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Ohio Valley Educational Cooperative in collaboration with

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Ohio Valley Educational Cooperative in collaboration with Kentucky Department of Education English/Language Arts Leadership Network Orientation July 27, 2010 – PowerPoint PPT presentation

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Title: Ohio Valley Educational Cooperative in collaboration with


1
Ohio Valley Educational Cooperative
in collaboration with
Kentucky Department of Education
English/Language Arts Leadership Network
Orientation July 27, 2010
2
Welcome!
3
Kentucky Leadership Network Facilitators
  • Denise Amos KDE ELA Content Specialist
  • denise.amos2_at_education.ky.gov
  • Carol Franks KDE ELA Consultant
  • carol.franks_at_education.ky.gov
  • Starr Lewis OVEC Higher Ed Representative (U of
    L)
  • starr.lewis_at_louisville.edu
  • Lori Norton Meier OVEC Higher Ed Representative
    (U of L)
  • lori.nortonmeier_at_louisivlle.edu
  • Pam Scudder OVEC ELA Specialist (Gallatin
    County)
  • pam.scudder_at_gallatin.kyschools.us

4
Whos In the Room?
Henry
Oldham
Owen
Gallatin
Shelby
OVEC
KSB
Spencer
Eminence
Franklin
Carroll
Grant
West Point
Trimble
Bullitt
Anchorage
Jefferson
5
Organizing Your Binder
  • Whats in your binder?

6
Bell Ringer
  • What do you see as the purpose of
  • the Leadership Networks?

7
Learning Targets (Morning Session)
  • I can clearly articulate the vision and goals of
    the leadership networks.
  • I can explain how the system of networks will
    work together to improve teaching and learning.
  • I can identify and describe the four components
    of the leadership network.
  • I can articulate my role in the leadership
    network.

8
Setting Network Norms
  • Group norms are agreed upon ways in which we
    will work together so that productivity is
    maximized.
  • They are posted and reviewed (verbally and in
    writing) at all meetings.
  • Norms should clarify the expectations of each
    team member and should be stated as positive
    commitments.

9
Team Norms Activity
  • Think individually, write down 3 positive norms
    that you feel should be included on our list (2
    minutes).
  • Share with your team and decide upon a group list
    of 3 norms you think are most important.
  • Be ready to share whole group.

10
  • The Big Picture Part 1
  • Senate Bill 1
  • Kentucky Regional Leadership Networks

11
Senate Bill 1 (March 2009)
  • Reduce college remediation rates
  • Overall readiness is a concern.
  • According to ACT data, Kentucky high school
    students
  • 40 met college ready expectations for reading
  • 16 met college readiness for science
  • less than 21 met readiness for college-level
    algebra

12
Senate Bill 1 (March 2009)
  • Revision of the Standards
  • to meet the needs of 21st century learners in a
    global society
  • to prepare students for college and/or career
  • be fewer, clearer, deeper, rigorous

13
Senate Bill 1 (March 2009)
  • Revision of the Assessment System
  • a balanced assessment system
  • formative, summative, interim
  • program reviews for writing, arts humanities
    and PL/CS

14
Senate Bill 1
  • Collaboration among many groups
  • On standards development CCSSO (Council of
    Chief State School Officers) NGA (National
    Governors Assn) along with educators state
    agencies CPE (Council on Postsecondary
    Education)
  • On program review development - Educators from
    across the state and from all grade levels
    (including Higher Ed.), business leaders, KDE
  • On college readiness teacher prep programs -
    Higher Ed. staff, CPE, KDE

15
Senate Bill 1 (March 2009)
  • A statewide professional development plan
  • to impact current teachers and teacher prep
    programs
  • to impact instruction at every level of the
    education system
  • The networks are designed to implement the
    requirements of SB1

16
Senate Bill 1 (the bottom line)
  • Senate Bill 1 is not just about new standards
    or new assessments. It is about improving
    instruction in all classrooms so that Kentucky
    students are prepared for college or the career
    of their choice.

17
  • Kentucky Regional Content Leadership Networks

18
A Plan for Consistency
  • Content Leadership Networks
  • Focus on teacher and teacher leaders
  • Administrator Leadership Networks
  • Building level administrators
  • Instructional Support Networks
  • District level leaders
  • Superintendents Network
  • Higher Education Participation/Networks

19
(No Transcript)
20
Kentucky Regional Content Leadership Networks
NKCES
CKEC
OVEC
M
E
M
E
KEDC
M
E
WKEC
M
E
M
E
KVEC
SESC
M
E
M
E
Mathematics
English Language Arts
GRREC
FACILITATORS (4)  KDE Staff (Content
Specialists) Education Cooperative
Consultant Higher Education Faculty    PARTICIPANT
S -75 (25 district teams)   NETWORK
GOAL  Ensure that every participant has a clear
understanding of how to translate Kentuckys Core
Academic Standards into clear learning targets in
order to design high quality formative and
summative assessments and to plan/select rigorous
and congruent learning experiences. The network
approach is designed to build knowledge and
leadership capacity within the district.
Districts should utilize the membership of the
networks to scale up pd at the local level.
This is you!
21
Content Leadership Network Vision
  • Every school district in the Commonwealth of
    Kentucky has a knowledgeable and cohesive
    leadership team that guides the professional
    learning and practice of all administrators,
    teachers, and staff so that every student
    experiences highly effective teaching, learning
    and assessment practices in every classroom,
    every day.

22
  • The network approach is designed to build
    knowledge and leadership capacity to
  • implement Kentuckys Core Academic Standards
  • develop assessment literacy among all educators
  • work to ensure that every classroom is a model of
    highly effective teaching and learning practices.

23
Four Components of the Content Leadership Network
24
Four Components of the Content Leadership Network
  • Leadership
  • Kentuckys Core Academic Standards
  • Characteristics of Highly Effective Teaching and
    Learning
  • Assessment Literacy Classroom Assessment for
    Student Learning

25
Wheres Your Comfort Zone?
26
(No Transcript)
27
Kentucky Leadership Network
Tree visual
28
  • Big Picture Part 2
  • Roles and Responsibilities

29
Roles and Responsibilities
  • Education Cooperatives
  • Higher Education Representatives
  • KDE Network Content Specialists
  • KDE Consultants
  • Teacher Leaders
  • Administrators

30
Cooperative Facilitators Pam, Starr Lori
  • Regional Facilitators are affiliated with a
    cooperative or university and have proven content
    knowledge and/or pedagogical expertise in the
    content area.
  • They will help facilitate the full day network
    meetings and collaborate with the Regional
    Content Specialists and KDE consultants to plan
    network activities.

31
KDE Regional Content Specialists
Denise
  • will provide planning, facilitation,
    consultation and technical assistance to
    Leadership Network Facilitation Teams and
    Leadership Network participants, schools and
    districts regarding highly effective teaching and
    learning around Kentuckys Core Academic
    Standards.

32
KDE Consultants/Facilitators Carol
  • KDE consultants collaborate with others to
    plan and facilitate network meetings and provide
    support to the networks. They also work to
    support the online community.

33
District Teacher Leaders - YOU
  • As a Teacher Leader in one of the networks, your
    responsibility is to
  • collaborate with other leaders throughout your
    region to hone your own practice/knowledge, and
  • work collaboratively within your district to
    scale up highly effective practices in every
    classroom.

34
A Deeper Understanding
  • Take a few moments to read over your handout
    vision, standard, and learning targets.
  • Talk Time Where do you see the starting point
    for your district?

35
Dr. Terry Holliday on the Kentucky Leadership
Networks
36
  • Big Picture Part 3
  • Leadership Networks

37
The Important Book
Written by Margaret Wise Brown
38
The important thing about the sun is that it
shines. It is the center of the Solar
System. It's hot. It sustains life. It gives us
light. It gives us a tan. It gives us warmth. But
the important thing about the sun is that it
shines.
39
The Importance of this Network
  • Create your own The Important Book
  • about this leadership network.
  • Use these indicators
  • The important thing about this leadership
  • network is..
  • Its like ..
  • It.
  • Its..
  • And it.
  • But the most important thing about this
    leadership network is

40
Revisiting our Learning Targets (Morning Session)
  • I can clearly articulate the vision and goals of
    the leadership networks.
  • I can explain how the system of networks will
    work together to improve teaching and learning.
  • I can identify and describe the four components
    of the Leadership network.
  • I can articulate my role in the leadership
    network.

41
Timeline of Meeting Dates
  • Fall
  • September 16
  • October 21
  • November 11
  • Spring
  • January 20
  • February 17
  • March 17
  • June 16

42
Lunch
43
Visiting the Parking Lot
44
Revise Bell Ringer
  • What do you see as the purpose
  • of the Leadership Networks?
  • What is your role?

45
Learning Targets (Afternoon Session)
  • I can explain the organization and structure of
    Kentucky's Core Academic Standards for
    English/Language Arts.
  • I can identify and explain the grade level
    progression within the standards.
  • I can explain the value of implementing Highly
    Effective Teaching and Learning practices in
    classrooms.

46
Kentuckys Core Academic Standards for English
Language Arts
47
What you wont see
  • Strategy use
  • Instructional advice
  • Everything
  • G/T or advanced work
  • Interventions
  • Supports for students with special needs, ELLs
  • The whole of College and Career Readiness (CCR)

48
(No Transcript)
49
What else do I need to know about these
standards? A Design Summary
  • CCR vs. grade-specific Standards
  • Grade level standards for K-8
  • Grade band standards for 9-10 and 11-12
  • Emphasis on informational and persuasive text
  • A focus on results rather than means
  • An integrated model of literacy
  • Research and media skills blended into standards
  • Shared responsibility for students literacy
    development

50
Kentuckys Core Academic Standards
  • Focused on critical demands of the global economy
  • Fewer, but more rigorous
  • Easily communicated to stakeholders
  • Based on research
  • Considered international benchmarks
  • Aligned from kindergarten through college entrance

51
How are the Standards organized?
52
(No Transcript)
53
(No Transcript)
54
Suggested Tabs
  • Pg 11 R K-5 Pg 35 R 6-12
  • Pg 19 W K-5 Pg 41 W 6-12
  • Pg 23 SL K-5 Pg 49 SL 6-12
  • Pg 25 L K-5 Pg 51 L 6-12
  • Pg 31 Texts K-5 Pg 57 Texts 6-12
  • Pg 59 H/SSSTS

55
Lets take a stroll through the standards
56
  • Appendices
  • A supplementary materials and glossary
  • B text exemplars, text complexity, and
  • sample performance tasks
  • C annotated writing samples at various
  • grade levels
  • Visit www.corestandards.org

57
Progression of the Standards
58
(No Transcript)
59
With no support
60
Progression of the New Common Core Standards
  • Practice Time
  • Reading Information Standard 6 (odd-numbered
    tables)
  • Reading Literature Standard 6 (even-numbered
    tables)
  • Work with your district to complete the
    progression of reading standard 6. Include CCR
    and all grade level standards.
  • 2. Be ready to share.

61
A Comparison
  • Think back to your implementation of Kentuckys
    Program of Studies
  • What do you see that is new?
  • What do you not see?

62
The Crosswalk
  • www.education.ky.gov
  • Search crosswalk
  • Common Core Standards Comparison to Kentucky
    State Standards

63
(No Transcript)
64
Characteristics of Highly Effective Teaching and
Learning (CHETL)
  • 5 Components
  • Learning Climate
  • Classroom Assessment and Reflection
  • Instructional Rigor Student Engagement
  • Instructional Relevance
  • Knowledge of Content

65
Characteristics of Highly Effective Teaching and
Learning The Background
  • Partners in this work KDE, Harvard Univ, The
    Wallace Foundation, Jefferson, Daviess, Boone
    Kenton Counties (2005)
  • Focus Help districts bring highly effective
    teaching learning up to speed

66
According to research, what factors have the
most significant influence on student learning?
  • High quality instructional practice
  • Well designed curriculum, assessments and
    instructional materials aligned to standards
  • Strong school leadership

67

Activity Looking for Highly Effective Instruction
  • Beginning with the person whose birthday is
    closest to today, count off 1, 2, 1, 2, etc.
    around your table.
  • 1s will be given a list of Characteristics to
    use while observing a video of a science
    classroom.
  • 2s will observe the same classroom video without
    the Characteristics.
  • Both groups should record observations.
  • Independently, draft some notes on this Ms
    Mortons school has decided on a school-wide
    focus on improving the learning climate. You are
    doing a walkthrough and observing her class for a
    few minutes. You will need to provide feedback
    to her around her classroom climate. What will
    you say to her? What evidence will you use to
    support your feedback? What suggestions might
    you provide?
  • Pair up with your neighbordid your answers vary?
    How? Did one of you find the task easier?

68
Ms. Mortons Class
69
Sowhat is the significance of this to the
overall goals/work of the Leadership Networks?
70
Leadership
  • Brainstorm characteristics of Great Leaders at
    your table.
  • As a table group, decide on one that you can
    agree is the most important.

71
Assessment Literacy
  • Balanced Assessment System
  • Assessment for Learning (Formative)
  • Assessment of Learning (Summative)
  • Progress Monitoring
  • Student-involved learning

72
Revisiting our Learning Targets (Afternoon
Session)
  • I can explain the organization and structure of
    Kentucky's Core Academic Standards for
    English/Language Arts.
  • I can identify and explain the grade level
    progression within the standards.

73
Before We Meet Again
  • Blackboard Online Community
  • Log in
  • Survey
  • Read Chapters 1-2 in (CASL) Classroom Assessment
    for Student Learning

74
Visiting the Parking Lot
75
Exit Slip
  • Final Revision to Bell Ringer
  • What do you see as the purpose of the Leadership
    Networks?
  • What is your role?

76
Final Thoughts
  • What do you feel comfortable sharing with your
    school/district that you learned today?
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