A Professional Development Plan for Standardsbased Education

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Transforming our Teaching and Learning

• A Professional Development Plan for
  Standards-based Education

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Agenda

• Welcome
• Superintendents message
• Get on the balcony
• Identify the adaptive challenge
• Regulate distress
• Maintain disciplined attention
• Give the work back to the people
• Protect voices of leadership from below

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Leadership to Empower Schools to Make a Difference

• Why are you here?
• Exhibit leadership role as agent of change
• Simulate learning teams to facilitate adaptive
  change
• Understand module overview
• View principal interviews exhibiting change

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Administrators Message
Welcome to TOTAL
PLAY
Superintendent Patricia Hamamoto Educational
Leadership Conference June 14, 2004
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1-6-3

• One Vision of a Public School Graduate
• Six General Learner Outcomes
• Three Student Priorities
• Academic Achievement
• Safety and Well Being
• Civic Responsibility

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Resources

• Weighted Student Formula
• Information Technology
• Tech support positions
• Infrastructure
• Customization of SIS software
• Technology training
• Students and Teachers

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Operational Authority
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Accountability

• Academic Achievement
• Reading Proficiency
• Personalized Education Plan
• Critical Thinking
• Graduates Without Remediation

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Accountability

• Safety and Well-Being
• Attendance
• Comprehensive Student Support System
• Discipline

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Accountability

• Civic Responsibility
• Knowledge of American Democracy
• Skills to Engage in Democratic Society
• Understanding and Awareness of Community and
  Global Issues
• Respect for Self and Others
• Participation in School and Community
  Organizations

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Evidence

• All Students
• Are Reading Within Their Grade Level Range
• Are Prepared to Handle Ninth Grade
• Graduate in Four Years

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Get on the Balcony
Self Assessment
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Professional Learning Conversations

• A forum in which teachers can be inquirers and
  ask questions that matter to them, over a period
  of time, and in a collaborative and supportive
  environment

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Types of Professional Learning Conversations

• School-based
• Job-alike
• Topic-centered
• Teacher-research
• Issues/Discussions
• Readers/Writers
• Professional book discussion

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Types of Activities

• Reading and discussing research
• Learning about teaching and learning approaches
• Discussing knowledge learned at workshops
• Implementing new practices in classrooms
• Analyzing student work

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Activity

• Facilitated Conversations
• Roles
• Facilitator
• Time keeper
• Recorder
• Objectives
• Review norms
• Review goal for facilitated conversation

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Identify the Adaptive Challenge

• Jigsaw Reading Activity
• pp. 22-26 (Group 1)
• pp. 78-80 (Group 2)
• pp. 133-138 (Group 3)
• pp. 170-173 (Group 4)
• Facilitated Conversation

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Regulate DistressElements of TOTAL

• Modules
• Training of Trainers
• Brokers
• Maintenance Sessions
• Learning Teams
• Content Courses (University Level)
• Evaluation
• Timeline for SB Report Cards

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Big Picture

• OCISS, SPED, and TDS
• Deliver training to Complex Area Consortia
• Complex Area Teams
• Attend training sessions
• Develop understanding of each module
• Determine number of sessions needed
• Deliver training to complex area schools
• Facilitate initiation of school learning teams
• Maintenance Sessions
• Evaluate and adjust school professional
  development activities

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Standards Tools and Services
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• VISION OF A PUBLIC SCHOOL GRADUATE
• Act 238/No Child Left Behind
• Hawaii Content and Performance
  Standards Policy and Literacy Policy
• Standards-Based Education Quality
  Student Support
• School Redesign
• Standards (Rigor, Relevance
• Toolkit
  Relationships)
• Standards-Based
  Elementary Secondary
• Report Card
  
• K-3 Literacy Small
  High School Middle Level
• HCPS II Policy
  Schools Ed. Policy Ed. Policy
• Refinement Policy
• High School Middle Level
• Instructional Grad.
  Req. Promotion Policy
• Materials Review

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Standards

• Making Sense of Standards
• Rainbow Books

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Standards Toolkit

• Instructional Guides
• Curriculum Frameworks
• Professional Development Modules for Content
  Standards

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Instructional Guides

• Content Standards
• Cluster Benchmarks
• Grade Level Performance Indicators
• Sample Instructional Strategies
• Sample Assessment Tasks

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Curriculum Frameworks

• General Description of Program
• Explanation of Standards
• Curriculum, Instruction, Assessment
• Special Topics
• K-12 Scope and Sequence
• Performance Indicator Progression
• Essential/Desirable Standards
• On the web

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Professional Development Modules for Content
Standards

• Introduction
• Resources and Readings
• Transparencies, PowerPoint
• Handouts
• Workshop Agenda

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Website

• www.hi.doe

• http//www.doe.k12.hi.us
• Standards
• Standards Toolkit
• Document Library
• Instructional Guides
• Curriculum Frameworks
• Training
• PD Modules

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Instructional Materials Review

• Review of textbooks, videos, CDs
• Reviewed, not yet approved list
• Alignment to Hawaii standards?
• Backed by research?
• Overall quality?
• Elementary, Secondary
• FUTURE-Approved List

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Where?

• Instructional Materials Review
• http//standardstoolkit.k12.hi.us/imr/

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Standards-Based Report Cards

• Standards-Based Teaching
• Standards-Based Grading
• Standards-Based Reporting

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Standards-Based Teaching

• Teach to Hawaii Standards
• All Kids
• Curriculum-interesting, engaging,
  challenging, rewarding
• Extended Student Work
• Problem Based Research
• Integrated, Differentiated
• Formative Assessment
• Extra Time, Extra Help

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Standards-Based Grading

• Clear understanding of what the standards are
  asking for
• Student generated work
• Compare student to standards not other students
• Preponderance of evidence
• Most recent work
• No averaging

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Standards-Based Reporting

• The Promise better communication about where
  students are
• The Challenge how do we communicate and still
  keep it manageable
• Pilot Projects

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Where?

• Report Card
• http//165.248.2.33/doe/

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Standards-Based Teaching, Grading, Reporting

• Professional Development Modules
• State to train Districts/Complexes
• Districts/Complexes to train schools
• Cadre Model, Outside Evaluator

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Evaluation Purpose

• Contract with UH
• Developed at beginning of professional
  development plan
• Evaluation completed at end of year one

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Modules

• Leadership to Empower Schools to Make a
  Difference (1/2 day)
• Standards Implementation Process (1 day)
• Using Rubrics to Assess Learning (1 day)
• Curriculum Mapping (2 days)
• Standards-based Grading Reporting (2 days)

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Transforming Our Teaching and Learning (TOTAL)
Complex Area Planning Sessions
Contact Broker
Provide additional materials resources
Planning meetings
Video Conference
Materials
Web CT
Complex teams deliver to schools Standards
Implementation
State Responsibility
Joint Responsibility
Complex Responsibility
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Complex Area Planning

• Create cadre
• 5-7 members
• School Renewal Specialist
• District Resource Teachers
• School Leadership
• Attend training sessions
• Design delivery for each module
• Schedule over time
• Involve learning teams
• Use Broker to help with planning

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Training

• Modules
• Developed July 2004
• Involve complex area and OCISS
• Complex Area Training
• August-September 2004
• Involve Complex Area Cadre
• Maintenance Sessions
• Held twice during year
• Address needs and concerns
• Learning Teams
• Long Range Training

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Do you hear this at your school?

• I use my textbook, its aligned to the
• standards.
• What toolkit?
• Itll passNCLB will go away like all the
• other initiatives.

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Do you hear this at your school?

• I use my textbook, its aligned to the
  standards.
• What toolkit?
• Itll passNCLB will go away like all the other
  initiatives.

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Standards Implementation Process

• 2nd Module in Sequence
• One Day Session
• Product
  Unit Analysis Tool

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Standards Implementation Process Key Concepts
Skills

• Process for implementing standards
• Sub-processes within each step
• Process is not linear
• System of Standards

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Do you hear this at your school?

• I just average all my chapter tests.
• If they dont get it, I just assign more
  homework.
• Why dont they know?...I taught it to them.
• I cant tell them what is expected that would
  be cheating!
• I didnt know I was flunking until I got my
  report card.

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Do you hear this at your school?

• I just average all my chapter tests.
• If they dont get it, I just assign more
  homework.

• Why dont they know? I just taught it to them.

• I cant tell them what is expected that would
  be cheating!
• I didnt know I was flunking
  until I got my report card.

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Using Rubrics to Assess Learning

• 3rd Module in Sequence
• One Day Session
• Product Rubric

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Using Rubrics to Assess LearningKey Concepts
Skills

• Best Performance Assessments
• Sound Criteria
• Rubrics Need to be Shared
• Clear Targets Indicate Quality
• Rubrics Help with Self-assessment
• Validity

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Do you hear this at your school?

• I thought you covered that benchmark in _____
  grade.
• What do you mean I cant do my rainforest unit?

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Do you hear this at your school?

• I thought you covered that benchmark in _____
  grade.
• What do you mean I cant do my rainforest unit?

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Curriculum Mapping

• 4th Module in Sequence
• Two-Day Session
• Product Curriculum Map

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Curriculum MappingKey Concepts Skills

• Essential Questions
• Implementation plan for carrying out curriculum
  mapping
• Revise curriculum maps using assessment data
• Use as part of a systems approach to school and
  district reform

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Do you hear this at your school?

• What do you mean there are no more letter grades?
• So are there numbers?
• Does anyone understand standards based grading?

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Do you hear this at your school?

• What do you mean there are no more letter grades?
• So are there numbers?
• Does anyone understand standards based grading?

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Standards Based Grading/Reporting

• Last Module in Sequence
• Two-Day Session
• Products
• Post Survey
• Sample Grade Book

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Standards Based Grading/ReportingKey Concepts
Skills

• Grading needs to be aligned with standards-based
  instruction and assessment
• Practices different from those in a traditional
  grading system
• Guidelines for grading should be established
• Involvement of students

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Schedule

• Eight district areas
• 7 session dates
• 2 maintenance sessions
• Five sequential modules
• State team for each
• Lead presenter attends own sessions
• Fifteen Brokers
• Linked to one complex each
• Aids complex in planning and/or delivery

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Resources Toolkit

• Rainbow Books
• Instructional Guide
• Scope and Sequence
• Grade Level Performance Indicators
• Curriculum Framework

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Resources Additional

• Facilitators Guide
• Blackline masters
• Additional articles to read
• Digital Resource
• PowerPoint slides
• Handouts
• Web links
• Resource Kit
• Books
• Videos
• One per complex

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Content Courses

• University level
• Summer 2005
• Content areas
• Core
• Extended Core
• Strengthen content knowledge
• Use Nationally Certified Teachers

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Long Range Continuation

• Workshops by experts
• Heidi Hayes Jacobs
• Rick DuFour
• Ken OConnor
• WebCT
• Video Conferencing

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Rationale

• Complex areas will help teachers.
• Maintenance sessions may be scheduled.
• People will come in.
• Training will continue next year.
• Long range online plans are in development.

• The solution does not lie with the outside
  experts, it lies within ourselves.

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Maintain Disciplined Attention

• Encourage and manage diversity and differences
• Maintain focus on what needs to be done

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Activity

• Give the Work Back to the
  People
• Video on Learning Teams
• Darrel Galera- Moanalua High
• Eileen Hirota- Ewa Beach
• Steve Nakasato- Mililani Ike
• Use Learning Log Handout 6

PLAY
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Protect Voices of Leadership from Below

• Why use learning teams to facilitate
  conversation?
• To talk with fellow educators about professional
  issues and plan for implementation of initiatives
  to increase student achievement (Birchak, 1998)
• Planning time for complex area

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Wrap-up

• Session evaluation
• Exit pass