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A Professional Development Plan for Standardsbased Education

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Get on the balcony. Identify the adaptive challenge. Regulate distress ... Get on the Balcony. 13. Professional Learning Conversations ' ... – PowerPoint PPT presentation

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Title: A Professional Development Plan for Standardsbased Education


1
Transforming our Teaching and Learning
  • A Professional Development Plan for
    Standards-based Education

2
Agenda
  • Welcome
  • Superintendents message
  • Get on the balcony
  • Identify the adaptive challenge
  • Regulate distress
  • Maintain disciplined attention
  • Give the work back to the people
  • Protect voices of leadership from below

3
Leadership to Empower Schools to Make a Difference
  • Why are you here?
  • Exhibit leadership role as agent of change
  • Simulate learning teams to facilitate adaptive
    change
  • Understand module overview
  • View principal interviews exhibiting change

4
Administrators Message
Welcome to TOTAL
PLAY
Superintendent Patricia Hamamoto Educational
Leadership Conference June 14, 2004
5
1-6-3
  • One Vision of a Public School Graduate
  • Six General Learner Outcomes
  • Three Student Priorities
  • Academic Achievement
  • Safety and Well Being
  • Civic Responsibility

6
Resources
  • Weighted Student Formula
  • Information Technology
  • Tech support positions
  • Infrastructure
  • Customization of SIS software
  • Technology training
  • Students and Teachers

7
Operational Authority
8
Accountability
  • Academic Achievement
  • Reading Proficiency
  • Personalized Education Plan
  • Critical Thinking
  • Graduates Without Remediation

9
Accountability
  • Safety and Well-Being
  • Attendance
  • Comprehensive Student Support System
  • Discipline

10
Accountability
  • Civic Responsibility
  • Knowledge of American Democracy
  • Skills to Engage in Democratic Society
  • Understanding and Awareness of Community and
    Global Issues
  • Respect for Self and Others
  • Participation in School and Community
    Organizations

11
Evidence
  • All Students
  • Are Reading Within Their Grade Level Range
  • Are Prepared to Handle Ninth Grade
  • Graduate in Four Years

12
Get on the Balcony
Self Assessment
13
Professional Learning Conversations
  • A forum in which teachers can be inquirers and
    ask questions that matter to them, over a period
    of time, and in a collaborative and supportive
    environment

14
Types of Professional Learning Conversations
  • School-based
  • Job-alike
  • Topic-centered
  • Teacher-research
  • Issues/Discussions
  • Readers/Writers
  • Professional book discussion

15
Types of Activities
  • Reading and discussing research
  • Learning about teaching and learning approaches
  • Discussing knowledge learned at workshops
  • Implementing new practices in classrooms
  • Analyzing student work

16
Activity
  • Facilitated Conversations
  • Roles
  • Facilitator
  • Time keeper
  • Recorder
  • Objectives
  • Review norms
  • Review goal for facilitated conversation

17
Identify the Adaptive Challenge
  • Jigsaw Reading Activity
  • pp. 22-26 (Group 1)
  • pp. 78-80 (Group 2)
  • pp. 133-138 (Group 3)
  • pp. 170-173 (Group 4)
  • Facilitated Conversation

18
Regulate DistressElements of TOTAL
  • Modules
  • Training of Trainers
  • Brokers
  • Maintenance Sessions
  • Learning Teams
  • Content Courses (University Level)
  • Evaluation
  • Timeline for SB Report Cards

19
Big Picture
  • OCISS, SPED, and TDS
  • Deliver training to Complex Area Consortia
  • Complex Area Teams
  • Attend training sessions
  • Develop understanding of each module
  • Determine number of sessions needed
  • Deliver training to complex area schools
  • Facilitate initiation of school learning teams
  • Maintenance Sessions
  • Evaluate and adjust school professional
    development activities

20
Standards Tools and Services
21
  • VISION OF A PUBLIC SCHOOL GRADUATE
  • Act 238/No Child Left Behind
  • Hawaii Content and Performance
    Standards Policy and Literacy Policy
  • Standards-Based Education Quality
    Student Support
  • School Redesign
  • Standards (Rigor, Relevance
  • Toolkit
    Relationships)
  • Standards-Based
    Elementary Secondary
  • Report Card
  • K-3 Literacy Small
    High School Middle Level
  • HCPS II Policy
    Schools Ed. Policy Ed. Policy
  • Refinement Policy
  • High School Middle Level
  • Instructional Grad.
    Req. Promotion Policy
  • Materials Review

22
Standards
  • Making Sense of Standards
  • Rainbow Books

23
Standards Toolkit
  • Instructional Guides
  • Curriculum Frameworks
  • Professional Development Modules for Content
    Standards

24
Instructional Guides
  • Content Standards
  • Cluster Benchmarks
  • Grade Level Performance Indicators
  • Sample Instructional Strategies
  • Sample Assessment Tasks

25
Curriculum Frameworks
  • General Description of Program
  • Explanation of Standards
  • Curriculum, Instruction, Assessment
  • Special Topics
  • K-12 Scope and Sequence
  • Performance Indicator Progression
  • Essential/Desirable Standards
  • On the web

26
Professional Development Modules for Content
Standards
  • Introduction
  • Resources and Readings
  • Transparencies, PowerPoint
  • Handouts
  • Workshop Agenda

27
Website
  • www.hi.doe
  • http//www.doe.k12.hi.us
  • Standards
  • Standards Toolkit
  • Document Library
  • Instructional Guides
  • Curriculum Frameworks
  • Training
  • PD Modules

28
Instructional Materials Review
  • Review of textbooks, videos, CDs
  • Reviewed, not yet approved list
  • Alignment to Hawaii standards?
  • Backed by research?
  • Overall quality?
  • Elementary, Secondary
  • FUTURE-Approved List

29
Where?
  • Instructional Materials Review
  • http//standardstoolkit.k12.hi.us/imr/

30
Standards-Based Report Cards
  • Standards-Based Teaching
  • Standards-Based Grading
  • Standards-Based Reporting

31
Standards-Based Teaching
  • Teach to Hawaii Standards
  • All Kids
  • Curriculum-interesting, engaging,
    challenging, rewarding
  • Extended Student Work
  • Problem Based Research
  • Integrated, Differentiated
  • Formative Assessment
  • Extra Time, Extra Help

32
Standards-Based Grading
  • Clear understanding of what the standards are
    asking for
  • Student generated work
  • Compare student to standards not other students
  • Preponderance of evidence
  • Most recent work
  • No averaging

33
Standards-Based Reporting
  • The Promise better communication about where
    students are
  • The Challenge how do we communicate and still
    keep it manageable
  • Pilot Projects

34
Where?
  • Report Card
  • http//165.248.2.33/doe/

35
Standards-Based Teaching, Grading, Reporting
  • Professional Development Modules
  • State to train Districts/Complexes
  • Districts/Complexes to train schools
  • Cadre Model, Outside Evaluator

36
Evaluation Purpose
  • Contract with UH
  • Developed at beginning of professional
    development plan
  • Evaluation completed at end of year one

37
Modules
  • Leadership to Empower Schools to Make a
    Difference (1/2 day)
  • Standards Implementation Process (1 day)
  • Using Rubrics to Assess Learning (1 day)
  • Curriculum Mapping (2 days)
  • Standards-based Grading Reporting (2 days)

38
Transforming Our Teaching and Learning (TOTAL)
Complex Area Planning Sessions
Contact Broker
Provide additional materials resources
Planning meetings
Video Conference
Materials
Web CT
Complex teams deliver to schools Standards
Implementation
State Responsibility
Joint Responsibility
Complex Responsibility
39
Complex Area Planning
  • Create cadre
  • 5-7 members
  • School Renewal Specialist
  • District Resource Teachers
  • School Leadership
  • Attend training sessions
  • Design delivery for each module
  • Schedule over time
  • Involve learning teams
  • Use Broker to help with planning

40
Training
  • Modules
  • Developed July 2004
  • Involve complex area and OCISS
  • Complex Area Training
  • August-September 2004
  • Involve Complex Area Cadre
  • Maintenance Sessions
  • Held twice during year
  • Address needs and concerns
  • Learning Teams
  • Long Range Training

41
(No Transcript)
42
Do you hear this at your school?
  • I use my textbook, its aligned to the
  • standards.
  • What toolkit?
  • Itll passNCLB will go away like all the
  • other initiatives.

43
Do you hear this at your school?
  • I use my textbook, its aligned to the
    standards.
  • What toolkit?
  • Itll passNCLB will go away like all the other
    initiatives.

44
Standards Implementation Process
  • 2nd Module in Sequence
  • One Day Session
  • Product
    Unit Analysis Tool

45
Standards Implementation Process Key Concepts
Skills
  • Process for implementing standards
  • Sub-processes within each step
  • Process is not linear
  • System of Standards

46

Do you hear this at your school?
  • I just average all my chapter tests.
  • If they dont get it, I just assign more
    homework.
  • Why dont they know?...I taught it to them.
  • I cant tell them what is expected that would
    be cheating!
  • I didnt know I was flunking until I got my
    report card.

47
Do you hear this at your school?
  • I just average all my chapter tests.
  • If they dont get it, I just assign more
    homework.
  • Why dont they know? I just taught it to them.
  • I cant tell them what is expected that would
    be cheating!
  • I didnt know I was flunking
    until I got my report card.

48
Using Rubrics to Assess Learning
  • 3rd Module in Sequence
  • One Day Session
  • Product Rubric

49
Using Rubrics to Assess LearningKey Concepts
Skills
  • Best Performance Assessments
  • Sound Criteria
  • Rubrics Need to be Shared
  • Clear Targets Indicate Quality
  • Rubrics Help with Self-assessment
  • Validity

50
Do you hear this at your school?
  • I thought you covered that benchmark in _____
    grade.
  • What do you mean I cant do my rainforest unit?

51
Do you hear this at your school?
  • I thought you covered that benchmark in _____
    grade.
  • What do you mean I cant do my rainforest unit?

52
Curriculum Mapping
  • 4th Module in Sequence
  • Two-Day Session
  • Product Curriculum Map

53
Curriculum MappingKey Concepts Skills
  • Essential Questions
  • Implementation plan for carrying out curriculum
    mapping
  • Revise curriculum maps using assessment data
  • Use as part of a systems approach to school and
    district reform

54
Do you hear this at your school?
  • What do you mean there are no more letter grades?
  • So are there numbers?
  • Does anyone understand standards based grading?

55
Do you hear this at your school?
  • What do you mean there are no more letter grades?
  • So are there numbers?
  • Does anyone understand standards based grading?

56
Standards Based Grading/Reporting
  • Last Module in Sequence
  • Two-Day Session
  • Products
  • Post Survey
  • Sample Grade Book

57
Standards Based Grading/ReportingKey Concepts
Skills
  • Grading needs to be aligned with standards-based
    instruction and assessment
  • Practices different from those in a traditional
    grading system
  • Guidelines for grading should be established
  • Involvement of students

58
Schedule
  • Eight district areas
  • 7 session dates
  • 2 maintenance sessions
  • Five sequential modules
  • State team for each
  • Lead presenter attends own sessions
  • Fifteen Brokers
  • Linked to one complex each
  • Aids complex in planning and/or delivery

59
Resources Toolkit
  • Rainbow Books
  • Instructional Guide
  • Scope and Sequence
  • Grade Level Performance Indicators
  • Curriculum Framework

60
Resources Additional
  • Facilitators Guide
  • Blackline masters
  • Additional articles to read
  • Digital Resource
  • PowerPoint slides
  • Handouts
  • Web links
  • Resource Kit
  • Books
  • Videos
  • One per complex

61
Content Courses
  • University level
  • Summer 2005
  • Content areas
  • Core
  • Extended Core
  • Strengthen content knowledge
  • Use Nationally Certified Teachers

62
Long Range Continuation
  • Workshops by experts
  • Heidi Hayes Jacobs
  • Rick DuFour
  • Ken OConnor
  • WebCT
  • Video Conferencing

63
Rationale
  • Complex areas will help teachers.
  • Maintenance sessions may be scheduled.
  • People will come in.
  • Training will continue next year.
  • Long range online plans are in development.
  • The solution does not lie with the outside
    experts, it lies within ourselves.

64
Maintain Disciplined Attention
  • Encourage and manage diversity and differences
  • Maintain focus on what needs to be done

65
Activity
  • Give the Work Back to the
    People
  • Video on Learning Teams
  • Darrel Galera- Moanalua High
  • Eileen Hirota- Ewa Beach
  • Steve Nakasato- Mililani Ike
  • Use Learning Log Handout 6

PLAY
66
Protect Voices of Leadership from Below
  • Why use learning teams to facilitate
    conversation?
  • To talk with fellow educators about professional
    issues and plan for implementation of initiatives
    to increase student achievement (Birchak, 1998)
  • Planning time for complex area

67
(No Transcript)
68
Wrap-up
  • Session evaluation
  • Exit pass
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