common planning time joyce polanco, executive master teacher krisy stephens, executive master...
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COMMON PLANNING TIME Joyce Polanco, Executive Master
TeacherKrisy Stephens, Executive Master
TeacherInstitute for Public School Initiatives
University of Texas in Austin
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Who is IPSI?
The Institute for Public School Initiatives was created in 2004.
IPSI is involved in strategic partnerships with UT institutions, community colleges, school districts and state agencies.
IPSI is a part of the University of Texas in Austin.
Algebra Readiness Key Practices
Instructional Coaching Extended Learning Time Student Engagement Common Planning Time Technology Integration Guidance and Communication for Parents Professional Development and Administrator Training Supplemental Resources
What is the difference between departmental meetings and common planning time?
Discuss with a neighbor….
WHAT ARE THE GOALS OF THIS SESSION? WHAT ARE THE GOALS OF THIS SESSION?
We will answer the following questions during this session:
What is common planning time? How can the teacher/coach
support common planning time? What activities should teachers
engage in during common planning time?
Creating Common Planning Times CPT should be consistent and
honored. Meetings should be well planned
and thoughtfully organized.Develop guidelines, norms, agendas and rules with the help of your teachers
Instructional coach should be actively involved in CPT and its outcomes.
Focus on Professional Learning Communities
“Collaborative cultures … are indeed powerful, but unless they are focusing on the right things they may end up being powerfully wrong.”
So we need to focus on the right things. How do we start?
- Fullan, 2001
What should you see during CPT? Teachers studying the TEKS. Teachers developing lessons
together. Teachers developing common
assessments. Teachers analyzing student work. Teachers analyzing student data. Teachers reviewing and revising
lessons. Teachers talking about student
learning.
Advantages of Team Discussion of Essential Learning
1. Greater clarity on standards2. Greater consistency on standards3. Greater consistency in pacing4. Greater consistency in common assessments and team interventions5. Greater ownership and commitment to standards
Three Crucial Questions that Drive CPTs
1. What do we want each student to learn?
2. How will we know when each student has learned it?
3. How will we respond when a student experiences difficulty in learning? -Barth and Associates,
(2005)
Supporting Common Planning Time
Why study the TEKS together?-To deepen understanding of the
standards-To connect to student learning-To support student engagement
- Loucks-Horsley (2003)
Teaching the Same Curriculum Alignment requires teachers to work
in cooperative groups. Collaborative groups allow for more
ideas, coherence across classrooms, and continuity across time.
- Marzano (2003)
Let’s review sample lessons
Discuss the following…
1) How well do the lessons focus on the TEKS, alignment, and content?
a) Do they address content, context, and cognitive level?
2) How can the lessons be strengthened
a) How would you increase student engagement?
b) How would you increase higher order thinking?
Common Assessments should be:
Timely Feedback to teachers and students Standards-based Formative Allow students to reflect on their
learning
Analyze Student Work
Use criteria to evaluate student work Determine what students understand Evaluate misconceptions Discuss instructional strategies to
address/avoid these misconceptions Share results with peers
- Barth and Associates (2005)
How will we facilitate a discussion among teachers on how to respond when a student experiences difficulty in learning?
Reviewing and Revising Lessons
Teachers revise the lessons to accommodate student need (3-Tiered Intervention Model)
Student data should be used to determine the revision needed
Common Planning Time is worth the effort and time
in striving for school improvement.
Contact Information
Joyce PolancoExecutive Master
Teacher (San Antonio Area)
512-787-8109
Krislyn StephensExecutive Master
Teacher (Austin Area)
512-376-1578Institute for Public School Initiatives
http:// ipsi.utexas.edu
References
Barth, R., DuFour, R., Dufour, R., Eaker, R., Eason-Watkins, B., Fullan, M., . . . Stiggins, R. (2005). On common ground: The power of professional learning communities (R. DuFour, R. Eaker, & R. DuFour, Eds.). Bloomington, IN: National Educational Service.
Gamoran, A., Anderson, C. W., Quiroz, P. A., Secada, W. G., Williams, T., & Ashmann, S. (2003). Sociology of Education Series: Transforming teachers in math and science: How schools and districts can support change (A. M. Pallas, Ed.). Columbia University, New York: Teachers College Press.
Hull, T. H., Balka, D. S., & Miles, R. H. (2009). A guide to mathematics coaching: Processes for increasing student achievement. Thousand Oaks, CA: Corwin.
Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.