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Shared Vision: Getting on the Same page: Quality Instruction and One Page Learning Targets

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Shared Vision: Getting on the Same page: Quality Instruction and One Page Learning Targets Dr. Brian Clayton Mr. Mark Hodges Mrs. Carmen Buchanan – PowerPoint PPT presentation

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Title: Shared Vision: Getting on the Same page: Quality Instruction and One Page Learning Targets


1
Shared Vision Getting on the Same page Quality
Instruction and One Page Learning Targets
  • Dr. Brian Clayton
  • Mr. Mark Hodges
  • Mrs. Carmen Buchanan

2
Norms
  • Be open to ideas from others.
  • Be an active participant.
  • Avoid side conversations.
  • Cell phones on vibrate.
  • Be present. (Avoid checking your e-mail/messages
    and working on other projects except for during
    breaks.)
  • Take care of your creature comforts.

3
5 Word Prediction
  • On the index card, use the following 5 words to
    predict the focus for our professional learning
    today
  • students
  • teachers
  • content
  • shared vision
  • target

4
Learning Targets
  • I can identify characteristics of quality
    instruction related to the instructional core
  • Students
  • Teachers
  • Content

5
Excellent Instruction
  • If good instruction-in every classroom and for
    all students-is the central focus of systematic
    change in education, then districts need to
    define goodness and come to a shared
    understanding of what is meant by great or even
    competent teaching.
  • Change Leadership p. 37

6
Barriers to Common Understanding
  • Definitions often are just assumed to be known
    and based on assumptions that arent clear or
    evident.
  • Lack of common vocabulary, often the same words
    have different meanings for different people

7
So.
  • Without agreed upon definitions (or at least a
    clarification of how a person is using the term)
    and observational data that support the persons
    assessment of a lesson, conversations about
    teaching and learning remain ethereal,
    reinforcing the teaching professions weak craft
    knowledge base, professional language, and
    standards of practice. We need agreed upon
    criteria.
  • Change Leadership, p 38

8
Where do we begin for a common vision at Liberty?
  • By looking at the
  • Instructional Core

9
Instructional Core
10
Teacher
  • We tend to focus on just one part of the core,
    the teacher.
  • Teachers do MATTER most .more variability within
    a school than between schools.

11
Content
  • Frequently, Contentstandards (intended
    curriculum)
  • Often not related to taught curriculum
  • How do we use instructional strategies to teach
    the content?

12
Students
  • As educators, we must look at what students bring
    to school.
  • Students need to be engaged in the instructional
    process teachers need to tap into the passions
    of students. Ultimately, it is the student who
    learns or not.

13
The key is the RELATIONSHIPS
  • It is the relationship between the teacher, the
    student, and the content-not the qualities of any
    one of them by themselves-that determines the
    nature of the instructional practice, and each
    corner of the instructional core has its own
    particular role and resources to bring the
    instructional process.
  • Instructional Rounds in Education p.24

14
We want to develop a common vision
  • The kind of observing were talking about here
    focuses not on teachers themselves but on the
    teaching, learning, and content of the
    instructional core.
  • Instructional Rounds p. 84
  • This is what we want to focus on at Liberty-the
    entire Instructional Core.

15
Shared Vision of High Quality Teaching and
Learning
  • What? To express our individual visions for high
    quality teaching and learning
  • Why? To prepare for dialogue about our respective
    views of quality teaching and learning
  • How? Watch a video taped lesson, assign a grade
    to the lesson, and dialogue with colleagues about
    your respective views

16
Template
  • Thinking about the Instructional Core, we would
    like for you to record what you see based on
    these three questions?
  • What is the instructional task? (Content)
  • What are the students doing? (Students)
  • What is the teaching doing? (Teacher)

17
Observational Hints
  • Look for evidence that the task is engaging and
    students are engaged in thinking and learning.
  • Be descriptive.
  • Focus on what is present, not what is missing or
    absent. Dont concentrate on the dog that
    doesnt bark.

18
Lesson to Grade
  • http//www.gse.harvard.edu/ppe/clg/clg-resources.h
    tml

19
Time to Assess!
  • Assign this lesson a grade on one of the post it
    notes at your table.
  • Human Bar Graph
  • Discuss with your group why you assigned the
    grade you did.

20
Debriefing the Activity
  • Do you think that we would see a similar
    distribution in our district?
  • What can you infer from the distribution of the
    around the room?
  • What are the implications?
  • What can we do to address this issue?
  • Will a shared vision of a one page target assist
    us?

21
Libertys Scores
  • A
  • A
  • A-
  • B
  • B
  • B-
  • C
  • C
  • C-
  • D
  • D
  • D-
  • F

22
(No Transcript)
23
Break
24
Creating a Shared Vision of Quality Instruction
and What Makes an Impact School
25
The best jobs..
  • The best jobs involve frequent, supportive,
    encouraging, and warm-hearted conversations. The
    best workplaces are electric with learning, with
    the buzz of new ideas, and inherent joy of
    growth. In the most rewarding work, we use our
    knowledge, minds, and hearts to do something that
    contributes significantly to the greater good.
  • Unmistakable Impact, p. 3

26
Impact School Concepts
  • One Page Target
  • Humanity
  • Focus
  • Principal
  • Workshops
  • Teams
  • Instructional Coach
  • Leverage
  • Simplicity
  • Precision

27
Questions to discuss about your concept
  • How does this concept work toward sharing a
    common vision?
  • How would this concept improve student
    achievement?
  • How would this concept improve teacher
    collaboration and professional learning?

28
Core concepts of an Impact School
  • One Page Instructional Target
  • If a school is going to be an Impact School, a
    school that is passionately committed to
    dramatically improving professional learning,
    everyone in the school must have a clear
    understanding of the goal and how to get there.
    Simple plans, with clear goals, make it easier
    for everyone in a school to work together to
    dramatically improve teaching.

29
Core concepts of an Impact school
  • Humanity
  • Educators nourish humanity by working from
    fundamental principles that lead to respectful
    interchange. However, the strategy of teachers
    simply being told what to do and making sure it
    is done by issuing punitive measures is one of
    the reasons why schools do not move forward.

30
Core concepts of an Impact School
  • Focus
  • Educators need to engage in frequent, positive,
    useful, and humanizing learning experiences.
    Schools need to be joyful places of learning for
    everyone-teachers, administration, and students.
    In an Impact School, everyone works together in
    very specific ways.

31
Core concepts of an Impact School
  • Principal
  • The principal is a learner. The principal should
  • Have a deep understanding of teaching practices
  • Have complete knowledge of how the schools
    professional learning (workshops, teams etc.) can
    help each other achieve mastery of the practices
    described in the CIP plan and One Page Target
  • Guide teachers to use professional learning
    supports successfully

32
Core concepts of an Impact School
  • Workshops (Embedded PD)
  • One shot workshops do not lead to lasting change.
    Effective workshops focus on a target and are
    supported by coaching. The way a workshop is
    conducted dramatically impacts
  • How teachers learn
  • Teachers expectations about implementing
  • How engaged the teachers are
  • How much they enjoy the learning experience.
  • Workshops topics should not be chosen carelessly.

33
Core concepts of an Impact School
  • Teams
  • Teams of teachers come together to intentionally
    plan on how to use the high-leverage learning
    practices. They also employ collaboration
    structures to ensure that everyone has a say in
    the development of useful products, formative
    assessments, and learning maps that can be used
    right away in their classrooms.

34
Core concepts of an Impact School
  • Instructional Coaches
  • Instructional Coaches provide intensive, focused
    support for professional learning in order to
    do change. Coaches are linchpins for
    successful change. Coaches need to provide
    precise instructions, to model in the classroom,
    to provide positive and motivating honest
    feedback, and assist implementing best practices
    in the classroom.

35
Core concepts of an Impact School
  • District Leaders
  • District leaders, led by the superintendent, put
    teaching at the heart of school reform efforts.
    District leaders support (ALL of them) support
    and positively guide as they monitor everyones
    progress to accomplishing a one page target and a
    shared common vision.

36
Core concepts of an Impact School
  • Leverage
  • Teachers know and teach according to an
    instructional plan that is aligned with state
    standards, know well a student is performing, use
    a variety of instructional strategies to ensure
    students master and internalize learning, and
    implement community building based that create
    safe, positive, and productive learning
    communities.

37
Core concepts of an Impact School
  • Simplicity
  • A simple plan removes distractions so that only
    what matters remains. A simple plan finds order
    in the complexity of school improvement. Clear
    goals, clear action plans, and clear methods gets
    the job done.

38
Core concepts of an Impact School
  • Precision
  • Coaches, teachers, administrators, professional
    developers, and other change leaders must have a
    complete understanding of the practices in the
    Target and they must be able to clearly explain
    those practices so that every can learn,
    internalize, and use them.

39
Looking at Libertys Instructional Core
  • CIP plan
  • One page target
  • However, does it truly address the instructional
    core and each of the core concepts of being an
    Impact School?

40
From Jim Knights book Unmistakable Impact
  • Take 4 minutes to read the excerpt from Knights
    book about creating a one page target.
  • Highlight and make notations as needed.

41
Big Ideas
  • On the back of your article, write 3 big ideas
    that you gleaned from the article.
  • Share those with other members at the table.

42
Libertys One Page Target
  • In departments, you will be brainstorming ideas
    to create Libertys one page target. We want
    everyone to be on the same page.
  • We will be looking at four areas
  • Content planning
  • Instruction
  • Community Building/Collaboration
  • Assessment for Learning

43
Think about it from a helicopter view
  • If you were in a helicopter looking down on a
    school, what would you like to see in the
    classroom from the teachers, students, and the
    content (Instructional Core)?
  • What would the teachers be doing?
  • What would the students be doing?

44
Some examples of a One Page Target
45
Imagining Quality Teaching Learning
Helicopter Visioning Affinity Mapping
  • What? Generating indicators of quality teaching
    and learning
  • Why? To surface our collective thinking about
    indicators of quality teaching and learning
  • How Individually reflect, record individual
    ideas on sticky notes, one per sticky note,
    (first for students, and then for teachers), and
    use of affinity mapping to categorize group
    members ideas.

46
Directions
  • You will be led through the next activity by the
    following teachers from your department
  • Mrs. Miller
  • Mrs. House
  • Ms. Garner
  • Ms. Bush
  • Mrs. Breeden

47
Sharing the Big Three from each group
48
In conclusion
  • Take back out your Five Word Prediction card and
    write a Magnet Summary of what you have learned
    from this mornings session.

49
Lunch! Please be back and ready to begin at
1245 P.M.
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