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HOW CAN WE CHANGE
•The classroom• Grade level• Department• Professional learning community•Entire school
TO IMPROVE STUDENT ACHIEVEMENT
AND CREATE A COMMITMENT TO ONGOING IMPROVEMENT?
The ESSENTIAL QUESITON
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Only ONE Successful Curricular Change in US. C I AI(S)
CI
A
is
Continuous improvement model
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Curriculum Best Practice
Documents: Standards Based
Alignment (not Standards-Referenced)Assessed (Formative, Interim, Summative)Assessments are all used
In Action: Clear Performance Standards Frequently Assessed and Used Regular required school based Data Meetings
Data analysis: Qualitative and QuantitativeProtocols for LASW
Protocols for Lesson Study (UbD)
C
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I Instruction Best Practice
Standards based unit/lesson design (UbD)Posted measurable lesson objective
Posted Agenda leading to homeworkStudent-student communication (Social Construction of
Knowledge) Ongoing Assessment: Dip-sticking, questioning, benchmarking, etc. Feedback loop: clear, focused on goal, one or two suggestions Rubrics/Exemplars HOTS (Bloom’s taxonomy) 3-part lesson: Brain-based teaching: Time to process
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AData analysis
Qualitative DataTeacher EvaluationsLearning Walks, “Rounds,” WalkthroughsTeacher AssignmentsTeacher SyllabiProtocols: LASW, LATW, Tuning, etc.
Are courses challenging?Is the work challenging?
Attitude SurveysParent feedback
Quantitative DataMCASLocal Assessments
Do they predict MCAS results?Local Interim Exams—quick feedback for teachersLocal Benchmark Tests—quick turnaround? Good
feedback? Teacher tests—Are they challenging?
(Rigormeter?)
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CI
A
IS
What is the IMPACT on STUDENTS?
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It’s all about the classroom
When children, beginning in third grade were placed with
three high performing teachers in a rowthey scored, on average at the
96th percentile
in Tennessee’s statewide mathematics
assessment at the end of fifth grade.
When children with comparable achievement histories starting in third grade were placed with
three low performing teachers in a rowtheir average score on the same mathematics assessment was at the
44th percentile.
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BUT
Teachers working alone,
with little or no feedback on their instruction,
will not be able to improve significantly – no matter how much
professional development they receive.
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A “guaranteed and viable” Curriculum makes all the difference.
Meta analysis Bob Marzano (2003), an educational researcher and popular presenter, focuses on this concept as one of five school-level factors (the one with the greatest impact), in his book on What Works in Schools: Translating Research into Action
1. Written Curriculu
m 2. Taught Curriculu
m3.
Assessed Curriculu
m4. Learned
Curriculum
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ToolsCurriculum Analysis of Documents•C—Is it really Standards Based?• I—Best Practice?• A—Ongoing, aligned to MCAS, HOTS?
Enacted CurriculumTeacher Evaluation, Walkthroughs, “Rounds”• Best practice?• Assessment driving teaching? Goal clear every day, every
unit, at year end?
Designing or Revising Curriculum• Backwards design• Lesson study
Leading Change: Curriculum Initiatives• Protocols• SWOT analysis, Action Plan,
c
I
C, I
CIA-IS
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What Works at the SCHOOL level?•O
pportunity to learn
•Time
•Guaranteed
•Viable—rigorous, essential learning
Guaranteed and viable
curriculum•M
onitoring
•Pressure to achieve
Challenging Goals and Effective Feedback
•Productive climate and culture conducive to learning
Safe and Orderly
Environment
•Authentic professional interactions, not friendship and Professionalism
•Learning organization
Collegiality
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What Works for Instruction(The TEACHER)?
•identifying similarities and differences
•summarizing and note taking
•reinforcing effort and providing recognition
• homework and practice,
•graphic organizers• cooperative
learning•setting objectives
and providing feedback
• generating and testing hypotheses
• questions, cues, and advance organizers
Effective Instructional
Strategies(Marzano)
Classroom management:
Classroom curriculum
design
DisciplineRoutinesClassroom climate
UbDGoal settingMeasuring progress
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Why is change so difficult in Education?• 4 Frames of Organizations
• Political• Human Resources• Structural• Symbolic
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Stage of Concern Expression of Concern
6. Refocusing I have some ideas about something that would work even better.
5. Collaboration How can I relate what I am doing to what others are doing?
4. Consequence How is my use affecting learners? How can I refine it to have more impact?
3. Management I seem to be spending all my time getting materials ready.
2. Personal How will using it affect me?
1. Informational I would like to know more about it.
0. Awareness I am not concerned about it.
Levels of Use Behavioral Indicators of Level
VI. Renewal The user is seeking more effective alternatives to the established use of the innovation.
V. Integration The user is making deliberate efforts to coordinate with others in using the innovation.
IVB. Refinement The user is making changes to increase outcomes.
IVA. Routine The user is making few or no changes and has an established pattern of use.
III. Mechanical The user is making changes to better organize use of the innovation.
II. Preparation The user has definite plans to begin using the innovation.
0I. Orientation The user is taking the initiative to learn more about the innovation.
0 . Non-Use The user has no interest, is taking no action.
From Taking Charge of Change by Shirley M. Hord, William L. Rutherford, Leslie Huling-Austin, and Gene E. Hall, 1987. Published by the Association for Supervision and Curriculum Development (703) 549-9110
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1. An urgency and understanding of the problem presented through data
2. A shared vision of good teaching which includes rigor, relevance, and respect
3. Adult meetings that focus on instruction and model good teaching
4. Clear standards, assessments, and consistent understanding of quality student work
5. Supervision that is frequent, rigorous, and focused on instruction
6. PD that is primarily on-site, intensive, collaborative, and job-embedded
7. Diagnostic data that is used frequently by teams to assess learning and teaching
7 ESSENTIAL ELEMENTS FOR IMPROVING CURRICULUM, INSTRUCTION, and ASSESSMENT
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PROTOCOLSHelp to Break Down Barriers
Qualitative and Quantitative Analysis of Everyday practice
Student work (LASW) Calibration of expectations (LASW using rubrics)
Professional Practice Teacher work Syllabi Assignments, Projects Departmental impact
School Practices 4 frames: Politics/Symbols/Management/HR “doing school” values
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Difficult Conversations versus
The Culture of Nice
Protocols from Essential Schools (Overview of ES Protocols)
Instructional Rounds (Harvard Research Article)
Looking at Teacher Work ( HS Syllabus Quality)
Calibrating Assessment (MCAS rubrics)
Looking at Teacher Work (Feedback to Students)
Looking at Student Work (6-TraitRubrics)
Looking at Student Work (Math ORQ)
Looking at Student Work (ELA ORQ)
Looking at College Expectations (Writing)