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Pro Cert IN ACTIONPro Cert IN ACTIONPowerpoint 1 – State ReformPowerpoint 1 – State Reform

Personalizing Student Learning Personalizing Student Learning in a high performance in a high performance

“evidence based” education system…“evidence based” education system…

Washington StateWashington State

Professional Development Professional Development

IN ACTIONIN ACTION

Linking Professional Development

Linking Professional Development

to Personalized Student Learning

to Personalized Student Learning

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Learning Target #1Learning Target #1

What is the connection between What is the connection between state reformstate reform and and the Pro Cert program?the Pro Cert program?

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1993 House Bill 1209Washington State Education Reform Act:

GLEs established content standards for each grade level

WASL established the standard for the type of student performance

expected in our schools

State Reform: Improve student learning and close the achievement gap

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Traditional Performance:Traditional Performance: Demonstrate math Demonstrate math computationcomputation

skills.skills.

1.1. 6 X 7 = 6 X 7 =

a)a) 1313b)b) 4242c)c) 7676d)d) Not givenNot given

1.1. Look for patterns in the number Look for patterns in the number sentences below.sentences below.

6 X 2 = 126 X 2 = 126 X 3 = 186 X 3 = 186 X 4 = 246 X 4 = 246 X 5 = 306 X 5 = 30

Describe a pattern that will help you Describe a pattern that will help you multiply numbers by 6. Clearly explain multiply numbers by 6. Clearly explain how you could use your pattern to find the how you could use your pattern to find the answer to 6 X 7. answer to 6 X 7. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reform-based Performance: Reform-based Performance: Recognize, extend, and create patterns Recognize, extend, and create patterns

and sequences; represent number and sequences; represent number patterns with tables, graphs, and rules.patterns with tables, graphs, and rules.

WASL S/T/P #9

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1997 WACTeachers must demonstrate a positive impact on

student learning

Throughout teacher certification the universities have a clear picture of what

positive impact on student learninglooks like.

State Reform: Improve student learning and close the achievement gap

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Intentional shift to describing:Intentional shift to describing:

what students will be doingwhat students will be doing

if a teacher is having if a teacher is having

a positive impact on student learning.a positive impact on student learning.

State Reform: Improve student learning and close the achievement gap

In 2002 our state made an

Arianna S/T/P #23

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Professional Certification is a key component to reaching our state education

reform goals.

The structure is designed to HELP YOU

add to your practice the key elements

necessary to meet the expectations.

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This is Colleen Fairchild, a seventeen year veteran from NK This is Colleen Fairchild, a seventeen year veteran from NK recognized for her excellence in teachingrecognized for her excellence in teaching

As you listen to this teacher talk,As you listen to this teacher talk,take notes on the items she said she added to her take notes on the items she said she added to her

teaching while being engaged in a similar process.teaching while being engaged in a similar process.

Colleen S/T/P #4

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The shift we are talking about:The shift we are talking about:

teaching becomes the art ofteaching becomes the art of engaging students in the dialogue of learningengaging students in the dialogue of learning

and then building on and then building on THEIR articulated understanding. THEIR articulated understanding.

Descriptions of Practice…Descriptions of Practice………makes the learning meaningful makes the learning meaningful Students know purpose and relevanceStudents know purpose and relevance

Descriptions of Practice …Descriptions of Practice ………require student articulation require student articulation

of understanding of understandingStudents can describe and explainStudents can describe and explain

Descriptions of Practice …Descriptions of Practice ………require student self-regulationrequire student self-regulation Students monitor, adjust, and assessStudents monitor, adjust, and assess

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From the list of things you heardFrom the list of things you heard

Colleen say had to change in her teaching,Colleen say had to change in her teaching,

which of those items would you feelwhich of those items would you feel

needed to be added to your teaching repertoire?needed to be added to your teaching repertoire?

Rate those items:Rate those items:

1=Not really strongly in my repertoire1=Not really strongly in my repertoire2=I have knowledge of some strategies but it isn’t currently happening2=I have knowledge of some strategies but it isn’t currently happening3=It is happening to a small degree3=It is happening to a small degree

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After 14 years of reform, After 14 years of reform, according to Washington Learns, in 2006:according to Washington Learns, in 2006:

State Reform: Improve student learning and close the achievement gap

Only 74% of ninth graders Only 74% of ninth graders graduate from high school graduate from high school

with their peerswith their peers

Only 60% of Black and Only 60% of Black and Hispanic students graduate Hispanic students graduate from high school with their from high school with their

peerspeers

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Terry Bergeson:Terry Bergeson:

We must be clear.We must be clear. It cannot be a condition for It cannot be a condition for

students to set aside students to set aside how they were raised,how they were raised,

or adapt who they are or or adapt who they are or where they come fromwhere they come from

in order to be successful in our in order to be successful in our schools.schools. Instead, Instead,

we must connect our teaching to we must connect our teaching to our learners’ frame of reference our learners’ frame of reference and help them connect their new and help them connect their new learning to what they bring to the learning to what they bring to the

classroom.classroom.

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Cultural socialization is not a Cultural socialization is not a problem for studentsproblem for students

What we know is:What we know is:

when classroom learning is personalizedwhen classroom learning is personalized..

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Personalizing vs. Individualizing

Personalizing is about the learning process•Personalizing is making the learning meaningful and relevant to each student.•Personalizing is engaging students in their own learning process by giving them ownership and responsibility for their learning.•Personalizing is getting students to articulate their understanding and then building on that understanding.•Personalizing is equipping students to self-regulate their learning.

Individualizing is about contentThe teacher puts the content into learning packets and makes a separate learning plan for each student to learn content.

We are not talking about putting each student on an IEP.

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When asked…When asked…

When asked, students will always articulate what When asked, students will always articulate what they are learning from their own cultural they are learning from their own cultural perspective, in their own language, and in perspective, in their own language, and in accordance with their own way of being. accordance with their own way of being.

When asked, students will always describe how they When asked, students will always describe how they are working on solving a problem based upon their are working on solving a problem based upon their

prior understanding and experience.prior understanding and experience.

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When given the opportunity…When given the opportunity…When given the opportunity to do so, students will When given the opportunity to do so, students will

think about problems and their learning in think about problems and their learning in accordance with their own mental frameworks. accordance with their own mental frameworks.

When given the opportunity, students will always When given the opportunity, students will always approach their learning in accordance with who approach their learning in accordance with who they are. they are.

When given the opportunity, students will always When given the opportunity, students will always view their success or need to improve based on view their success or need to improve based on

their understanding and what they know.their understanding and what they know.

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To make To make personalized personalized learning happen, learning happen,

we have we have intentionallyintentionally described described

the personalized the personalized learning processeslearning processes

that that each studenteach student needs to be engaged in needs to be engaged in

if our instruction is to have if our instruction is to have

a positive impact on student learning.a positive impact on student learning.

In Pro Cert, we call these In Pro Cert, we call these DESCRPTIONS OF PRACTICEDESCRPTIONS OF PRACTICE

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Personalizing Student Learning

TEACHERTEACHER knows what needs knows what needs to be taughtto be taught

TEACHERTEACHER makes instructional makes instructional decisions based on strategies decisions based on strategies that work for the classthat work for the class

TEACHERTEACHER measures measures performance against set performance against set standard for all studentsstandard for all students

TEACHERTEACHER reports degree of reports degree of student success or failure to student success or failure to students and parentsstudents and parents

TEACHERSTEACHERS have autonomy have autonomy

STUDENTSTUDENT can articulate the learning can articulate the learning target and why it is relevant and target and why it is relevant and meaningful to him or her meaningful to him or her

STUDENTSTUDENT knows the learning strategies knows the learning strategies to choose from and can describe his or to choose from and can describe his or her learning process her learning process

STUDENTSTUDENT measures performance measures performance against his or her own progressagainst his or her own progress

STUDENTSTUDENT articulates what s/he did well, articulates what s/he did well, what s/he needs to do better, and what what s/he needs to do better, and what s/he will do differently next times/he will do differently next time

STUDENTSTUDENT learning is consistent and learning is consistent and continuous school-wide building continuous school-wide building professional autonomyprofessional autonomy

Teacher Practices plus Personalizing Student Teacher Practices plus Personalizing Student LearningLearning

Joyce 4 Students /T/P #18

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STATE ELEMENTS OF POSTIVE IMPACT STATE ELEMENTS OF POSTIVE IMPACT ON STUDENT LEARNINGON STUDENT LEARNING

• Student learning is structured for understanding

• Student learning engages and supports all students

• Student assessment is used to direct learning

• Students participate in maintaining effective learning environments

• Students prepare to live and work in a multicultural world

• Teachers develop the art and science of a professional educator and are active in the profession

Page One of Green Manual

2020

The beauty of these The beauty of these Elements of Positive Impact is:Elements of Positive Impact is:

they impact ALL students…they impact ALL students…

……no matter the grade, language, no matter the grade, language,

capacity to learn, or subject area. capacity to learn, or subject area.

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We have used these Elements of Positive Impact We have used these Elements of Positive Impact to formulate the to formulate the

Descriptions of PracticeDescriptions of Practice for Pro Cert.for Pro Cert.

Let’s look at the “green manual” continuum of Let’s look at the “green manual” continuum of professional development to see how these two professional development to see how these two

documents are tied together.documents are tied together.

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Washington State Professional Development Washington State Professional Development Planning Guide IN ACTIONPlanning Guide IN ACTION

A professional A professional development tool kitdevelopment tool kit

to build capacity of district, to build capacity of district, school, and teachers school, and teachers

to provide to provide impacting learning processesimpacting learning processes

that personalize the learning for that personalize the learning for ALL students, closing ALL students, closing the achievement gapthe achievement gap

and accomplishing our state and accomplishing our state goals.goals.

Washington StateWashington StateProfessional DevelopmentProfessional DevelopmentPlanning GuidePlanning GuideIN ACTIONIN ACTION

Linking Professional Development Linking Professional Development to Improved Student Learningto Improved Student Learning

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All certification All certification processesprocesses and and career career long professional long professional development development are focused on are focused on closing closing the achievement gapthe achievement gap by supporting by supporting everyevery student’s academic student’s academic performance.performance.

Student

Learning

Teachers

Principals

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Positive Impact Element I: Student learning is structured for understandingTEACHER CERTIFICATION

Pedagogy AssessmentPre-Service training

Teacher Assistance Program

First Year In-Service

Professional CertificationYears three to eight In-Service

Criterion1(d): designing and/or adapting challenging curriculum that is based on the

diverse needs of each student

Students are learning the key skills and concepts needed to reach the learning targets. (6b) The plan’s learning targets define learning outcomes that can be assessed. (1d)

Students demonstrate a clear understanding of the required learning targets. They know the key skills and concepts needed to reach them.

Students can articulate the required learning targets.

Students engage in learning activities that are paced appropriately for all students, are culturally responsive, and allow for reflection and closure as appropriate. (8b)

Students show sequential improvement through assessment data.

Students know what is needed to move to the next level of performance.

The plan utilizes learning materials and engages in learning tasks that incorporate transformative multicultural and gender perspectives. (5f)

Students are aware of how to get support and access appropriate help, when needed.

Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate.

The plan reflects understanding of students’ developmental characteristics. (2a) The plan reflects understanding of students’ knowledge and skills relative to the learning targets for each student, including those with special needs. (2e)

The plan’s learning activities account for prior learning and support the learning targets. (5b) The plan’s learning targets represent valuable learning. (1b)

Students understand the importance of their learning and why it is useful to them.

Students articulate how the new learning builds on their prior knowledge and individual needs. Students understand the importance of their learning and why it is useful to them.

The plan’s learning targets foster student critical thinking problem solving. (1b)The plan employs a variety of learning experiences that build on and recognize the academic competence of each student and encourages critical thinking. (5e)

Students engage in high-level thinking skills, demonstrating a variety of strategies to analyze information and solve problems.

Students engage in high-level thinking skills, demonstrating a variety of strategies to analyze information and solve problems.

Students answer and pose questions and engage in cooperative discussions that enhance learning critical thinking, transformative multicultural thinking, and problem solving. (8a)

Students reflect on their thinking strategies, communicate what strategies worked well and what strategies did not, and adjust as necessary.

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Positive Impact Element I: Student learning is structured for understanding TEACHER PROFESSIONAL DEVELOPMENT

Career-long Professional Development Goals

National Board Certification

ImpactingImpacting Learning ProcessesLearning Processes

1a. Students know the learning targets and what is required to meet them

Students describe the learning targets, the expectations to reach them, and why the learning is important to them. Students connect their own explorations to the appropriate learning targets.

Teachers can clearly articulate their goals for students. They require students to integrate aspects of knowledge into their habits of thinking, rather than simply storing fragmented bits of knowledge.

1b. Students know the progression of learning to reach the learning targets

Students articulate the progression of steps to reach the learning targets and identify, on their own, where they are in that progression. Students describe what they need to do to move to the next level of performance.

Teachers assess students to determine how much they have learned periodically. Student responses affect the teacher’s decisions about whether to re-teach, review, or move on. Individuals neither learn the same thing, nor learn at the same pace.

1c. Students know how to access additional support when needed

Students are aware of the options to get support and access appropriate help, when needed. In their daily work, they consistently utilize the resources for assistance, remediation, acceleration, or enrichment as is appropriate.

Teachers need to know how to encourage students even in the face of temporary failure and inevitable doubts that students meet as they push themselves into new affective, intellectual, and physical planes.

2a. Students engage in developmentally appropriate learning activities

Students engage in learning that is shaped by social, emotional, and academic needs. They demonstrate self-confidence and competence as they approach their learning.

Teachers use their understanding of individual and social learning theory, and of child and adolescent development theory, to form their decisions about how to teach.

2b. Students see the purpose of the learning for themselves

Students construct personal meaning and demonstrate emotional connections to the learning. They articulate how the new learning builds on their prior knowledge. They understand the importance of their learning and why it is useful to them.

Teachers do not treat a class as a monolith; they know that a class does not learn; individual students do. Teachers help students use what they already know to pose, explore, and solve new problems.

3a. Students clearly understand a variety of thinking strategies and apply them in diverse situations

Students demonstrate use of thinking strategies to analyze information and solve problems. They articulate their thinking strategies in a variety of situations and use them to solve new problems.

Teachers appreciate the fundamental role played by thinking in developing rich, conceptual subject matter understandings. They are dedicated to exposing their students to different modes of critical thinking and teaching students to think analytically about content.

3b. Students have adequate time to consider dilemmas, come up with answers, and work on learning tasks that appropriately challenge their thinking

Students engage in high-level thinking skills, regularly contemplate problems and open-ended questions related to specific content, think creatively, express opinions, and give alternative explanations.

Teachers know posing and solving of problems on their own is central to the development of true understanding of students. Proficient teachers help students learn to pose problems and work through alternative solutions.

3c. Students articulate, evaluate, and adjust their thinking

Students reflect on their thinking strategies, communicate what strategies worked well and what strategies did not, and adjust as necessary.

Teachers recognize the importance of instilling in their students the idea that learning is challenging, that experimentation is essential, and that recognizing and correcting mistakes is as important as noticing successes.

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This is a veteran teacher recognized for her excellence in This is a veteran teacher recognized for her excellence in teachingteaching

Using your Descriptions of Practice Checklist,Using your Descriptions of Practice Checklist,

record the specific record the specific

student behaviorsstudent behaviors

you see happening.you see happening.

What did the teacher knowWhat did the teacher know

andand

what was s/he able do to make these occur?what was s/he able do to make these occur?

Pair-SharePair-ShareColleen S/T/P #12Colleen S/T/P #12

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Reflect on your learningReflect on your learning

Write what it looks and sounds like when Write what it looks and sounds like when students have reached a level of engagement students have reached a level of engagement that has a positive impact on their learning?that has a positive impact on their learning?

Pair – SharePair – Share

Group discussion of understanding. Did we Group discussion of understanding. Did we reach our learning target?reach our learning target?

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Positive ImpactPositive Impact

IT’S ALL ABOUT IT’S ALL ABOUT KIDS LEARNINGKIDS LEARNING