World Class Team Presentation2
- 1. Becoming a World-Class School District 2013-2014 – Our Journey Do you believe? Please sit with your department
- 2. Superintendent’s Vision • Define a World Class School System – Academic Rigor – Writing – Planning (PLCs)
- 3. • According to the U.S. Department of Labor, nearly two-thirds of the new jobs created between 2006 and 2016 will be in occupations that require postsecondary education/training … while jobs requiring routine manual tasks will continue to decrease.
- 4. • Occupations that require a bachelor’s degree will grow twice as fast as occupations that require only a high school diploma. (Bureau of Labor Statistics)
- 5. • Wages for careers that require higher levels of education and training will outpace non-degreed jobs, with the average college graduate earning 77 percent more than the typical high school graduate. (Bureau of Labor Statistics)
- 6. Building Bridges for Success • It begins with a relationship.
- 7. The Task • Define World Class – How would staff, students, parents and/or the community perceive the following? • • • • Programs Characteristics Feels like Sounds like
- 8. Activity • 1) Individually jot your thoughts using one vision per post-it for what World Class means to families, teachers, students, and community. • 2) Discuss your ideas of a world class system with your department as you sort into categories. • 3) As a department, use the provided chart paper to come up with one definition of what World Class means for each of the following: family, students, teachers, and community.
- 9. Defining World Class • What is our definition of a World Class School District?
- 11. What Do We Want the School to Provide? • Think about a special child in your life that you would do anything for. What would you want a school to provide to that child? • Using poll everywhere, answer the question in 10 words or less. • Text to phone # 64481 • Msg 64481
- 12. The Current State Where are we now in becoming a World Class School?
- 13. How Do We Get There • Awareness – Data – Proficiency is Level 3 or above – In order to make a learning gain, student must increase one level. However, level 1 students who make at least an 8 point gain or level 2 students who make at least a 7 point gain also qualify as making a learning gain (even though they did not increase a level).
- 14. Teacher Data Folders • Disaggregated Student Data (Performance Matters) • Content Guides for your subject area as well as reading and writing standards • Helpful resources (provided by TIF teachers) • Baseline Data • Midyear Data • FCAT/EOC Data • Student Grades Reports (Pinnacle Gradebook)
- 15. Classroom Summary Chart Student names blocked to protect privacy.
- 16. How do I read that??? • Red – STOP! – Failed to master • Yellow – Slow Down – Partial mastery • Green – Go – Mastery
- 17. The Desired State Where do we want to be as a World Class School?
- 18. How Do We Get There? • Shared Accountability – Teacher • Share Best Practices • Dialogue/Collaboration – Support to both Teachers and Students • Review data, interventions, remediation, enrichment – Community • School initiatives, school celebrations of success • Volunteers • All Means ALL – No Opting Out!
- 19. What Do We Need to Do? • • • • • Take responsibility for student learning. Work together in true teams. Clearly define what every student needs to learn. Constantly measure our effectiveness. Respond collectively when students don’t learn.
- 20. World Class Schools Provide • Endless Possibilities • The Power of Words
- 21. ALL MEANS ALL • A Data Picture of Our School • An Ongoing Process of Educators Working Interdependently to Improve Learning
- 22. Teacher Evaluations and PDPs • New policies this year…
- 23. Teacher Evaluation - To maintain the TIF Grant, every teacher must have… • 5 Walkthroughs • 2 Formal Observations – Short Formals • • • • Teachers with at least 1 year of experience Will cover ONE category in Domain 2 or 3 The domain will change for the 2nd semester 15-20 minutes – Long Formals • First-year teachers • Will cover Domains 2 and 3 • 60 minutes • All Formals must be given a rating level (rather than observed/not observed).
- 24. Professional Development Plans (PDP) • No more PDPs for experienced teachers!! • PDPs are still a requirement of the A.P.P.L.E.S. program • If you qualify for an A.P.P.L.E.S. exemption because of prior teaching experience, you do not need to complete a PDP
- 25. • Break TIME!!!!
- 26. Teamwork • We’re your buddies!
- 27. Essential Functions of Teacher Leaders (T.I.F. Grant) 1. Works collaboratively with the principal, assistant principals, faculty, and staff to increase student achievement. 2. Provides professional development opportunities for all faculty and staff members. 3. Supports colleagues by providing information, mentoring, modeling, and problem-solving strategies that align with the School Improvement Plan. 4. Communicates with administration regarding professional development. 5. Assists in identifying and developing future Teacher Leaders in the building.
- 28. Can Every Student Learn? • Why don’t students learn? • On a sheet of paper, write down one reason that students don’t learn that is beyond our control. • What can we control?
- 29. Paradigm Shift • We are going to work collaboratively, which will create some Cultural Shifts for us. – – – – – A Shift in Fundamental Purpose A Shift in the Use of Assessments A Shift in the Response When Students Don’t Learn A Shift in the Work of Teachers A Shift in Focus
- 30. What will we see (T.I.F.) Teacher Leaders doing at Riverdale? • Collaboration with teachers within our Professional Learning Communities (PLC’s) to build & identify a shared understanding about: – – – – What students should learn (what is essential). Evidence of student learning. Analyzing that evidence. Teaching strategies that improve student learning.
- 31. Five Essential Elements • • • • • Focus on learning Create a collaborative culture Clearly define what all students must learn Constantly measure your effectiveness Systematically respond when students don’t learn
- 32. The BIG IDEAS of a PLC • We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning. • We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through the development of high-performing teams. • We assess our effectiveness on the basis of results rather than intention. Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement.
- 33. PLC Critical Questions • • • • What do we expect students to learn? How do we know when they have learned it? How will we respond when students don’t learn? How will we respond when students have learned?
- 34. Professional Learning Communities Focus on Results to Identify … • Each student who has not yet learned the essential skills and concepts • Each student who has learned the essential skills and concepts • Strategies to improve upon our individual ability to teach each essential skill and concept • Strategies to improve upon our collective ability to teach each essential skill and concept
- 35. Why Should We Collaborate? • “The era of isolated teachers, working alone to meet the myriad needs of all their students, is neither educationally effective nor economically viable in the 21st century … When teachers are given the time and tools to collaborate, they become life-long learners, their instructional practice improves, and they are ultimately able to increase achievement far beyond what any of them could accomplish alone” - Carroll, Fulton, & Doerr, 2010
- 36. Why Should We Collaborate? • “The challenges of schooling are too great for individuals to shut themselves away behind closed classroom doors and try to resolve them alone. A concerted collaborative effort is necessary when teachers and other colleagues work and learn collaboratively with a clear focus on the learning of students as well as themselves.” - Stoll, Bolam, McMahon, Thomas, Wallace, Greenwood, & Hawkey, 2006
- 37. Why Should We Collaborate? • • • • Gains in student achievement Higher quality solutions to problems Increased confidence among all staff More peer support of strengths and accommodation of weaknesses • Ability to test new ideas • More support for new teachers • Expanded pool of ideas, materials, and methods. - Little, 1990
- 38. What is Collaboration? • “A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results” - DuFour, DuFour, Eaker, 2010
- 39. Seven Keys to Collaboration in a PLC • Embed collaboration with a FOCUS ON LEARNING in routine practices of the school. • Schedule time for collaboration into the school day and school calendar. • Focus teams on critical questions. • Make products of collaboration explicit. • Establish teams norms to guide collaboration. • Pursue specific and measurable team performance goals. • Provide teams with frequent access to relevant information.
- 40. A Little Inspiration… • “If you are not on fire with enthusiasm, you will be fired with enthusiasm!” • “When the rate of change on the outside exceeds the rate of change on the inside… you’re finished!” • “Have you noticed that when you are tired and stressed, people around you get real stupid?” • Lava Lamp leaders are always changing; they are agile, resilient, innovative, imaginative, bold and adaptable.”
- 41. Be a “Lava Lamp Leader” Make learning fun!
- 42. So…how can I make learning fun? • Do something new and fresh • Create a unique learning environment • Make real-world connections to things THEY care about • Every lesson can be memorable and awesome • Give them something to ARGUE ABOUT! The students will be engaged and they’ll retain more information Here’s one way… .
- 43. Romeo and Juliet – CSI Style!
- 44. Why the Romeo and Juliet CSI Lesson was Awesome • • • • Memorable and unique Included physical and mental engagement Collaborative learning ALL Students Researched, Analyzed, Explained, Created, Defended, Wrote • Conversations continued long after class had dismissed
- 45. All students can and will learn… • If we make the content exciting, rich, and relevant • If we teach on our feet • If we make connections across the content areas • If we give every kid the chance
- 46. You CAN!
- 47. We’re here to help you… • Help us to help you
Editor's Notes
- #6: Technical is taking the menial jobs
- #9: Jot thoughts – each member will be given a post-it note and write their thoughts, then working as a dept sort the post-it notes by categories creating a common listPlace your department definition up on the wall. Then do a carousel/feedback
- #10: Show Wordle Example
- #14: Awareness – share the data using human manipulatives (participants are color coded based on when they are to stand) Focusing on reading, if we cannot read, we cannot understand what is being asked in a math word problem, we do not understand a grade-level social studies or science textbook written above grade-level. students who achieved proficiency - 54%2) Of those that dropped from proficiency, 18% dropped at least one level3) students making learning gains this represents students in level 1 making 8 points gain, and level 2 making 7 points gain, or moving up from level 1 to 2, or level 2 to 3, this our school data – 35%Let’s further exam – 620 students in intensive reading – 20% reached proficiency, 26% made no gains
- #18: To we want to remain at 11 out of 13 high schools – I know I don’t Discuss with your department where you feel comfortable being within the school district – our ranking
- #19: All means all –all students, all teacher, all subject areas are accountable
- #21: How do we help our students to achieve endless possibilities reach their full potential
- #22: Using your provide chart, please make a predication about our current performance level in each category. At this time some of the experts in our area will share the actual numbers.
- #27: Each TIFwill introduce themselves:Barbara AprilJoan Kelli
- #29: Have teachers write down a reason and then have them crumble paper – do a snowball fight
- #31: We had procedures in place with the 30 minutes for a PLC. Departments had specific planning time to work on pacing, collaboration, and testing.This year we are taking it to the next level by having a deliberate focus on explicit goals and students outcomes, (What is proficiency?) Accountability to all students to ensure a positive learning outcome. Accountability to each other through collaboration, sharing of strategies, and lending an ear.
- #35: Analyze benchmarks – share practices
- #36: The demands are too great and stakes too high to work alone