Welcome to CKEC’s ELA Network Meeting!

1. Welcome to CKEC’s ELA Network Meeting! March 28, 2013

2. Our Facilitators: • Les Burns, Program Chair of English Education, University of Kentucky • Kelly Clark, Literacy Consultant, KDE • Marci Haydon, Instructional Coach, Old Kentucky Home Middle School, Nelson County • Lisa King, Literacy Consultant, CKSEC • Kelly Philbeck, ELA Network Specialist, CKEC

3. Norms for Professional Learning 1 3 2 Ask Questions & Engage Fully Utilize your learning Open your mind to diverse views Rule of two feet. Please silence cell phones. Please return from breaks promptly.

4. ELA Network Learning Target • I can use careful planning to improve instruction in order to be a more effective teacher and leader.

5. Today’s Focus • Jurying of Modules • Student Work (analysis and protocols/assessment rubrics TPGES Domain 1E, 3D) • Teacher Reflection and Adjustments (TPGES Domain 3E) • TPGES and Goal Setting

6. Meeting Materials: www.kellyphilbeck.com

7. Throughout the Day, Please Complete the: Evaluation Plan/Do/Review Plan how you could share what you learned today in your school in your district • Gather evidence about what you are learning today.

8. TPGES Presented by: Kelly Clark 8:45-9:15

9. TPGES Domains overview: • 3 e – Demonstrating Flexibility and Responsiveness • Lesson Adjustment • Response to students • Persistence Teaching Channel- 3 part series

10. TPGES Domains overview: • 1 e – Designing Coherent Instruction • Learning activities • Instructional Materials and Resources • Instructional Groups • Lesson and Unit Structures • Think about LDC, the instructional skills ladder, the mini tasks that connect directly to the standards. • In your Strategic Plan today, think about what resources both time, materials and support you need to accomplish this work. • During the last three years, you have been introduced to new and different ways of presenting instruction how can you bring that to your classroom and share it with colleagues?

11. 3 d -Using Assessment in Instruction • Assessment Criteria • Monitoring of Student Learning • Feedback to Students • Student Self Assessment and Monitoring of Progress • Think about how LDC helps to accomplish these indicators • Remember your work around CASL

13. Vocabulary Jigsaw • This activity could be used as a unit opener, formative assessment mid-point or as a review activity after reading. • Any text will work- at any grade level, any content area • For ELL or very young students struggling with vocabulary, this activity reviews word structure (first and last letters), syllabication and word definition. • Groups of 4– each person gets a different card (A,B,C,D) • Use copies of 3d on table- briefly review document • Each person make a clue sheet numbered 1-12 • Follow directions for the activity #2-5 • I will do the big reveal of the answers at 9:30am

14. Answer Key • 1. elicits • 2. diagnose • 3. integral • 4. assessment • 5. ascertaining • 6. critical attributes • 7. sporadically • 8. engage • 9. monitoring • 10. feedback • 11. accurate • 12. substantive

15. Plan/Do/Review Take a Moment to Reflect: Evaluation • Gather evidence about what you are learning today. Plan how you could share what you learned today • in your school • in your district

16. Jurying Modules

17. Plan/Do/Review Take a Moment to Reflect: Evaluation • Gather evidence about what you are learning today. Plan how you could share what you learned today • in your school • in your district

18. Break 10:45-11:00

19. Idea Share 11:00-12:00

20. Idea Share

21. Plan/Do/Review Take a Moment to Reflect: Evaluation • Gather evidence about what you are learning today. Plan how you could share what you learned today • in your school • in your district

22. Time for Lunch! • Enjoy your lunch! • Talk with Colleagues • Share Ideas • Lunch: 12:00-12:45

23. DistrictSurvey 12:45-1:00

24. Math & ELA Rubrics by Districts Complete each rubric for your district before you leave. Mark the level that best represents your district for each row.

25. Leadership Planning intro 1:00-1:15

26. Strategic Planning "If you don't know where you are going, you are certain to end up somewhere else." - Yogi Berra

27. I know you feel like this

28. Let LDC act as a GPS to get you to where you want to be

29. 5 quick steps to a strategic plan….. 1. Vision 2. Goals 3.What are the obstacles/barriers? 4. What are the resources you need? 5. How can we use existing resources/strategies to overcome any obstacles or barriers?

30. Big Picture – You and LDC • LDC is one way to meet: • Your content standards (especially the new ones which focus on students reading deeply, writing to answer critical questions, speaking and listening and observing to create meaning) • Your literacy standards in all content areas • Your writing pieces for your schools writing program of review, your school’s writing plan and CSIP regarding writing to learn, writing to understand and writing to demonstrate in every classroom learning • College and Career readiness (CCR) expectations for all students • Engaging and collaborative learning, demonstrates accomplished and exemplary indicators of TPGES – how you are being held accountable as a teacher

31. Visual aid

32. One other item LDC helps you with… Professional Responsibilities TPGES Domain 4 • Participating in a Professional Community • Relationships with Colleagues • Involvement in a Culture of Professional Inquiry • Service to the School • Participation in School and District Projects • Growing and Developing Professionally • Enhancement of Content Knowledge and Pedagogical Skill • Receptivity to Feedback from Colleagues • Service to the Profession • Demonstrating Professionalism • Integrity and Ethical Conduct • Service to Students • Advocacy • Decision Making • Compliance with School and District Regulations

33. Professional learning legislation 2013 Recommends 50 hours a year Protects time in your contract day to engage in joint learning, planning and reflection. LDC a great vehicle for you to make that time valuable for others in your school Expectation is that this work is SHARED teacher to teacher You are the leaders in this work Today is about making a plan to outline HOW you will expand your implementation of LDC at your school

34. Break-outSessions 1:15-2:00

35. Break Out Sessions

36. Leading & Coaching Presented by: Lisa King 2:15-2:55

37. Building Partnerships at Your School Coaching Teachers to Improve Instruction Lisa King

38. Session Objectives • Understand how adults learn • Reflect on the nature of change • Define the Partnership Principles • Explore ideas for getting teachers on board

39. Discuss your challenges.

40. Six Stages of Change • Pre-contemplation • Contemplation • Preparation • Activation • Maintenance • Termination

41. Pre-contemplation“What? I don’t see a problem” • Ignores or is not aware there is a need to change • Blames others

42. Contemplation“I should do something about this.” • Begin to consider why they might need to change • Weigh losses and gains • May decide they must change • We often get stuck here!

43. Preparation“In order to change I need to…” • Make the plans for change • Planning to take action • Go to a workshop, bought a book

44. Action“Just do It!” • Initiate the change in behavior for which they have been preparing • Need a system of accountability • Remove every barrier that the teacher might face

45. Maintenance • Doing the change and it is becoming part of the routine, but you still have to think about it • Don’t overlook this teacher

46. Termination • Part of your routine • Automaticity

47. What stage of change are your teachers in?

48. Schools engage in self-destructive behavior

49. “As the number of changes multiplies, and as the time demands increase, people approach a dysfunction threshold, a point where they lose the capacity to implement changes.”Darryl Conner, Managing at the Speed of Change

50. Getting Buy-In/ Enrollment • Build a relationship with the teacher, listen to their goals and challenges they face • Use active listening, share your stories • Let them know how you can support them