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1. NY State DDI Workshop November 3, 2011
2. Introductions Marc Etienne
Nate Franz
Alix Guerrier
Shannell Jackson
Liz Dozier
3. Theory ? Action
4. Group Norms Start on time
Hands ups for questions
Ask what’s relevant for all
Hands up to bring folks back together
7. The Learner
8. The Vacationer
9. The Hostage
10. Today’s Objectives Identify/review the key principles/lessons from Paul’s summer workshop
Apply the key principles to our situation (Analysis)
Create a concrete plan (Action)
Incorporate ideas you’ve learned throughout the sessions into your action plan
11. Creasy and Pita
12. Key Insights If you’re not at the pool, you cannot do the analysis
Relationships matter
Creasy went from “what” was wrong, to “why”
The practice targeted on the exact problem
The practice simulated the real event
They set a specific goal that they could track
14. Insights Applied to Interim Assessments IMMEDIATE: ideal 48 hrs, max 1 wk turnaround
USER-FRIENDLY: data reports are short but include analysis at question level, standards level and overall
TEACHER-OWNED analysis
TEST-IN-HAND analysis: teacher & instructional leader together
DEEP: moves beyond “what” to “why”
15. Let’s Review Using the “Key Take Aways” handout
At your table jigsaw each topic among two people,
Individually - Jot down at least one take away from each of these activities
Small group/Jigs
Discuss finding collectively and record
16. Springsteen Case Study Year end results are not enough
List of standards are not enough
Alignment means different things to different people
People interpret “mastery” and “rigor” differently
17. Assessment Analysis Role Play The focus should be on what students learned, not what teachers taught
The conversation should center on the actual results of student learning.
Looking at results together creates collaboration; it’s about moving to what to do better
Tips for Analysis meetings
Let the data do the talking
Let the teacher do the talking
Go back to the test and specific questions
Know the data yourself
18. Douglas Street Case Study Active Leadership Team: Teacher-leader data analysis meetings; maintain focus
Introductory Professional Development: What to do and how
Calendar: Done in advance with built-in time for assessment, analysis, and action
Build by Borrowing: Identify and implement best practices from high-achieving teachers and schools
19. Power of the Question Standards are meaningless until you define how you will assess them
Assessments are the starting point, not the end point, of teaching and learning
If you don’t define the assessments first, teachers will teach to their own level of expectations
Curriculum maps and scope and sequences aren’t enough; teachers need assessments to guide them as to the rigor of their teaching
In a multiple choice question, the options define rigor
21. Prompts What is Billy Beane doing differently than his peers?
What are key ideas or insights that connect to the work you are currently undertaking?
What about his tactics make others uncomfortable? Who is it making uncomfortable?
22. Moneyball Trailer
23. Prompts What is Billy Beane doing differently than his peers?
What are key ideas or insights that connect to the work you are currently undertaking?
What about his tactics make others uncomfortable? Who is it making uncomfortable?
24. Objectives Identify the key principles/lessons from Paul’s summer workshop
Apply the key principles to our situation (Analysis)
Create a concrete plan (Action)
Incorporate ideas you’ve learned throughout the sessions into your action plan
25. Beware of Bad Apple Syndrome
26. Managing Change
27. Change Management
28. What Do You Think? 1. Is change easy or hard?
What’s the 2nd biggest life change that Americans reported on a recent survey? Would you guess people resisted this change or volunteered for it?
29. Watch Clip
30. What Do You Think? 1. Is change easy or hard?
What’s the 2nd biggest life change that Americans reported on a recent survey? Would you guess people resisted this change or volunteered for it?
31. Change Management
32. Switch by Chip Heath
Read pages 4 - 8
38. Three-Part Framework Direct the Rider: What looks like resistance is often a lack of clarity. Provide crystal-clear direction.
Motivate the Elephant: What looks like laziness is often exhaustion. Engage people’s emotional side.
Shape the Path: What looks like a people problem is often a situation problem. When you shape the situation or “path” you makes change more likely.
39. Driven by Data
Pages 242-243
41. What to Do When There’s a “2”Core Actions to Reach DDI Proficiency Read through sections on Assessments, Culture, and Analysis
Choose one focus area
Use template to reflect
Share feedback with a partner from your district
* 1 Required – Plan what PD you going to provide
42. Lunch Session resumes in One hour
43.
Welcome Back From Lunch
44. October Sky How did they turn analysis into action?
What were the strengths and weaknesses of their strategy?
45. October Sky Key Insights You need to be relentless
Teams > individual
Find expertise wherever you can; build on what is already known
Isolating the problem helps you take the right action
Keep testing your hypothesis
46. Action Plan Reflection What do you notice?
What stands out as strengths? What stands out as weaknesses?
47. Process Individual – Read and Reflect (8 min)
Pair – Share with a partner (4 min)
Share with large group (8 min)
48. Key Insights Targeted/Focused
Right-Sized
About Instruction
You can shape the path with templates and exemplars
49. Menu of Options Whole group re-teach
Short-term strategy group (e.g., two-four-day, skill-driven group)
Long-term strategy group (e.g., multiple weeks)
Individual Action Plan (Inclusion teachers only)
Instructional Shift (e.g., including more higher-order thinking, changing approach to vocabulary teaching, etc.)
Instructional Routine (e.g., 5 days of math message or slate math on PRA.1, daily fact fluency practice)
50. Menu of Options What would all of these options need to have in common?
What’s the benefit of providing options?
51. Menu of Options Pair – Share with a partner (4 min)
Share with large group (6 min)
52. Introduction to LearnZillion Overview
Watch Math Lesson & Discuss
Watch Writing Lesson & Discuss
53. Overview What is LearnZillion?
Where did it come from?
How can it be used?
54. Watch & Discuss Watch a sample and reflect on prompts – 6 minutes
Share in groups of 2-3 – 4 minutes
Share with larger group – 6 minutes
55. Math Observation Reflection questions
How did the lesson address the concept (as opposed to the procedure)?
How could I imagine myself using this?
56. Writing Observation Reflection questions
What is your reaction to the strategy modeled in the lesson?
How could I imagine myself using this?
61. Break
62. Preparation for Protocol Read through section of “What to do when there’s a 2” on Action
Choose one focus area
Use template to reflect
Share/feedback with a partner from your district
* 1 Required – plan what PD you going to provide
63. Plan the Shift, Part 2 With your team, answer the following on your large poster paper.
What have you been doing with DDI since the last training?
What have you been planning today that clears the path?
How are you going to motivate the elephant? Direct the rider? Clear the path?
64. Final Protocol Presenter - shares salient aspects of their action plan (3 mins)
Critical Friends - Ask clarifying questions and presenter responds (2 mins)
Critical Friends - Discuss warm observations [presenter doesn't participate] (2 mins)
Critical Friends - Give cool observations [presenter doesn't participate] (2mins)
Critical Friends - Discuss probing/ deep questions/ next steps [presenter doesn't participate] (5 mins)
Presenter - responds/ reacts/ names next steps (1 min)
65. Stockdale Paradox
A key psychology for leading from good to great is the Stockdale Paradox:
Retain absolute faith that you can and will prevail in the end, regardless of the difficulties, AND at the same time confront the most brutal facts of your current reality, whatever they may be.
66. Changes After DDI
67. Testimonial