leading quad d teaching and learning - 2016 model...
TRANSCRIPT
Purpose Leaders will gain
practical and hands on experience using the Collaborative Instructional Review (CIR) Rubrics
when “looking at student learning in the classroom”
through the lens of the Rigor Relevance Framework
in order to improve classroom instruction.
Agenda
3
Workplace Needs
Rigor, Relevance & Rela5onship Framework
A Closer Look at the CIR Process
Applica5on of the CIR Rubrics
Closing & Evalua5on
?
Why?
What?
HOW?
of Bachelor’s degree holders under age 25 are jobless or underemployed.
Source: USDOL – March, 2013
53.6%
Source: Bureau of Labor Sta5s5cs
Source: Na5onal Center for Educa5on Sta5s5cs
10 Most Popular Bachelor’s Degrees in U.S.
1. Business
2. General Studies
4. Psychology
3. Social Science and History 8. Engineering and Technology
5. Health Professions
7. Visual and Performing Arts
6. Educa5on
9. Communica5ons and Journalism
10. Computer and Informa5on Science
Source: Na5onal Center for Educa5on Sta5s5cs
Bachelor’s Degrees in Competing Nations
1. Business
2. General Studies
4. Psychology
3. Social Science and History 8. Engineering and Technology
5. Health Professions
7. Visual and Performing Arts
6. Educa5on
9. Communica5ons and Journalism
10. Computer and Informa5on Science
8
1
10
6
9
4
5
2
7
3
of employed 4-year college graduates are in jobs that require less than a 4-year degree.
Source: Bureau of Labor Statistics
48%
Probability of Lost Jobs 99% 96%
94% 89% 65%
Telemarketers
Secretarial / Admin. Assistants
Accountant / Auditors
Technical Writers
Machinists
43% Economists
40% Health Technologists Source: The Future of Employment
C. Frey and M. Osborne, 2013
Workplace Needs Solve Unstructured Problems
Work with New InformaVon
Do Non-‐RouVne Manual Tasks
Are our students ready ? New InformaVon
Defining Leadership • Leadership is getting people
to do what they need to do, but either can’t or won’t.
• Leadership is not a position;
it is a disposition for taking action.
Leaders must possess a clear picture of
instructional effectiveness - and –
be able to share a common vocabulary
that develops and supports powerful teaching and learning.
Our Guiding Principles Our Guiding Frameworks • Supporting a Systemwide Approach
• Increasing Rigorous Learning Opportunities for ALL students
• Transformational Leadership
C Visionary Leadership
D Adaptive Leadership
A Authoritative Leadership
B Collaborative Leadership
Rigor/Relevance Framework®
The Focusing lens through which we take a look
at…
Curriculum
Instruction Assessment
Leadership
Page 8
Means Framing Lessons At The High End Of The
Knowledge Taxonomy
Rigorous Learning
REMEMBERING
UNDERSTANDING
APPLYING
ANALYZING
EVALUATING
CREATING
Rigorous Lessons Ask Students To:
Compose
Create
Design
Invent
Predict
Research
Summarize
Defend
Compare
JusVfy
Application Continuum
Application of knowledge
Acquisition of knowledge
Level of challenge of the learning for the student
Relevance of learning to life and work
Student Centered and the RR Framework
Students examine, analyze & compose Research
Students explore & design Through
Student Centered Learning
Students learn
through Direct
InstrucVon
Students complete Teacher-‐ developed Projects
What is the Collaborative Instructional Review (CIR) Process? A formative process that:
• Increases the rigor, relevance, and student engagement in lessons.
• Focuses on students. • Guides the thinking and the work of
instructional planning. • Uses data to inform and guide professional
dialogue.
Rigor Indicators 1. Thoughtful Work - Lesson intentionally
prepares students to complete a range of high-quality learning tasks.
2. High-Level Questioning - Lesson provides opportunities for students to respond to a range of questions that increase in rigor and levels of thinking.
3. Academic Discussion - Lesson includes opportunities for students to engage in vocabulary-rich academic conversation with peers.
Relevance Indicators 1. Meaningful Work – It is clear that the teacher
knows the students and the talk matches the student population with real-world connections to careers.
2. Authentic Resources - Multiple resources are used that reflect real-world applications with cross-disciplinary tasks. Tools include using digital, print, visual, auditory, video, text, manipulatives, etc.
3. Learning Connections – Students connect the concepts and skills to examples from their lives. They can articulate and discuss the concepts and skills and explain how they are used in the real world.
Learner Engagement Indicators 1. Active Participation • Students remain on-task and engaged throughout
the lesson. All students are actively involved in routine as designed.
• Students lead their own progress through learning new content, working productively and collaboratively.
• Lesson provides multiple strategies designed to maximize student engagement, achieving a strong balance of direct instruction and student engagement through application.
Learner Engagement Indicators 2. Learning Environment • Students are encouraged to take risks and
persevere through productive struggle. Students are praised for demonstrating commitment to learning.
• Students consistently demonstrate respect for peers, teacher, and the learning environment.
• Clear classroom procedures and routines are visible and are consistently implemented.
Learner Engagement Indicators 3. Formative Tools and Processes • Students demonstrate mastery of content by completing a
variety of formative assessments that allow for reciprocal feedback. Assessment results indicate that students are achieving expected outcomes and are able to self-reflect and share responsibility for their learning.
• Students are regularly and strategically partnered or grouped based on data, and lesson content, process, and/or product is differentiated to support varying student needs.
• Results from formative processes and tools are used to immediately adjust instructional pacing, plan differentiated instruction, and monitor progress.
The CIR is a Real World Application of the 80/20 Rule
80% looking at/listening to what the students are doing and saying
20% Listening to the teacher
Application of the CIR Rubrics
Application of CIR Rubrics Protocol • Watch the Lesson - Liberty Point Elementary:
3rd Grade Creating Questions. • Collect Evidence – Focus on Rigor Indicators.
(Thoughtful Work, High-Level Questioning, Academic Discussion)
• After Watching - On your own, decide on the levels for each indicator using the CIR rubrics.
(Consider the evidence you collected to support your rating.)
• Discuss your rating and evidence with a table partner.
• Come to consensus as a table group.
Application of CIR Rubrics Protocol
Evidence
The level of Academic Discussion is 3-Developed since student discussion was built off the ideas of each other while the teacher
facilitated their work.
• Decide on levels individually using the evidence collected from student work.
• Come to consensus with a table partner.
• Come to consensus as a table group.
• Groups will share evidence to support their ratings. (be prepared)
Reflection - Liberty Point: Creating Questions
If you can measure it, you can improve it!
Visit the Solution Center in the Cypress Foyer for your
instant data snapshot.
What’s your next move? • Leadership is getting people
to do what they need to do, but either can’t or won’t.
• Leadership is not a position;
it is a disposition for taking action.