1

2

3

4

5

Theoryofaction:Developandtransferknowledgeandskillsofeducatorssothatallstudentsexperiencerigorousdailyinstructionandassessmentthatmeetsthecognitivedemandofthestandards.Educatorsneedaccesstodifferentiated,collaborativeprofessionallearningthatdirectlysupportstheirareaofprofessionalgrowthandisledbyprovenpeers.Significance:Previousprofessionallearninghasnotbeeneffectiveforalleducators,leavingsomestudentsexperiencinginferiorlearning.AllCCPSstudentsdeservetohaveequitable,highqualityteaching.DesiredImpact:CCPSwillhaveasystemofprofessionallearningthatmakesmeasurable,positiveimpactonstudentANDeducatorlearning.

6

7

8

Webelieveteacherswhoaremorelimitedintheir implementationofhighlyeffectiveteachingrequireadditionaltimeandsupportthroughdifferentiatedlearningexperiences.

9

10

11

12

13

3 criteriaforexpertiseKnowledge,Attitudes, Skills,Aspirations,Behaviors– predeterminedbyinstructionalteamEvidencefromclassroomobservations,plannedandunplannedStudentachievementdata

14

15

LeadingfromtheClassroom-Gradelevelpeersengageinplanningandfacilitatingalessonwithoneteacherintheleadrole.District coach/supervisorfacilitatesteamdialogueusingProtocolforPlanningandStandards,ProgressionsDocument&CoherenceMap

16

LeadingfromtheClassroom-Gradelevelpeersengageinplanningandfacilitatingalessonwithoneteacherintheleadrole.

17

CoordinatedbyDistrictMathCoachandInstructionalSupervisorFundingforsubstitutesviaDODEAgrantWrap-AroundlearningduringafterschoolMathAcademy(5xperyear)UseofschoolfacilitiesSchoolleadershipbuy-inProtocolforPlanningStandards,ProgressionsDocument&CoherenceMap

18

19

20

TILTSeriesledbymathteachers(orateamwithat leastonemathteacher)

21

CommunicatethevisionofTILTincludingRolesandResponsibilitiesofallinvolved(on-going)Surveyprofessionallearningneedsofallteachersinthedistrictrelatedtodistrictinstructionalpriorities.SeekandrecruitteacherswhodemonstratedesiredKnowledge,SkillsandDispositionstoserveaspeerlearningfacilitators.Providepeer-learningfacilitatorsprofessionallearningaroundadultlearningtheory.ScheduleTILTlearningseriestomeet2-5timeseach.

22

ScheduleTILTlearningseriestomeet2-5timeseach.Provideon-goingcoachingandsupporttofacilitatorsastheydesigntheTILTexperiencesforeachseries.Createaregistrationsystemfor34uniquelearningseries.Provideregistrationsupportandcommunicationtoteachersandschoolleaders.TeacherLeadersfacilitateTILTseries.CollectdatatomeasureimpactofTILTseriesandplanforTILTrefinement.

23

TheNextGenerationLeadershipNetwork(NGLN)teamprovidesprimarysupportforTILT. Alongwith42TILTfacilitators,theNGLNteamcarriedouttheprojectstrategies.InstructionalTransformationGrantfundsareusedtocompensateourTILTfacilitators.Mostfacilitatorsleda6hourseriesandwerecompensatedfor6hoursofplanningtime. (approx.$15,000)TILTisalsosupportedfinanciallyandthroughcoachingfromtheLearningForwardFoundationastheNGLNteamistherecipientoftheLearningForwardFoundationTeamGrantTILTseriesareheldinclassrooms/librariesacrossthedistrict;TILTfacilitatorssecureaspaceintheirbuilding.TILTrelatedinformationissharedviaGoogledocuments,forms,andfolders.Digitaltoolsareutilizedforlogistics(Eventbrite),surveys(GoogleForms),andcommunication(automatedreminders).

24

Feedbackfromroundingconversationswithschoolleaders,facilitatorsandteachers–whatisgoingwell?,whatcanwedotoimprove?Feedbackfromparticipantfeedbacksurveygivenattheendofeachsessionviagoogleforms

25

26

27

28

29

30

31

32

33

34

35

3teachersrepresenting3differentschools whodidnotknoweachotherpriortothemathcohort nowoperateasasmalllearningteam,growingeachother.

36

Facilitators’descriptionofTILT ledtothisword art…theirwords,theirperception

37