-2 DOK 3-4

Hug Department Walkthrough

Data 2012-2013

FINE ARTS

CTE

WORLD LANG

ENGLISH

SPED/ELL

SOCIAL STUDIES

SCIENCE

Math

Applied Curriculum

PE/Health/ ROTC

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Classroom Talk

Teachers Students

FINE ARTS

CTE

WORLD LANG

ENGLISH

SPED/ELL

SOCIAL STUDIES

SCIENCE

Math

Applied Curriculum

PE/Health/ ROTC

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Who Asks the Questions?

Teachers Students

FINE ARTS

CTE

WORLD LANG

ENGLISH

SPED/ELL

SOCIAL STUDIES

SCIENCE

Math

Applied Curriculum

PE/Health/ ROTC

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Classroom Instructional Patterns

Teacher-directed Student-centered

FINE ARTS

CTE

WORLD LANG

ENGLISH

SPED/ELL

SOCIAL STUDIES

SCIENCE

Math

Applied Curriculum

PE/Health/ ROTC

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

DOK Levels

DOK 1-2 DOK 3-4

Designing and fostering a culture of ‘Innovative Teaching & Learning’ (ITL) What does ‘innovation in instruction’ mean?

What are some important 21st Century skills?

Why is ‘innovation in instruction’ important?

What are the conditions for supporting innovative teaching practices?

How do you lead innovative processes?

What does ‘innovation in instruction’ mean?Innovative teaching practices … are student-centered

Collaboration, knowledge construction, self-regulation/assessment, skilled communication, personal relevance

… extend learning beyond the classroomCritical thinking & problem solving, real-world innovation, cross-disciplinary that fosters global awareness, 24/7 learning

… integrate Information & Communication Technology (ICT) into teaching and learningTo meet specific concrete learning goals

Summer ITL Work Identified the 21st Century skills and rubrics (6

total) that we will focus on as a school. Identified and analyzed the alignment among

– CCSS, 21st Century Skills, & TPGS. Analyzed/Developed & aligned a classroom

walkthrough tool with the 21st Century skills. Analyzed & scored lesson plans (teaching

practices/learning activities) and collected baseline data.

Designed 3 model action research PGPs to support ITL teams. 

Group 1 Group 2 Group 3  Facilitators: Moyer & Guzman

Facilitators: Nolan & Roberts, K

Facilitators: Rossi, McNulty, Bennett  

Room: C-12 Room: C-9 Room: C-2  Aiken Batavia Bodine  Altenburg Blackburn Callahan  Anderson Bowland Claymore  Andrini Brandt Flak  Aytes Braunworth Foley  Buzick Barclay Foote  Barr Calhoun LaGrone  Beach Cellucci G-Frey  Lamoreaux Cousins Gulash  Addington Gilbert Lane    Davis Ingram         Group 4 Group 5 Group 6 Group 7Facilitators: Lauren T. & Herrera, A Facilitators: Mercer & Avalos

Facilitators: Arsenault & Gerlach Facilitators: Keefhaver & Hatt

Room: C-1 Room: C-7 Room: C-3 Room: C-4Lindberg Miller (Nighthawks) Phillips StampsWalker Peterson Ross TatarMcElhany Pittman Squatrito WellsNechita Roberts, J Sweder BlackOldham SanFilippo Tuma FitzpatrickPerrigue Thomas VanHorne NobleRachal Vaars White ScaglioneRidpath Vecchione Young VoylesRuss Veneris Johanson MichelLewis Meier Ford NewbroughFelices-Gray McGrath Lazear  

Designing and fostering a culture of ‘Innovative Teaching & Learning’ (ITL) What does ‘innovation in instruction’ mean?

What are some important 21st Century skills?

Why is ‘innovation in instruction’ important?

What are the conditions for supporting innovative teaching practices?

How do you lead innovative processes?

21st Century skills?Collaboration Knowledge Construction Real-World Problem-Solving & InnovationUse of Information and Communication

Technology (ICT) for learningCommunicationSelf-Regulation

Three out of four employers predict that broad competencies like critical thinking, collaboration, and creativity will become even more important for job success in the near future.

Percentage of Employers Rating Skill as “Very Important”

  2-year collegegraduates

High schoolgraduates

Oral communications 95% 70%Teamwork/collaboration 94 75Professionalism/work ethic 94 80Written communications 93 53Critical thinking/problem solving 92 58English language 88 62Ethics/social responsibility 86 63Leadership 82 29Information technology 81 53Creativity/innovation 81 36Lifelong learning/self-direction 78 43Diversity 72 52Mathematics 64 30Science 33 9

SOURCE: Data from Casner-Lotto & Benner (2006). Note. Content skills in boldface.

Why is ‘innovation in instruction’ important?

http://www.youtube.com/watch?v=dY2mRM4i6tY

What are the conditions for supporting innovative teaching practices?

21st Century Professional Learning Vision

Professional Learning Goals

Teacher Leaders & Innovators

Data-informed Openness (scale-up)

Innovative Teaching & Learning (ITL) Teams

Mobilize Resources & Incentives

Collaboration & Empowerment

An innovative culture 21st Century Professional Learning Vision

21st Century academic and workforce readiness.

Mobilize and Prioritize Resources & Incentives Dedicate funding; Use of time; Access to PD; Instructional materials; Leadership recognition.

Collaboration & EmpowermentOwnership and autonomy to make important decisions; Trust and communication centered around improving teaching practice.

Data-informed Openness (scale-up) Share data and results openly, spread ideas, create opportunities for influence, and communicate signs of success with all teachers.

21st Century Professional

Learning Vision

Data-informed Openness (scale-up)

Mobilize Resources & Incentives

Collaboration & Empowerment

21st Century Professional Learning Goals

Increase innovation in instruction

Increase the use of important school, teacher, & classroom measuresIncrease collaboration & teacher leadershipIncrease the level of autonomy and ownership of learning Increase quality teaching and learning using ICT Establish Professional Learning Networks

Professional Learning

Goals

How do you lead innovative processes?

Teacher Leaders & InnovatorsLearning requires receptiveness to new ideas and information, and Rogers' (1995) influential work on the diffusion of innovation:

• innovators (2.5% of the population)

• early adopters (13.5%)

• early majority (34%)

• late majority (34%)

• laggards (16%)

Teacher Leaders & Innovators

School Leadership

Admin Team

ITLLeadership & Collaboration

Innovative Teaching & Learning

Improve Measures

Autonomy & Ownership

District Initiatives Department

Dep't Specific Goals

Credit Attainment

HSPE Status

AP Completion & Performance

Graduation Indicators

MTSS Team

Academic Interventions

Behavioral Interventions

Classroom Environment

Parent & School Connections

LeadershipImplementation Active engagement & participation on an ITL

CollaborationCollective responsibility

Alignment CCSS, TPGS, 21st Century Skills, and school goals &targets

Coherence Collaborative action research PGP and classroom measures aligned to 21st Century skills: Long-term commitment over school year

Improve School & Classroom Measures Innovative teaching practices, learning activities, and 21st Century learning outcomes (e.g., walkthroughs, teaching practices, student work etc.)

Innovative Teaching & Learning (ITL) Teams … Alignment

ITL Teams PGP

Instructional Problem or Question(s)

21st Century

Skills

TPGSCCSS

Innovative Teaching & Learning

(ITL) Teams

Innovative Teaching & Learning (ITL) Planning Process

Form ITL Teams (Common

Focus)

Determine Team Leader

Establish Teacher & Student

Outcomes

Design Action Plan (PGP)

Identify Resources

Needed

Implement Measure

Analyze Reflect Share

Innovative Teaching & Learning

(ITL) Teams

Action Research (PGP) Planning Process

The issue: Educators need new models of teaching &

learning that better prepare students for college and

workforce readiness in the 21st Century

Ideas for 21st Century ITL teams

Academic conversations in the classroom Student self-monitoring & class discussions AP writing on free response section of exam Digital tools for teaching Brain research and teaching kids in poverty Collaborative problem-solving ICT literacy- learning in digital networks Pre-AP/AP vertical curriculum articulation Problem-based learning (PBL) Writing across the curriculum Social Studies (Assessing DBQs) Health Science Academy & Workforce Readiness Skills Literacy strategies aligned to CCSS

Innovative Teaching & Learning

(ITL) Teams

Some changes for 2013-2014 Admin offices in each building

Tristan McElhany: C-building Brad Bodine: B Building Joni Miller: A Building

Cleanliness of school Change of work stations Summer cleaning and continuation of cleaning over breaks

Honor PD More time to collaborate   Autonomy and choice in PD PD monies allocated

  Resources for tutoring needs

Monies for all grade levels, AP/ any class HSPE prep all grade levels

Hug AP Trend Data

2009 2010 2011 2012 20130

50

100

150

200

250

113

191 194

247 238

Number of students participating...

Hug AP Trend Data

2012 201314.5%15.0%15.5%16.0%16.5%17.0%17.5%18.0%18.5%19.0%

16.0%

19.0%

Overall AP Pass Rate

2008 2009 2010 2011 2012 20130.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

13.2%15.0%

19.4% 19.6%

25.1%27.3%

Percentage of AP students passing with a score of 3 or higher

Hug AP Trend DataAP courses: Increased pass rates 2012 2013

Studio Art 0.0% 38.0%

English Lit 1.0% 2.0%

US History 0.0% 7.0%

Calculus AB 0.0% 2.0%Biology 0.0% 6.0%

Environmental Science 0.0% 17.0%

Spanish Lit. 67.0% 83.0%

AP Strength Factor 2012 2013Studio Art 10 37English Lang 63 41English Lit 37 53Comparative Gov't NA 3European History 3 16US Gov't 26 9US History 8 18Calculus AB 2 3Statistics NA 2Biology 2 23Environmental Science 8 9Physics B NA 2Spanish Lang 196 194Spanish Lit 46 56

Summer ITL Work Identified the 21st Century skills and rubrics (6

total) that we will focus on as a school. Identified and analyzed the alignment among

– CCSS, 21st Century Skills, & TPGS. Analyzed/Developed & aligned a classroom

walkthrough tool with the 21st Century skills. Analyzed & scored lesson plans (teaching

practices/learning activities) and collected baseline data.

Designed 3 model action research PGPs to support ITL teams. 

Lesson Plan Analysis & ScoringCollaboration 1 2 3 4 5Knowledge Construction 1 2 3 4 5Real-World Problem-Solving & Innovation 1 2 3 4 Use of ICT for Learning 1 2 3 4 5Communication

1 2 3 4 Self-Regulation

1 2 3 4

Level Criteria descriptors1  

The learning activity does NOT require students to construct knowledge. Students can complete the activity by reproducing information or by using familiar procedures.

 2  

The learning activity DOES require students to construct knowledge by interpreting, analyzing, synthesizing, or evaluating information or ideas

BUT the activity’s main requirement is NOT knowledge construction.

3   The learning activity’s main requirement IS knowledge construction BUT the learning activity does NOT require students to apply their knowledge in a new context.

4   The learning activity’s main requirement IS knowledge construction AND the learning activity DOES require students to apply their knowledge in a new context BUT the learning activity does NOT have learning goals in more than one subject.

 

5   The learning activity’s main requirement IS knowledge construction AND the learning activity DOES require students to apply their knowledge in a new context AND the knowledge construction IS interdisciplinary. The activity DOES have learning goals in

more than one subject.  

Knowledge Construction

Knowledge Construction

Hug Example of High–scoring Teacher Assignments

Knowledge Construction: Art students worked on a project that required them to analyze and understand positive and negative space to create a high contrast image that incorporated patterns and textures from different cultures around the world. Students were required to develop new insights into important topics in the discipline such as an understanding of the visual arts after researching the relation to history and cultures, so this activity would score a 5 on Knowledge Construction.

Hug Examples of High–Scoring Teacher Assignments

Collaboration: U.S. History students studying public policy engaged in an experiential exercise to help them understand the relationships between interest groups and politicians. Students were assigned to teams who represented either an interest group or a candidate for public office. They worked collaboratively with their teammates to research their assigned group/candidate, learn about other groups/candidates, and engage in a meet and greet in which they dialogued with other teams to advance the interests of their group/candidate. This learning activity required students to work interdependently to advance the interests of the group, so it would score a 5 on Collaboration.

Real-World Problem-Solving and Innovation: In a special education math class students used ICT to research current and local living expenses to develop a budget. As part of the research they looked at careers to support their budgets. Students then created a multi-media power point presentation for the class with the following information: budget, visual labeled/colored graph, and details on a career that will support their budget. This learning activity is real-world problem solving, but students were not required to implement their ideas in the real world, so it would score a 3 on real-world problem-solving.

Hug Lesson Plan Teaching Practices

Data June, 2013

Collaboration

Knowledge Construction

Real-World Problem-Solving & Innovation

Use of ICT

Communication

Self-Regulation

0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00

1.82

2.21

1.59

1.57

1.95

1.52

5.00

5.00

4.00

5.00

4.00

4.00

21st Century Teaching Practice

Possible High Score Hug Baseline AVERAGE

Collaboration

Knowledge Construction

Real-World Problem-Solving & Innovation

Use of ICT

Communication

Self-Regulation

0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.001.82

2.21

1.59

1.57

1.95

1.52

5.00

5.00

4.00

5.00

4.00

4.00

1.70

1.50

1.60

1.60

0.00

1.40

21st Century Teaching Practice International Comparison

ITL Baseline Year 1 Possible High Score Hug Baseline AVERAGE

Collaboration

Knowledge Construction

Real-World Problem-Solving & Innovation

Use of ICT

Communication

Self-Regulation

1.82

2.21

1.59

1.57

1.95

1.52

5.00

5.00

4.00

5.00

4.00

4.00

1.70

1.50

1.60

1.60

0.00

1.40

2.10

3.70

2.50

2.60

0.00

3.40

21st Century Teaching Practice International Growth Comparison

ITL Growth Year 2 ITL Baseline Year 1 Possible High Score Hug Baseline AVERAGE

Find information on internet

Practice routine skills & procedures

Take tests or turn in homework

Write or edit stories, reports, or essays

Analyze data or information

Access class resources or online resources

Collaborate with peers on learning

Create multimedia presentations

Work with others from outside class

Develop simulations, animations, or website

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00%

44.00%

9.00%

4.00%

9.00%

4.00%

0.00%

4.00%

17.00%

0.00%

9.00%

Hug High School Students use of ICT

high level uses of ict

basic uses of

ict

Find information on internet

Practice routine skills & procedures

Take tests or turn in homework

Write or edit stories, reports, or essays

Analyze data or information

Access class resources or online resources

Collaborate with peers on learning

Create multimedia presentations

Work with others from outside class

Develop simulations, animations, or website

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00%44.00%

9.00%

4.00%

9.00%

4.00%

0.00%

4.00%

17.00%

0.00%

9.00%

36.00%

26.00%

17.00%

15.00%

15.00%

12.00%

9.00%

6.00%5.00%

3.00%

Students use of ICT

ITL ICT Use Hug ICT Use

high level uses of ict

basic uses of

ict

Timeline: ITL professional learning End of August 2013Network and form Innovative Teaching & Learning (ITL) teams

Submit ITL Recruitment & Planning Form

Early-September 2013

Identify a focus for your ITL team’s work. Identify resources needed.

Mid-September 2013ITL Collaborative Action Research Professional Growth Plan (PGP) Completed. Submit request for additional resources to support ITL PGP.

September-October 2013ITL team PGP goal meeting with evaluator.

Ongoing 2013-2014Professional Learning: Wednesdays, Prep Periods, Extended contract time

Next Steps: To-Do Network and think about ideas for ITL teams (Who?

Focus?).

Wed. Aug 21st – Exploring 21C skills & practice analyzing & scoring lesson plans

Wed. Aug 28th – Introduce PGP action research process (review examples)

By end of August submit ITL recruitment & planning form to Eric

http://hug21stcentury.weebly.com

Classroom Expectations Please provide a copy of your classroom

expectations to Jeff, Tristan and Brad by Wednesday, August 14 Easy to understand Reference for discipline issues

P.R.I.D.E. Matrix rollout Tied in to Classroom Expectations 5 minutes per period starting Wednesday Lessons available if needed

School Expectations• Locked buildings during class time

• Students will need ID to get into locked Buildings

• Green Light seniors (and Juniors after writing HSPE) will have off-campus lunch privileges indicated on ID

“We’re still learning where we’re going as we go.”

Howard Lo (2013)

Questions/Discussion