GCSD Leadership Academy Mission

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GCSDLeadership 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.

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Purpose 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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Implementing the Common Core Day Two
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Purpose

• 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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Overview

• 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

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Go 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.

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Second round

• THEN go back. Together
• Put two stars on all those the GROUP thinks might
  be a good idea.
• Listen for emerging consensus.

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Third 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.

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Action 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?

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Action Plan Sample

• Read sample aloud
• Answer Questions

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Action 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)

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Debrief

• Whip around
• Learning about where each other is headed
• One thing you are thinking about pursuing

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Closing 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.

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Tri-State Quality Review Rubric
ProcessELA/Literacy Mathematics Lessons/Units
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• 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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Do we need a process for determining CCSS
alignment?

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Take Away!

• How can the Tri-State Rubric be used to help
  build social capitalgoing beyond helping
  teachers develop exemplars?

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Tri-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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Tri-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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Tri-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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The 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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Use 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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Use 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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Use 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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Dimension IAlignment to the Rigors of the CCSS

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Dimension 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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Dimension 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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Checking Each Dimension II, III, IV

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Dimension 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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Dimension 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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Dimension 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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Dimension 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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Dimension 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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Dimension IVAssessment

• Suggestions for Improvements
• Modifications of the graphic organizer and the
  writing assignments offer more assessment
  opportunities

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Using 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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The 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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Take Away!

• How can the Tri-State Rubric be used to help
  build social capitalgoing beyond helping
  teachers develop exemplars?

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Social 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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Introduction to the Consultancy Model
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Purpose

• Protocol for giving advice
• Structured method of defining or setting a
  problem
• Practice being more descriptive and less
  judgmental

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Process

• Orally present a problem with details and
  background information
• Clarifying questions
• Probing questions

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Process

• 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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Task

• 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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Task

• Complete the template and bring back tomorrow
• Remember this protocol has strict timelines
• step 5 must only be 4 minutes

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School Community Activity
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Reflections - 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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