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PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org
Institute For Learning
February 9, 2009
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 2
Prince George’s County Board of Education
Verjeana M. Jacobs, Esq., ChairRon L. Watson, Jr., Ph.D., Vice Chair
Donna Hathaway BeckPat J. Fletcher
Heather IliffR. Owen Johnson, Jr.Rosalind A. Johnson
Linda Thornton ThomasAmber P. Waller
Edward Burroughs, III, Student MemberWilliam Hite Jr., Ed.D., Interim Superintendent of Schools
and Secretary/Treasurer
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 3
Partnership Goals
1. Effort-based Education and School Culture that Builds an Effective Learning Organization—
To build the common understanding and expectation that all children, with rigorous instruction and appropriate supports, can reach high standards.
2. Principles of LearningTo establish a common instructional framework and “language” to describe and support rigor and effective pedagogy in core content, with a specific focus on Academic Rigor in a Thinking Curriculum, Socializing Intelligence, Clear Expectations and Accountable Talk, and to study what constitutes rigor in literacy and mathematics in order to build a common vision of quality teaching and learning.
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 4
Partnership Goals
3. The LearningWalk® Protocol-• Elementary, middle and high schools began to use the
LearningWalk® protocol to calibrate visions of quality instruction, to assess targeted instructional and professional learning needs, and to situate the LearningWalk® Protocol in the cycle of continuous assessment and improvement.
4. Improve the instructional core in high schools through participation in Disciplinary Literacy-• To establish Core Teams in mathematics, English-
Language Arts, science and social studies/history who study the principles, model lessons, frameworks and tools in their content area and to assist them in planning and building the capacity of Teacher Coordinators to facilitate professional study with teachers in their schools in order to improve instruction consistent with the principles, frameworks and tools of Disciplinary Literacy.
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 5
Partnership Goals
5. Instructional Leadership-• To begin to study the role of instructional leadership in
creating the structures and supports needed to enable teachers to transform their practice consistent with the Principles of Learning and the Principles of Disciplinary Literacy, including theories and practices of distributed leadership and professional communities of practice.
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 6
Supporting Zone Work
1. IFL is an organized framework that provides a common language and understanding around teaching/learning.The Zones have found it to be useful tool for schools because:
• It is non-evaluative • It builds teacher capacity • It promotes positive relationships by supporting
teamwork2. IFL promotes various types of professional development
• On-site• Systemic• Differentiated
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 7
Supporting Zone Work
3. IFL encourages student-centered learning walks to inform teaching practices
4. IFL is a continual-improvement process.• Organized learning walks• Identified patterns and trends• Focused professional development
5. IFL is content/discipline-specific based on data
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 8
Leadership Trainings
• School Leadership Systemic Meetings
• September 11, 17, 18, 2008: Elementary, Middle and High -Learning Centered Leadership: Meeting the Challenge of Rigor and Quality Education for All Students
• October 16, 2008: Elementary - Learning Centered Leadership: Meeting the Challenge of Rigor and Quality Education for All Students Part 2 - Building and Supporting Effective Profession Learning
• October 22, 23, 2008: Middle and High - Reflecting on Leadership Work and Digging Deeper into Building Effective Study Groups
• November 18, 19, 20, 2008: Elementary, Middle, and High - Reflecting on Leadership Practice and Learning from the Study of Student Work
• February 18, 19, 20, 2009: Elementary, Middle and High - Creating a Culture of Co-Responsibility for Student Learning and Delving Deeper into what Quality Instruction Looks Like
• April 16, 22, 23, 2009: Elementary, Middle and High
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 9
Evidence of SuccessElementary, Middle and High School Principals
New Academic PortfolioLearning WalksLeadership Team MeetingsStudy Groups – Principal ParticipatingFaculty MeetingsCollaborative Planning MeetingsClassroom Walk-ThroughsMiddle Mathematics Project – Algebra 1
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 10
Institute Work Goals 2008-2009
Increasing high quality principal interactions to support academic rigor and effective teaching practices and routines through the following lenses:
Focus on elementary mathematics Grades K-6Focus on 9th grade courses [algebra, U.S. History, science and English-Language Arts ] and improvements in student learning.
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 11
Zone and HSC Support
• Facilitate the Math Cohort training for Zone and HSC schools, provide coaching with the implementation process, assist with re-delivery at schools, provide support to IFL as per data analysis.
• Provide further clarification and application of strategies presented at systemic meetings for Principals and Assistant Principals
• Participate in individual school and/or Zone Learning Walks.
• Conduct peer reviews of the Academic Portfolios, as well as a mid-year discussion in regards to school implementation.
• Collaborate with Curriculum and Instruction and the IFL facilitators in order to ensure implementation with fidelity.
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org
Increasing Academic Rigor: Looking Through The Lenses of Mathematics Grades K-6
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A Year of Study, Practice and Reflection
Improve Questioning Techniques
Improve Awareness of Content and Process Standards
A Modeling of Higher-Order Delivery of Content
Scaffold Field Experiences to Draw on Lessons Learned
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 14
Instructional Plan
• Established Core Team from C and I and the Zones work with IFL to Plan and Provide Training
• Cohorts of Elementary Contact Persons and Assistant Principals• Engage in a lesson as learners• Share practices with teachers• Gather feedback from teacher application of the practice• Gather student work to share at their next session• Lead study groups
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 15
CohortsElementary Contact Persons
and Assistant Principals
Core TeamC and I, Zone Achievement Coaches
Cohort 1 Zones 1, 3, and 5
Cohort 2Zones 2, 4 and the Opportunity Zone
Cohort 36, 7 and the Autonomy Zone
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 16
EC Training at Building Level
Study of IFL Lesson
Train teachers on the lesson, participate in collaborative planning, conduct study groups, collect student samples
Work with every teacher in every grade
Bring samples to meeting for analysis of practice, link practice to what it should look like and what it should sound like
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 17
Improving Lessons for Rigor
Revise one lesson into the IFL Format for Grades K-5, Grade 6 Elementary
Curriculum team will develop additional lessons
Process Standards explicitly represented in the lesson
Big Ideas of mathematics based on the lesson objective included
Teacher questions with possible student responses
Increased directions for group work
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 18
Outcomes
• Teacher classroom practice will change so that IFL type lessons will be the standard method of delivery
• Teachers will build the IFL lessons with the support of the Core Team members
• More high level tasks maintained when implemented in the classroom
• Improved students’ ability to reason mathematically and to discuss and write about mathematics
• Classroom will demonstrate indicators of Accountable Talk
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org
Data on Elementary Mathematics: A Focus on Equivalence and Accountable Talk
Supporting Rigorous Mathematics Teaching and Learning
Learning Research and Development CenterInstitute For Learning
Prince George’s County School District
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 20
Accountable Talk (AT) Comments(Cohort I 35 comments, Cohort III 36 comments)
• I didn’t realize it could be used for math.• AT is about the teacher facilitating the lesson by asking probing
higher-order questions in order to enhance comprehension.• Students can learn AT stems to help them think about their own
thinking.• I receive a better idea of what accountable talk is and looks like.• I got a chance to see how AT really works, which is obviously
needed for me to know• The biggest insight was learning what to look for when
implementing.• Even if problems do not have it you can add it in. • The importance focused question leading to intended discovery. • The use of moves to encourage deeper thinking.• The children become owners of their own learning experience. • Getting kids to work as a community of learners is beneficial to
the overall climate• The value of having students explain thinking. • Talking is necessary
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 21
Equivalence with Number Comments
(Cohort I - 6 comments, Cohort III - 11) comments)• Equivalence equals balance. This is important because I am not
asking why.• Equivalence in the big picture of math.• 6th grade students do not understand equivalence.• I can use current lessons to teach the concept of equivalence.• I never looked at solving a problem two ways.• That students all around, everywhere struggle w/equality and view
equals sign as a “do” something/give an answer. It was significant because it justifies my desire to spend more time on this concept in light of my students’ responses to ___ = ___ + ___ problems.
• Helpful to see where to add it (equivalence). Even for kindergarten. • How important the concept of equivalence is because having that
foundation will allow for teachers to remove misconception in their skills at high levels.
• Equivalence at the base concept for all mathematics understanding.• Equivalence is essential for students developing number sense.
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 22
Student DataSample Size: 39
Cognitive Demand of the Task: 33 of 39 85%
Focus on Equivalence: 36 of 39 92%
Accuracy: 33 of 39 85%
Use of Representations: 12 of 39 30%
Connections between Representations: 12 of 29 30%
Writing about Reasoning: 12 of 39 30%
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 23
MSA Practice Assessment Results
Grade 3 Per Band Performance on Practice MSA
Grade 4 Per Band Performance on PracticeMSA
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 24
High School Work
PrincipalsTraining established this yearEngaged in practice learning walksSending the AP and ninth grade teachers to training
Secondary Content Supervisors/Achievement CoachesTeacher Coordinator/AP TrainingRevamping curriculum with new lessons to increase rigor
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org
INSTITUTE FOR LEARNING:DISCIPLINARY LITERACYHIGH SCHOOL ENGLISHHIGH SCHOOL ENGLISH
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 26
Effort-based EducationBuild the common expectation that all children, with rigorous instruction and appropriate supports, can reach high standards
Principles of LearningEstablish a common instructional framework and “language” to describe and support quality instructionFocus on key Principles of Learning:
Academic Rigor in a Thinking CurriculumSocializing IntelligenceClear Expectations Accountable Talk
Discuss how the Principles of Learning invite effort and support rigor for students with and without disabilities Study the standards, curriculum, instruction and assessment through the Principles of Learning
DISCIPLINARY LITERACY (DL)2007-2008
Professional Development on the Core IFL/DL Concepts
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 27
Disciplinary Literacy in English-Language Arts
Disciplinary Literacy engages students in learningto:
InquireTalkReadWriteThink Investigate
as readers and writers about the big ideas and driving questions in English-Language Arts.
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 28
Subject Matter(Content Knowledge)
Pedagogical Content Knowledge
Facilitating Adult Learning
Reading and Writing Narrative Module
Use of Reader’s/Writer’s NotebooksInquiry-based Discussion GuidePatterned Way of Reading, Writing and Talking with Pedagogical Rituals and Routines
Materials for Teaching a Sequence of DL Lessons Materials for Facilitating a Text Discussion & One DL Module Planning for Student Use of Reader’s/Writer’s Notebooks in All English Classes
POL/DL Focus(links to other content areas)
Learning on the Diagonal Introduction to Role of Inquiry and Accountable TalkAcademic Rigor, Learning as Apprenticeship, Socializing Intelligence
Features of Disciplinary LiteracyFeatures of Disciplinary Literacyin the English Classroomin the English Classroom
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 29
Read to get the gist Write to learn: know, express and track thinking
Reread to find significant moments
Write to learn: select and explain ideas; reflect on writing and thinking
Read again to interpret the ideas in the text
Write and talk to develop interpretation of ideas
Read again differently to analyze the author’smethods
WriteLike - Write like the text and in imitation of an author’s syntax and grammatical structures
Write and Talk to demonstrate understanding of ideas and genre
DL Patterned Way of Reading, Writing, and Talking
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 30
Applying the Patterned Way of Reading, Writing, and Talking
• Pittsburgh English Disciplinary Literacy Team Works With
• Disciplinary Literacy Core Team
• McDougal-Littell Resources and Unit Lessons
• Development of Novel Units on To Kill A Mockingbird which
will be piloted the end of February in 5 high schools
• Will Develop Multi-Genre Units in Future Work
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 31
Getting the Work into the English Classroom (2008-2009)
Professional DevelopmentProfessional Development Professional Learning Professional Learning CommunitiesCommunities
Implementation/Implementation/ApplicationApplication
Summer Institute for Grade 9 English Teachers
Teacher Coordinator led Study Groups
Lesson demonstration
Lesson Plan Development
Monthly English Teacher Coordinators’/Reading Specialists’ Meetings•POL/IFL Study Groups
Modeling of the IFL/DL Rituals and Routine
Coaching
Assistant Principals’ & Grade 9 English Teachers Monthly Meetings
Collaborative Planning In-class modeling
Practice
Principals’ Institute and meetings
Grade Level/ Content Team/ Department Trainings
Learning WalksEvaluating implementation
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 32
Costs
2008-2009 $745,2002010 Request $745,200
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 33
Evaluation
An assessment of the quality of the implementation of the IFL Mathematics initiative is being conducted through a pilot project aimed at supporting PGCPS in developing a district-wide formative feedback system. This project, Process Engineering for Educational Results (PEER), is a collaborative between PGCPS and the University of Pittsburgh’s Learning Research Development Center and Swanson School of Engineering.
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 34
Evaluation
The assessment of the IFL mathematics initiative, and other PGCPS mathematics initiatives includes:
Core Meetings with the School System LeadershipSurveys of 21 pilot school teachers and teacher leaders, and system-wide administrators including central office and zone coaching supportSurveys measure:
Instructional leadership (district and school) Professional developmentQuality of professional communityTeacher and leader beliefsUse of data
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 35
Evaluation
Analysis of Survey 1 and a preliminary data report are due Spring 2009, and a final year 1 data report in will be due August 2009.