“Action expresses priorities.” –Mohandas Gandhi
WHAT ARE YOUR PRIORITIES?
Instructional Support
Leadership Network
September 23, 2013
Learning by Doing
Chronicle today’s events on Twitter: #GRRECISLN
Learning by Doing What?
•
•
•
•
•
•
Expectations and Evaluation
Agenda
Table Assignments
Resources
Year-Long Plan
Networking
Twitter: #GRRECISLN
Building Capacity for a
Deep Understanding of
KY’s Framework for
Teaching
DOMAIN DISCUSSION
Reflecting on our Practice
Twitter: #GRRECISLN
Single-Loop Learning
Image © Houchens, G. W. (2008). Principal theories of practice: Mapping the cognitive structure and effects of instructional leadership (Doctoral
dissertation, University of Louisville, 2008). Dissertation Abstracts International: A, 69(10), Apr 2009.
Double-Loop Learning
Image © Houchens, G. W. (2008). Principal theories of practice: Mapping the cognitive structure and effects of instructional leadership (Doctoral
dissertation, University of Louisville, 2008). Dissertation Abstracts International: A, 69(10), Apr 2009.
Reflective Practice Process
http://education.ky.gov/teachers/HiEffTeach/Pages/PGES--OverviewSeries.aspx
Initial Reflection
on Practice
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional
Responsibilities
Domain 5: Student Growth
Step 1: Highlight descriptors that best describe
your teaching practice.
Step 2: Match highlighted descriptors in the KY
Framework for Teaching.
Step 3: Determine your performance level in
each of the components.
Step 4: Enter this data into EDS
Developing the NGSS
Phase I
1/2010 - 7/2011
Phase II
7/2011 – April 2013
NRC Fidelity Review
 The NGSS have passed a fidelity review by the NRC.
 The review panel was made up of some members from
the actual Framework committee and other experts who
were familiar with the Framework and NGSS.
 The National Academies Press will publish the NGSS in
print form. This represents the first time in its history that
the NAP is publishing a report that was not developed by
a committee or board of the National Academies.
What’s Different about the Next
Generation Science Standards?
Three Dimensions Intertwined
 The NGSS are written as
Performance Expectations
 NGSS will require
contextual application of
the three dimensions by
students.
 Focus is on how and why as
well as what
Science Context
Instructional Shifts in the NGSS
1. Performance Expectations
2. Evidence of learning
3. Learning Progressions
4. Science and Engineering
5. Coherence of Science Instruction
6. Connections within Science and between Common
Core State Standards
5-LS1-1. Support an argument that plants get the
materials they need for growth chiefly from air
and water. [Clarification Statement: Emphasis is on the idea
that plant matter comes mostly from air and water, not from the
soil.]
• Read some stuff
• Read some stuff
• Do some worksheets
• Grow some plants and measure
soil mass before/after
• Write an argumentative passage
• Write an argumentative passage
• Answer an ORQ
• Prove it to yourself
• Take it on faith
HS-PS2-6. Communicate scientific and technical
information about why the molecular-level
structure is important in the functioning of
designed materials.
• Read some stuff
• Do some worksheets
• Write report with data tables or
diagrams
• Answer an ORQ
• Take it on faith
• Read some stuff
• Conduct investigations using
compounds of varied structures…
• Select an appropriate format…
• Prove it to yourself
Crosswalk?
Avoid the folder swap
“The new standards don’t
really impact me very
much because I teach
high school but I don’t
teach biology”
Instruction Builds Toward PEs
Performance
Expectations
All Standards, All Students
Appendix D
(1) NGSS Learning Opportunities and Demands
for Non-Dominant Student Groups
(2) Effective Strategies in
- Science classroom
- Home and community
- School resources
(3) Context
- Demographics
- Science achievement
- Educational policy
Case Studies
Four Accountability Groups
1. Economically disadvantaged students
2. Students from major racial and ethnic groups
3. Students with disabilities
4. Students with limited English proficiency
Three Additional Groups
5. Girls
6. Students in alternative education programs
7. Gifted and talented students
Case Studies
Each Case Study Includes:
(1) Vignette Highlighting:
- NGSS connections
- CCSS connections for ELA and math
- Classroom strategies
(2) Research-Based Classroom Strategies
(3) Context
- Demographics
- Science achievement
- Educational policy
Men in Black:
What does
tomorrow hold?
Content Network Updates
• Instructional Specialist Services
• September Science Network
• District Leadership Teams
Open Space Networking
1. Whatever happens is the only thing that could
have.
2. Whoever comes is the right people.
3. Whenever it starts is the right time.
4. When it’s over, it’s over.
5. Law of Two Feet – Feel free to move to
another group
Twitter: #GRRECISLN
“Managing Change”
TPGES
PPGES
District
Leader-ship
Teams
Area 1
Area 2
Area 3
Open Space
Networking
Prof.
Learning/L
earning
Forward
Innovation
Configuratio
n Maps
Science
Standards
Area 4
Area 5
Area 6
***OPEN SPACES
These areas are OPEN for NEW topics or for overflow groups.
Center
Tables
Center
Tables
Twitter: #GRRECISLN
Center
Tables
Hall Area
Hall Area
Hall Area
LUNCH
11:45 – 12:45
Student Growth
Developing Quality Growth Goals
Teacher Professional Growth & Effectiveness System
40
Student Growth Process
Step 4:
Step 2:
Step 1:
Determine
needs
Create specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Monitor
student
progress
through
ongoing
formative
assessment
Step 5:
Determine
whether
students
achieved the
goals
41
Think and Plan
Guidance for
Developing Student
Growth Goals
Determine Needs: Your Starting Line

Know the expectations of your content area
standards

Know your students

Identify appropriate sources of evidence
43
Identify the
essential/enduring skills,
concepts, and processes
for your content area.
Reflect
Effective
Assessment
Practices and Their
Application
Twitter: #GRRECISLN
Learn about students’ abilities
in your content.
• What does last year’s data tell you?
• What can previous teachers tell you?
• How can you collect and analyze
evidence/data to determine patterns,
trends, and weaknesses?
Pinpoint areas of need.

What are the greatest areas of need?
46
Decide on sources of evidence.
Do the sources of
evidence provide the
data needed to
accurately measure
where students are
in mastering gradelevel standards for
the identified area(s)
of need?
47
Sources of Evidence: Variety
Student
Performances
District
Assessments
Student
Portfolios
Products
Common
Assessments
Projects
Interim
Assessments
LDC/MDC
Classroom
Evidence
48
Rigorous
Congruency to standards
Measures ask students to demonstrate mastery
of the identified skills/concepts at the level of
rigor intended in the standard
Comparable
Selected measures reach the level of rigor
expected across the district
49
Learning from
Baseline Data
Does the data show high need areas
that could be used for student
growth goal-setting?
Are these needs appropriate for a
year-/course-long student growth
goal?
50
Learning from
Baseline Data
Are these needs aligned with gradelevel enduring skills, concepts or
processes in your standards?
51
Student Growth Goal Setting
Process
Step 3:
Step 1:
Step 2:
Determine
Needs
Create
SMART Goals
Create &
Implement
teaching and
learning
strategies
Step 4:
Monitor
Student
Progress
through
ongoing
Formative
Assessment
Step 5:
Determine
whether
students
achieved the
goals
SMART Goals
S
•Specific
M
•Measurable
A
•Appropriate
R
•Realistic
T
•Time Bound
Components of a Quality Student
Growth Goal
Meets SMART criteria
Includes growth statement/target
Includes proficiency statement/target
54
Let’s look at an
example together…
For the 2011-2012 school year,
100% of my students will
make measurable progress in
argumentative writing. Each
student will improve by at
least one performance level in
three or more areas of the LDC
writing rubric. Furthermore
80% of students will score a 3
or better overall.
56
Quality Student Growth Goals
Scenario
Activity
Guiding Questions for
Student Growth
And
Sample Think and Plan
Twitter: #GRRECISLN
District
Leadership Team
Innovation Configuration
Maps
Twitter: #GRRECISLN
Next Steps
Final Thoughts:
INTERCONNECTIVITY
Next meeting:
October 24, 2013
Twitter: #GRRECISLN