Conference on Effective Teaching Strategies for Common Core State Standards Implementation

1. Office of Superintendent of Public InstructionPrivate Schools Summer Conference: Effective Teaching Strategies to Implement Common Core State Standards Dr. Duane Baker President/CEO

2. Day 1 Agenda • 9:00 – 9:30 Welcome / Establish the Purpose for the Two Days • 9:30 – 10:00 Reform: Making Sense of It ALL • 10:00 – 10:30 Classroom Clip #1 • 10:30-10:45 Break • 10:45 – 11:30 CCSS: Eight Standards For Mathematical Practice • 11:30-12:00 Keeping it Simple: Four Instructional Habits • 12:00-12:45 Working Lunch / Discussion Prompt • 12:45 – 1:00 Re-center and re-set purpose for afternoon session • 1:00 – 1:30 Introduce Classroom Observation Learning Walks • 1:30 – 2:45 Practice using the STAR Protocol and Process Classroom Clips #2/#3 • 2:45 – 3:00 Break • 3:00 – 3:30 Implications of Knowledge and Skills for your work • 3:30 – 4:00 Exit Slip and preview of Day 2

3. Day 2 Agenda • 9:00 – 9:30 Reflect on Day 1 and Establishing the Purpose for Day 2 • 9:30 – 10:00 CCSS: ELA Pedagogical Shifts • 10:00 – 10:30 Classroom Clip #4 • 10:30-10:45 Break • 10:45 – 11:30 Classroom Clip #5 • 11:30-12:00 Introduce Pedagogical Lesson Planning • 12:00-12:45 Working Lunch / Discussion Prompt • 12:45 – 1:00 Re-center and re-set purpose for afternoon session • 1:00 – 1:30 Introduce Pedagogical Lesson Planner • 1:30 – 2:45 Plan a Lesson Based on Learning Walk Commitments • 2:45 – 3:00 Break • 3:00 – 3:30 Demonstration of Online Support and Resources • 3:30 – 4:00 Implications Exit Slip and Evaluation Survey

4. Agenda-at-a-Glance • Day 1 Effective Teaching through CCSS Math lens • learning to observe and reflect on instructional practices • Day 2 Effective Teaching through CCSS ELA lens • learning how to identify instructional habits and plan for change

5. Our Purpose Today • Target for Today The target of our day together is to learn what effective instruction is and how to develop it more in our own practices. • Process • Educational Reform in Context • Making Sense of it All • Keeping it Simple • Explore 4 Instructional Habits • Watch several “Classroom Clips” • Learn to reflect on our own instructional habits • Apply learning to our own situation • End with an “Exit Slip”

6. Clarify and Express Our Purpose In your own words describe to a partner the target of our session together today. What do you want to get out of our time together?

7. Norms • Presenting • Pausing (prompts & processing) • Pairs • Paraphrasing • Posing Questions • Paying Attention to Self and Others • Presuming Positive Intent • Practicing

8. MAKING SENSE OF IT ALL • Why do we have Common Core State Standards? • Why is quality instruction key to implementation to CCSS? • Why is this training relevant to me, if our school is not adopting the CCSS?

9. American Public Education • One Vision: College and Career Readiness • One Path: Improving Teaching and Learning

10. Education Change in Context • 1880-1950s – Common School - 8th grade • 1950-1990s – Norm Referenced; HS Completion (SLOs) • Restructuring – Boyer’s Shopping Mall High School • Big push for School to Work (no college) • 1990s-2010 – Criterion referenced; HS Competence (Standards) • 2010-2030 – Criterion Referenced; College/Career Ready (Standards) 2013 marked the year most schools were implementing this wave of reform

11. College Ready College Aware + College Eligible + College Prepared = College Ready

12. A New Vision for Students and Teachers MATH SCIENCE Students and Teachers engaged in real-world applied learning within individual contents and across subjects and programs English language arts AWSP.CCSS Session 1.2014 Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu

13. Moving toward Career and College Ready Standards AWSP.CCSS Session 1.2014 “These standards are not intended to be new names for old ways of doing business.” CCSS-M, page 5

14. The Last 20 Years Assessment Output Instruction Input Curriculum Input

17. The Next 20 Years Assessment Output Instruction Input Curriculum Input

18. Summary • It is difficult to stay focused on instruction when there are other initiatives happening simultaneously; but, it is critical if we are going to help students be successful.

19. Pause & Reflect What are some of your thoughts and/or questions right now?

20. New & Improved Tide • Philosophy, Psychology, Centricity • Legal Obligation or Moral Obligation • Since the Early 1990’s Perennialism Essentialism Behaviorism Cognitivism Teacher-centered Student-centered

22. Common Pattern for ReformNext Two Decades • Curriculum • Set standards (CCSS), align curriculum (Indicators), measure progress (pacing guides, PLCs), • Assessment • Set standards (SMARTER Balanced), align assessments (Test Specifications), measure progress (common assessments, MAPS, DIBELS, etc) • Instruction • Set standards (8 criteria), align practices (Danielson, Marzano, 5D+ Models), measure progress (artifacts, observations, discussions)

23. So How Might This Impact Me? • Curriculum • Publishers will align with CCSS • Assessment • Resources and Online Tools will align • Instruction • Strategies and resources will align

24. Pause & Reflect What are some of your thoughts and/or questions right now?

25. “We know from the moment students enter a school, the most important factor in their success is not the color of their skin or the income of their parents – it is the teacher standing at the front of the classroom. “ - President, Barack Obama

26. Checking our Bias • To what extent to you believe the quality of teaching and learning in the classroom is key to student achievement gains? • What do you believe about how teachers change their instructional practices?

27. Handout (front)

28. Handout (back)

29. To what extent is this graphic helpful to you and/or your staff?

30. Observations • The best way to learn about instruction is to watch teaching and learning take place • We will learn what to look for while observing • We will learn how to observe • We will learn how to talk about our observations • On Day 2 we will learn how to plan for change

31. Classroom Clip #1 Let’s Jump in and Practice • Brainstorm what you think you should see • Look for it • Discuss in pairs • Hear from whole group

32. Moving Ahead • Instruction won’t change without trust • We need each other • Observe to learn about our own practice • We have to know what to look for • We have to know how to talk about it • We have to know what to do about it

33. CCSS Math • This Conference is about effective instruction regardless of content, but we can use the CC lens • Instructional practices are built into CCSS • Publishers are responding to this • Understanding what the publishers are doing may be helpful for you and your schools

34. Handout

35. Focus • Fewer topics • Critical Areas of Focus • Developing expertise over time

36. Coherence • Learning progressions across grades • Connections between topics within a grade

37. Rigor • Conceptual understanding • Procedural skill and fluency • Application

38. 8 Standards for Mathematical Practice • At your table: • Each person read a numbered section • Summarize the section for the group • After hearing all 8 mathematical practices, select 1 or 2 to discuss in pairs • Turn & Talk in Pairs: “What would/does this instructional practices look like in your classroom?”

43. Summary • Effective instruction can get quite complex. If teachers are going to be successful in changing instructional practices, we have to keep it simple and doable. • Changing instructional habits is already difficult enough; don’t make it complicated. • Start with what we know, use a framework, provide peer support,

44. KEEPING IT SIMPLE

45. Getting to Common Practice I think teachers are more likely to do something … if it’s doable. - Cameron Smith Director of Communications, The BERC Group

46. Finding the Forest It is not about introducing new instructional skills to teachers; it is about setting up a system of support that helps teachers develop effective INSTRUCTIONAL HABITS.

47. Four Essential Habits to Change OLD Habits • Planning out the subject content to cover • Putting the objective on the board and telling students what they are going to do today • Asking questions and seeking correct answers (Q&A Sessions) • Focusing on behavior management

48. Four Essential Habits to Change NEW Habits • Understanding the skills to develop and the concepts to explore • Clarifying the purpose & expectations of the lesson, throughout the lesson (beginning, middle, and end) • Asking questions that lead to discussion - student to teacher and student to student (Q&D Sessions) • Developing an environment for learning that builds relationships (student to teacher and student to student) and meets individual needs

49. Habit #1 Concepts OLD Habit • Planning out the subject content to cover NEW Habit • Understanding the skills to develop and the concepts to explore “To what extent does this contrast make sense to you?”

50. Four Essential Habits to Change OLD Habits • Planning out the subject content to cover • Putting the objective on the board and telling students what they are going to do today • Asking questions and seeking correct answers (Q&A Sessions) • Focusing on behavior management