Leading Innovative Teaching & Learning in the 21 st Century
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Transcript of Leading Innovative Teaching & Learning in the 21 st Century
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