instructional planning: making it easier and more ... · instructional planning: making it easier...

Instructional Planning:

Making it Easier and More

Collaborative

Mary B. Martin

Winthrop University

[email protected] [email protected] 2014

Go Forth and Plan

[email protected] 2014

CHARGE!

I’ll plan the

science this

week. You

do the math.

Here is a whole book

of worksheets. Pick

out the ones you want

and I’ll run them.

This is what we

did last year.

I’m just going

to do my own

thing next

week.


Table Talk

1) Introduce yourself and meet someone

new.

2) Tell why you chose this session. What

do you hope to gain from the 90 minute

session?

3) Why do we need planning to change?


Positive Starting Points

Teachers get along well and really like each

other

Respect for each other and the talents on staff

Desire to do the job correctly – both teaching

and planning

Teachers put in the time, effort and care to plan

thoroughly; they work hard

Willing to share


Aware of the Benefits of

Collaboration

• Increased student achievement

• Increased focus on problem-solving

• Increased teacher efficacy

• Increased job satisfaction


In the News

PLCs make educating effective in the Pittsburgh

Tribune-Review

New York teachers see benefit of banding

together in Uticaod

Utah House passes bill allowing swap of

classroom days for teacher training Deseret News


Objectives for Today

1. What makes collaboration difficult?

2. Do we have “real” PLCs?

3. What does collaboration entail?

4. What are the elements of an effective,

efficient meeting?

5. What occurs in the three stages of

planning?

6. What will it look like in action?

7. What is our role as administrators?


Norms for Our Session

1. Start and stop discussions with the raise

of hands.

2. Be present in the present: Participate.

3. Support for each other; make it safe to

share.

4. One voice at a time; no sidebars; balance

of talk time.

5. Hands-off cell phones; Limit interruptions.


Objective 1:

So what are the challenges?

What are the problems?

What makes collaborative planning hard?


You know the problem. Time

“Why do we have to do this?”

Some people dominate conversations; others don’t talk.

People do not always come prepared; follow-through

needed

Some competition/disagreement between teachers:

Conflict erupts

Time not used productively; Agendas not always followed.

Unsure of administrator’s role/expectations in planning

Assessment not always used to plan instruction

Not addressing issues with priority

Different expectations: Some would like to leave with

plans; others want to plan on their own


More Barriers to Collaboration Interruptions to the time; “something always comes up”

Need communication tool between administration and

both teams

Too many chiefs

Unclear roles of support staff; Who needs to be at the

meeting?

Attitude/respect toward different ideas and teaching

techniques

Needing to keep a balance; overwhelmed with other

things to do.

Agendas too full

Not enough time to accomplish deep planning

More trust and appreciation needed [email protected] 2014

• Planning for instruction is complex

process.

• There is not one “right” way to plan.

• Teachers need support to plan effectively.

• Everything can not be planned in a 90

minute team meeting.


Objective 2:

Do we have “real” PLCs in our school?

Cooperation vs. Collaboration

Did name change and work stay the same?


Definition

• Professional

• Learning

• Community or

• Team

1. Shared Vision

2. Shared Accountability

3. Academic Focus

4. Individual with unique

skills and talents

5. A team that benefits

from its diversity [email protected] 2014

What is a Professional Learning

Community? • The teachers in a school and its administrators

continuously seek and share learning, and act on their

learning. The goal…is to enhance their effectiveness as

professionals for the students’ benefit….(Astuto, et al.,

1993)

• …the underground stream of norms, values,

beliefs, traditions, and rituals that has built

up over time as people work together,

solve problems, and confront challenges.

(Peterson & Deal)


Why are Learning Communities

Important? • Reduces teacher

isolation and increase

teacher morale

• Increases commitment to

the mission and goals of

the school

• Shares responsibility for

development and

success of students

• Creates learning about

good teaching and

classroom practices

• Allows teachers to be

well informed, renewed,

and inspired

• Enables the school to

make instructional

changes quickly and so

that they last


Shared Vision, Mission, Values and

Goals Along with Shared Accountability

• What kind of school do we want to see in our

school?

• What do we want our children to achieve?

• What kind of workplace to we want our school to

be?

• What will we look like if we are

successful?

• What will we do if we are

not successful?

• What will we do to get there?

Academic Focus

Focus on Teaching

Focus on Results

Students do the work we assign.

Work must be of high quality.

High quality involves planning intentionally

for: engagement, alignment, relevancy,

assessments, rigor, and best practice.


Five Questions to Address in

Planning

1. Exactly, what do we want

students to learn?

2. How will we know they have

learned it?

3. How will we teach it?

4. What will we do when they do not learn it?

5. What will we do when they already know it?


Recognize the unique skills and

talents that individuals bring

• What do you bring to the team?

• What do you need from the team?

• We are in this together, so we need to share our

strengths. There is no “I” in team.

• Do we embrace all ideas with respect? Are we

open-minded?


Know Yourself

• When are you most productive?

• When do you procrastinate?

• What do you most like to do?

• What do you not like to do?

• Where do you waste the most time?

• What are your hot buttons?

• What frustrates you about teamwork?

Be open and honest with each other about

your skills, talents, and needs. [email protected] 2014

Know others on your team

• Who has the positive attitude and has

confidence (a can-do attitude)?

• Who will remember to celebrate our

accomplishments?

• Who will help us keep things in perspective?

• Who will bring a sense of humor to the team?

• Who will encourage us to take a risk and try

something new?

• Who will remind us to take care of each other?


What Do You See in a PLC?

• People are willing to accept feedback and work

toward improvement.

• Teachers model life-long learning. Teachers are

open-minded people; risk-takers.

• Respect and trust is strong among colleagues.

• Knowledge of best instructional practice and

curriculum expectations is at the table. If not,

people know where to go to get what they need.

• Supportive leadership from administrators is

evident. [email protected] 2014

What else to you see in a PLC?

• Variety of resources tapped

• No teacher stands alone

• Teachers make instructional decisions

• Adults like to model teaming for students

• Communication is open, honest, frequent

• Teachers ask deep higher level questions

about their teaching: Why? How do we

know? Best approach? Did it work? So

what? So what next? [email protected] 2014

Table Talk

• What is current state of our PLCs?

• What is working?

• What is missing?

• What steps might we take to move them

forward?


Objective 3. Collaborative

Relationships – What is involved?

• PLCs have a Caring Culture that benefits the school from its Collective Intelligence. Understand the compelling reason to change

planning; embrace it as a means of professional development.

Engaged in frequent, continuous, and increasingly precise talk about teaching practices.

We all win or we all lose.

Teachers teach each other the practices of teaching.

Team is team directed and team monitored.

Deal with the difficult people in a respectful manner.

Celebrate the small successes.


Self-Assessment Tool

Quality Comment

Contribution

Motivation

Quality of Work

Time Management

Support for Team Members

Preparedness

Problem Solving Stance

Team Dynamics

Interactions with Others

Role Flexibility

Reflection of Collaboration


“Creating a collaborative culture is the

single most important factor for

successful school improvement

initiatives and the first order of business

for those seeking to enhance the

effectiveness of their schools.”

Eastwood & Lewis


The Foundational Characteristics

Necessary for Collaboration

• Trust

• Respect

• Confidentiality

• Loyalty

• Camaraderie

• Optimism


The Conditions Necessary for

Collaboration

1. Understand and appreciate change.

2. Understand and appreciate conflict.

3. Practice candor with compassion.

4. Know the expectations for tasks and

roles.

5. Have a shared work ethic.

6. Have a passion for what you do.


Stages We “Swim” Through

• Forming (Getting new people on board)

• Storming (Concerns will surface)

• Norming (Suddenly things will click)

• Performing (A Winning Team!)


“Improving schools require collaborative

cultures…Without collaborative skills and

relationships, it is not possible to learn and

to continue to learn as much as you need

to know to improve.”

Michael Fullan


Table Talk:

How are we doing with collaboration?

What can we do to move forward? • Trust

• Respect

• Confidentiality

• Loyalty

• Camaraderie

• Optimism


1. Change?

2. Conflict?

3. Candor with compassion?

4. Clear expectations for

tasks and roles?

5. A shared work ethic?

6. A passion for teaching?

Objective 4:

What are the elements of an

effective, efficient meeting?

When did teachers learn to lead

these meetings?


Select and Train

the Best Teacher Leaders

The Reasons to Collaborate

Change and Conflict

Work Team Dynamics

Elements of Effective Meetings

Facilitation Skills


Elements of Effective Meetings

• Norms that work.

• Everyone has a role to play.

• Communication channels are established

• Agendas ensure that every meeting is an

effective use of time.

• Minutes and notes are provided to all who

have a need to know.

• Celebrations are included.


Norms and Commitments

– How we do our business

– Holding team members

accountable for the norms

1. Start and stop on time.

2. Be present in the present: Participate.

3. Support for each other; make it safe to share

4. One voice at a time; no sidebars; balance of talk time

5. Cell phones quiet; Limit interruptions.


Norms: The “rules” for our meetings by which we agree to operate while we are in this team.

Commitments: What individuals agree to do to support the team; Our behaviors.

What you do with norms and commitments once they are established?

• Review them at the beginning and end of each meeting.

• Writing them on the agenda.

• Have a process to address norm violation.

• Have a “norms evaluation” each semester.


Meeting Norms The team will:

Be hard on topics; soft on people

Be positive and enthusiastic

Genuinely listen and respect other opinions and ideas

Have food and fun

Clearly define “results” for each meeting

End with accomplishments


Our Agreements

:Willingly and actively participate

Define problems before solutions

Solicit ideas of others and consider them

carefully

Speak up when concerned

Come fully prepared

Function by consensus


Everyone Has a Role to Play to Make the Meeting Work


Agendas and Protocols

• Start every meeting with 3-5 minutes of reflection; Did we finish our “list” of to-dos.

• Set a protocol and stick with it.

• Leave with clear focus of what needs to be done before next meeting.


What Would The Planning Product Look Like?

Compliments/Celebrations

INITIATOR Our purpose is to focus on teaching and learning together:

1. Exactly, what is it we expect students to learn?

2. How will we know when they have learned it?

3. How will we teach it?

4. How will we respond when they don’t learn it?

5. How will we respond when they already know it?

Accomplishments from last meeting

INITIATOR

Topic

PLANNING LEADER Product:

Discussion

TIMEKEEPER

AND

PEACEKEEPER

To Do: Who will do what by when?

SCRIBE

Topic

Product:

Discussion To Do: Who will do what by when?

Group Reflection: What did we

accomplish? How are we working

together? Did we stick to our

agreements?

REFLECTOR

Team Agreements

1. We will be prepared and on time.

2. We will balance talk time so that everyone

contributes to discussion.

3. Everyone will be respectful of all ideas and work

cooperatively.

4. We will stay focused on the agenda, where items

are prioritized.

5. We will clearly define follow-though tasks so that

everyone can complete them successfully.

6. Meeting time is to be uninterrupted.

7. Agenda format must be followed; no parts are to

be skipped

8. We will read emails regularly from team members

so we use our meeting time efficiently.

Next Agenda Items

REFLECTOR

Date:________________________ Panning leader ___________ Peacemaker ______________

Scribe________________ Timekeeper______________ Initiator______________ Reflector _________________

Absent:____________________________________________________


Agenda

Discussion Item Key Points Action Steps Minutes

1. Barriers to Collaboration 5

2. How are we doing as a PLC? 15

3. Elements of Collaboration 20

Opening

Celebrations; Accomplishments; Successes

Closing

Reflection on the meeting

Next Week’s Agenda Items [email protected] 2014

Right After Our Last Meeting

Minutes sent to:

– Team Members

– Academic Support Staff

– Media Specialist

– EC Staff

– Technology Support

– Administrators

– Others as needed


Minutes


1. Barriers to

Collaboration

• Listed barriers that make planning

time less effective.

• Shared benefits of collaborative

planning of instruction

• Stressed that planning is complex

process and there is not one “right”

way to plan. Training needed.

• Goal: To increase the efficiency and

effectiveness of instructional team

planning

Watch for

barriers and

shared

benefits of

collaborative

planning.

20

Opening

Celebrations; Accomplishments; Successes Small groups shared successes.

Follow-up from last meeting

(Had not met before)

Did we do what we said we would?



2. How are we doing

as a PLC?

• Defined true PLC’s

• Listed reasons PLCs matter.

• Discussed five questions to

guide team agendas. 1. What do we need to teach?

2. How will we know students

learned it?

3. How will we deliver the

instruction?

4. What do we do when students

don’t learn it?

5. What do we do for those who

already know the information?

• Reviewed five components are

PLC’s as identified by Rick

Dufour 1. Shared Vision, Mission and

Values 2. Individuals with Unique Skills

and Talents 3. Collaborative Relationships 4. Structured Work Environment 5. Comprehensive Academic

Focus

Watch your

agendas to see

if you are

discussing the

five questions.

25


My Job Will Be…

• Sort the job cards. Review and share the

responsibilities of your roles.

• How could you combine these to match

your team?

• What impact could each role have on the

effectiveness of the meeting?


When to Meet

• Set a routine schedule if possible

• Make these meetings sacred time.

• Minimize interruptions

• Maintain time limits


Where to Meet

• Not too big, not too small, just right

• Tables and Seating arrangement

• Who sits where (cliques, talkers)

• Work space

• No distractions; face away from the door

• Materials and equipment: flip charts, projector, lap top, markers, tape, etc.

• Resources: Manuals, texts, teacher’s professional library


Getting the Right People to the

Table

Who needs to be present

so decisions can be made?

Would you ever bring

other people into the team?

What are the team dynamics?

What is the role of the administrator in the meetings?


Celebrate together

• Small team

accomplishments

• Individual

accomplishments

• Compliments

• Words of Gratitude

• Fun

• Reflect on meeting

accomplishments.


Structuring Team Communication

Is every team member getting the

information that they need to know?

Who gets what information, when, why and

how?


Communication Channels

• Keeping everyone informed of what they need to know

• Not overloading people with too much information

• Use of email

• Use of voice mail

• Use of texts

• Face-to-face communication

• Other?


Table Talk:

• Which elements

are clearly in

place?

• Which need more

attention?

• Share your ideas

for training staff on

effective meetings


Objective 5: Three Stages of Planning

Review,

Reflect,

Refine,

Revise

Implement

Instruction

and

Assess

Student

Learning

Plan

Instruction

al

Strategies:

Organize

Lesson

Plans

Design the

Unit and

Lesson

Plans

Design the

Assessme

nts

What must

students

know

before,

during,

and after

instruction

?

Unwrap

Content

Standard:

Complete

Understan

ding

Learning

Team

Planning

Time


Which Way Do We Teach? Intentional Planning is Key

Relevancy

Global Awareness

21st Century Skills

Cognitive Levels

Building

Best Practices &

Teaching

Strategies

Assessment

Measures

Alignment to the

Standards

Inclusion of

Technology

Data Driven Lessons

Authentic, Problem –

Based Learning

Differentiation; Grouping

Procedures

Opportunities for

Service Learning

Parent & Community

Involvement

Literacy Connections;

Integration

Multi-cultural Aspects


Stages in Planning

• Planning curriculum (Standards, Assessments, Objectives)

Out-front planning

• Strategizing and implementing instruction

Up-close planning

• Reviewing, reflecting and revising instruction

“Before you forget” planning [email protected] 2014

Dialogue Required • Discussion Guide comes prepared to share and

lead the dialogue.

• Allows time for each person to have input into

the discussion.

• Uses tools to brainstorm, be creative, and “own”

the lessons.

• Evaluate the ideas for alignment and

engagement.

• Dig into the details: How? When? Why?

• Allow for individual planning to vary in the end.


Discussion Guides


Out –front Planning: Planning curriculum (Standards, Assessments, Objectives) Up-close Planning: Strategizing and implementing instruction Reflective Planning: Reviewing, adjusting and revising instruction


Out Front Planning

• Look at the standard. Unpack it. Look at the verb. What does it entail?

• What must students know before we begin (prior knowledge)?

• What will be the hardest concept to teach?

• What will they need to know for us to be “finished?” What is mastery? What will the assessment look like?

• How can we “hook” students and make the learning relevant?


To Come Prepared

1. Standard-Bearer and Bundler

2. Data Driver

3. Relevancy Connector

4. Rigor Builder

5. Document Finder

6. Curriculum Integrator.


A Standards-Bearer and Bundler


Data Driver


Relevancy Finder


Rigor builder


Integrator


Document Finder LEXILE® MEASURES

Practice: Grades 6-8 Open Response Questions

Crosswalks


What Does this Look Like?


Learning Team

Planning Time

Unwrap Content

Standard: Complete

Understanding

What must students know before, during,

and after instruction?

Design the

Assessments

Design the Unit and Lesson

Plans: Relevancy and

Application


Up Close Planning

• Design the units or lessons • Select best strategies and activities • Examples to share • Questions to present • Sequence of the assignments • Clear product standards and expectations • Multiple possibilities presented • Consider engagement!


To Come Prepared

• Strategy Designer

• Technology Investigator

• Literacy Linker

• Resource Collector

• Differentiator

• Soft Skills Supporter


Strategy Designer


Technology Investigator


Literacy Linker


Resource Collector


Differentiator


Soft Skills Supporter Flexibility Cooperation

Creativity Critical thinking Communication Goal-setting Persistence Collaboration Character Responsibility Empathy Patience

Resilience Ambition Integrity Decision-making


Individual Lesson Planning

• Teachers are responsible for their own lesson

plans. Not everyone does the same thing the

same way the same day.

• Differentiation is included for individual students

in the class.

• Lesson design is considered: – Anticipatory set; hook

– Objectives

– Input/Teaching

– Practice/activities

– Assessment with each lesson


What Does this Look Like?


Learning Team

Planning Time

Plan Instructional Strategies:

Organize Lesson Plans; Prepare Materials; Final

touches


Stage Three: Reflective Planning


Sharing and Reflecting

Revise, refine, adjust. What were the challenges? What were our struggles? What have we learned together? What can we celebrate? What can we try differently?


Reflect on Student Learning

• Were students engaged?

• What were our results of work products?

• Examine the common assessments.

• Examine student work together.

• What needs to be retaught? How?

• How might we add enrichment?


Then, Reflect on the Unit of Study 1. Refine lesson objectives to add integration or project-

based tasks.

2. Does our team have a solid understanding of the standards?

3. Does our team have the common assessments that are needed and appropriate?

4. Is there a way to make unit relevant/real life? Which

resources were best?

5. What will we not do next year? Same? Differently?


Learning Team

Planning Time

Implement Instruction and Assess

Student Learning

Review, Reflect, Refine, Revise


Objective 6:

What will it look like in action?

Will it work?

Why/Why not?

What will principals need to do to make it

happen? [email protected] 2014

It’s a journey…

One Step At a Time…. [email protected] 2014

Purpose:

Authentic Engagement so Learning is Retained.

Teachers Working Smarter, not Harder!


Objective 7: Our Role

How can administrators

support teachers with

quality planning,

monitoring curriculum

and instruction?

Building the Capacity of Staff

What a principal must do:

1) Share expectations and let teachers know

change is coming and why

2) Promote a highly effective collaborative

planning process

3) Provide training for the planning process and

for team leaders

4) Set up schedule for meetings.

5) Determine communication structures.

6) Get the administrative team on the

same page for planning and planning

improvements

7) Have resources and materials in a

positive place for planning

– White board

– Chart paper/Markers

– Standards

– Alignment and support

documents

– School resources

– Available media

– Technology with projection device

– Calendar

8) Monitor outcomes, provide specific feedback

and revise planning as necessary

On different agendas, is there evidence that teachers:

Unpacking and studying the standards

Writing essential questions and daily

lesson objectives

Designing/revising assessments

Sharing strategies and resources

Sharing student work

Examining outcomes

Planning re-teaching activities

Planning enrichment activities

Reflecting on our practice

9) Differentiate support for teams based on

need

10) Visit classrooms often to see planning

in action.

11) Remove barriers as they arise. Be

sure norms, team dynamics and

agendas are in place.

12) Attend planning meetings to ask tough

questions about the “Big Rocks”

• E Will engagement be at the authentic level?

• A How will you assess and know kids are learning?

• A How close is the alignment to the standards?

• R Where s the rigor? Whose doing the brain-stretch?

• S Have you chosen the best strategy for teaching this material?

Objectives for Today

1. Collaboration is difficult.

2. PLCs are not the old planning/department meetings.

3. Collaboration is complex.

4. Effective, efficient meetings don’t just happen.

5. Planning needs to be broken down into three stages of

planning.

6. Everyone must have a significant part in the planning

process.

7. We know what we want to see and we know how to

move forward.


Thank you for your attention today! Mary B. Martin

Winthrop University [email protected]


instructional planning: making it easier and more ... · instructional planning: making it easier...

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