I nstructional s upport l eadership N etwork

1. InstructionalsupportleadershipNetwork September 13, 2013 METS Center

2. Welcome & Introductions

3. Link to Resources for Today

4. Agreements…(please use Today’s Meet to comment on agreements.) • Be open to learning new strategies. • Be an active participant. • Take responsibility for your learning. • Honor your colleagues’ learning needs. • Respect our time schedule. • Think of how you might use these resources to develop others’ capacity.

5. Learning Targets Instructional Support Leaders will be able to… • understand the responsibilities and skills needed by network participants in order to effectively build capacity within their district to move the work forward. • identify tools and processes for recognizing instructional shifts in NGSS. • identify tools and processes for effective and timely implementation of PGES (TPGES & PPGES) • understand that the Professional Growth and Effectiveness System is a way to measure the outcome of improved student learning.

6. Characteristics of Network Participants

7. Learning Design: Save the Last Word

8. Science teacher Leadership Network Halle Booth, Instructional Specialist

9. Who Am I? • Hallie Booth • Special Education (K-12) • Science 6-8 (Gifted and Talented 6th) • Science Coach 6-12 • CTE LDC Coach 9-12 • Middle School LDC 6-8 – T2X Trainer • Common Core National Trainer/Advocate • LDC National Trainer

11. P-12 MSOU of PIMSER Rate Your Familiarity with NGSS • Choose one of the following that best describes your familiarity with the NGSS and explain your choice: • I know there are new science standards • Know a little about them/I know they have different colored sections on the paper • Read some of the framework/standards • I have a real deep understanding of standards their meaning and the content taught • I could lead a PD or group planning on the standards.

12. P-12 MSOU of PIMSER Facts and Myths About the NGSS Scientific and Engineering Practices • Place an X next to the descriptions you think are correct. • Which of your answers are you least sure about? Explain your thinking. • Discuss with a partner. • What other questions do you have?

13. P-12 MSOU of PIMSER A New Vision of Science Learning that Leads to a New Vision of Teaching The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education p. 1-2

15. Sean Elkins' Ted Talk • http://mediaportal.education.ky.gov/next-generation-schools-and-districts/2013/09/speed-bumps-on-the-road-to-ngss/

16. What’s Different about the Next Generation Science Standards?

18. Instructional Shifts in the NGSS • Performance Expectations • Evidence of learning • Learning Progressions • Science and Engineering • Coherence of Science Instruction • Connections within Science and between Common Core State Standards

19. Crosscutting Concepts • Patterns • Cause and effect • Scale, proportion, and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change Framework 4-1

20. The Trail of Two Standards • Read the two standards at your table (front and back) • Make sure to note the following: • What is different about the two standards • What are the students doing in each Standard • What instructional shifts do you note in each • What would you expect as the overall instructional look of the classroom if you were observing

21. Table Talk and Record Discuss what you have written down on your self- reflection and compare your findings with the people at your table. Summarize your tables findings and prepare to share out. What have we learned?

22. Physical Sciences • PS 1: Matter and Its Interactions • PS 2: Motion and Stability • PS 3: Energy • PS 4: Waves and Their Applications

23. Life Sciences • LS 1: From Molecules to Organisms: Structures and Processes • LS 2: Ecosystems: Interactions, Energy, and Dynamics • LS 3: Heredity: Inheritance and Variation of Traits • LS 4: Biological Evolution: Unity and Diversity

24. Earth and Space Sciences • ESS 1: Earth’s Place in the Universe • ESS 2: Earth Systems • ESS 3: Earth and Human Activity

25. Engineering, Technology andApplications of Sciences • ETS 1: Engineering Design • ETS 2: Links Among Engineering, Technology, Science and Society

27. P-12 MSOU of PIMSER • “…students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content.” • A Framework for K-12 Science Education, pg. 218

28. Three Dimensions Intertwined • The NGSS are written as Performance Expectations • NGSS will require contextual application of the three dimensions by students. • Focus is on how and why as well as what

29. P-12 MSOU of PIMSER Standards: Nexus of 3 Dimensions Crosscutting Concepts • Not separate treatment of “content” and “inquiry” (No “Chapter 1”) • Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas. Core Ideas Practices

30. P-12 MSOU of PIMSER Science and Engineering Practices Guiding Principles • Students in K-12 should engage in all of the eight practices over each grade band. • Practices grow in complexity and sophistication across the grades. • Each practice may reflect science or engineering. • Practices represent what students are expected to do, and are not teaching methods or curriculum. • The eight practices are not separate; they intentionally overlap and interconnect. • Performance expectations focus on some but not all capabilities associated with a practice.

31. P-12 MSOU of PIMSER Science and Engineering Practices 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

32. P-12 MSOU of PIMSER Coherent Science Instruction The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. Framework pg. 8-9

33. Instruction Builds Toward PEs Performance Expectations

34. Instruction Curricula Assessments Teacher Development Lots of work completed, underway, and left to do

35. P-12 MSOU of PIMSER Implications

36. P-12 MSOU of PIMSER Take Home Messages • According to the intent of the Framework, the practices are not to be done in isolation. • The practices are essential for learning the content. • We won’t have to start from scratch on everything! • Learning experiences should have the student doing the doing (hands-on and minds-on).

37. Take Home Messages 2 • Slow and steady • 2013-2014 is not an “official” implementation year it is a trial year…..learn and get feet wet • Conversations will take place all year long and will encompass topics such as, curriculum mapping, performance based instruction, etc. • Begin to use the practices to implement core content in classroom activities

38. Homeworkfor Network Participants Who is on your District Leadership Team and what the plan to scale the Network goals ? Read over and become familiar with “ your” grade level standards

39. Managing Change Past, present, Future…

40. 4 Questions…Choose 2 • What work in your district led to instructional shifts and what evidence do you have of impact on student learning? • What capacity did you build in the leadership networks to impact future work? • What support and resources are needed for continued effective implementation of the work (LDC/MDC/PGES/NGSS)? • How do you differentiate to meet the needs of all stakeholders? 

41. Timer

42. Professional Growthand EffectivenessSystem

43. TPGES Agenda • Resources • Housekeeping Items • Student Growth • For Next Time

44. Resources PGES Webpage: http://education.ky.gov/teachers/HiEffTeach/Pages/default.aspx Professional Learning: http://education.ky.gov/teachers/HiEffTeach/Pages/PGES--Overview-Series.aspx Share “guide to professional learning”: http://education.ky.gov/teachers/HiEffTeach/Documents/Guide%20to%20TPGES%20PL.docx Lync Sessions in EDS—Emphasize SGG sessions: PGES Lync Sessions-How to Video   Register for a Lync Session  Register for an Archived Lync Session EDS Help (next slides) (https://powersource.pearsonschoolsystems.com/portal/ciits/ ) Webcasts and Newsletters (Headline news): http://education.ky.gov/teachers/HiEffTeach/Pages/PGES-Headline-News.aspx

47. Housekeeping Items Roster Verification (https://powersource.pearsonschoolsystems.com/repository/schoolnet/pdf/ciits_qrc_verfiying_roster.pdf) Self-Reflection in EDS (Please see “Help” in EDS for further directions) Peer observation module available (See note at the end of agenda) Observation: Caseload manager (https://powersource.pearsonschoolsystems.com/repository/schoolnet/pdf/CIITS_QRC_CaseloadManagement.pdf ) Choosing A Model (District Decision: 3 & 1 OR 2 & 2) 1st Window Sept 1-Oct 31 First Administrator Observation (Depending on Model: Full or Mini/Partial) Pre/post conference protocol (District decision on use of questions and format)

48. Student Growth • Lync Sessions • Think and Plan Tool (Handout Today) • Scenarios (Handout Today) • Guiding Questions (Step 1 and 2)

49. PD Search in CIITS

50. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Student Voice Peer Observation formative Self-Reflection Professional Growth All measures are supported through evidence. State Contribution: Student Growth % Student Growth Local Contribution: Student Growth Goals