Using Educators & Students to Produce Quality Instruction

   

Presented for KEDC

Mr. Tim Hanner, Superintendent, Dr. Terri Cox-Cruey, Deputy Superintendent, Ms. Barbara Martin, Assistant Superintendent

http://www.kenton.k12.ky.us/

http://kenton.schoolpointesites.com/content_page.aspx?cid=874

District Vision

The Three District Goals

Goal 1: All students will perform at or above grade level in numeracy and literacy at each transition point

Goal 2: All “professional practices” will be based on a common understanding of quality instruction and best practices for every student, in every classroom, every day.

Goal 3: Beginning in fourth grade, all students will participate in at least one activity providing a meaningful connection to school beyond the regular classroom.

Students’ will not meet the performance standards for success in college and work unless and until teaching improves. More academic content standards, more testing, smaller schools, etc. do not, by themselves, improve teaching or students’ skills.

Teachers working alone, with little or no feedback on their instruction, will not be able to improve significantly—no matter how much professional development they receive.

The challenge of change leadership is to create a “system” for continuous improvement of instruction and supervision—rooted in a common vision of effective teaching, which is rigorous, relevant, and based on respectful, trusting relationships (the new 3 R’s)

Tony Wagner, 2006

A “Theory of Change”

1. The district or school creates understanding and urgency

around improving ALL students’ learning for teachers and

community, and they regularly report on progress.

◦ Data is disaggregated and transparent to everyone.

◦ Qualitative (focus groups & interviews) as well as

quantitative data is used to understand students’ and

recent graduates’ experience of school.

2. There is a widely shared vision of what is good teaching

which is focused on rigor, the quality of student

engagement, and effective methods for personalizing

learning for all students.

◦ Either developed by the district or by the school

3. All adult meetings are about instruction and are models of

good teaching.

THE NEW WORK: 7 DISCIPLINES FOR STRENGTHENING

INSTRUCTION

4. There are well-defined performance standards and assessments for student work at all grade levels. Both teachers and students understand what quality work looks like, and there is consistency in standards of assessment .

5. Supervision is frequent, rigorous, and entirely focused on the improvement of instruction. It is done by people who know what good teaching looks like.

6. Professional Development is primarily on-site, intensive, collaborative, and job-embedded and is designed and led by educators who model best teaching and learning practices.

7. Data is used diagnostically at frequent intervals by teams of teachers to assess each student’s learning and to identify the most effective teaching practices, and teams have time built into their schedules for this shared work.

Tony Wagner, 2006

7 DISCIPLINES FOR STRENGTHENING INSTRUCTION Cont.

Central Office Administrators

Disciplinary Literacy Cadre

National Board Certified Teachers

Kenton County Education Association

Content-specific Coaches

Teachers Working on the PPR

Charlotte Danielson

5 KEY DOMAINSof the

Professional Practices Rubric

Planning & Preparation

Learning Environment

Assessment

Instruction

Professional Responsibilities

Training Principals and Teachers

ELECTRONIC PPR

PDExpress

Superintendent’s Student Leadership Work

Goal 2: All ‘Professional Practices’ will be based on a

common understanding of quality instruction and best practice for every student, in every classroom,

every day.

Student Video

Questions & Answers

http://www.kenton.k12.ky.us/

http://kenton.schoolpointesites.com/content_page.aspx?cid=874