PowerPoint Presentation

Half-DayProfessional Development

November 9, 2012

Norms:Start/end on timeAll technology is on-task Hold each other accountableDive in to make this your own: no actingStop and ask your burning questions as we goGoals and Agenda for TodayReflect and Learn PilotSchool-Wide RIT Analysis Understanding by Design Stage 1: Desired Results

We made it! 3 more Quarters to go!

Celebrate the close of our 1st quarter and share 1 positive outcome from the 1st quarter with someone not from your grade level.4

Strategic Priorities5Common Core: By SY 2014-15 all students will have access to high quality Common Core-aligned curricula as defined by CPS Framework for Content Standards in literacy and mathematics.

Framework for Teaching: By SY 2012-13 all educators will be supported by a clear vision for effective instruction as defined by the CPS Framework for Teaching.

Full School Day: By SY 2012-13 all students will have time to access core academics, intervention, and enrichmentIn the coming year, we are implementing an aggressive strategy to improve teaching and ensure that all students will succeed in college and careerand our district strategies to accomplish this are few but mighty. Our work with the Common Core State Standards ensures that teachers have more support and clarity on WHAT we teach. (Click) Our goal as a district is to ensure that all students have access to high quality Common Core-aligned curricula as defined by the CPS Framework for Content Standards. (Click twice) Our work with the Framework for Teaching ensure that teacher have more support and clarity on HOW to teach. Our goal as a district is that all educators will be supported by a clear vision for effective instruction as defined by the CPS Framework for Teaching. (Click twice) Our work on the Full School Day, which focuses on maximizing time, will ensure that teachers have the TIME to teach to more rigorous standards through more engaging instruction. Our goal is that all students will have time to access core academics, participate in intervention and enrichment, and that teachers will have time to collaborate. (Click) It is the combination of these efforts that we believe will accelerate student performance so that they are college and career ready. The teacher evaluation system actually exists around the border of this graphic since it is a system for continuous improvement of a teachers professional practice.Todaywe want to link together the WHAT (click) and the HOW (click).

5Reflect and Learn Pilothttps://reflectandlearn.cps.edu

Go to link and review the Reflect and Learn Pilot. During GLMs this coming week, we will review how to navigate the system. (Pass out the info sheet that provides the steps on how to navigate the system) Be open for questions or concerns.6Henry UbD Implementation Plan SY 2012-2013Domain 1: Planning and PreparationComponent 1d: Designing Coherent InstructionElements: Unit/Lesson design that incorporates knowledge of students and student needsUnit/Lesson Alignment of standards-based objectives, assessments, and learning tasksUse of a variety of complex texts, materials, and resources, including technologyInstructional groupsAccess for diverse learners

What is your comfort level of Understanding by Design?8Henry UbD Theme

Stage 1: Clarifying Desired ResultsTransferLearned in one context and can use it in another

Students will be able to independently use their learning to

What kinds of long-term independent accomplishments are desired?Stage 1 Template and examples will be distributed10Stage 1: Clarifying Desired Results MeaningTheory the result of inference Developing and testing the ides by learners, with teacher assistance, culminating in an idea that seems useful and illustrative to the learnerUnderstandingsStudents will understand that(What specifically do you want students to understand? What inferences should they make?)Essential QuestionsStudents will keep considering(What thought-provoking questions will foster inquiry, meaning-making, and transfer?)Stage 1:Clarifying Desired ResultsAcquisitionNecessary toolsThe key declarative knowledge (factual information, vocabulary, and basic concepts) and procedural knowledge (basic know-how or discrete skills) you want your students to learn by the units end. Students will know...(What facts and basic concepts should students know and be able to recall?)Students will be skilled at(What discrete skills and processes should students be able to use?)Stage 1:Clarifying Desired ResultsEstablished GoalsCommon Core State StandardsUnpack the standardsThe standards are necessary but not sufficient, that knowledge and skill are means to understanding ends, and that the essential question(s) are central to any work focused on meaning making and TRANSFER.

NWEA RIT BandsHow do we connect assessment data to unit planning?

Remember, Small Steps...