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Raising the Bar for School Improvement

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Raising the Bar for School Improvement. Candie Watts. Professional Development Specialist for School Improvement. AAFC Conference. Fall 2008. Relationships in Research – PowerPoint PPT presentation

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Title: Raising the Bar for School Improvement


1
Relationships in Research
  • Raising the Bar for School Improvement
  • Candie Watts
  • Professional Development Specialist for School
    Improvement
  • AAFC Conference
  • Fall 2008

2
To create real change in this world, you have to
have a vision, and you have to have enormous
perseverance. Its the same principle that
applies in any entrepreneurial adventure Youve
got to be too stupid to quit.
-Marguerite Sallee, CEO, Frontline Group
3
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4
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5
evidence from several studies of school change
indicate that unless school improvement efforts
truly touch the minds and hearts of teachers and
become manifest in their behavior and attitudes,
the ultimate aims of school reform will go
unmet. -Willis D. Hawley, ed., 2007. The
Keys to Effective Schools
6
Four-Phase Cycle of Continuous Improvement
7
Four-Phase Cycle of Continuous Improvement
8
The Power of Teamwork
  • VIDEO CLIP

9
The mission statement is reflected in the goals
and actions of the plan. ACSIP Approval Rubric 1
  • Beliefs conditions of willingness to act
  • Vision preferred future which comes about if
    beliefs are realized
  • Mission defines why the school exists
  • What do we expect students to learn?
  • How will we know what students have learned?
  • How will we respond to students who arent
    learning?

10
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11
Man can fly (Belief)Humankind as
interplanetary space traveler (Vision)To go to
the moon (Mission)To build a lunar module
(Goal)Subcontract with Grumman (Action)
12
Scholastic Audit Correlation
  • 9.1a There is evidence that a collaborative
    process was used to develop the vision, beliefs,
    mission and goals that engage the school
    community as a community of learners.
  • Mission/belief statements
  • School improvement planning teams meeting agenda
    and minutes
  • Staff member, parent/family member and SIP team
    member interviews
  • ACSIP
  • Perception surveys

13
Four-Phase Cycle of Continuous Improvement
14
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15
Academic Supporting Data ACSIP Approval Rubric 3
  • Includes the most current 3 year history of data
  • Includes all state mandated assessments
    appropriate to the building
  • Includes at least 3 sources of data
  • Scholastic Audit data, if applicable

16
Analysis of Tests ACSIP Approval Rubric 4 5
  • CRT
  • Includes percent of combined population scoring
    proficient above
  • Includes percent of subpopulations scoring
    proficient above
  • Includes weaknesses by strand, passage type, or
    writing domain by type of response for combined
    population each applicable subpopulation
  • NRT
  • Includes percent of students scoring above the
    50th percentile in reading math
  • Includes content subskill skill cluster
    weakness(es) in reading math

Analysis shows disaggregation of the data and
thoughtful reflection of what the data identifies
as the needs of the students in individual
schools through the inclusion of a comprehensive
trend analysis of weaknesses
17
POTENTIAL SUB-GROUPS OF STUDENTS
  • At-risk is not a characteristic of a child, it is
    a characteristic of a situation.

18
Non-academic data is reported from most recent
year in the most recent School Report Card.
ACSIP Approval Rubric 6
  • Avg. daily attendance for K-8, OR
  • Graduation Rate for 9-12
  • Scholastic Audit data if applicable
  • Perceptual Survey data

19
Scholastic Audit Correlation
  • 9.2a There is evidence the school/district
    planning process involves collecting, managing
    and analyzing data.
  • 9.2b The school/district uses data for school
    improvement planning.
  • 9.3b The school/district analyzes their
    students unique learning needs (perceptual
    data)
  • 9.4a Perceived strengths and limitations of the
    school/district instructional and organizational
    effectiveness are identified using the collected
    data.

20
What does the data tell us?
  • Data Analysis Activity

21
Goal Statement ACSIP Approval Rubric 7
  • Conclusion of a needs assessment which should
    narrow the focus of the priority by addressing
    specific weaknesses based on
  • Data disaggregation/analysis
  • Trend data

22
SMART Goals
  • Strategic and Specific
  • Measurable
  • Attainable
  • Results-based
  • Time-bound

23
Sample Goal Statement
  • All third and fourth grade students will
    exhibit proficiency on 2008-2009 common
    assessments and the 2008-2009 Augmented Benchmark
    in responding to open-ended questions,
    particularly in literary reading responses for
    the Combined and Caucasian populations and in
    practical reading responses for the IEP
    population.
  • Goal statements inclusive of ALL students are
    worthy goals. However, if needs vary by
    subgroup, address their weaknesses in appropriate
    goal statements linked to data.

24
Scholastic Audit Correlation
  • 9.3c The desired results for student learning
    are defined.

25
Benchmarks ACSIP Approval Rubric 8
  • Benchmark statements for any school that has NOT
    met AYP with either combined population or any
    subgroup(s) should reflect
  • Current AYP status of significant group(s)
  • Percentage proficiency performance as benchmarked
    on AYP chart for 2008-2009 school year
  • Benchmark statements for schools having met AYP
    for all significant group(s) should reflect
  • (Current AYP status)
  • Growth goal

26
Starting Point K-5 Math K-5 Literacy 6-8 Math 6-8 Literacy 9-12 Math 9-12 Literacy
2005-2006 40.00 42.40 29.10 35.20 29.20 35.50
2006-2007 47.50 49.60 37.96 43.30 38.05 43.56
2007-2008 55.00 56.80 46.83 51.40 46.90 51.63
2008-2009 62.50 64.00 55.69 59.50 55.75 59.69
2009-2010 70.00 71.20 64.55 67.60 64.60 67.75
2010-2011 77.50 78.40 73.41 75.70 73.45 75.81
2011-2012 85.00 85.60 82.28 83.80 82.30 83.88
2012-2013 92.50 92.80 91.14 91.90 91.15 91.94
2013-2014 100.00 100.00 100.00 100.00 100.00 100.00
27
Sample Benchmark Statement written from AYP
report based on grade configuration, not
individual grade levels (School who has NOT met
AYP)
  • On the 2007-2008 Literacy Augmented
    Benchmark, 40 of the combined population, 37 of
    the African American population, 38 of the
    Caucasian population, 19 of the Hispanic
    population, 44 of the low socio-economic
    population, 44 of the ELL population, and 0 of
    the special education population scored
    proficient or above. In 2008-2009, 64.0 of all
    students must exhibit proficiency.
  • You are only required to have a Benchmark
    statement for the Combined Population and for the
    subgroups meeting the significant number (40) by
    grade configuration.

28
Sample Benchmark Statement written from AYP
report based on grade configuration, not
individual grade levels (School who HAS met AYP)
  • On the 2007-2008 Literacy Augmented Benchmark,
    68 of the combined population, 65 of the
    African American population, 78 of the Caucasian
    population, 65 of the Hispanic population, 67
    of the low socio-economic population, 65 of the
    ELL population, and 65 of the special education
    population scored proficient or above. In
    2008-2009, 64.0 of all students must exhibit
    proficiency. Across all applicable groups, we
    will show an increase of 3 in AYP performance.
  • OR
  • School Name Elementary has exceeded the
    2008-2009 AYP benchmark across all applicable
    groups. Therefore, we will show an increase of
    3 in AYP performance in 2008-2009.
  • You are only required to have a Benchmark
    statement for the Combined Population and for the
    subgroups meeting the significant number (40) by
    grade configuration.

29
Scholastic Audit Correlation
  • 9.3c The desired results for student learning
    are defined.

30
Four-Phase Cycle of Continuous Improvement
31
Problem Framing
  • Alignment of Instructional Guidance
  • Coherence Focus
  • Collaborative Culture
  • Cognitive Demand
  • Resource Adequacy Mobilization
  • Social Capital

32
USE OF ALL RESOURCES
  • Do what you can, with what you have, where you
    are.
  • -Teddy Roosevelt

33
Identifying Promising Practices and Programs
  • Evidence Fit
  • Cultural Context
  • Available Resources

34
Interventions ACSIP Approval Rubric 9
  • All interventions include scientifically based
    research citations
  • Source, title, author, date
  • Most current available research related to
    targeted areas
  • Each intervention includes at least the
    following
  • Appropriate implementation and/or instructional
    strategies, appropriate professional development,
    and evaluation of the intervention
  • All interventions have multiple, sequential steps
    of sufficient detail required to implement and
    maintain the intervention
  • ADE, Laws, Rules Regulations are not considered
    as appropriate scientifically based research

35
Actions ACSIP Approval Rubric 10 11A-M
  • All interventions
  • Have multiple, sequential steps of sufficient
    detail required to implement and maintain the
    intervention
  • Are stated detailed enough so that any attached
    action types are clearly explained
  • Match any funding designations
  • Contain a professional development and plan
    evaluation component

36
Scholastic Audit Correlation
  • 9.5a The action steps for school improvement
    are aligned with the school improvement goals and
    objectives.
  • 9.5b The plan identifies the resources,
    timelines, and persons responsible for carrying
    out each activity.
  • 9.5c The means for evaluating the effectiveness
    of the ACSIP is established.
  • 9.5d The ACSIP is aligned with the schools
    profile, beliefs, mission, desired results for
    student learning and analysis of instructional
    and organizational effectiveness.
  • 9.6 The ACSIP is implemented as developed.
  • 9.6b The school evaluates the degree to which
    it achieves the goals and objectives for student
    learning set by the plan.
  • 9.6c The school evaluates the degree to which
    it achieves the expected impact on classroom
    practice and student performance specified in the
    plan.

37
AlignmentACSIP Approval Rubric 11A
  • Actions provide evidence that local curriculum,
    assessments, instruction, and professional
    development are in line horizontally and
    vertically with Arkansas Frameworks and state
    assessments, and actions are included to show
    evidence of continual review and updating of
    alignment.

38
Sample Alignment Actions
  • Back-to-school professional development will
    provide time for data disaggregation so that
    trends/patterns can be identified in relation to
    curriculum, instruction, and assessment
    alignment.
  • Results of the data disaggregation professional
    development will be used to guide curriculum work
    in the following
  • a. Identification of power standards
  • b. Pacing
  • c. Unwrapping/deconstructing standards into
    learning
  • objectives
  • CWT data will be collected in order to analyze
    current instructional strategies utilized by the
    staff. Professional development training will
    follow according to the results.
  • Common assessments will be written to align with
    the curriculum. Assessment results will guide
    instructional decisions.

39
Scholastic Audit CorrelationAlignment
  • 1.1a There is evidence that the curriculum is
    aligned with the Arkansas Academic Content
    Standards and Student Learning Expectations.
  • 1.1b The district/school initiates and
    facilitates discussions among schools regarding
    curriculum standards to ensure they are clearly
    articulated across all levels (k-12).
  • 1.1c The district initiates and facilitates
    discussions between schools in the district in
    order to eliminate unnecessary overlaps and close
    gaps.
  • 1.1d There is evidence of vertical
    communication with an intentional focus on key
    curriculum transition points within grade
    configurations (e.g., from primary to middle and
    middle to high).

40
Scholastic Audit CorrelationAlignment
  • 1.1e The school curriculum provides specific
    links to continuing education, life and career
    options.
  • 1.1f In place is a systematic process for
    monitoring, evaluating and reviewing the
    curriculum.
  • 1.1g The curriculum provides access to an
    academic core for all students.
  • 2.1b teachers collaborate in the design of
    authentic assessment tasks aligned with core
    content subject matter.
  • 2.1h Samples of student work are analyzed to
    inform instruction, revise curriculum and
    pedagogy, and obtain information on student
    progress.

41
Scholastic Audit CorrelationAlignment
  • 3.1b Instructional strategies and learning
    activities are aligned with the district, school
    and state learning goals, and assessment
    expectations for student learning.
  • 3.1c Instructional strategies and activities
    are consistently monitored and aligned with the
    changing needs of a diverse student population to
    ensure various learning approaches and learning
    styles are addressed.

42
Academic Improvement Plan (AIP/IRI)ACSIP
Approval Rubric 11B
  • Actions detail the development process as well as
    the remedial instruction for all students who are
    not performing at achievement levels required by
    state guidelines (ACT 35). Grade level specific
    required AIP/IRI process is included in each
    appropriate building plan with the tern IRI
    used where applicable in the action statement.
    IRI actions should be tagged AIP. No federal
    funds should be attached to these actions.

43
Sample Academic Improvement Plan Actions
  • Students who do not perform at the proficient
    level on the Augmented Benchmark Exam will have
    an Academic Improvement Plan written in
    collaboration with teacher(s), parent(s)/guardian(
    s).
  • Identified students will participate in
    remediation according to specific weaknesses as
    supported by relevant data. Remediation
    strategies include
  • a. Computer assisted programs
  • b. Tutorials
  • c. Double blocking in math/literacy
  • d. Learning lab
  • Formative assessment data shall be gathered and
    instructional strategies shall be revised
    periodically based on results from the formative
    assessments

44
Nothing is so unequal as the equal treatment of
unequals.
45
Sample Equity Actions
  • Funds will be used to purchase levelized books
    which represent various cultures to enhance
    instruction.
  • Professional development in differentiation
    strategies will be attended by all staff in order
    to meet the varied needs and learning styles of
    all students.

46
Scholastic Audit CorrelationEquity
  • 1.1g The curriculum provides access to an
    academic core for all students.
  • 3.1a There is evidence that effective and
    varied instructional strategies are used in all
    classrooms.
  • 3.1c Instructional strategies and activities
    are consistently monitored and aligned with the
    changing needs of a diverse student population to
    ensure various learning approaches and learning
    styles are addressed.
  • 3.1e There is evidence that teachers
    incorporate the use of technology in their
    classrooms.
  • 3.1f Instructional resources (textbooks,
    supplemental reading, technology) are sufficient
    to effectively deliver the curriculum.

47
Scholastic Audit CorrelationEquity
  • 4.1a There is leadership for a safe, orderly,
    and equitable learning environment.
  • 4.1b Leadership creates experiences that foster
    the belief that all children can learn at high
    levels in order to motivate staff to produce
    continuous improvement in student learning.
  • 4.1c Teachers hold high expectations for all
    students academically and behaviorally, and this
    is evidenced in their practice.
  • 4.1d The school intentionally assigns staff to
    maximize opportunities for all students to have
    access to the staffs instructional strengths.
  • 4.1h There is evidence that the teachers and
    staff care about students and inspire their best
    efforts.
  • 4.1j There is evidence that student achievement
    is highly valued and publicly celebrated (e.g.,
    displays of student work, assemblies).

48
Scholastic Audit CorrelationEquity
  • 4.1k The district/school provides support for
    the physical, cultural, socio-economic, and
    intellectual needs of all students, which
    reflects a commitment to equity and an
    appreciation of diversity.
  • 5.1b Structures are in place to ensure that all
    students have access to all the curriculum (e.g.,
    school guidance, supplemental or remedial
    instruction).
  • 5.1c The school/district provides
    organizational structures and supports
    instructional practices to reduce barriers to
    learning.
  • 5.1d Students are provided with a variety of
    opportunities to receive additional assistance to
    support their learning beyond the initial
    classroom instruction.
  • 6.2b Leadership provides the fiscal resources
    for the appropriate professional growth and
    development of licensed staff based on identified
    needs.

49
Scholastic Audit CorrelationEquity
  • 7.1d There is evidence that the school/district
    leadership team disaggregates data for use in
    meeting the needs of a diverse population,
    communicates the information to school staff and
    incorporates the data systematically into the
    schools plan.
  • 8.1c The instructional and non-instructional
    staff are allocated and organized based upon the
    learning needs of all students.
  • 8.2a The school/district provides a clearly
    defined process to provide equitable and
    consistent use of fiscal resources.

50
Program EvaluationACSIP Approval Rubric 11E
  • Plan evaluation is present for EACH intervention
    that will
  • E-1
  • (1.1) Ensure that the program/process is
    implemented as designed (as per Rule 4.01 of ACT
    807 of 2007)
  • (1.2) Identify protocol for evaluating and
    adjusting program/process (as per Rule 5.02.1 of
    ACT 807 of 2007) and
  • (1.3) At the end of each school year, provide
    evidence of the impact on student achievement (as
    per Rule 5.07 of ACT 807 of 2007).

51
Sample Program Evaluation Actions
  • After staff has been trained in Marzanos High
    Yield Instructional Strategies (HYIS), Classroom
    Walkthrough (CWT) data will be gathered to
    measure implementation of those strategies in
    each classroom. Baseline data indicates prior to
    training, 16 of the staff utilized the HYIS.
    Comparative data will be collected on a quarterly
    basis (11E1.1).

52
Sample Program Evaluation Actions
  • Quarterly CWT data indicates 25 of the staff
    are implementing HYIS as suggested by the
    research. In order to increase implementation,
    additional professional development using the
    coaching model will be implemented immediately
    (11E1.2).

53
Sample Program Evaluation Actions
  • Classroom teachers will administer/score locally
    developed pre and post tests to evaluate
    students ability to utilize HYIS in math.
    2008/2009 data revealed kindergarten students
    scored an average of 47 on the pretest and 80
    on the posttest. Based on the math pretest for
    first grade, students scored an average of 18,
    while students scored an average of 86 on the
    post test. In second grade, students scored an
    average of 59 on the pretest and 74 on the post
    test. In third grade, students scored an average
    of 49 on the pretest and 73 on the post test
    (11E1.3).

54
Scholastic Audit CorrelationProgram Evaluation
  • 1.1f In place is a systematic process for
    monitoring, evaluating and reviewing the
    curriculum.
  • 2.1h Samples of student work are analyzed to
    inform instruction, revise curriculum and
    pedagogy, and obtain information on student
    progress.
  • 3.1c Instructional strategies and activities
    are consistently monitored and aligned with the
    changing needs of a diverse student population to
    ensure various learning approaches and learning
    styles are addressed.

55
Professional DevelopmentACSIP Approval Rubric
11F
  • Actions are data driven, standards based training
    for staff and administrators that support
    specific interventions/actions, which may include
    implementation and follow up when applicable.

56
Sample Professional Development Actions
  • All teachers will receive initial training in
    the High Yield Instructional Strategies
    identifying similarities/differences summarizing
    note-taking nonlinguistic representations and
    setting objectives providing feedback during
    back-to-school professional development.
  • Once per month, Arch Ford Co-op staff will
    support on-going professional development in
    these areas during time set aside for
    professional learning communities.
  • Teachers will be aloud to observe model
    classrooms who utilize these strategies.
  • During our monthly staff meetings, one grade
    level/course will be highlighted to share how
    they have implemented one of the strategies in
    their classrooms.

57
Scholastic Audit CorrelationProfessional
Development
  • 6.1a There is evidence of support for the
    long-term professional growth needs of the
    individual staff members. This includes both
    instructional and leadership growth.
  • 6.1b The school has an intentional plan for
    building instructional capacity through on-going
    professional development.
  • 6.1c Staff development priorities are set in
    alignment with goals for student performance and
    the individual professional growth plans of
    staff.
  • 6.1d Plans for school improvement directly
    connect goals for student learning and the
    priorities set for the school and district staff
    development activities.

58
Scholastic Audit CorrelationProfessional
Development
  • 6.1e Professional development is on-going and
    job-embedded.
  • 6.1f Professional development planning shows a
    direct connection to an analysis of student
    achievement data.
  • 6.2b Leadership provides the fiscal resources
    for the appropriate professional growth and
    development of licensed staff based on identified
    needs.
  • 7.1e Leadership ensures all instructional staff
    has access to curriculum related materials and
    the training necessary to use curricular and data
    resources relating to the student learning
    expectations for Arkansas public schools.

59
Special EducationACSIP Approval Rubric 11G
  • Actions meet the needs of all students. If a
    district triggers, this portion will be approved
    by the Special Education Unit. Contact the
    Special Education LEA Supervisor for assistance
    with the Special Education Priority.

60
Sample Special Education Actions
  • Professional development training for inclusion
    strategies will be provided to all teachers.
  • Differentiation strategies in content, process,
    product, and learning environment will be
    utilized by all teachers.

61
Scholastic Audit CorrelationSpecial Education
  • 1.1g The curriculum provides access to an
    academic core for all students.
  • 3.1c Instructional strategies and activities
    are consistently monitored and aligned with the
    changing needs of a divers student population to
    ensure various learning approaches and learning
    styles are addressed.
  • 4.1b Leadership creates experiences that foster
    the belief that all children can learn at high
    levels in order to motivate staff to produce
    continuous improvement in student learning.
  • 5.1b Structures are in place to ensure that all
    students have access to all the curriculum (e.g.,
    school guidance, supplemental or remedial
    instruction).
  • 5.1c The school/district provides
    organizational structures and supports
    instructional practices to reduce barriers to
    learning.

62
Scholastic Audit CorrelationSpecial Education
  • 5.1d Students are provided with a variety of
    opportunities to receive additional assistance to
    support their learning beyond the initial
    classroom instruction.
  • 5.1e The school maintains an accurate student
    record system that provides timely information
    pertinent to the students academic and
    educational development.
  • 8.1c The instructional and non-instructional
    staff are allocated and organized based upon the
    learning needs of all students.

63
Parental EngagementACSIP Approval Rubric 11H
  • The following parental engagement actions are
    present in the plan and reflect all requirements
    of ACT 307 of 2007 (amended ACT 603 of 2003) and
    any supplementally funded activities
  • Informational Packets (formerly Family Kits)
  • Parent Involvement Meetings (formerly Parents
    Make a Difference evenings)
  • Volunteer Resource Book
  • Schools process for resolving parental concerns
    in handbook
  • Seminars to inform the parents of high school
    students about how to be involved in decisions
  • Enable formation of PTA/PTO
  • Parent Facilitator (certified teacher) and
  • Two Parent/Teacher conferences are still
    required.

64
Sample Parental Engagement Actions
  • Parent Involvement Meetings will be held in
    September and February for sixth grade students
    and their families. During the meetings, parents
    will receive information regarding assessment
    practices. They will participate in similar
    experiences relative to their childs
    assessments.
  • Two parent/teacher conferences will be held.
    One will occur in October after first quarter
    reporting. The second will occur in March after
    the third quarter reporting.

65
Scholastic Audit CorrelationParental Engagement
  • 3.1h There is evidence that homework is
    frequent and monitored and tied to instructional
    practice.
  • 4.1g Teachers communicate regularly with
    families about individual students progress
    (e.g., engage through conversation).
  • 4.1i Multiple communication strategies and
    contexts are used for the dissemination of
    information to all stakeholders.5.1a Families
    and community members are active partners in the
    educational process and work together with the
    school/district staff to promote programs and
    services for all students.
  • 7.1a Leadership has developed and sustained a
    shared vision.

66
Technology InclusionACSIP Approval Rubric 11I
  • Actions reflect how technology is utilized to
    support instructional activities within the
    identified interventions and are a part of the
    districts technology plan.

67
Sample Technology Actions
  • Teachers will be trained to use automated
    classroom response systems as a means to gather
    and disseminate specific feedback to students.
  • Students will be taught to utilize the track
    changes feature in Microsoft Word to demonstrate
    rule-based summarizing.
  • Students will be trained to use digital
    microscopes during science investigations and
    afterward to create diagrams and graphics for
    students analyses and presentations.

68
Scholastic Audit CorrelationTechnology Inclusion
  • 3.1e There is evidence that teachers
    incorporate the use of technology in their
    classrooms.

69
Four-Phase Cycle of Continuous Improvement
70
Implement Promising Practices
  • Teacher Learning Continuous School Improvement
  • The Importance of Strategic Flexible Leadership
  • Continuing Evaluation

71
The National Partnership for Excellence and
Accountability in Teaching (NPEAT)
  • NPEAT, 1999

72
The Professional Development Leader
  • Self-assess
  • Look at data
  • Plan together
  • Make decisions
  • Set measurable goals
  • Celebrate success

73
Mans mind once stretched by a new idea never
regains its original dimension.
  • -Oliver Wendell Holmes

74
Creating the Professional Development Plan During
Action Planning
  • Implementing the Vision to Close the Gaps

75
What skills and knowledge are needed to close the
gap between where we want to be and where we are
right now?
  • Needs assessment
  • Self-assessment using a vision rubric
  • Self-assessment using a five-point scale
  • Questionnaires
  • School meetings
  • Teacher observations
  • Shadowing students
  • Supervision and evaluation

76
How will the knowledge and skills be obtained to
implement the vision?
  • Workshops and/or training
  • Staff sharing
  • Immersion
  • Partnerships
  • Study groups
  • Networks
  • Specialty area leaders
  • Train the trainers

77
How will staff work together to ensure the
implementation of the vision and the elimination
of gaps?
  • Grade level meetings
  • Cross grade level meetings
  • School meetings with team development
  • Planning groups, action teams, and cadres
  • Tuning protocols
  • Coaching
  • Mentoring

78
What would it look like to implement the vision
in all classrooms?
  • Workshop facilitator helping with the translation
    of what it would look like in grade levels
  • Self assessment tools
  • Scheduling What a day would look like
  • Example lessons
  • Demonstration lessons
  • Observations
  • Storyboarding

79
Are curriculum, instruction, and assessment
aligned to the student learning standards and the
vision?
  • Curriculum mapping/webbing
  • Process mapping
  • Examining student work
  • Examining student data
  • Journaling
  • Observations
  • Reflective logs
  • Supervision/evaluation
  • Curriculum development/implementation

80
How will you know if what you are doing is making
a difference?
  • Program evaluations
  • Action research
  • Teacher portfolios
  • Case studies
  • Listening to students
  • Data analyses
  • School portfolio
  • Examining student work
  • Examining student data
  • Self-assessment

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TEAM-BUILDING CAN BE COMPARED TO BASEBALL
  • A skilled manager has responsibility to help
    select the players, coordinate the teams effort,
    and oversee the playing of the game.
  • Players must know their jobs, have the skill to
    do them well, and be committed to making a
    contribution to the team.
  • Beating the competition requires a game plan.
  • Players and the manager must communicate with one
    another, trust and support one another, and
    resolve their differences in a constructive
    manner.
  • Self-control must be exercised by each player, or
    in its absence, imposed by the manager.
  • There must be a reward system that meets both the
    needs of the team and the personal needs of
    individual players.

82
SUCCESS
  • There are moments when everything goes well
    dont be frightened, it wont last long.
  • -Jules Renard
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