WHAT IS “THE RIGHT STUFF?”

http://www.youtube.com/watch?v=QuR1p7UdI2Y

Using this movie trailer, connect key elements to those of teachers stepping out into space breaking tradition, establishing trust, and experiencing the dream of INCREASED SUCCESS IN TEACHING IMPROVED STUDENT ACHIEVEMENT.

NEW TERRITORY – PROPELED INTO THE FUTURE

SEARCH FOR A NEW BREAD OF MAN (WOMAN)

FEARLESS AMBITIOUS

PATRIOTIC BEYOND QUESTION

WILLING TO VOLUNTEER FOR A SUICIDE MISSION (TRYING SOMETHING NEW)

HUMAN BEINGS (TEACHERS) WITH REAL:

FEARS

FRUSTRATIONS

CONFLICTS

DISAPPOINTMENTS

PRESSURES

THE SPECIAL FEW AT THE VERY TOP

THE ELITE BROTHERHOOD WHOSE ACHIEVEMENTS INSPIRED A NATION

TEAM DEPARTMENT CAMPUS DISTRICT

THOSE WHO HAVE … “THE RIGHT STUFF!”

Let your g raph i c organ i ze r gu id

e

your th ink in

g a s you watch th i s

t ra i l er.

Teachers collaborating about student work analyze REAL data to promote

increased student and staff learning.

RESOURCE CD

EXAMINING STUDENT WORK: HIGH-IMPACT RESULTS

EXAMINING STUDENT

WORK

BEST PRACTICE

CURRICULUM ALIGNMENT

TIMELY AND MEANINGFUL

DATA ANALYSIS

PROFESSIONAL DEVELOPMENT

AND ACTION RESEARCH

SHARED RESPONSIBILITY

INCREASED STUDENT LEARNING

Best Practice

VALUE AND RATIONALE

• What is “The Right Stuff?”

• What is “Examining Student Work?”RESEARCH/RESULTS

• Trust in Schools

• Teachers Learn

• Impact in High SchoolsRESOURCES• High Impact Results

• Managing Complex Change

• National Experts

WHAT IS “THE RIGHT STUFF*”HERE?

Student Work – Analyze through Protocols• Relevant, timely data• Authentic Product • Student voice• Evidence of learning• Response to instruction

*LEARNING FROM STUDENT WORK (LFSW)

WHAT IS LFSW?

Teachers looking at individual student demonstration of learning – • evaluating, • determining instructional needs, • determining what is interfering with learning,• planning for instruction, • teaching to the objective, • determining sequence and next steps.

WHY TALK TOGETHER ABOUT STUDENT WORK?

In schools with low levels of relational trust, there is a 1 in 7 chance of showing gains in student achievement.

However….

In schools with high levels of relational trust, there is a 1 in 2 chance of showing gains in student achievement.

Bryk and Schneider (2002). Trust in Schools: A Core Resource for Improvement

WHY SHOULD TEACHERS LFSW?

• Reflect on evidence of student learning.• Study curricular rigor and alignment.• Analyze intent of task.• Collaborate with colleagues.• Identify teacher misunderstandings.• Reflect on evidence of effective

teaching.

LFSW IN HIGH SCHOOLS?

The Aspen Workshop on High Schools recommended in its summary report for the Transforming High Schools Task Force that the continuous and collaborative examination of student work along with the personalization of schooling are the two critical strategies for transforming high schools at the local level.

CURRICULM ALIGNMENT

RATIONALE

• Accurate Assessment of Learning

• Full Alignment

RESULTS• Meet Higher Standards

• Rigorous Instruction

• Agreement on Proficiency

RESOURCES• Protocols• Videos• “Using a Structured Protocol”

HOW DO WE MEET NEW STANDARDS?

Though teachers have always examined student work as part of their grading process, the new focus on accountability and standards has driven a more structured and collaborative examination of student work.

EXAMINE STUDENT WORK COLLABORATIVELY TO DETERMINE IF….

the assessment instruments are designed to accurately and fairly address what students are expected to learn.

GETTING TO KNOW THE LEARNER

Student’s response is the end product of his/her thinking. Analyze to inform instruction.

• Do students have any skills or knowledge to build on?

• Do we need a total reteaching of a content?• Are students lacking skills and/or content

knowledge?• Is the design of the assessment itself an issue?

AGREE ON PROFICIENCY

Protocols Guide:• Conversation about TEKS• Analysis of Product Requirements• Objective Review of Student Responses • Instructional Strengths and Needs

TIMELY AND MEANINGFUL

DATA ANALYSIS

RATIONALE: WHAT AND WHEN

• Authentic Work

• Classroom Observations

• PLCs, Department, Campus

RESULTS• Changed Practice

• Student Voice/Thinking

• Continuous Improvement

RESOURCES• Cycle of Inquiry• Formative Assessment Cycle• Types of Data

WHAT IS STUDENT WORK?

How would teams examine each?• Oral responses• Writing • Test results – answers to questions• Performance tasks• Integrated Products (PBL, projects,

technology)

WHEN TO EXAMINE WORK

• PLCs• Grade-level/department meetings• Ongoing study groups (action research)• Vertical and horizontal group meetings• Selecting and implementing new curriculum

or strategy• As part of larger professional development

WHAT DO WE LEARN?“Rich, complex work samples show us how students are thinking, the fullness of their factual knowledge, the connections they are making.

Talking about them together in an accountable way helps us to learn how to adjust instruction to meet the needs of our students.”

Kate Nolan, Director of Re-Thinking Accountability for the Annenberg Institute of School Reform

HOW DOES EXAMINING STUDENT WORK HELP TEACHERS?

“The practice of having teachers work together to study student work is one of the most promising professional development strategies in recent years. Examining student work helps teachers intimately understand how state and local standards apply to their teaching practice and to student work.”

Joan Richardson, editor of the National Staff Development Council newsletter (Learning Forward)

PROFESSIONAL DEVELOPMENT

AND ACTION RESERACH

RATIONALE

• Collaborating about “Real Stuff”

• Build Teams

• Differentiate PD

RESULTS• Focus on Data• Inquiry Model

• School Improvement

RESOURCES• PD Strategies Improve Instruction• Cycle of Inquiry• TCDSS Action Research Guide

HOW DOES LFSW PROVIDE PD?

Teachers examine their own practice through the lens of student needs rather than the lens of good versus mediocre teaching.

WHY COLLABORATE IN A PLC?

The most promising strategy for sustained, substantive school improvement is developing the ability for school personnel to function as professional learning communities.

DuFour and Eaker, 1998

HOW DOES LFSW BUILD TEAMS/PLCS?

Focuses on neutral, observable data Challenges assumptions Helps build common understanding of

knowledge and skills students need Leads to discussions of work quality Supports a culture of improvement

COALITION OF ESSENTIAL SCHOOLS IITIC PROJECT/1998

CYCLE OF INQUIRY: ACTION RESEARCH

Develop Vision for

Teaching and Learning

Derive Implications for Changing Practice

Formulate Researchable Question

Analyze Data

Design Instruction

TOOLS: 1. Examination of Student Work 2. Peer Coaching & Observation

Teach and Collect Data

SHARED RESPONSIBILITY

RATIONALE

• Multiple Viewpoints & Strategies

• Deeper Understanding

• Shared Vision & Commitment

RESULTS• Effective Teams (PLCs)

• Trusting, Collegial Culture

• Shared Commitment to

High Performance

RESOURCES• Stages of Teams/Trust• Success Analysis Protocol• Tools for Schools (Learning Forward)• Website: nsf.org

PERFORMING = COMMITMENT

HOW DO TEAMS DEVELOP TRUST?

WHAT ELSE CAN TEACHERS EXPECT?

• Team consensus of what constitutes proficient work• Formative assessment data• Specific information to inform their instruction• Strategies for re-teaching• Deeper understanding of the intent of the assessed

standard / indicator • Probing questions to ask students to better understand

where they were

School Improvement in Maryland @ mdk12.0rg

INCREASED STUDENT LEARNING

RATIONALE• Effective Teams (PLCs) Raise Expectations• Talking about Instruction

Helps Teachers to ImproveRESULTS• Focus on Learning

• Attainment of Goals• Increased Achievement

RESOURCES• “PLCs: PD Strategies that Improve Instruction”• Formative Assessment Cycle• Website: http://www.allthingsplc.info/evidence/evidence.php

GETTING TO KNOW THE LEARNER

Student’s response is the end product of his/her thinking. Analyze to inform instruction.

• Do students have any skills or knowledge to build on?

• Do we need a total reteaching of a content?• Are students lacking skills and/or content

knowledge?• Is the design of the assessment itself an issue?

HOW DOES LFSW FOCUS ON RESULTS?

• Determine the nature and extent of student understanding.

• Clarify learning expectations.

• Agree on criteria for proficiency.

• Judge the quality of a task.

• Determine the implications for instructional practice.

FORMATIVE ASSESSMENT

CYCLE

EXAMINE STUDENT

WORK

INFORM TEACHER

KNOWLEDGE

INFORM INSTRUCTION

ADMINISTER TASKS

(STUDENT WORK)

LET’S PRACTICE

1. At your tables, work in groups of 4.

2. Each person select one protocol to review.

3. Share purpose and general process.4. Talk together about how your

campus/district teams might use the protocols.

1 2

3 4

Teachers collaborating about student work analyze REAL data to promote

increased student and staff learning.

EXAMINING STUDENT WORK: HIGH-IMPACT RESULTS

EXAMINING STUDENT

WORK

BEST PRACTICE

CURRICULUM ALIGNMENT

TIMELY AND MEANINGFUL

DATA ANALYSIS

PROFESSIONAL DEVELOPMENT

AND ACTION RESEARCH

SHARED RESPONSIBILITY

INCREASED STUDENT LEARNING

CELEBRATE COLLABORATIVE SUCCESS!

“LEADING LEADERSHIP”

Leadership Tools to Guide Data Analysis: Examining Student Work

NECESSARY LEADERSHIP

• Building the Culture• Building Teacher Capacity

• Building Effective Teams• Building Rockets – Overcoming Barriers

BUILDING THE CULTURE

What are the systemic pieces needed in a school to measure student progress over time?

What needs to occur?

Decisions to Collect Data

Building and Administering Assessments

Collect Data and Provide to Teachers

Analyze Data for Instructional

Decisions

Data and Student Work Samples

Discussed by Teams

Student Work Used to Collaboratively

Determine Proficiency

Student Work Used to Decide Next Learning Steps

PURPOSE: Building Teacher Capacity

• Enhanced collaboration and trust• Increased instructional tools• Shared leadership• Shared responsibility

MATCHING LEADERSHIP TO TEAM DEVELOPMENT

http://team-activator.com/leadership.html

OVERCOMING BARRIERS“Anyone who goes up in this can will be a “spam in a can!” • Time• Fear of Failure• Dysfunctional Team – Lack of Trust• Lack of Structure/Processes• Lack of Instructional Resources