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Heritage Teachers Commitment

Heritage Teachers Commitment. Heritage Teachers Commitment

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Heritage Teachers Commitment

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  1. Heritage Teachers Commitment • Heritage Teachers Commitment • At Heritage Charter we are looking for teachers who can ‘write their own script;’ taking the Core Knowledge sequence and the California Standards and designing a program that will give our graduates the skills, the knowledge, and the active learning habits-of-mind (perseverance, initiative, discipline, etc.) they will need to survive and thrive in the information age economies of the 21st century. We believe the teachers most likely to succeed at these ambitious goals will have a combination of the right academic skills and the right attitude—lifelong learners who are enthusiastic about their subject and who believe that every child can do quality work. [cf. Wong video for research]

  2. Teacher Commitments • 10 Points of Agreement 1. Core Knowledge Curriculum as Our Foundation • On-Grade Reading Comprehension; Knowledge Building on Knowledge; Equity and Excellence for all students.

  3. Teacher Commitments 2. Quality First! Assessment & Coaching System • An Achievement Based Grading System: • All Work (even tests) Formulated as Projects with: Checklist for Credit, Target Due Dates • All Projects Require an Oral Exam: One-on-one or small group assessment; • All Projects graded Pass/Try Again: Students try and try again until they achieve quality; • Grades go at the End of Learning—based on total achievement: number of Projects completed—instead of putting an end to learning. • Maximize teachers’ small group and one-on-one coaching time.

  4. Teacher Commitments 3. Visual Goal Setting • All learning goals and grading criteria ready to be published on day one of each quarter. • Students internalize goals and drive the learning process, taking responsibility for their own success. • Ask for excellence and you’ll get it. • Maximize Student’s Hands On Learning Time.

  5. Active Learning Design Workshop-State of the Union • Reading in America: • 38 % of all high school students are illiterate • 60% are functionally illiterate • CA is last! • Math & Science in America (The Great “Middle School Slide”): The longer US students go to school, the worse they do. • School from the Kids’ Point of View: • The average high school student spends less than 5 minutes a day talking one-on-one with an adult. • Most students say they are bored, are not challenged, and good do more in school. Education is about conversation! & they get 5 minutes...

  6. 5-Level Challenge Treesm Curriculum Design System • Level One: Visual Overview of Entire Curriculum, Goals, “Prepared Paths to Excellence,” Progression, Integration; • Level Two: Visual Overview of One year of One Curriculum Block: Goals, Projects, Teaching Tools; • Level Three: Multi-Quarter Project Flowcharts— Progressions & Links from Project Tree to Tree; Backwards design: (where do you want students to be in 20 weeks? 30 weeks?) • Level Four: Detailed student syllabi & project checklists for one Quarter of one Curriculum Block; & • Level Five: Handouts—Guidelines & Models of Excellence for individual projects. (if you want excellence, define it!)

  7. What Makes an Good Teacher? Five Things 1. Subject competence is essential to teacher effectiveness. Teachers with low FCI [Force-Concept Inventory test]* scores are unable to raise student scores above their own. 2. Teacher’s ability to learn.Beyond a minimal background of a few physics courses, teaching effectiveness depends only weakly on the extent of academic physics training. The best teachers love the challenge of learning something new and are eager to share the experience with students. 3. Managingthe quality of classroom discourseis the single most important factor in teaching with interactive engagement methods. This factor accounts for wide differences in results among teachers using the same curriculum materials and purportedly the same teaching methods. Effective discourse management requires careful planning and preparation as well as skill and experience.

  8. What Makes an Good Teacher? Five Things 4. Good teacherscreate Active Learning Zones(Guidelines to Excellence + Coaching = Active Learning): an environment wherein students construct their own understanding of the subject.The quality of the constructions depends crucially on the conceptual tools available to the students and facilitation by the teacher. Lecture courses were shown ineffective in producing high FCI* scores. 5. Effective teaching requirescomplex skills whichtake years to develop.Knowledge about teaching and learning is as essential as subject content knowledge. With training and experience most teachers who meet the first four preconditions are capable of achieving a high level of teaching proficiency, but even the best need the stimulus of peers to keep improving. • “Though good teaching may be rare, I think it is a skill that can be learned. Great teaching, on the other hand may be a special talent that cannot be transmitted (great teachers are great learners who love to share the sources of their inspiration).” • —Adapted fom “Commentaries on Physics Education,” by David Hestenes

  9. Instilling Prejudice• A teachers job is to instill prejudice • Her students need something to fight against when they rebel • Depriving them of this is a crime • Learning is painful (Aristotle) Wisdom comes through pain (Aeschylus) • Reason (and therefore a man) is limited by fate; or: (b) a man’s character determines his fate (Heraclitus) • Men are social creatures, like it or not. (only an ‘idiot’ lives alone) • Truth comes out of debate, dissent, and open criticism • Human life is tragically short and therefore: (a) all is vanity, you might as well live a beautiful life, do your duty, and try to touch the immortal or: (b) you might as well enjoy yourself. • Character is a matter of matching word with deed. • The greatest danger to man is the ‘natural’ beast within--the job of culture is to (a) tame this beast, (b) encourage it! • Religion is personal, and therefore should be separate from and subordinate to political power • Private property & the family should be protected from government coercion

  10. ___________

  11. ECHS Prep Academy Intro

  12. Intro to Escondido Charter High School • 4 Programs: • 1. Traditional High School (“Trad”) • Top 5 in San Diego County • 2. ILP (Individualized Learning Program) • No. 2 in Escondido School District • 3. Prep Academy(“Prep”: preparation for high school success. “Academy”: a place of learning) • Academy students show a 1-year aver jump in reading & math. •  4. Heritage K-8 Charter School

  13. History of School • Founder & Executive Director (“Coach” Snyder) • His Story 30 year teacher, football coach, head of union. • Goals for Escondido Charter HighConcerned that big schools were letting too many kids “fall through the cracks,” he wanted to start a school that puts kids first and treats high school studentslike adults— • a small school w/ lots of coaching as the best way to help kids reach their goals: • Intro to your Coaches... Mr. Zamora, Lead Teacher; Mrs. K., Coach. Me, I’m the director and creator of this program, and I’ll be starting you off and then checking on your progress as often as I can.

  14. Prep AcademyGoals • Independence Level • ‘Automaticity’: Math: speed & perfection in +, -, X, ÷ ; Reading: Speed (wpm) fluency + comprehension • Academy Lab (how it works best for you) • Schedule (how it works) • By end of 10-Day Warmup:.....

  15. Academy Lab — (Procedures, not Rules) How it works best for students • Your Space: Keyboard on table, clipboard with paper: lots of space;Your Computer: learning games + drawing + writing • Your Tools: Progress Binder, Clips: keep your targets out-- you should always know your grade, coaches need to know what you’re working on • Center Table- invitation only, for coaching • Wheeled Chairs-for teachers- to move from student to student, coaching • 6-Step Exam Boards; Models(of visual note taking Story Maps, Essay Templates (for writing and reading essays); • Core Knowledge Frameworkfor 5W + H Exams:Maps(for Where? Exam) • Seminar/Coaching/Testing Tables- Invitation Only (‘cept for break) • Water/Fridge/Micro: When you need a break... take it. Eat in Seminar Room • Balcony: want to talk?... • Downstairs--doesn’t exist, 8-12! Why? 800 ILP kids now, 230 K-8 soon!

  16. Lab Rules — Just 3 • 1: FIRST FIVE MINUTES RULE • 2: No Interference Rule • 3: Aretha Franklin Rule • Consequences

  17. ************

  18. All we ask...Is 4 hours a day! 4 hours of 100% effort, then the day is yoursWhy? We’ve got an emergency on our hands! How? See “How the Lab works best for you:”

  19. Academy Lab — (Procedures, not Rules) How it works best for students • Your Space: Keyboard on table, clipboard with paper: lots of space;Your Computer: learning games + drawing + writing • Your Tools: Progress Binder, Clips: keep your targets out-- you should always know your grade, coaches need to know what you’re working on • Center Table- invitation only, for coaching • Wheeled Chairs-for teachers- to move from student to student, coaching • 6-Step Exam Boards; Models(of visual note taking Story Maps, Essay Templates (for writing and reading essays); • Core Knowledge Frameworkfor 5W + H Exams:Maps(for Where? Exam) • Seminar/Coaching/Testing Tables- Invitation Only (‘cept for break) • Water/Fridge/Micro: When you need a break... take it. Eat in Seminar Room • Balcony: want to talk?... • Downstairs--doesn’t exist, 8-12! Why? 800 ILP kids now, 230 K-8 soon!

  20. Take a break when you need it, • we treat you like adults-- but if we see you talking, “vegging,” wasting your time, we will encourage you, remind you, harass you to get your money’s worth out of each day. Why? We want you to succeed, that’s all. If we were lazy we’d let it go, but we care so.... • When you’re not on the computer, writing a story or an essay map for Seminar, or working on Math—when your Challenge Trees are done—we’ll ask you to do one of three things: • Independent Reading • 1. Read! To prepare for a “Slice” reading exam • Core Knowledge Timeline Work • 2. Research! (Encarta, World Book CD Rom, Timetables of History)* • or • 3. Veg. Out (with a Core Knowledge Video) * • * taking notes using the “WhoWhatWhereWhenWhy & How” template

  21. Why the Core Knowledge Timeline? • to comprehend** high school level reading, you need background knowledge: all the key ideas (vocabulary) of history, war, business, fashion, music, politics. ** Example: Don’t get this joke? You need to increase your vocabulary, fill in gaps in your background knowledge! Chris Roq: What’s the world coming to? You know the world’s crazy when the best rapper’s white, the best golfer’s black, the Swiss have the America’s Cup, the French are calling Americans arrogant!... and the Germans don’t want to go to war!

  22. When you’re tired, a Change is as good as a Rest.” • —Winston Churchill, • Don’t know who he is? Better find out! British Prime Minister, 1940-1945. Saved Western Civilization from the Nazis • Here’s what’s coming up in Session 2...

  23. Why Are You Here? • You went to grade school in California Schools in the 1990s (Reading Fiasco) • You changed schools a lot • TV, Nintendo, Videos, Web

  24. Here is TV’s Gift to You: 15,000 words lost since 1950

  25. Kill Your TV--What Kind of Class is This? • Kids are supposed to get smarter, not dumber, each generation • Why were kids in 1950 so much better readers than we are? Why did they know so much more? • This is not a special ed class, not a remediation class. This is a time machine! We’re going back to the day when...

  26. Back to the Day When... • School was a lot harder than it is now. • We’re going to work very very hard to repair the damage done to you by the CA Reading Fiasco; by TV, Videos, Nintendo, & the Internet. • 12th grade & College Level Reading Work: • Core Knowledge Timeline Challenge • Speed Reading, etc. • etc. • Seminars... stuff they don’t ask the 12th graders to do...

  27. Back to Where You Belong • This isn’t a class for slow kids but a bootcamp for those who want excellence... (& that’s everyone, by the way. Studies show, almost all high school kids say, “My school doesn’t expect enough from me.” We will) • We’re going to work hard to get you back to grade level... • Here’s what will happen if we don’t-->

  28. Average Growth Rate: 1st vs. 9th grade • Insert the chart from the NWEA book • 1st grade: 9%? • 9th grade: 1.2%? • Chart showing where you’ll be after four more years of regular school if you begin 9th grade at reading level 5 • Chart showing where you’ll be after 9-16 weeks in the “Academy” ---we get results!

  29. Earning Power: 9th grade... Degree • Insert Chart (from web?) of poster from ILP lab • Also Insert, new slide, Why Bother? Future Looks Bright: ... Happiness is being your own boss, independent agent who can work well in a team but pick up and take her skills elsewhere if the boss is a tyrant. • Our job is to help you get those independent skills you need to be happy and to reach your goals.

  30. How do you graduate the Academy? Three goals for all three Academy students: _, _, _?

  31. It’s not a reading gap, it’s a language gap!

  32. Why Are You Here? Cont.’--CA reading fiasco

  33. Why Are You Here? Cont.’

  34. We Get Results!1 year average jump in reading over 8-12 weeks; 1 year average jump in math. Many students jump two or three years in reading ability.

  35. How? 1. We Work You Hard

  36. How? 2. Reading Pyramid• steps to reading mastery • software & learning tools to help you climb • The rest is up to you

  37. How? Math Pyramid • steps to math mastery • software & learning tools to help you climb

  38. When Are You Finished? • When Should You Re-Test? Finish Reading Coach (fix decoding problems) & Finish Word Attack Packets Through Beginning (Level 5th-6th) or Intermediate (7th-8th): • -->once decoding problems are fixed, reading score will jump to your vocabulary level<--

  39. Lab Rules — Just 3 • Rule #1: FIRST FIVE MINUTES RULE • Rule #2: No Interference • Rule #3: Aretha Franklin • Consequences

  40. Consequences: • When you break any of these 3 rules, you’re asking us to leave.We set this program up to help you get your independence (core reading & math skills, high school degree), not to throw you out....So if you ask us 3 times, we’ll say no, no, yes, take a day off.If you ask us again, we’ll have to drop you. We want you to succeed but we have to protect this lab as a workplace for all students. If you do leave--maybe this is your parent’s idea, not yours, maybe you aren’t ready to work right now-- we’ll want you to think about it and come back later if you change your mind...

  41. Math Challenge Tree No. 1

  42. Math Challenge Tree No. 1 • What you will have accomplished by the end of 10 days: • 15 Saxon lessons, 4 operations with whole numbers; mental math, etc......

  43. SAXON--The WORLD’S BEST MATH BOOKS 1. WHY? A. Kids who used Saxon algebra books scored three times higher on end-of-the-year tests than kids who used traditional, one-subject-at-a-time math books. 2. HOW? A. Incremental Progression: Incremental: Step-by-step introduction to new topics (Every subject is “hard by the yard, but a cinch by the inch.”) Progressive: problems go from simple —-> complex; early skills are used to solve later problems B. Continuous Review: Continuous: Never ending. Review: “The Daily 25” is always a “Final” Exam on all chapters studied so far. Once you learn something, Saxon math books never let you forget it! (other textbooks introduce a topic, make you learn everything about it all at once, then drop the topic for weeks until the midterm review---no wonder kids forget as they go!) C. Cumulative Tests: Cumulative: summing up, all encompassing. Every four lessons, or chapters, you have a Test. Every Saxon test is like a Midterm or Final Exam in a regular math book. So, just like the “Daily 25” problem sets, Saxon Tests work to help you review all you know--so you won’t forget it. D. NO CALCULATORS!

  44. Language Challenge Tree No. 1:

  45. Language Challenge Tree No. 1: • What you will have accomplished by the end of Session 1 (10 days): • @300 beginning level vocabulary words, @12 essays read in Speed Reader; 4 Seminars on Stories (practice analyzing each story); 1 Seminar on an Essay (practice breaking it down into main arguments and supporting evidence); etc.... • Depending on which path you take.

  46. Challenge Trees™ • We give you the Goals & Expectations on day one of each session. • You Take Responsibility for Your Own Success: • You Make a Plan, We Help You Reach Your Plan, You Grade Yourself

  47. Quality First! Grading • “A-Level” Teaching Means 90% of students are doing quality grade-level work. • Quality First! grading ensures that students don’t move on until we do our jobs!

  48. Quality First! Achievement Ladder

  49. Start on your first computer Math Targetspeed + perfection = automaticity!

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