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Human and Social Capital Development Dr. Annette Tudor Mrs. Jennifer Rouse

District Framework Review. Human and Social Capital Development Dr. Annette Tudor Mrs. Jennifer Rouse. District Inservice. November 6, 2012. Research. Common Threads. Get tight on standards and curriculum Be clear on instructional practices Ensure consistent and reliable measurement

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Human and Social Capital Development Dr. Annette Tudor Mrs. Jennifer Rouse

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  1. District Framework Review Human and Social Capital Development Dr. Annette Tudor Mrs. Jennifer Rouse District Inservice November 6, 2012

  2. Research

  3. Common Threads • Get tight on standards and curriculum • Be clear on instructional practices • Ensure consistent and reliable measurement • Respond appropriately to student learning

  4. Common Threads Non-negotiables • Get tight on standards and curriculum • Be clear on instructional practices • Ensure consistent and reliable measurement • Respond appropriately to student learning

  5. Collaborative Culture of a PLC Overall, the studies show us that when teachers are given the time and tools to collaborate they become lifelong learners, their instructional practice improves, and they are ultimately able to increase student achievement far beyond what any of them could accomplish alone. Carroll, Fulton, & Doerr, 2010

  6. Professional Learning Communities • What do we expect students to learn? • How will our instructional practices ensure growth for all? • How will we know when they’ve learned it? • How will we respond when they do not learn it?

  7. A Shift in Fundamental Purpose From a focus on teaching… • to a focus on learning

  8. A Shift in Fundamental Purpose From emphasis on what was taught… • to a fixation on what students learned

  9. A Shift in Fundamental Purpose From coverage of content… • to demonstration of proficiency

  10. A Shift in Fundamental Purpose From providing individual teachers with curriculum documents such as state standards and curriculum guides… • to engaging collaborative teams in building shared knowledge regarding essential curriculum

  11. BTCS PLC Team Structures • Same course or grade-level teamsare those in which, for example, all the geometry teachers or all the second-grade teachers in a school form a collaborative team (Dufour & Marzano) • The most common PLC structure for BTCS • We call these building-level PLCs

  12. BTCS PLC Team Structures • Vertical Teams link teachers with those who teach content above or below their students (Dufour & Marzano) • We call these district-level PLCs

  13. BTCS PLC Promises We promise to provide collaborative planning time for teachers • We have communicated a district expectation that PLC meetings occur weekly for grade-level teams or content area teams in the core academic areas of English/Language Arts, math, science, and social studies and that time is provided during the school day

  14. BTCS PLC Promises We promise to provide curriculum and instruction support • We hired additional curriculum specialists this year and plan to hire a secondary math specialist in the spring for next school year • These specialists have been meeting with PLCs across the district, facilitating the correlation of curriculum, instruction, assessment, and intervention • We will use walk-through observations as a tool to provide instructional support

  15. BTCS PLC Promises We promise to provide materials, resources, and tools to directly impact student achievement • We have begun investigating CCSS resources and materials • Some materials have already been purchased as a result of teacher requests through PLC meetings • The reading adoption process will be vitally important for our work the next six years

  16. BTCS PLC Promises We promise to provide high-quality, timely, and relevant feedback and professional development • We will ask teams and principals to self-evaluate their PLC work (PLC Rubric) • The district will provide on-going support and professional development for the PLC process

  17. Balanced Assessment

  18. Value-Added Analysis • http://www.tennessee.gov/education/

  19. Common Formative Assessment • What Are Common Formative Assessments? • Periodic or interim assessments collaboratively designed by grade-level or course teams of teachers • Items should represent essential (Power or Focus) standards only • Student results analyzed in teams to guide instructional planning and delivery

  20. Common Formative Assessments • What are the Benefits? • Regular and timely feedback regarding student attainment of most critical standards, which allows teachers to modify instruction to better meet the diverse learning needs of all students • Ongoing collaboration opportunities for grade-level, course, and department teachers • Deliberate alignment of classroom, school, district, and state assessments to better prepare students for success on state assessments

  21. Common Formative Assessments • Criteria for Identifying Essential (Power or Focus) Common Outcomes • Endurance: Are students expected to retain the skills/knowledge/concepts/standards long after the assessment is completed? • Leverage: Is skill/knowledge/concept/standard applicable to many academic disciplines? Cross Curricular Tie • Readiness for the Next Level of Learning: Is this skill preparing the student for the next level of learning?

  22. District Benchmarking

  23. Constructed Response Assessment • http://www.tncore.org/

  24. Writing Assessment

  25. PARCC SY 2012-13 First year pilot/field testing and related research and data collection SY 2013-14 Second year pilot/field testing and related research and data collection SY 2014-15 Full administration of PARCC assessments Summer 2015 Set achievement levels, including college-ready performance levels SY 2010-11 Launch and design phase SY 2011-12 Development begins

  26. Curriculum COREner • http://www.btcs.org/?DivisionID=3737&DepartmentID=3486

  27. Afternoon Agenda • Lunch 11:00 a.m. to 12:15 p.m. ~ be back on time, please • Afternoon Tasks: • Review pacing/assessment guides; revise if necessary • Create 2nd quarter benchmark assessments in grades 2-8 aligned to pacing/assessment guides • Related Arts Curriculum Alignment • Science Projects in all grades • 4th Grade Social Studies Civics Project • Evaluating and Creating Text Dependent Questions

  28. Wrap-Up • Please turn in the following items at the end of the day: • Folders with completed minutes • Hard copies of revisions to pacing/assessment guides or curriculum alignment documents • Evaluation forms; one per teacher

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