elementary principals institute looking forward to the new year august 8, 2005
TRANSCRIPT
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Elementary Principals Institute
Looking Forward to the New Year
August 8, 2005
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“It is strange perhaps to realize that most people have a desire to love their organizations. They love the purpose of their school...They fall in love with the identity that is trying to be expressed. They connect to the founding vision.”
Margaret Wheatley and Kellner Rogers
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Where have we been?
Year 1 Coaches in buildings for onsite professional development Independent reading and book bags Writing Workshop Classroom libraries New Standards books
Year 2 Avenues for English Language Development Guided reading Writing curriculum materials
Year 3 Writing cycles and writing rubrics Making Meaning
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Where We Are Now
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Where We Are Now
“Transforming professional practice for teaching a culturally diverse population of students requires continuous growth in related craft knowledge and the application of this knowledge in planning and delivering instruction and in developing a supportive context for learning.”
Etta R. Hollins, Culture in School Learning
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Where We Are Now
Increase our intentionality with existing curriculumDeepen implementation through use of
coaching and by examining best practices, lesson planning, and co-accountability
Use professional learning communities to talk and learn collectively
Examine assessment data and use tools to support learning outcomes
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Where We Are Now: Best Practices
Best practicesHold out the vision of effective practiceSupport teacher self-assessment
in their own implementationProvide foundation for coach-teacher agree-
ments for ongoing coaching-teaching focusProvide context for collaborative conversa-
tions in team and grade-level meetings
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Where We Are Now: Professional Learning Communities
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Where We Are Now: Professional Learning Communities
Use grade-level and leadership teams to examine best practicesDetermine school strengthsConsider areas of focusProblem solve barriers to implementing
best practicesPlan staff development
Use distributed leadership
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Where We Are Now: Professional Learning Communities
“If collective learning is the goal, my authority to command you to do something doesn’t mean much if it is not complemented by some level of knowledge and skill which, when joined with yours, makes us both more effective. Summarily, if we have the same roles, I have little incentive to cooperate with you unless we can jointly produce something that we could not produce individually. In both instances, the value of direction, guidance, and cooperation stems from acknowledging and making use of the differences in expertise.”
Richard Elmore
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Where We Are Now: Assessments
AssessmentsBoth summative and formative
Reading assessment toolsStatus of the Class and CBLA assessments
Progress monitoringProfessional dialogueEffective instructional decision making
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Where We Are Now: Assessments
Writing assessment toolsWriting rubrics—NCEE and
DPS benchmark samplesUse for both formative and summative
assessment Calibrate student outcomes and
raise expectations Support teachers in knowing what student
outcomes tell us about next steps Inform instruction
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Our Commitment to Assessmentin DPS
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Assessments
We are committed to learning to use data effectively.
We are committed to developing a process for using data to differentiate instruction.Assessment plan
Current assessments are still the sameAdditional focus for learning
to use progress-monitoring tools
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Assessments
Re-authorization of IDEA requires assessments for:ScreeningDiagnosticProgress monitoring
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“Positive images of the future are a powerful and magnetic force...They draw us on and energize us, give us courage and will to take on important initiatives.”
William James
“We need leadership that is tough enough to demand a great deal from everyone, and leadership that is tender enough to encourage the heart.”
Thomas Sergiovanni, Leadership for the Schoolhouse
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