prep for the ccsso/scee national summit on educator effectiveness march 26, 2013 continuous...
TRANSCRIPT
Prep for the CCSSO/SCEE National Summit on Educator Effectiveness
March 26, 2013
Continuous Improvement of Support and Evaluation
Systems:
Preparing a Problem of Practice
“A problem is nothing more than an opportunity in work clothes.”
Michael Michalko
2
Welcome!
We’ll have everyone unmuted (if it doesn’t work, raise your hand or use the chat)
Use the chat function to make a comment or ask a question
You may chat privately with individuals
If you have problems, send Naz Rajput a message via the chat function or an email at [email protected]
We’re excited about the Summit!3
Overview of the Summit
Wed., April 10 General Session: Welcome & Vision 2020 State Team Time: Your Vision Lunch Breakouts (THIS strand meets)
Thurs., April 11 General Session Activities Lunch Breakouts (THIS strand meets)
4
Overview of the Summit
Friday, April 12 State Team Time General Session Box Lunch
5
Breakout Strands
Non-Tested Grades and Subjects
Continuous Improvement of Educator Support and Evaluation Systems
Integrating Common Core Expectations into Educator Support and Evaluation Systems
Moving the Educator Preparation Task Force Work Forward
Leadership for Leveraging Learning and Teaching
6
Continuous Improvement
Focus on inquiry and growth (formative)
Address the system
Culture
Politics
Infrastructure and processes
Foster cross-state networking and support
7
Why work on problems of practice at the Summit?
Address content through authentic work
States gain new perspectives on problems where you are stuck; connect your work to your theory of action
Learn what is happening in other states
Create a learning community
Identify themes and common issues for further SCEE work
8
Defining a Problem of Practice
Resource on the Summit 2013 page of the SCEE site: http://scee.groupsite.com/page/summit-2013
9
Defining a Problem of Practice
Think of a problem that has not yet been resolved, is high leverage, and is something you care about
Make connections to your theory of action
Be specific
Use evidence
Include your role in the work
End with a question or statement
10
Sample Topics for PoPs
Mid-Course Corrections
Validity/Reliability
Engmnt & Communication
Training
Connections btwn Eval & Ongoing Prof’l Learning
Connecting to Common Core Implementation
Transitioning to New Assessments
Human Capital Information Systems
Preparing for USED’s Ongoing Review of Waiver Progress
Workload
How We are Learning from the Field
Supporting LEAs in Developing Local Policies and Practices
Planning for Implementation to Scale
Evaluating the System
11
Common Difficulties with PoPs
PoP is too big or vague or tangential
Too much is packed into the PoP
It’s more about compliance than leadership
Too much or too little context
It’s a problem you have already solved; it’s a problem you are not yet ready to address; the problem is too easy
You aren’t anywhere to be found
You don’t have evidence it’s a problem12
Tuning Your PoP
We have a volunteer!
James Havelka, Nebraska
13
Tuning Your PoP
Presenter describes a potential problem
Group asks clarifying questions
Group only
Warm feedback—What makes the PoP likely to work well for the presenter and the group
Cool feedback—Concerns or questions
Stretches—Other things presenter may not have thought about to include
Responses, joint tuning, reflectionsBased on City, Elmore, Fiarman, and Teitel (2009) and West Wind Education Policy 2008)
Tuning Your PoP
What factors make this a difficult problem?
What other information does the group need to know?
What is the evidence behind what you say?
What do you think the cause is?
What are your assumptions?
Who will act on the problem?
15
Questions? Comments?
16
Next Steps
Draft your PoP
Email your draft to [email protected]
Bring to the Summit PoP
Theory of Action
Supporting data or artifacts?
Questions to [email protected] and [email protected]
Thank you
18