1 a professional development plan for standards-based education transforming our teaching and...

11A Professional Development Plan A Professional Development Plan for Standards-based Educationfor Standards-based Education

Transforming our Transforming our Teaching and Teaching and

LearningLearning

22

AgendAgendaa

WelcomeWelcome Superintendent’s

Superintendent’s

messagemessage Get on the balcony

Get on the balcony

Identify the adaptive Identify the adaptive

challengechallenge Regulate distress

Regulate distress

Maintain disciplined Maintain disciplined

attentionattention Give the work back to

Give the work back to

the peoplethe people

Protect voices of Protect voices of

leadership from belowleadership from below

33

Leadership to Empower Leadership to Empower Schools to Make a Schools to Make a

DifferenceDifference Why are you here?Why are you here?

Exhibit leadership role as agent of Exhibit leadership role as agent of changechange

Simulate learning teams to facilitate Simulate learning teams to facilitate adaptive changeadaptive change

Understand module overviewUnderstand module overview View principal interviews exhibiting View principal interviews exhibiting

changechange

44

Administrator’s Administrator’s MessageMessage

Welcome to TOTAL

Superintendent Patricia HamamotoEducational Leadership Conference

June 14, 2004

PLAY

55

1-6-31-6-3 OneOne Vision of a Public School Vision of a Public School

GraduateGraduate SixSix General Learner Outcomes General Learner Outcomes ThreeThree Student Priorities Student Priorities

Academic AchievementAcademic Achievement Safety and Well BeingSafety and Well Being Civic ResponsibilityCivic Responsibility

66

ResourceResourcess Weighted Student FormulaWeighted Student Formula

Information TechnologyInformation TechnologyTech support positionsTech support positions InfrastructureInfrastructureCustomization of SIS softwareCustomization of SIS softwareTechnology trainingTechnology training

Students and TeachersStudents and Teachers

77

Operational Operational AuthorityAuthority

Hawai`i Principals Academy

Reduction of

Bureaucracy

Community Involvement

88

AccountabiliAccountabilityty Academic AchievementAcademic Achievement

Reading ProficiencyReading ProficiencyPersonalized Education PlanPersonalized Education PlanCritical ThinkingCritical ThinkingGraduates Without Graduates Without RemediationRemediation

99

AccountabilitAccountabilityy

Safety and Well-BeingSafety and Well-BeingAttendanceAttendanceComprehensive Student Comprehensive Student Support SystemSupport System

DisciplineDiscipline

1010

AccountabilityAccountability Civic ResponsibilityCivic Responsibility

Knowledge of American DemocracyKnowledge of American Democracy Skills to Engage in Democratic SocietySkills to Engage in Democratic Society Understanding and Awareness of Community Understanding and Awareness of Community

and Global Issuesand Global Issues Respect for Self and OthersRespect for Self and Others Participation in School and Community Participation in School and Community

Organizations Organizations

1111

EvidenceEvidence All Students…All Students…

Are Reading Within Their Are Reading Within Their Grade Level RangeGrade Level Range

Are Prepared to Handle Are Prepared to Handle Ninth GradeNinth Grade

Graduate in Four YearsGraduate in Four Years

1212

Self Assessment

Get on the Get on the BalconyBalcony

1313

Professional Professional Learning Learning

ConversationsConversations““A forum in which A forum in which teachers can be inquirers teachers can be inquirers and ask questions that and ask questions that matter to them, over a matter to them, over a period of time, and in a period of time, and in a collaborative and collaborative and supportive environment”supportive environment”(Horsley, 1998)(Horsley, 1998)

1414

Types of Professional Types of Professional Learning Learning

ConversationsConversations School-basedSchool-based Job-alikeJob-alike Topic-centeredTopic-centered Teacher-researchTeacher-research Issues/DiscussionsIssues/Discussions Readers/WritersReaders/Writers Professional book discussionProfessional book discussion

1515

Types of Types of ActivitiesActivities Reading and discussing researchReading and discussing research Learning about teaching and Learning about teaching and

learning approacheslearning approaches Discussing knowledge learned at Discussing knowledge learned at

workshopsworkshops Implementing new practices in Implementing new practices in

classrooms classrooms Analyzing student workAnalyzing student work

1616

ActivityActivityFacilitated Facilitated

ConversationsConversations Roles:Roles:

FacilitatorFacilitator Time keeperTime keeper RecorderRecorder

ObjectivesObjectives Review normsReview norms Review goal for Review goal for

facilitated conversationfacilitated conversation

1717

Identify the Identify the Adaptive ChallengeAdaptive Challenge

Jigsaw Reading ActivityJigsaw Reading Activitypp. 22-26 (Group 1)pp. 22-26 (Group 1)pp. 78-80 (Group 2)pp. 78-80 (Group 2)pp. 133-138 (Group 3)pp. 133-138 (Group 3)pp. 170-173 (Group 4)pp. 170-173 (Group 4)

Facilitated ConversationFacilitated Conversation

1818

Regulate Distress:Regulate Distress:Elements of TOTALElements of TOTAL ModulesModules Training of TrainersTraining of Trainers BrokersBrokers Maintenance SessionsMaintenance Sessions Learning TeamsLearning Teams Content Courses Content Courses

(University Level)(University Level) EvaluationEvaluation Timeline for SB Report CardsTimeline for SB Report Cards

TOTAL

1919

Big PictureBig Picture OCISS, SPED, and TDSOCISS, SPED, and TDS

Deliver training to Complex Area ConsortiaDeliver training to Complex Area Consortia Complex Area TeamsComplex Area Teams

Attend training sessions Attend training sessions Develop understanding of each moduleDevelop understanding of each module Determine number of sessions neededDetermine number of sessions needed Deliver training to complex area schools Deliver training to complex area schools Facilitate initiation of school learning teamsFacilitate initiation of school learning teams

Maintenance SessionsMaintenance Sessions Evaluate and adjust school professional Evaluate and adjust school professional

development activitiesdevelopment activities

2020

Standards Tools Standards Tools and Servicesand Services

2121

VISION OF A PUBLIC SCHOOL GRADUATEVISION OF A PUBLIC SCHOOL GRADUATE

Act 238/No Child Left BehindAct 238/No Child Left Behind Hawaii Content and Performance Standards Policy and Literacy PolicyHawaii Content and Performance Standards Policy and Literacy Policy

Standards-Based EducationStandards-Based Education Quality Student Support Quality Student Support

School RedesignSchool RedesignStandardsStandards (Rigor, Relevance & (Rigor, Relevance & Toolkit Relationships)Toolkit Relationships)

Standards-BasedStandards-Based Elementary Elementary Secondary Secondary Report Card Report Card

K-3 LiteracyK-3 Literacy Small High School Small High School Middle Level Middle Level HCPS II Policy HCPS II Policy Schools Ed. Policy Ed. Policy Schools Ed. Policy Ed. Policy RefinementRefinement Policy Policy

High School Middle LevelHigh School Middle Level InstructionalInstructional Grad. Req. Promotion Policy Grad. Req. Promotion Policy

Materials ReviewMaterials Review ACCNACCN

Professionalism & Professionalism & Coordinated Coordinated Responsiveness Focused & Responsiveness Focused &Capacity of SystemCapacity of System Team Work Team Work of System of System Sustained Action Sustained Action

2222

StandardsStandards Making Sense of StandardsMaking Sense of Standards ““Rainbow Books”Rainbow Books”

2323

Standards Standards ToolkitToolkit

Instructional GuidesInstructional Guides Curriculum FrameworksCurriculum Frameworks Professional Development Professional Development

Modules for Content Modules for Content StandardsStandards

2424

Instructional Instructional GuidesGuides Content StandardsContent Standards Cluster BenchmarksCluster Benchmarks Grade Level Performance Grade Level Performance

IndicatorsIndicators Sample Instructional StrategiesSample Instructional Strategies Sample Assessment TasksSample Assessment Tasks

2525

Curriculum Curriculum FrameworksFrameworks General Description of ProgramGeneral Description of Program Explanation of StandardsExplanation of Standards Curriculum, Instruction, AssessmentCurriculum, Instruction, Assessment Special TopicsSpecial Topics K-12 Scope and SequenceK-12 Scope and Sequence Performance Indicator ProgressionPerformance Indicator Progression

Essential/Desirable StandardsEssential/Desirable Standards On the webOn the web

2626

Professional Development Professional Development Modules for Content Modules for Content

StandardsStandards IntroductionIntroduction Resources and ReadingsResources and Readings Transparencies, Transparencies,

PowerPoint PowerPoint HandoutsHandouts Workshop AgendaWorkshop Agenda

2727

WebsiteWebsite www.hi.dowww.hi.doee

http://www.doe.k12.hi.ushttp://www.doe.k12.hi.us StandardsStandards Standards ToolkitStandards Toolkit

Document LibraryDocument Library Instructional GuidesInstructional Guides Curriculum FrameworksCurriculum Frameworks

TrainingTraining PD ModulesPD Modules

http://www.hi.doe/

http://www.hi.doe/

http://www.doe.k12.hi.us/

2828

Instructional Materials Instructional Materials ReviewReview

Review of textbooks, videos, CDs Review of textbooks, videos, CDs Reviewed, not yet “approved list”Reviewed, not yet “approved list” Alignment to Hawaii standards?Alignment to Hawaii standards? Backed by research?Backed by research? Overall quality?Overall quality? Elementary, SecondaryElementary, Secondary FUTURE-Approved ListFUTURE-Approved List

2929

Where?Where?

Instructional Materials Review:Instructional Materials Review:

http://standardstoolkit.k12.hi.us/imr/http://standardstoolkit.k12.hi.us/imr/

3030

Standards-Based Standards-Based Report CardsReport Cards

Standards-Based TeachingStandards-Based Teaching Standards-Based GradingStandards-Based Grading Standards-Based ReportingStandards-Based Reporting

3131

Standards-Based Standards-Based TeachingTeaching

Teach to Teach to HawaiiHawaii Standards Standards All KidsAll Kids

Curriculum-interesting, Curriculum-interesting, engaging, challenging, engaging, challenging, rewardingrewarding Extended Student WorkExtended Student Work

Problem Based ResearchProblem Based Research Integrated, DifferentiatedIntegrated, Differentiated Formative AssessmentFormative Assessment

Extra Time, Extra HelpExtra Time, Extra Help

3232

Standards-Based Standards-Based GradingGrading Clear understanding of what the Clear understanding of what the

standards are asking forstandards are asking for Student generated workStudent generated work Compare student to standards not Compare student to standards not

other studentsother students Preponderance of evidencePreponderance of evidence Most recent workMost recent work No averagingNo averaging

3333

Standards-Based Standards-Based ReportingReporting

The Promise: better The Promise: better communication about where communication about where students arestudents are

The Challenge: how do we The Challenge: how do we communicate and still keep it communicate and still keep it manageablemanageable

Pilot ProjectsPilot Projects

3434

Where?Where?

Report Card:Report Card:

http://165.248.2.33/doe/http://165.248.2.33/doe/

3535

Standards-Based Standards-Based Teaching, Grading, Teaching, Grading,

ReportingReporting Professional Development ModulesProfessional Development Modules State to train Districts/ComplexesState to train Districts/Complexes Districts/Complexes to train Districts/Complexes to train

schoolsschools Cadre Model, Outside EvaluatorCadre Model, Outside Evaluator

3636

Evaluation: Evaluation: PurposePurpose

Contract with UH Contract with UH Developed at Developed at

beginning of beginning of professional professional development plandevelopment plan

Evaluation completed Evaluation completed at end of year oneat end of year one

3737

ModulesModules Leadership to Empower Schools to Make Leadership to Empower Schools to Make

a Difference (1/2 day)a Difference (1/2 day) Standards Implementation Process Standards Implementation Process

(1 day)(1 day) Using Rubrics to Assess Learning Using Rubrics to Assess Learning

(1 day)(1 day) Curriculum Mapping (2 days)Curriculum Mapping (2 days) Standards-based Grading & Reporting Standards-based Grading & Reporting

(2 days)(2 days)

3838

Module Presentation to Districts

Complex Area Planning Sessions

Contact Broker

Provide specialized follow-up

Video Conference

Web CT Materials

Provide additional materials & resources

Planning meetings

Complex teams deliver to schools Standards Implementation

Maintenance Sessions

Proceed independently

State Responsibility

Joint ResponsibilityComplex Responsibility

Transforming Our Teaching and Learning Transforming Our Teaching and Learning (TOTAL)(TOTAL)

3939

Complex Area Complex Area PlanningPlanning Create cadreCreate cadre 5-7 members5-7 members

School Renewal SpecialistSchool Renewal SpecialistDistrict Resource TeachersDistrict Resource TeachersSchool LeadershipSchool Leadership

Attend training sessions Attend training sessions Design delivery for each moduleDesign delivery for each module

Schedule over time Schedule over time Involve learning teams Involve learning teams Use Broker to help with planningUse Broker to help with planning

TOTAL

Introduction/Leadership Professional

Development Modules Hawaii Standards Implementation Process

Six Step Model Identify Relevant

Standards Determine Acceptable evidence

Determine Learning Experiences

Teach and Collect Evidence

Assess student work/inform instruction

Evaluate/judge/ communicate learning results

#1. Standards Implementation Process

HCPS Toolkit:

Curriculum Frameworks

Instructional Guide

:

The process

6 steps

Cyclical Nature

Built on system of standards

#2. Rubrics to Assess Learning

HCPS Toolkit:

Curriculum Framework

Instructional Guide

Learning driven by

standards

Know when learning

has been achieved

Know what learning looks like

Evidence aligned to curriculum and instruction

Use information for goal setting

#3 Curriculum Mapping

HCPS Toolkit:

Scope and Sequence

GLPI

Curriculum maps and assessment data

School and district

reform approach

Collect data

regarding actual teaching

#4. Standards-Based Grading and Reporting

HCPS Toolkit RC FAQs/Website Parent Brochure

Assessment Grades

Based on Standards

Alignment with

standards based instruction and assessment

Grading

Practices Purpose for

Grading Issues/Spec

ial Needs

Guidelines HI Implementation

4242

Do you hear this at your school?Do you hear this at your school?

• “ “I use my textbook, it’s aligned to the I use my textbook, it’s aligned to the standards.”standards.”• “ “What toolkit?”What toolkit?”• “ “It’ll pass…NCLB will go away like all the It’ll pass…NCLB will go away like all the other initiatives.”other initiatives.”

NCLB

I Introduction/Leadership

Professional Development Modules

Hawaii Standards Implementation Process Six Step Model

Identify Relevant Standards

Determine acceptable evidence




Evaluate/judge/communicate

learning results

#1. Standards Implementation Process

HCPS Toolkit: Curriculum

Frameworks Instructional Guide

:

The process 6 steps Cyclical

Nature Built on

system of standards

4444

Standards Standards Implementation Implementation

ProcessProcess 22ndnd Module in Sequence Module in Sequence One Day SessionOne Day Session Product: Product:

Unit Analysis ToolUnit Analysis Tool

4545

Standards Implementation Standards Implementation

ProcessProcess Key Concepts & Key Concepts &

SkillsSkills Process for implementing Process for implementing

standardsstandards Sub-processes within each stepSub-processes within each step Process is not linearProcess is not linear System of StandardsSystem of Standards

4646

“ “I just average all my chapter tests.”I just average all my chapter tests.” “ “If they don’t get it, I just assign more homework.”If they don’t get it, I just assign more homework.” “ “Why don’t they know?...I taught it to them.”Why don’t they know?...I taught it to them.” “ “I can’t tell them what is expected …that would be I can’t tell them what is expected …that would be cheating!”cheating!” “ “I didn’t know I was flunking until I got my report card.”I didn’t know I was flunking until I got my report card.”


Introduction/Leadership




Determine Acceptable evidence




Evaluate/judge/communicate learning results

#1. Standards Implementation ProcessHCPS Toolkit: Curriculum Frameworks Instructional Guide

The process 6 steps Cyclical Nature Built on system of standards

#2.Using Rubrics to Assess Learning HCPS Toolkit: Curriculum Framework Instructional Guide

Learning driven by standards

Know when learning has been achieved Know what learning looks like Evidence aligned to curriculum and instruction


4848

Using Rubrics to Using Rubrics to Assess LearningAssess Learning

33rdrd Module in Sequence Module in Sequence One Day SessionOne Day Session Product: RubricProduct: Rubric

4949

Using Rubrics to Assess Using Rubrics to Assess LearningLearning

Key Concepts & SkillsKey Concepts & Skills Best Performance AssessmentsBest Performance Assessments Sound CriteriaSound Criteria Rubrics Need to be SharedRubrics Need to be Shared Clear Targets Indicate QualityClear Targets Indicate Quality Rubrics Help with Self-Rubrics Help with Self-

assessmentassessment ValidityValidity

5050

“ “I thought I thought youyou covered that benchmark in _____ grade.” covered that benchmark in _____ grade.” “ “What do you mean I can’t do my rainforest unit?What do you mean I can’t do my rainforest unit?











#1. Standards Implementation ProcessHCPS Toolkit:Curriculum Frameworks Instructional Guide

The process 6 steps Cyclical NatureBuilt on system of standards

#2. Usung Rubrics to Assess LearningHCPS Toolkit:Curriculum FrameworkInstructional Guide

Learning driven by standards Know when learning has been achievedKnow what learning looks like Evidence aligned to curriculum and instruction


#3 Curriculum Mapping HCPS Toolkit: Scope and Sequence GLPI


School and district reform approach

Collect data regarding actual teaching It’s all about me!!

5252

Curriculum Curriculum MappingMapping 44thth Module in Sequence Module in Sequence Two-Day SessionTwo-Day Session Product: Product:

Curriculum MapCurriculum Map

5353

Curriculum MappingCurriculum MappingKey Concepts & Key Concepts &

SkillsSkills Essential QuestionsEssential Questions Implementation plan for carrying Implementation plan for carrying

out curriculum mappingout curriculum mapping Revise curriculum maps using Revise curriculum maps using

assessment dataassessment data Use as part of a systems approach Use as part of a systems approach

to school and district reformto school and district reform

5454

•What do you mean there are no more letter What do you mean there are no more letter grades?grades?•So are there numbers?So are there numbers?•Does anyone understand standards based Does anyone understand standards based grading?grading?











#1. Standards Implementation ProcessHCPS Toolkit:Curriculum Frameworks Instructional Guide

The process 6 steps Cyclical NatureBuilt on system of standards

#2. Using Rubrics to Assess LearningHCPS Toolkit:Curriculum FrameworkInstructional Guide

Learning driven by standards Know when learning has been achievedKnow what learning looks like Evidence aligned to curriculum and instruction


#3 Curriculum MappingHCPS Toolkit:Scope and SequenceGLPI


School and district reform approach

Collect data regarding actual teaching

#4. Standards-Based Grading and Reporting HCPS Toolkit RC FAQs/Website Parent Brochure

Assessment Grades Based on Standards

Alignment with standards based instruction and assessment

Grading PracticesPurpose for Grading Issues/Special Needs

Guidelines HI Implementation

5656

Standards Based Standards Based Grading/ReportingGrading/Reporting Last Module in SequenceLast Module in Sequence Two-Day SessionTwo-Day Session Products: Products:

Post SurveyPost Survey Sample Grade BookSample Grade Book

5757

Standards Based Standards Based Grading/ReportingGrading/Reporting

Key Concepts & Key Concepts & SkillsSkills Grading needs to be aligned with Grading needs to be aligned with

standards-based instruction and standards-based instruction and assessmentassessment

Practices different from those in a Practices different from those in a traditional grading systemtraditional grading system

Guidelines for grading should be Guidelines for grading should be established established

Involvement of studentsInvolvement of students

5858

ScheduleSchedule Eight district areasEight district areas

7 session dates7 session dates 2 maintenance sessions2 maintenance sessions

Five sequential modulesFive sequential modules State team for eachState team for each Lead presenter attends own sessionsLead presenter attends own sessions

Fifteen BrokersFifteen Brokers Linked to one complex eachLinked to one complex each Aids complex in planning and/or deliveryAids complex in planning and/or delivery

6060

Resources: Resources: AdditionalAdditional Facilitator’s GuideFacilitator’s Guide

Blackline mastersBlackline masters Additional articles to readAdditional articles to read

Digital ResourceDigital Resource PowerPoint slidesPowerPoint slides HandoutsHandouts Web linksWeb links

Resource KitResource Kit BooksBooks VideosVideos One per complexOne per complex

6262

Long Range Long Range ContinuationContinuation

Workshops by expertsWorkshops by experts Heidi Hayes JacobsHeidi Hayes Jacobs Rick DuFourRick DuFour Ken O’ConnorKen O’Connor

WebCTWebCT Video ConferencingVideo Conferencing

6363

RationaleRationale Complex areas will help teachers.Complex areas will help teachers. Maintenance sessions may be scheduled.Maintenance sessions may be scheduled. People will come in.People will come in. Training will continue next year.Training will continue next year. Long range online plans are in Long range online plans are in

development.development. The solution does not lie with the The solution does not lie with the outside experts, it lies within outside experts, it lies within ourselves.ourselves.

6464

Maintain Maintain Disciplined Disciplined AttentionAttention

Encourage and manage Encourage and manage diversity and differencesdiversity and differences

Maintain focus on what needs Maintain focus on what needs to be doneto be done

6565

ActivityActivity Give the Work Back Give the Work Back

to the People to the People Video on Learning TeamsVideo on Learning Teams

Darrel Galera- Darrel Galera-

Moanalua High Moanalua High Eileen Hirota- Eileen Hirota- Ewa Ewa

BeachBeach Steve Nakasato- Steve Nakasato-

Mililani IkeMililani Ike Use Learning Log Handout #6Use Learning Log Handout #6

PLAY

6666

Protect Voices of Protect Voices of Leadership from Leadership from

BelowBelow Why use learning teams to facilitate Why use learning teams to facilitate conversation?conversation?

To talk with fellow educators about To talk with fellow educators about professional issues and plan for professional issues and plan for implementation of initiatives to implementation of initiatives to increase student achievement increase student achievement (Birchak, 1998)(Birchak, 1998)

Planning time for complex areaPlanning time for complex area

6767

Professional Learning Communities: Teacher Session

On going professional development for faculty during the day

Workshop training for lead teachers

Training for Principal and Leadership team through Academies & Network meetings

Off site professional conferences: NCEE

6868

Wrap-upWrap-up

Session evaluationSession evaluation Exit passExit pass

EXIT

PASS

1 a professional development plan for standards-based education transforming our teaching and...

Documents

public school graduateact

complex area schools

tdsdeliver training

exhibit leadership role

awareness of community

period of time

performance standards

child left