october 10, 2012. start/end on time all technology is on-task hold each other accountable dive in to...
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Understanding Henry Goal Setting Feedback Gain a better understanding how classroom essentials connect with the CPS Framework for Teaching Understanding by Design- Plan of Action Grade Level Action PlansTRANSCRIPT
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Henry SchoolHalf-DayProfessional Development
October 10, 2012
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Norms:• Start/end on time• All technology is on-task • Hold each other accountable• Dive in to make this your own: no acting• Stop and ask your burning questions as
we go
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Understanding Henry Goal Setting Feedback Gain a better understanding how classroom
essentials connect with the CPS Framework for Teaching
Understanding by Design- Plan of Action Grade Level Action Plans
Goals for Today
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O’Hare Network Feedback Next Steps
Action Plans, Observations, Instructional Rounds, Teacher Leaders?? Finalize order
Understanding by Design CPS Framework for Teaching
Classroom Essentials Grade Level Action Plans
Agenda
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O’Hare Analysis of Henry Data
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Exceeds, Exceeds, Exceeds!
Targeted Instruction
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Internet Issues 3rd grade and RtI Intervention Technology Upgrades
Achieve 3000
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◦Identifying 1 or 2 goals at a time based on evidence not opinion “small bites”
◦ Domain 4d: Professional Responsibilities Growing and Developing Professionally
Adapted from Coaching Model by Robert Rembrick
Classroom Observations
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◦Peer Support and Mentoring◦Peer Coaching◦Peer Collaboration
◦ Domain 4a: Professional Responsibilities Reflecting on Teaching and Learning
Effectiveness, Accuracy, and Use in Future Teaching
Instructional Rounds
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ILT and Teacher Leaders
◦ Domain 4d: Professional Responsibilities Growing and Developing Professionally
Participation in School Leadership Teams and/or Teacher Teams
ILT and Teacher Leaders
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Objectives/CCSS - Black Belt Common Core
Standards Domain 1d: Planning and Preparation
Designing coherent instruction Domain 3(a)(c): Instruction
Communicating with students Standards based learning objectives
Engaging Students in Learning Standards-Based Learning Objectives and
Task Complexity
Classroom Essentials
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Authentic work
Domain 1e: Planning and Preparation Designing Student Assessment
Congruence with Standards-Based Learning Objectives, Levels of Performance and Standards
Classroom Essentials
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Word Wall
Domain 3c: Instruction Engaging Students in Learning
Access to Suitable and Engaging Texts
Classroom Essentials
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Schedule(s)
Domain 2c: Classroom Environment Managing Classroom Procedures
Management of Transitions
Classroom Essentials
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Strategic PrioritiesCommon Core: By SY 2014-15 all students will
have access to high quality
Common Core-aligned curricula as defined by CPS
Framework for Content
Standards in literacy and
mathematics.
Framework for Teaching: By SY
2012-13 all educators will
be supported by a clear vision for
effective instruction as defined by the CPS Framework
for Teaching.
Full School Day: By SY 2012-13 all students will have time to
access core academics, intervention, and enrichment
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What is your comfort level of Understanding by Design?
Novice Apprentice
Expert (Self)
Expert (Others)
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Outcomes: Teachers will… Understand the instructional shifts within the
CPS Literacy Content Frameworks. Become acquainted with the big ideas of
Understanding by Design (UbD). Develop a preliminary understanding of the
Understanding by Design (UbD) Template and to review sample Understanding by Design units in this format.
Specify the essential questions and understandings based on the big ideas of a unit.
Flex PD Agenda August 27, 2012
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Understanding the level of instruction students need to master these standards
Understanding how instructional practice must continually improve in order for all students to access to the standards
Understanding the standards
Unpacking standards Designing performance
assessments and long term plans aligned to the standards.
Designing rigorous math tasks reflective of content and practices
What we Teach How we TeachCPS Framework for
TeachingHOW we teach
Common Core State Standards
WHAT we Teach
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Domain 1: Planning and Preparation Components:
◦ 1a: Demonstrating Knowledge of Content and Pedagogy
◦ 1b: Demonstrating Knowledge of Students◦ 1c: Selecting Instructional Outcomes◦ 1d: Designing Coherent Instruction◦ 1e: Designing Student Assessment
CPS Framework for Teaching
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Domain 1: Planning and Preparation Component 1d: Designing Coherent Instruction
Elements: ◦ Unit/Lesson design that incorporates knowledge of
students and student needs◦ Unit/Lesson Alignment of standards-based objectives,
assessments, and learning tasks◦ Use of a variety of complex texts, materials, and
resources, including technology◦ Instructional groups◦ Access for diverse learners
Henry UbD Implementation Plan SY 2012-2013
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1. The Common Core Standards have new emphases and required a careful reading.
2. Standards are not curriculum.3. Standards need to be “unpacked”.4. A coherent curriculum is mapped
backwards from desired performances.5. The Standards come to life through the
assessments.
From Common Core Standards to Curriculum: Five Big Ideas
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Big Idea #3: Transfer Goals: What do we want students to be able to do when they confront new challenges – both in and outside of school.Reach Performance Tasks: Anchor RL 1: Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Anchor W 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Anchor W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research
“Unpacking” the CCSS
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Determine a grade level topic. Begin the process of Stage 1 in UbD within
the Grade Level Meetings and collaborative planning time.
“small bites”
Next Steps
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Video 1 ◦ Domain 2: The Classroom Environment
c. Managing Classroom Procedures
Video 2 ◦ Domain 2: The Classroom Environment
d. Managing Student Behavior
CPS Framework for Teaching
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The right action step is the first domino.
Once you knock it down correctly, you’ll see the next domino behind it, and the chain of
improvement begins.
Core Idea:
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The Four Keys:
DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:
ASSESSMENTSANALYSIS
ACTIONin a Data-driven CULTURE
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Grade Level Action Plans