Institute For Learning - PGCPS · Effective Profession Learning • October 22, ... Institute For...

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org

Institute For Learning

February 9, 2009

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 2

Prince George’s County Board of Education

Verjeana M. Jacobs, Esq., ChairRon L. Watson, Jr., Ph.D., Vice Chair

Donna Hathaway BeckPat J. Fletcher

Heather IliffR. Owen Johnson, Jr.Rosalind A. Johnson

Linda Thornton ThomasAmber P. Waller

Edward Burroughs, III, Student MemberWilliam Hite Jr., Ed.D., Interim Superintendent of Schools

and Secretary/Treasurer


Partnership Goals

1. Effort-based Education and School Culture that Builds an Effective Learning Organization—

To build the common understanding and expectation that all children, with rigorous instruction and appropriate supports, can reach high standards.

2. Principles of LearningTo establish a common instructional framework and “language” to describe and support rigor and effective pedagogy in core content, with a specific focus on Academic Rigor in a Thinking Curriculum, Socializing Intelligence, Clear Expectations and Accountable Talk, and to study what constitutes rigor in literacy and mathematics in order to build a common vision of quality teaching and learning.


Partnership Goals

3. The LearningWalk® Protocol-• Elementary, middle and high schools began to use the

LearningWalk® protocol to calibrate visions of quality instruction, to assess targeted instructional and professional learning needs, and to situate the LearningWalk® Protocol in the cycle of continuous assessment and improvement.

4. Improve the instructional core in high schools through participation in Disciplinary Literacy-• To establish Core Teams in mathematics, English-

Language Arts, science and social studies/history who study the principles, model lessons, frameworks and tools in their content area and to assist them in planning and building the capacity of Teacher Coordinators to facilitate professional study with teachers in their schools in order to improve instruction consistent with the principles, frameworks and tools of Disciplinary Literacy.


Partnership Goals

5. Instructional Leadership-• To begin to study the role of instructional leadership in

creating the structures and supports needed to enable teachers to transform their practice consistent with the Principles of Learning and the Principles of Disciplinary Literacy, including theories and practices of distributed leadership and professional communities of practice.


Supporting Zone Work

1. IFL is an organized framework that provides a common language and understanding around teaching/learning.The Zones have found it to be useful tool for schools because:

• It is non-evaluative • It builds teacher capacity • It promotes positive relationships by supporting

teamwork2. IFL promotes various types of professional development

• On-site• Systemic• Differentiated


Supporting Zone Work

3. IFL encourages student-centered learning walks to inform teaching practices

4. IFL is a continual-improvement process.• Organized learning walks• Identified patterns and trends• Focused professional development

5. IFL is content/discipline-specific based on data


Leadership Trainings

• School Leadership Systemic Meetings

• September 11, 17, 18, 2008: Elementary, Middle and High -Learning Centered Leadership: Meeting the Challenge of Rigor and Quality Education for All Students

• October 16, 2008: Elementary - Learning Centered Leadership: Meeting the Challenge of Rigor and Quality Education for All Students Part 2 - Building and Supporting Effective Profession Learning

• October 22, 23, 2008: Middle and High - Reflecting on Leadership Work and Digging Deeper into Building Effective Study Groups

• November 18, 19, 20, 2008: Elementary, Middle, and High - Reflecting on Leadership Practice and Learning from the Study of Student Work

• February 18, 19, 20, 2009: Elementary, Middle and High - Creating a Culture of Co-Responsibility for Student Learning and Delving Deeper into what Quality Instruction Looks Like

• April 16, 22, 23, 2009: Elementary, Middle and High


Evidence of SuccessElementary, Middle and High School Principals

New Academic PortfolioLearning WalksLeadership Team MeetingsStudy Groups – Principal ParticipatingFaculty MeetingsCollaborative Planning MeetingsClassroom Walk-ThroughsMiddle Mathematics Project – Algebra 1


Institute Work Goals 2008-2009

Increasing high quality principal interactions to support academic rigor and effective teaching practices and routines through the following lenses:

Focus on elementary mathematics Grades K-6Focus on 9th grade courses [algebra, U.S. History, science and English-Language Arts ] and improvements in student learning.


Zone and HSC Support

• Facilitate the Math Cohort training for Zone and HSC schools, provide coaching with the implementation process, assist with re-delivery at schools, provide support to IFL as per data analysis.

• Provide further clarification and application of strategies presented at systemic meetings for Principals and Assistant Principals

• Participate in individual school and/or Zone Learning Walks.

• Conduct peer reviews of the Academic Portfolios, as well as a mid-year discussion in regards to school implementation.

• Collaborate with Curriculum and Instruction and the IFL facilitators in order to ensure implementation with fidelity.


Increasing Academic Rigor: Looking Through The Lenses of Mathematics Grades K-6


A Year of Study, Practice and Reflection

Improve Questioning Techniques

Improve Awareness of Content and Process Standards

A Modeling of Higher-Order Delivery of Content

Scaffold Field Experiences to Draw on Lessons Learned


Instructional Plan

• Established Core Team from C and I and the Zones work with IFL to Plan and Provide Training

• Cohorts of Elementary Contact Persons and Assistant Principals• Engage in a lesson as learners• Share practices with teachers• Gather feedback from teacher application of the practice• Gather student work to share at their next session• Lead study groups


CohortsElementary Contact Persons

and Assistant Principals

Core TeamC and I, Zone Achievement Coaches

Cohort 1 Zones 1, 3, and 5

Cohort 2Zones 2, 4 and the Opportunity Zone

Cohort 36, 7 and the Autonomy Zone


EC Training at Building Level

Study of IFL Lesson

Train teachers on the lesson, participate in collaborative planning, conduct study groups, collect student samples

Work with every teacher in every grade

Bring samples to meeting for analysis of practice, link practice to what it should look like and what it should sound like


Improving Lessons for Rigor

Revise one lesson into the IFL Format for Grades K-5, Grade 6 Elementary

Curriculum team will develop additional lessons

Process Standards explicitly represented in the lesson

Big Ideas of mathematics based on the lesson objective included

Teacher questions with possible student responses

Increased directions for group work


Outcomes

• Teacher classroom practice will change so that IFL type lessons will be the standard method of delivery

• Teachers will build the IFL lessons with the support of the Core Team members

• More high level tasks maintained when implemented in the classroom

• Improved students’ ability to reason mathematically and to discuss and write about mathematics

• Classroom will demonstrate indicators of Accountable Talk


Data on Elementary Mathematics: A Focus on Equivalence and Accountable Talk

Supporting Rigorous Mathematics Teaching and Learning

Learning Research and Development CenterInstitute For Learning

Prince George’s County School District


Accountable Talk (AT) Comments(Cohort I 35 comments, Cohort III 36 comments)

• I didn’t realize it could be used for math.• AT is about the teacher facilitating the lesson by asking probing

higher-order questions in order to enhance comprehension.• Students can learn AT stems to help them think about their own

thinking.• I receive a better idea of what accountable talk is and looks like.• I got a chance to see how AT really works, which is obviously

needed for me to know• The biggest insight was learning what to look for when

implementing.• Even if problems do not have it you can add it in. • The importance focused question leading to intended discovery. • The use of moves to encourage deeper thinking.• The children become owners of their own learning experience. • Getting kids to work as a community of learners is beneficial to

the overall climate• The value of having students explain thinking. • Talking is necessary


Equivalence with Number Comments

(Cohort I - 6 comments, Cohort III - 11) comments)• Equivalence equals balance. This is important because I am not

asking why.• Equivalence in the big picture of math.• 6th grade students do not understand equivalence.• I can use current lessons to teach the concept of equivalence.• I never looked at solving a problem two ways.• That students all around, everywhere struggle w/equality and view

equals sign as a “do” something/give an answer. It was significant because it justifies my desire to spend more time on this concept in light of my students’ responses to ___ = ___ + ___ problems.

• Helpful to see where to add it (equivalence). Even for kindergarten. • How important the concept of equivalence is because having that

foundation will allow for teachers to remove misconception in their skills at high levels.

• Equivalence at the base concept for all mathematics understanding.• Equivalence is essential for students developing number sense.


Student DataSample Size: 39

Cognitive Demand of the Task: 33 of 39 85%

Focus on Equivalence: 36 of 39 92%

Accuracy: 33 of 39 85%

Use of Representations: 12 of 39 30%

Connections between Representations: 12 of 29 30%

Writing about Reasoning: 12 of 39 30%


MSA Practice Assessment Results

Grade 3 Per Band Performance on Practice MSA

Grade 4 Per Band Performance on PracticeMSA


High School Work

PrincipalsTraining established this yearEngaged in practice learning walksSending the AP and ninth grade teachers to training

Secondary Content Supervisors/Achievement CoachesTeacher Coordinator/AP TrainingRevamping curriculum with new lessons to increase rigor


INSTITUTE FOR LEARNING:DISCIPLINARY LITERACYHIGH SCHOOL ENGLISHHIGH SCHOOL ENGLISH


Effort-based EducationBuild the common expectation that all children, with rigorous instruction and appropriate supports, can reach high standards

Principles of LearningEstablish a common instructional framework and “language” to describe and support quality instructionFocus on key Principles of Learning:

Academic Rigor in a Thinking CurriculumSocializing IntelligenceClear Expectations Accountable Talk

Discuss how the Principles of Learning invite effort and support rigor for students with and without disabilities Study the standards, curriculum, instruction and assessment through the Principles of Learning

DISCIPLINARY LITERACY (DL)2007-2008

Professional Development on the Core IFL/DL Concepts


Disciplinary Literacy in English-Language Arts

Disciplinary Literacy engages students in learningto:

InquireTalkReadWriteThink Investigate

as readers and writers about the big ideas and driving questions in English-Language Arts.


Subject Matter(Content Knowledge)

Pedagogical Content Knowledge

Facilitating Adult Learning

Reading and Writing Narrative Module

Use of Reader’s/Writer’s NotebooksInquiry-based Discussion GuidePatterned Way of Reading, Writing and Talking with Pedagogical Rituals and Routines

Materials for Teaching a Sequence of DL Lessons Materials for Facilitating a Text Discussion & One DL Module Planning for Student Use of Reader’s/Writer’s Notebooks in All English Classes

POL/DL Focus(links to other content areas)

Learning on the Diagonal Introduction to Role of Inquiry and Accountable TalkAcademic Rigor, Learning as Apprenticeship, Socializing Intelligence

Features of Disciplinary LiteracyFeatures of Disciplinary Literacyin the English Classroomin the English Classroom


Read to get the gist Write to learn: know, express and track thinking

Reread to find significant moments

Write to learn: select and explain ideas; reflect on writing and thinking

Read again to interpret the ideas in the text

Write and talk to develop interpretation of ideas

Read again differently to analyze the author’smethods

WriteLike - Write like the text and in imitation of an author’s syntax and grammatical structures

Write and Talk to demonstrate understanding of ideas and genre

DL Patterned Way of Reading, Writing, and Talking


Applying the Patterned Way of Reading, Writing, and Talking

• Pittsburgh English Disciplinary Literacy Team Works With

• Disciplinary Literacy Core Team

• McDougal-Littell Resources and Unit Lessons

• Development of Novel Units on To Kill A Mockingbird which

will be piloted the end of February in 5 high schools

• Will Develop Multi-Genre Units in Future Work


Getting the Work into the English Classroom (2008-2009)

Professional DevelopmentProfessional Development Professional Learning Professional Learning CommunitiesCommunities

Implementation/Implementation/ApplicationApplication

Summer Institute for Grade 9 English Teachers

Teacher Coordinator led Study Groups

Lesson demonstration

Lesson Plan Development

Monthly English Teacher Coordinators’/Reading Specialists’ Meetings•POL/IFL Study Groups

Modeling of the IFL/DL Rituals and Routine

Coaching

Assistant Principals’ & Grade 9 English Teachers Monthly Meetings

Collaborative Planning In-class modeling

Practice

Principals’ Institute and meetings

Grade Level/ Content Team/ Department Trainings

Learning WalksEvaluating implementation


Costs

2008-2009 $745,2002010 Request $745,200


Evaluation

An assessment of the quality of the implementation of the IFL Mathematics initiative is being conducted through a pilot project aimed at supporting PGCPS in developing a district-wide formative feedback system. This project, Process Engineering for Educational Results (PEER), is a collaborative between PGCPS and the University of Pittsburgh’s Learning Research Development Center and Swanson School of Engineering.


Evaluation

The assessment of the IFL mathematics initiative, and other PGCPS mathematics initiatives includes:

Core Meetings with the School System LeadershipSurveys of 21 pilot school teachers and teacher leaders, and system-wide administrators including central office and zone coaching supportSurveys measure:

Instructional leadership (district and school) Professional developmentQuality of professional communityTeacher and leader beliefsUse of data


Evaluation

Analysis of Survey 1 and a preliminary data report are due Spring 2009, and a final year 1 data report in will be due August 2009.

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