Title: GCSD Leadership Academy Mission
1GCSDLeadership Academy Mission
- The Greece Leadership Academy seeks to provide a
robust leadership development program customized
to meet the needs of the district. This
rigorous, experiential school leadership
refinement program is designed to engage Greece
leaders to be the change agents and
transformative school leaders who measurably
impact student achievement.
One Vision ? One Team
? One Greece
2Purpose Day 2
- Explore and develop Common Core implementation
requirements to integrate in the School
Improvement Plan. - Administrators understand how to use the
Tri-State Rubric to monitor the implementation of
the Common Core. - Administrators and Principals understand the
Marzano standards and how they relate to
practice. - To build the relationship between school
community members
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? One Greece
3Implementing the Common Core Day Two
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4Purpose
- Explore and develop Common Core implementation
requirements to integrate into school improvement
plan, in school groups - Create draft map of roll out of Common Core by
school and identify priorities and action steps
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? One Greece
5Overview
- Note the format of the action brief
- A primer on Common Core, shifts
- Creating the argument, case for urgency
- Series of schoolwide changes
- Followed by Action Steps
6Go through the action steps
- Whip through the action steps little squares
once and put one star on those you want to
review. - Do not star all ideas!
- You do not have to star ANY ideas, if you have
your own ideas. - It should be silent.
7Second round
- THEN go back. Together
- Put two stars on all those the GROUP thinks might
be a good idea. - Listen for emerging consensus.
8Third Round
- Go through the double stars. Ask which of these
have impact on student learning. - Which are aligned to your tentative school goals.
- Come to ONE action step. This could be a
combination of smaller actions suggested in the
document. - You may have a few others you also want to do
put them to the side for now.
9Action Planning
- Look at the action plan template
- How do your favored actions relate to potential
school goals? - Is this action a potential strategy for achieving
one of your school goals? - If it isnt, should it be? should you have a
school goal of implementing the CCSS?
10Action Plan Sample
- Read sample aloud
- Answer Questions
11Action plan
- Make the who, what, and when clear. Who is doing
this? During what time? - Suggestion make at least ten steps (e.g. one per
month)
12Debrief
- Whip around
- Learning about where each other is headed
- One thing you are thinking about pursuing
13Closing Remarks
- This is a draft.
- It has to be fit into your whole school
improvement plan. - Bring this back out when you are given SIP work
time.
14Tri-State Quality Review Rubric
ProcessELA/Literacy Mathematics Lessons/Units
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15- The strength of the team is each individual
member. The strength of each member is the team.
? Phil JacksonTrust is knowing that when a
team member does push you, they're doing it
because they care about the team. ? Patrick
LencioniYou actually cannot get whole system
reform without peer power. ? Michael Fullan
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16Do we need a process for determining CCSS
alignment?
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17Take Away!
-
- How can the Tri-State Rubric be used to help
build social capitalgoing beyond helping
teachers develop exemplars?
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? One Greece
18Tri-State Quality Review Rubric
-
- The Tri-State Collaborative (comprised of
educational leaders from Massachusetts, New York,
and Rhode Island) has developed criterion-based
rubrics and review processes to analyze the
elements of lessons and units intended to address
the Common Core State Standards for ELA/ Literacy
and Mathematics. -
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? One Greece
19Tri-State Quality Review Rubric
-
- Provide clear, descriptive criteria for CCSS
lessons/units - Provide meaningful, constructive feedback to
developers of lessons/units - Identify lessons/ units that can serve as models
- Guide collegial review
-
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20Tri-State Quality Review Rubric Intended Use
-
- The Tri-State Quality Review Rubric is designed
to analyze - Lessons that include instructional activities and
assessments aligned to the CCSS that may extend
over a few class periods or days. - Units that include integrated and focused lesson
aligned to the CCSS that extend over a longer
period of time. - Note The Rubric is NOT
- designed to analyze
- a single task.
-
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21The Rubric Organizes Criteria That Describe
Quality Lessons/ Units
- Criteria that define the rubric are organized to
describe quality in four dimensions - Alignment to the Rigors of the CCSS
- Key Areas of Focus in the CCSS
- Instructional Supports
- Assessment
- The most critical criteria are considered to be
must haves for a quality CCSS lesson/ unit and
are identified with - Check boxes, rate, and provide feedback
- Summary comments
-
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22Use the Quality Rubric Criteria to Review a
Lesson/Unit
- Record the grade and title of the lesson/unit at
the top of Rubric. - Scan the lesson/unit packet to see what it
contains and how it is organized. Skim key
materials in the packet, particularly those
related to the Dimensions. - Identify the grade-level standards that the
lesson/unit targets and compare its focus and
expectations to those of the targeted CCSS. - Study and measure the text(s) that serves as the
centerpiece for the lesson/unit, analyzing text
complexity, quality, scope, and relationship to
instruction. - Analyze the lesson/unit for evidence of Dimension
I Alignment to the Rigor of the CCSS. - Check the criteria in the Column I for which
there is clear and substantial evidence of
meeting the descriptors. - Closely examine the evidence presented within a
lesson/unit packet through the lens of each
criterion. - If clear and substantial evidence is found, check
the criterion on the rubric if not, use the
comment column to provide input on specific
improvements that can made to meet the criterion. - Reference the criteria to make observations and
recommendations about - this lesson/unit and record in
the column next to the Dimensions. -
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23Use the Quality Rubric Criteria Evaluate a
Lesson/ Unit
Optional
- If it is helpful to provide a criterion-based
rating, in addition to feedback - Examine the pattern of checks in the Dimensions
column. Determine which of the descriptors on
the 3-2-1-0 rating scale (found below the rubric,
on the left) best characterizes the lesson/unit. - -If all applicable must have criteria have been
met, as well as other criteria deemed important,
the lesson/unit is considered exemplary and
receives a 3 rating. - -If all must have criteria are not met,
determine where the lesson/unit currently sits
along the rating scale for the dimension. -
-
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24Use the Quality Rubric Criteria Evaluate a
Lesson/ Unit
Optional
- If it is helpful to provide a criterion-based
rating, in addition to feedback - 3 Meets all must have criteria ()in
dimensions I, II and - most of the criteria in III, IV.
- 2 Meets many of the must have criteria in
dimensions I, II - and many of the criteria in III, IV.
- 1 Meets some of the criteria in the dimension.
- 0 Does not meet the criteria in the dimension.
- 2. Circle the rating at the bottom of the
Dimensions column. - 3. Make constructive comments/recommendations
that explain the rating and indicate how to
improve the lesson/unit.
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25Dimension IAlignment to the Rigors of the CCSS
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26Dimension IAlignment to the Rigors of the CCSS
- Observations and Comments
- Rating of 3 because it meets all must have
criteria - Parallel standards from Literacy in History could
be targeted - Very strong in making text the focus of
instruction - Text is complex for 8th grade
- Reading, speaking, listening and writing are well
integrated -
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27Dimension IAlignment to the Rigors of the CCSS
- Suggestions for Improvements
- Instructional purpose of the lesson could be even
more clear - The lesson intends to teach argument (W.8.1) the
prompt and scaffolding could be revised -
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28Checking Each Dimension II, III, IV
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29Dimension IIKey Areas of Focus in the CCSS
- Observations and Comments
- Rating of 3 because it meets all must have
criteria - Very strong exemplar of how to support students
reading closely - Includes teacher prompts on how to address
vocabulary -
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30Dimension IIKey Areas of Focus in the CCSS
- Suggestions for Improvements
- Could be more explicit about how to teach
academic vocabulary - There are some suggestions for changing the
prompt that leads to the final writing -
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31Dimension IIIInstructional Supports
- Observations and Comments
- Lesson models excellent instructional approaches
clues - Receives a 2 mostly because it does not consider
ways to engage more - Could be more explicit about how to support
students reading below level, ELL students and
SWD - Exemplar because all students experience complex
text, there are opportunities for a writing
extension -
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? One Greece
32Dimension IIIInstructional Supports
- Suggestions for Improvements
- Graphic organizers can be more strategically used
- The final writing exercise is over scaffold
- This assignment does not teach argument as it is
-
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33Dimension IVAssessment
- Observations and Comments
- This lesson has intentionally not focused on
assessment but there are many opportunities for
collecting assessment evidence - The two writing assignment could be used
specifically to evaluate as evidence of students
abilities to write from sources -
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34Dimension IVAssessment
- Suggestions for Improvements
- Modifications of the graphic organizer and the
writing assignments offer more assessment
opportunities -
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35Using the Dimensional Rating to Determine an
Overall Rating
Optional
- Review the patterns of the checked criteria and
the rating for each of the four dimensions. - Make a summary judgment about the overall quality
of the lesson/unit, using the Overall Rating
Scale - E Exemplar Lesson/Unit meets all the must
have criteria () and most of the other
criteria in all four dimensions (mainly 3s). - E/I Exemplar if Improved needs some
improvements in one or more dimensions - (mainly 3s and 2s).
- R Needs Revision is a work in progress and
requires significant revision in one or more
dimensions (mainly 2s and 1s). - N Not Recommended does not meet the criteria
in the dimensions (mainly 1s and 0s). - N/R Not ready to review use rubric to revise
and organize lesson/unit then resubmit for a
quality review. - Record the Overall Rating on the top right of the
Rubric. -
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36The Quality Rubric and Review Process Provide
Criterion-based Feedback
- The pattern of checked criteria reveal the
perceived strengths of the lesson/unit and areas
for improvement. - The comments and recommendations explain the
patter of checks and suggest ways to strengthen
the lesson/ unit. - The four dimensional ratings reveal its current
status as a model of CCSS instruction. - For example, a rating pattern of 3-3-2-1
suggests that the lesson/unit us well-aligned
with the CCSS, but could use some additional
thinking about Instructional Supports and,
particularly, Assessment. - Optional
- E/I The overall rating indicates whether the
lesson/unit has been deemed a - CCSS model, or where it is in the process
of becoming a model example. -
Strong text-based questions
3
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37Take Away!
-
- How can the Tri-State Rubric be used to help
build social capitalgoing beyond helping
teachers develop exemplars?
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38Social CapitalHow will you use the Tri-State
Rubric to support a collegial community?
- Think for 5 minutes record your thoughts.
- Pair up with a partner and take 5 minutes to
discuss how you plan to use the tool. - Share out with the group your thoughts and ideas
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39Introduction to the Consultancy Model
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40Purpose
- Protocol for giving advice
- Structured method of defining or setting a
problem - Practice being more descriptive and less
judgmental
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41Process
- Orally present a problem with details and
background information - Clarifying questions
- Probing questions
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42Process
- Consultants discuss the problem as if it was
their own - The person who presents the problem must listen
and NOT engage in the discussion - The presenter of the problem joins the discussion
- The presenter is allowed to reflect aloud
- Silent reflection
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43Task
- Complete steps 1 2 on your own(5 min)
- Share steps 1 2 with a partner(3 min each)
- Individually reflect Do you have the most
significant instructional dilemma identified?(2
min) - Do you need to change anything to get a clearly
communicated dilemma? - Move on to steps 3-5 if you have time
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44Task
- Complete the template and bring back tomorrow
- Remember this protocol has strict timelines
- step 5 must only be 4 minutes
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45School Community Activity
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46Reflections - Day 2
- School teams should reflect on Common Core, Tri
State Rubric, and Marzano Standards and how they
impact their work at the school level - How will you use the Tri-State Rubric as a tool
to help build social capital? - How do the concepts of the day support your
school mission/ vision?
Select someone other than the principal
Who should facilitate?
10 min. individually
20 min. school team
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