LEADERSHIP TRAINING

1. LEADERSHIP TRAINING STANDARDS-BASED CLASSROOMS RAMP-UP SESSION

2. WORM HOLES LEADING TO TERMS Georgia will lead the nation in improving student achievement.

3. Georgia will lead the nation in improving student achievement.

4. STANDARDS ROLLOUT AT MY SCHOOL 1 2 3 4 5 6 7 8 9 10 MY TEACHERS ARE STORMING PERFORMING FORMING NORMING

5. WHY IS THE CHANGE TO STANDARDS DIFFICULT FOR SOME? ACTIVITY OK

6. D E P A R T M E N T O F Four Parts of a Standard Standard Task Student Work Teacher Commentary Georgia will lead the nation in improving student achievement.

7. The Performance Standards for each course • Each Standard isfollowed by ELEMENTS that indicate the specific learning goals associated with it. • 2. Tasks that students should be able to perform by the end of the course • Theseare keyed to the relevant Standards. Some of these can serve as activities that will helpstudents achieve the learning goals of the Standard, and some can be used to assess studentlearning. • 3. Samples of student work • As a way of indicating what it takes to meet a Standard, examplesof successful student work are provided. • 4. Teacher Commentary • Teacher commentary is meant to open the pathways ofcommunication between students and the teacher. Showing students why they didor did not meet a standard enables them to take ownership of their own learning.

8. OLD QCC 1 2 3 4 Reads for a variety of purposes in different kinds of texts.

9. 1 2 3 4 ELA7W2 The student produces a narrative (fictional, personal) that: • Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story • Creates an organizing structure appropriate to a purpose, audience, and context. • Develops complex major and minor characters using standard methods of characterization. • Includes sensory details and concrete language to develop plot, setting, and character • Excludes extraneous details and inconsistencies. • Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures etc. • Provides a sense of closure to the writing.

10. OLD QCC Reads for a variety of purposes in different kinds of texts. Imagine that you hired a new assistant and offered a job description this vague. The assistant may be confused. At evaluation time, you will be the one who is confused.

11. What Will Students and Teachers do Differently? THE NEW STANDARDS-BASED WORLD FOR SCHOOLS IS FULL OF CHANGES.

12. CHANGES IN CURRICULUM BEFORE NOW Textbook-Driven Standards-Driven Fragmented Interconnected Basics Skills Higher Order Skills Is a well-kept secret Shared with Everyone

13. CHANGES IN LEARNING BEFORE NOW Passive Active Memorization Real World Problems One Right Answer More Possibilities Exposure Mastery Watered-down Rigorous Lonely Learning Learn in Teams

14. CHANGES IN ASSESSMENT BEFORE NOW Limited Types Many Types Static Dynamic No Revision Allowed Revision Required For Evaluation For Learning Compares Students Work Compared to to each other Standards

15. CHANGES IN INSTRUCTION BEFORE NOW Teacher-Centered Learner-Centered One Style Fits All Differentiated Breadth of Coverage Depth of Coverage Remediation Interventions Get Them “Out” Get Them Ready

16. CHANGES IN PROFESSIONAL LEARNING NOW BEFORE Workshops Job-Embedded Teacher Learning Student Learning Teachers Implement Teachers Lead Isolated Collaborative

17. CHANGES IN TEACHER PLANNING NOW BEFORE Plan Alone Plan in Teams Use Old Plans Plan based on Results Create Worksheets Design Tasks & Units

18. CHANGES IN ADMINISTRATIVE FOCUS NOW BEFORE

19. STANDARDS-BASED CLASSROOMS Teachers and students have a clear understanding of the EXPECTATIONS (standards). Teachers and students know WHAT they are teaching and learning each day (standards). Teachers and students know WHY the day’s learning is an important thing to know (relevance), or to know how TO DO (process).

20. STANDARDS-BASED CLASSROOMS Curriculum, assessment, instruction and student learning are explicitly aligned to the standards. All students have access to the standards. Students produce evidence of learning. Standards-based learning is a process, not an event.

21. WHAT WILL I SEE IN A STANDARDS-BASED CLASSROOM? • Student work aligned to the standards • Written and oral feedback aligned to the standards • Performance tasks aligned to the standards, including culminating real-world, rigorous performance tasks • Data driven instructional decisions

22. WHAT WILL I SEE IN A STANDARDS-BASED CLASSROOM? • On-going, formal and informal assessment for learning • Teaching and scoring rubrics aligned to the standards • Flexible groups of students • Differentiation of instruction • Standards-based instructional bulletin boards

23. WHAT LEADERS CAN DO TO SUPPORT STANDARDS-BASED PRACTICES • Analyze student work based on standards • Provide opportunities for collaboration • Ensure that professional learning opportunities are based on the needs of the learning community • Systematically monitor implementation of curriculum, assessment and instruction • Attend teacher meetings, study groups and other professional learning opportunities

24. WHAT LEADERS CAN DO TO SUPPORT STANDARDS-BASED PRACTICES • Ensure that all students receive immediate intervention if they are not meeting standards • Ensure that the focus of faculty meetings and leadership team meetings is student learning • Regularly analyze data with regards to meeting School Improvement Goals and Annual Measurable Objectives • Model the characteristics of a lifelong learner

25. WHAT TEACHERS CAN DO • Utilize collaborative planning time to analyze student work based on standards • Utilize collaborative planning time to build consensus regarding standards for each grade level • Utilize collaborative planning time to develop units, lessons and performance tasks that demand rigor and hold high expectations for all students

26. WHAT TEACHERS CAN DO • Attend teacher meetings, study groups and other professional learning opportunities • Ensure that all students receive immediate intervention if they are not meeting standards • Regularly analyze data to plan and revise instruction • Model the characteristics of a lifelong learner

27. In Search of Standards-Based Practices . . . ACTIVITY Work with your elbow partners (2-3). • Use your Checklist to note Standards-Based Practices. • What are other S-B Practices that you did not see?

28. STANDARDS-BASED CLASSROOMS Are We Closer Now to Seeing the Same Ice Cream Truck? Georgia will lead the nation in improving student achievement.

29. GPS implementation is vital. Two critical pieces of infrastructure are needed to start the GPS Project. 1. An effective school leadership team needs to be in place. 2. The school needs to begin the journey toward becoming a professional learning community.

30. S-B PRACTICES PROFESSIONAL LEARNING THE REAL MAGIC BUS ACTIVITY

31. Just Imagine . . . GPS Georgia will lead the nation in improving student achievement.

32. IF: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z EQUALS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 GPS Georgia will lead the nation in improving student achievement.

33. AND: K+N+O+W+L+E+D+G+E 11+14+15+23+12+5+4+7+5 EQUALS ONLY 96% GPS Georgia will lead the nation in improving student achievement.

34. THEN: H+A+R+D+W+O+R+K 8+1+18+4+23+15+18+11 EQUALS ONLY 98% GPS Georgia will lead the nation in improving student achievement.

35. BUT: A+T+T+I+T+U+D+E 1+20+20+9+20+21+4+5 EQUALS 100% GPS Georgia will lead the nation in improving student achievement.