a guide for professional development planning for implementation of the ccss november 2011 updated...
TRANSCRIPT
A Guide for Professional Development Planning for
Implementation of the CCSSNovember 2011
Updated February 2012
http://ideas.aetn.org/commoncore/strategic-plan
Phase One: Building awareness of the CCSS among educators, including the rationale for having common standards across states
• All educators will be aware of the CCSS vision and will be familiar with the CCSS documents.
• All educators will understand the CCSS are learning progressions for students with the promise of being college and career ready.
• Educators will identify the student behaviors of learners that are college and career ready.
Phase Two: Going deeper into the standards to identify, understand, and implement significant instructional shifts implicit in the mathematics and ELA standards
• Educators will identify significant instructional shifts in ELA and mathematics.
• Educators will identify and participate in targeted, professional learning needed to implement CCSS.
Phase Three: Focusing on curriculum development/adoption and accessing the full range of assessment strategies to ensure success for all students
• All educators will collaborate to develop and adopt curriculum that is aligned to the Common Core State Standards.
• All educators will access the full range of assessment strategies to ensure success for all students.
Phase Four: Evaluating progress and making necessary revisions to the strategic plan to ensure success for all students.
• Educators will continue to meet in professional learning communities (PLC) to reflect on curriculum, instruction and assessment. Strategic plans will be updated to reflect learning.
Math Professional Development• Cognitively Guided Instruction (CGI)• Extending Children’s Mathematics
Professional Development Modules for Big Shifts in Mathematics, updated 1/12/2012
K 1 2 3 4 5 6 7 8 9 10 11 12
Problem Situations Overview: Addition, Subtraction, Multiplication and Division
Standards v. Curriculum
Standards for Mathematical Practice and Vocabulary Instruction
Transitioning Grades 3-8 to Common Core State Standards and Supporting K-2 and 9-12
Content Progressions, Learning Progressions, and Formative Assessment
Developing the Base Ten System (Place Value)
Developing Fact Fluency
Problem Situations: Addition and Subtraction and Nature of "Equals"
Problem Situations: Multiplication and Division and Nature of "Equals"
Other Problem Situations: Multiplication and Division
Fraction Concepts: Equal Sharing
Fraction Operations: Multiple Grouping
Strategies, Algorithms, and Recording Systems: Multi-digit Addition and Subtraction
Strategies, Algorithms, and Recording Systems: Multi-digit Multiplication and Division
Data Modeling: Inventing Displays, Center, and Precision
Data Modeling: Chance and Modeling
Functions
Algebraic Thinking
Proportional Reasoning
Geometric Measurement: Linear, Area, Angle
Geometric Measurement: Linear, Area (including surface area) Angle, Volume
Non-geometric Measurement: Mass, Weight, Time, Money, etc…
Literacy Professional Development• ELLA• Effective Literacy• CLASS• Literacy Lab• Disciplinary Literacy
Professional Development Modules for Big Shifts in ELA
K 1 2 3 4 5 6 7 8 9 10 11 12
Text Complexity
Text Complexity
Close Reading
Close Reading
Vocabulary: Greek and Latin
Roots
Vocabulary
Foundational Skills
Phonics and Structural Analysis
Argumentative Writing
Disciplinary Literacy Overview
Disciplinary Literacy: Reading History
Disciplinary Literacy: Reading Science
Close Reading of Complex Text
How to Conduct Research
How to Conduct Research
How to Conduct Research
How to Conduct Research
Informative/Explanatory Writing
Informative/ Explanatory
Writing
Informative/Explanatory Writing
Science PD for Summer 2012 based on A Framework for K-12 Science Education
Planning for Next Generation Science Standards (NGSS) for •Grades K-2 •Grades 3-5•Grades 6-8•High School
http://www.nextgenscience.org/
1.1.
2.2.
3.3.
Next Generation Science Standards (NGSS)
• Framework for K-12 Science Education (available now)
• Next Generation Science Standards (coming soon)
School Change
Student Achievement Student Achievement
Change in Change in Student BehaviorStudent Behavior
Change in Teaching Change in Teaching BehaviorBehavior
Change in Change in Leadership Leadership BehaviorBehavior
Source: Model developed by Steven Barkley 19
Change in PLC Coaching
Joyce/Showers ResearchTraining Components and Attainment of Outcomes
in Terms of Percent of Participants
Components
Study of Theory
Demonstrations
Practice
Peer Coaching
Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development
Knowledge(thorough)
10
30
60
95
Skill (strong)
5
20
60
95
Transfer (executive implementation)
0
0
5
95
— OUTCOMES —
Instructional Facilitators
•Jim Knight Training Model•Capacity Building based on Diane Sweeney’s Student Centered Coaching
Diane Sweeney• June 19 – Maumelle High School• June 20 – Nettleton Performing Arts Center• June 21 – Northwest Co-op in Farmington
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