I nstructional s upport l eadership N etwork
description
Transcript of I nstructional s upport l eadership N etwork
INSTRUCTIONAL SUPPORTLEADERSHIP NETWORK
September 13, 2013METS Center
WELCOME & INTRODUCTIONS
Link to Resources for Today
Agreements…(please use Today’s Meet to comment on agreements.)
• Be open to learning new strategies.
• Think of how you might use these resources to develop others’ capacity.
• Respect our time schedule.
• Honor your colleagues’ learning needs.
• Take responsibility for your learning.
• Be an active participant.
Learning TargetsInstructional Support Leaders will be able to…1. understand the responsibilities and skills needed by
network participants in order to effectively build capacity within their district to move the work forward.
2. identify tools and processes for recognizing instructional shifts in NGSS.
3. identify tools and processes for effective and timely implementation of PGES (TPGES & PPGES)
4. understand that the Professional Growth and Effectiveness System is a way to measure the outcome of improved student learning.
Characteristics of Network Participants
Learning Design: Save the Last Word
SCIENCE TEACHER LEADERSHIP NETWORKHalle Booth, Instructional Specialist
Who Am I?•Hallie Booth
• Special Education (K-12)• Science 6-8 (Gifted and Talented 6th)• Science Coach 6-12• CTE LDC Coach 9-12• Middle School LDC 6-8 – T2X Trainer• Common Core National Trainer/Advocate • LDC National Trainer
P-12 MSOU of PIMSER
Rate Your Familiarity with NGSS
• Choose one of the following that best describes your familiarity with the NGSS and explain your choice:
1) I know there are new science standards 2) Know a little about them/I know they have different
colored sections on the paper3) Read some of the framework/standards4) I have a real deep understanding of standards their
meaning and the content taught5) I could lead a PD or group planning on the standards.
P-12 MSOU of PIMSER
Facts and Myths About the NGSS Scientific and Engineering Practices• Place an X next to the descriptions you think are correct.• Which of your answers are you least sure about? Explain
your thinking.• Discuss with a partner.• What other questions do you have?
P-12 MSOU of PIMSER
The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.
A Framework for K-12 Science Education p. 1-2
A New Vision of Science Learning that Leads to a New Vision of Teaching
Sean Elkins' Ted Talk • http://mediaportal.education.ky.gov/next-generation-schoo
ls-and-districts/2013/09/speed-bumps-on-the-road-to-ngss/
What’s Different about the Next Generation Science Standards?
Instructional Shifts in the NGSS1. Performance Expectations
2. Evidence of learning
3. Learning Progressions
4. Science and Engineering
5. Coherence of Science Instruction
6. Connections within Science and between Common Core State Standards
Crosscutting Concepts
1.Patterns2.Cause and effect3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter6.Structure and function 7.Stability and change
Framework 4-1
The Trail of Two Standards• Read the two standards at your table (front and back) • Make sure to note the following:
• What is different about the two standards • What are the students doing in each Standard• What instructional shifts do you note in each • What would you expect as the overall instructional look of the
classroom if you were observing
Table Talk and RecordDiscuss what you have written down on your self- reflection and compare your findings with the people at your table.
Summarize your tables findings and prepare to share out.
What have we learned?
Physical Sciences• PS 1: Matter and Its Interactions
• PS 2: Motion and Stability
• PS 3: Energy
• PS 4: Waves and Their Applications
Life Sciences• LS 1: From Molecules to
Organisms: Structures and Processes
• LS 2: Ecosystems: Interactions, Energy, and Dynamics
• LS 3: Heredity: Inheritance and Variation of Traits
• LS 4: Biological Evolution: Unity and
Diversity
Earth and Space Sciences
• ESS 1: Earth’s Place in
the Universe
• ESS 2: Earth Systems
• ESS 3: Earth and Human Activity
Engineering, Technology andApplications of Sciences
• ETS 1: Engineering Design
• ETS 2: Links Among Engineering,
Technology,
Science and Society
P-12 MSOU of PIMSER
• “…students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content.”• A Framework for K-12 Science Education, pg. 218
Three Dimensions Intertwined
The NGSS are written as Performance Expectations
NGSS will require contextual application of the three dimensions by students.
Focus is on how and why as well as what
P-12 MSOU of PIMSER
Standards: Nexus of 3 Dimensions• Not separate treatment of
“content” and “inquiry” (No “Chapter 1”)
• Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas.
Core IdeasPractices
Crosscutting Concepts
P-12 MSOU of PIMSER
Guiding Principles• Students in K-12 should engage in all of the eight practices
over each grade band.• Practices grow in complexity and sophistication across the
grades.• Each practice may reflect science or engineering.• Practices represent what students are expected to do, and
are not teaching methods or curriculum.• The eight practices are not separate; they intentionally
overlap and interconnect.• Performance expectations focus on some but not all
capabilities associated with a practice.
Science and Engineering Practices
Science and Engineering Practices
1. Asking questions (science) and defining problems (engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (science) and designing solutions (engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
P-12 MSOU of PIMSER
P-12 MSOU of PIMSER
The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple
years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their
understanding of the core ideas in these fields. Framework pg. 8-9
Coherent Science Instruction
Instruction Builds Toward PEsPerformance Expectations
Lots of work completed, underway, and left to do
Instruction
Curricula
Assessments
Teacher Development
P-12 MSOU of PIMSER
Implications
NGSS
Assessment
Instruction
Curriculum
P-12 MSOU of PIMSER
Take Home Messages
• According to the intent of the Framework, the practices are not to be done in isolation.
• The practices are essential for learning the content.• We won’t have to start from scratch on everything!• Learning experiences should have the student doing the
doing (hands-on and minds-on).
Take Home Messages 2• Slow and steady• 2013-2014 is not an “official”
implementation year it is a trial year…..learn and get feet wet
• Conversations will take place all year long and will encompass topics such as, curriculum mapping, performance based instruction, etc.
• Begin to use the practices to implement core content in classroom activities
Homeworkfor Network Participants
1. Who is on your District Leadership Team and what the plan to scale the Network goals ?
2. Read over and become familiar with “ your” grade level standards
MANAGING CHANGEPast, present, Future…
4 Questions…Choose 21. What work in your district led to instructional shifts and
what evidence do you have of impact on student learning?
2. What capacity did you build in the leadership networks to impact future work?
3. What support and resources are needed for continued effective implementation of the work (LDC/MDC/PGES/NGSS)?
4. How do you differentiate to meet the needs of all stakeholders?
Timer
PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM
TPGES Agenda
•Resources•Housekeeping Items•Student Growth•For Next Time
ResourcesPGES Webpage: http://education.ky.gov/teachers/HiEffTeach/Pages/default.aspx
Professional Learning: http://education.ky.gov/teachers/HiEffTeach/Pages/PGES--Overview-Series.aspx
Share “guide to professional learning”: http://education.ky.gov/teachers/HiEffTeach/Documents/Guide%20to%20TPGES%20PL.docx Lync Sessions in EDS—Emphasize SGG sessions: PGES Lync Sessions-How to Video Register for a Lync Session Register for an Archived Lync Session
EDS Help (next slides) (https://powersource.pearsonschoolsystems.com/portal/ciits/ ) Webcasts and Newsletters (Headline news): http://education.ky.gov/teachers/HiEffTeach/Pages/PGES-Headline-News.aspx
Housekeeping ItemsRoster Verification (https://powersource.pearsonschoolsystems.com/repository/schoolnet/pdf/ciits_qrc_verfiying_roster.pdf )
Self-Reflection in EDS (Please see “Help” in EDS for further directions)
Peer observation module available (See note at the end of agenda)
Observation:Caseload manager (https://powersource.pearsonschoolsystems.com/repository/schoolnet/pdf/CIITS_QRC_CaseloadManagement.pdf )Choosing A Model (District Decision: 3 & 1 OR 2 & 2) 1st Window Sept 1-Oct 31
First Administrator Observation (Depending on Model: Full or Mini/Partial)Pre/post conference protocol (District decision on use of questions and
format)
Student Growth•Lync Sessions •Think and Plan Tool (Handout Today) •Scenarios (Handout Today)•Guiding Questions (Step 1 and 2)
PD Search in CIITS
Proposed Multiple Measures
Teacher Professional Growth and Effectiveness System
Observation
Peer Observationformative
Professional Growth
Self-Reflection
Student Voice
Student Growth
All measures are supported through evidence.
State Contribution:Student Growth %
Local Contribution: Student Growth Goals
50
Student Growth ProcessStep 1:Deter
mine
needs
Step 2:
Create
specific
learning
goals based
on pre-
assessment
Step 3:
Create and implement teach
ing and
learning
strategies
Step 4:
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine whether
students
achieved the
goals
51
Determine Needs: Your Starting Line
Know the expectations of your content area standards
Know your students
Identify appropriate sources of evidence
52
Sources of Evidence: Variety
Interim Assessments
LDC/MDC Classroom Evidence
Projects
Products
Student Portfolios
Student Performances
Common Assessments
DistrictLearning Checks
53
RigorousCongruency to standards
Measures ask students to demonstrate mastery of the identified skills/concepts at the
level of rigor intended in the standard
54
Selected measures reach the level of rigor expected across the district
Comparable
Thin
k an
d P
lan
Tool
Directions• At your table, read the student growth scenario.• Using the Think and Plan Tool, evaluate the provided information.
• Did the teacher address all of the areas adequately?
• What questions do you still have for the teacher?
Share Out•One process/structure our school(s) has in place to support Student Growth Goal Setting
•One area that we are going to need to focus our support for some/all teachers
•One question that we still have about setting Student Growth Goals
Tools to Engage in Professional Conversations
•Think and Plan Tool •Scenarios•Guiding Questions
What to Bring Next Time:
•Bring a Think and Plan Tool that has been completed by a teacher from your district (all questions except for the last two questions)
MEASURE TPGES PPGES
Self-ReflectionBoth systems ask participants to reflect and analyze their practices
Uses the KY Framework for Teaching
Uses the 7 Principal Performance Standards
Student GrowthBoth systems have a SGG set by state and a SGG set by local decision.
Local goal is created from data determined at the local level.
Local goal is created based on ASSIST (CSIP) data.
Professional Growth
Both systems require development of professional growth goals.These goals should be reflected on throughout the year and be monitored for progress as well as the
need to prioritize and/or develop any additional goals.
In addition to the SGG goal, a teacher must develop a minimum of one Professional Growth Goal.
In addition to the SGG:--Principals must develop a professional growth goal based on multiple data sources (reflection on standards, teacher SGG, feedback from administrator, survey results, etc.)-Principals also create at least one working conditions goal which is a two year goal based on TELL Kentucky Survey Results
Observation
Both systems entail observations from supervisors.
Teacher will be observed 3 times by principal throughout the
school year.
Principal will have 2 site visits from the superintendent, or other appointed personnel. (One each semester)
Peer Observation
*NOT IN BOTH SYSTEMSA peer will observe, collect, and
share evidence with a teacher. No formal scoring.
No Peer Observation piece
Student Voice
Both systems involve gathering data through perception based surveys.
Teachers will administer the Student Voice survey to their
students.
Principal data will be compiled through the TELL and VAL-Ed surveys. These will be given in alternating years.
Val-Ed Basic Information Document
DISTRICT CONVERSATIONSEach district team will sit together to summarize learning and plan next steps.
EVALUATION/FEEDBACKPlease either complete a paper copy or use the website embedded form to inform us of your learning experiences today.