high school teaching and learning presentation 2

2008-09 Kickoff Meeting

Chief High School Officer

3080813 Updated organizational structure.ppt

OHSP Layer 2 – Proposed organizational structure

Chief of staffCarmita VaughanDirector

Leadership developmentSteve Gering Consultant

Chief Officer of High SchoolsDavid Gilligan

Teaching and learningMichael LachOfficer

Graduation pathways Carmita VaughanInterim director

Dept. of College & Career PreparationGreg DarneiderDirector

Sports administrationCalvin DavisDirector

OHSP / Admin.

Teachers Students Students/Counselors

Students Principals

Area 19Paul R. Zeitler

Area 21Pamela Randall

Area 23Norma Rodriguez

Area 24Jerryelyn Jones

Area 25Dr. Cynthia Barron

Area 26 (military) Rick W. Mills

Officer of High School Teaching + Learning

Gertie BrogsdaleKaren Boran

Michael Lach

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Classroom Interactions Matter Most!

Rowan, et.al.“…Prospects….” Teachers College Record (2005)

Proportion of Variance in Student Gains Scores (reading) Explained by Level

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Improved Student Outcomes

Melanie Beatty-Sevier

Literacy CRI 2.0

Milestones Tasks Begin EndPerson

responsibleSupport required

Create a literacy Steering Committee

Select literacy diagnostic tool

Assist schools in developing literacy action plan

Identify outside partners to provide PD to teachers in the area of writing

Identify group (AIO’s, principals, literacy specialist, and teachers) for review of literacy initiative, conduct a series of meeting and receive feedback.

Work with IDS curriculum group to discuss possible assessments available, weigh pros and cons of various assessments

Assist schools with analyzing data, identify areas of weakness, provide professional development on action plan development

Work with elementary and 6-9 coordinator to establish writing goals for high school, consult university partners, assess cost

Aug

July

Oct

Mar

Jan

Sept

.

Feb.

May

IDS Curriculum Director, Coaching Director, HST & L Officer

HST&L

Budget for professional development

OL, HS Transition Coordinator

M. Beatty-Sevier

K Boran

M. Beatty-Sevier

M. Beatty-Sevier

ProgrammingCourse Code Revitalization

Milestones Tasks

Sept

Sept

Dec

Mar

Begin EndPerson


Build case for course code revitalization and secure buy in

Access current systems and establish process

Creation of course description and new procedures

Schools follow new process

Meet with cross departmental teams to share vision and discuss revitalization plan

Meet with cross departmental teams to establish what IMPACT system will allow and discuss task that can be accomplished

Work with curriculum departments to create course descriptions , create new policy manual, communicate plan to schools

Schools will reapply for new courses following to new policies and procedures

M. Beatty-Sevier

M. Beatty-Sevier

M. Beatty-Sevier

M.Beatty-Sevier

Aug

Aug

Oct

Jan

Programmers, IMPACT, OHSP

Programmers, IMPACT

OSS, HST&L, and Lang & Culture

IMPACT, Programmers

Special ProjectsMASH and PSE Seminar

Milestones Tasks

May

May

May

Begin EndPerson


Publish teen news magazine

Increase number of journalism clubs in CPS high schools

Create an elective junior level course that focuses on Post Secondary objectives

•Serve on advisory board of Chicago Tribune MASH paper

•Work with Tribune staff to increase student knowledge of benefits of journalism clubs in high schools•Advise tribune staff on how to increase MASH exposure in schools

•Collaborate with Post Secondary office to create curriculum for juniors to prepare them for post secondary experience•Create focus teacher focus group to further develop course

Chicago Tribune

Chicago Tribune

M. Beatty-Sevier

Aug

Sept

Aug

CPS Teacher Rep, M Beatty-Sevier, CPS Communications

CPS Advisory Board

Post Secondary, CPS teachers

Karen Boran

IDS Curriculum TeamIDS Curriculum Team

Jana Crane,Jana Crane,IDS Team LeaderIDS Team Leader

Curriculum CoherenceCurriculum Coherence

Short Term: Ensure that IDS are aligned internally Short Term: Ensure that IDS are aligned internally and across content providers; collaborate with SIS and across content providers; collaborate with SIS and IDS; prepare recommendations; report to and IDS; prepare recommendations; report to stakeholders on progress.stakeholders on progress.

Long Term: Collaborate with IDS and SIS to Long Term: Collaborate with IDS and SIS to implement recommendations; ensure that contracts implement recommendations; ensure that contracts reflect agreed upon changes; report to reflect agreed upon changes; report to stakeholders on effectiveness.stakeholders on effectiveness.

Special PopulationsSpecial Populations

Short Term: Staff and train SPLs for all IDS; design Short Term: Staff and train SPLs for all IDS; design and implement professional development support and implement professional development support structure; collaborate with OL, OSS, OLC and IDS structure; collaborate with OL, OSS, OLC and IDS to develop appropriate support structures; report to to develop appropriate support structures; report to stakeholders on progress.stakeholders on progress.

Long Term: Collaborate with IDS to address Long Term: Collaborate with IDS to address materials, professional development, curriculum materials, professional development, curriculum choices that address the needs of students who choices that address the needs of students who struggle; report to stakeholders on effectiveness.struggle; report to stakeholders on effectiveness.


Kathleen Hayes,Kathleen Hayes,IDS Team LeaderIDS Team Leader

Workshop Professional DevelopmentWorkshop Professional Development

Short Term: Design and implement coherent IDS Short Term: Design and implement coherent IDS PD registration and monitoring system; ensure that PD registration and monitoring system; ensure that IDS professional development reflects content and IDS professional development reflects content and pedagogical best practices; collaborate with SIS pedagogical best practices; collaborate with SIS and IDS; prepare recommendations.and IDS; prepare recommendations.

Long Term: Collaborate with IDS and SIS to Long Term: Collaborate with IDS and SIS to implement recommendations; ensure that contracts implement recommendations; ensure that contracts reflect agreed upon changes; report to reflect agreed upon changes; report to stakeholders on effectiveness.stakeholders on effectiveness.

Teacher LeadershipTeacher Leadership

Short Term: Design and implement city-wide PD for Short Term: Design and implement city-wide PD for department chair and IDS Lead teachers in department chair and IDS Lead teachers in teaming and networking, and use of formative data teaming and networking, and use of formative data to design instructional interventions; collaborate to design instructional interventions; collaborate with SIS and HST&L coaches; report to with SIS and HST&L coaches; report to stakeholders on progress.stakeholders on progress.

Long Term: Collaborate with SIS, IDS, and HST&L Long Term: Collaborate with SIS, IDS, and HST&L coaches to collect, analyze and prepare teacher, coaches to collect, analyze and prepare teacher, coach, and principal survey data to determine coach, and principal survey data to determine effectiveness; report to stakeholders on effectiveness; report to stakeholders on effectiveness. effectiveness.


Sendhil Revuluri,Sendhil Revuluri,Senior Instructional Specialist, Senior Instructional Specialist,

MathematicsMathematics

Curriculum and Instructional Curriculum and Instructional Leadership in MathematicsLeadership in Mathematics

Short Term: Drive coherency reviews of all IDS Short Term: Drive coherency reviews of all IDS mathematics’ professional development, mathematics’ professional development, curriculum, and assessment; collaborate with IDS curriculum, and assessment; collaborate with IDS and IDS curriculum team; report findings to and IDS curriculum team; report findings to stakeholdersstakeholders

Long Term: Collaborate with IDS and IDS Long Term: Collaborate with IDS and IDS curriculum team to implement recommendations; curriculum team to implement recommendations; ensure changes are reflected in contracts; report to ensure changes are reflected in contracts; report to stakeholders on effectiveness.stakeholders on effectiveness.


Meghan Tallent-Bennis,Meghan Tallent-Bennis,IDS Team LeaderIDS Team Leader

AssessmentAssessment

Short Term: Refine, implement, and monitor IDS Short Term: Refine, implement, and monitor IDS quarterly and summative assessment systems; quarterly and summative assessment systems; implement quarterly assessments; collaborate with implement quarterly assessments; collaborate with IDS, REA, IDS curriculum team; report to IDS, REA, IDS curriculum team; report to stakeholders on progressstakeholders on progress

Long Term: Design plan for internalization of IDS Long Term: Design plan for internalization of IDS assessment system; implement summatives and assessment system; implement summatives and 1010thth grade field testing; report to stakeholders on grade field testing; report to stakeholders on effectivenesseffectiveness

Coach HiringCoach Hiring

Short Term: Implement coach hiring system; Short Term: Implement coach hiring system; collaborate with HR, OBM, schools, IDS; collaborate with HR, OBM, schools, IDS; collaborate with IDS and CPS to ensure smooth collaborate with IDS and CPS to ensure smooth transition of internal CPS employees; report to transition of internal CPS employees; report to stakeholders on progress.stakeholders on progress.

Long Term: Maintain coach hiring process so that Long Term: Maintain coach hiring process so that vacancies are filled timely and with quality staff; vacancies are filled timely and with quality staff; report to stakeholders on effectiveness.report to stakeholders on effectiveness.

Gertie Brogsdale

6-9 Transition:Freshman Connection Reading and Mathematics Curriculum



Review data from 2008 program to inform 2009 planning

Conduct focus groups to inform curriculum revision

Make appropriate curriculum revisions and/or select appropriate products

Identify and order curriculum materials

Plan professional development

Meet w/ PSED and REA to discuss implications of survey, observation and attendance data

Identify teachers for informal discussions of curriculum and curriculum implementation

Identify persons to help w/ curriculum revision or Product selection

Prepare and or analyze materials

Order instructional materials

Identify facilitators for PDSelect and secure PD sitesPrepare and print curriculum materials

Disseminate information to administrators and schools re PD

Sept.

Oct.

Dec.

Nov.

Jan.

Jan.

Nov.

Nov.

Feb.

Feb.

Feb.

Feb.

PSED, REA

Budget for extended day teacher stipend

Reading and math specialist

Budget for reading and math specialist curriculum work

PSED admin responsible for orders

Budget for facilitators and print resources

PSED/FC manager

G. Darneider

G. Brogsdale

G. Brogsdale

G. Brogsdale

PSED AA

G. Brogsdale

FC Manager

6-9 Transition:Freshman Connection Reading and Mathematics Curriculum



Recruit teachers

Conduct professional development

Deliver instructional materials and supplies to schools

Monitor and support curriculum implementation in schools

Disseminate teacher qualifications and guidelines for employmentMeet w/ principals

Provide _______ hours of PD for teachers

Prepare distribution list w/ schools, number of classrooms and students

Assemble, pack and label materials for distribution to schoolsContact distribution for pick up

Create observation protocol, schedule and reporting method for in school support.

G.Darneider, V. Beasley-Green

G. Brogsdale

PSED AA

G. Brogsdale

G. Brogsdale

March

6-9 Transition:9th grade Writing Framework



Information Gathering

Identify writing curriculum team

Develop Writing Framework Draft

Share w/ Officer and Literacy Steering Committee for feedback

Revise Draft

Plan professional development

•Collect information regarding elementary writing curriculum.•Research 9th grade writing in other districts•Research writing programs

•Collaborate w/ OL staff and other writing professionals (CAWP, IRP, NLU) to inform Framework

•Articulate writing approach•Identify writing foci per quarter•Identify writing materials and resources for teachers•Identify possible text or products to guide instruction

•Meet w/ Officer and/or Literacy Steering Committee for feedback on draft•Share w/ teacher focus groups for feedback

•Make revisions to draft based on feedback

•Determine necessary professional development needed for 9th grade teachers•Draft PD plan

Aug. 08

Sept. 08

Oct. 08

Jan. 08

Apr.08

June 08

Ongoing

Oct. 08

Jan.08

Mar.08

June 08

Aug.08

G. Brogsdale

G. BrogsdaleOL staff

G. BrogsdaleOL staff

G. BrogsdaleM. Beatty-Sevier

G. Brogsdale

Collaboration with Office of Literacy staff

Feedback from various stakeholders ie AIOS, IDS, teachers.

Rukiya Curvey-Johnson

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IDS Operations

MaterialsTechnology

FinancesHR

Mark Klimesh

Advanced Placement•The development of 4 quality targeted, content specific professional development days for AP teachers, coordinators, counselors, & principals.

- Two in October- One in February and one in March

• Expand opportunities for students

- 2009-2010 throughout CPS average one more AP offering per school

• Improve test results- Over-all a10% increase in scores moving

from 1 to 2 and 2 to 3. Each school also establishes a “stretch” goal.

• Develop curriculum partnerships with Karen and Anna to plan 4th year course selection

- Completed by March 2009• Develop pre-AP course strategies and initiate pre-AP teacher

PD- 1st pre-AP teacher summer sessions to begin

July 2009 to include content coaches• Work with curriculum specialists and ILT to develop vertical

teaming for 09-10- Have vertical teaming in place in all HS for the

2010-2011 school year• Develop a cohort of CPS teachers to become PD facilitators

- Have ten CPS teachers as readers for the May 2009 tests and twenty for May 2010

- By July 2009 ten CPS teachers will be trained as AP facilitators

Martin Moe

Mission: Ensure that Social Science education in CPS is clearly designed and properly supported and will allow teachers to effectively provide all students with an education that will prepare them to be analytical thinkers and engaged citizens.

Key Components:

Social Science 2.0 DBQ Project Chicago History Advanced Placement Project (CHAPP) Connecting American History Project (CAHP) Social Science Coaches Model UN – Global Classrooms Close Up Washington

Social Science Team Goals: 2008 - 2009Social Science Team Goals: 2008 - 2009Semester I Goals

– Develop a framework for Social Science curriculum from K – 12 aligned to a core textbook series, an assessment plan, and opportunities provided by local external partners

– DBQ Project participants will incorporate document analysis into the curriculum and accommodate for varying student learning levels

– A series of instructional workshops and mentor support will increase the variety of instructional best practices utilized in the classrooms of CHAPP participants

– AHMC teachers will increase their knowledge about Understanding by Design (UBD) and inquiry-based learning through monthly seminars and individual coaching interactions

– Model UN and Close Up will each have an increase in the number of schools participating

Semester II Goals

– Communicate the developed 2.0 plan throughout the district and develop school-based support for the new initiative

– DBQ participants will collect portfolios of student work demonstrating improvement in document analysis and writing skills

– Improved instructional practices of CHAPP teachers will lead to the number of students receiving a four or greater on the AP US History exam to increase by 10% or more

– Teachers will plan and implement inquiry-based projects in the classroom with the support of instructional coaches

– Close Up students will travel to Washington, D.C. and gain insight into our government and the political process with firsthand experience

– Model UN will culminate in a model UN session where students will demonstrate their grasp of a variety of global issues developed through curriculum implemented during the school year

Anna Pavitchevich

Mission Statement:

• Content Coaches are dedicated to improving all teachers’ pedagogical practice, content knowledge, and collaborative skills resulting in stronger teams of adult learners working toward preparing every student for post-secondary success.

GoalsSemester 1

• Complete Principal Collaborative Goal Setting Sessions with 100 % of schools

• Complete 1 - 2 coaching engagements in targeted schools selected to receive support

• Establish routines for coaching team

• Pilot the school selection process

• Establish firm relationships with all teachers in targeted schools

• Build coaches’ capacity to do coaching actions

Semester 2

• Continue coaching engagements in targeted schools

• Continue building coaching capacity and reflective practice

• Maintain productive relationships with all teachers in targeted schools

• Collect data, analyze, and refine coaching processes for next SY

Melanie Beatty-Sevier

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Michael Lach

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?

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1458 W Taylor St, Chicago, IL, 60607

high school teaching and learning presentation 2

Education