Title: New Cluster Leaders
1Welcome
2BENEFITS
3TOPICS OF TRAINING
- Roles and Responsibilities
- Timeline and Calendar
- Ethics
- Scoring
4Roles and Responsibilities
5True or False?
- 1. Cluster Leader provides a one-hour scoring
training session for Cluster Teachers as close to
the actual scoring session as possible. - False
6True or False?
- 2. Cluster Leader participates in the planning
and/or presentation of all writing training at
his/her school. - True
7True or False?
- 3. Cluster Leader makes available writing
resources upon request and/or as required. - True
8Roles and Responsibilities Organizational Chart
CLUSTER LEADER
CLUSTER TEACHERS
OTHER STAFF PRINCIPALS, COUNSELORS, LIBRARIANS,
AND ALL TEACHERS IN THE IMPLEMENTATION OF
SCHOOL-WIDE WRITING PROGRAM
9True or False?
- 4. Cluster Leader is not required to view the
scoring training telecast specific to his/her
grade level. - False
10True or False?
- 5. Cluster Leader gives the official composite
portfolio score during a scoring session. - False
11True or False?
- 6. Cluster Leaders role is that of writing
instructional leader and professional development
provider. - True
12Roles and Responsibilities
- 1 Provide optional and required teacher
portfolio development training sessions for your
Cluster Teachers/staff.
13Roles and Responsibilities
- 2 Provide ongoing support to your Cluster
Teachers/staff as they help students develop as
writers.
14Roles and Responsibilities
- 3 Inform Cluster Teachers about sessions.
15Roles and Responsibilities
- 4 View and obtain a recording of your
grade-specific Scoring Training telecast from KET
(telecast dates are announced in the fall).
16Roles and Responsibilities
- 5 Attend your regional Cluster Leader Scoring
Training session (see timeline for dates).
17Roles and Responsibilities
- 6 Provide a 3 or 6-hour Scoring Training
session for Cluster Teachers as close to the
actual scoring sessions as possible.
18Roles and Responsibilities
- 7 Provide on-going support to your Cluster
Teachers/scoring team as they begin assessing the
portfolios.
19Roles and Responsibilities
- 8 Maintain close contact with KDE Writing
Consultants who will be providing and
disseminating necessary information.
20Contacts
- Dena Cole, Middle School Writing Consultant,
- Dena.Cole_at_education.ky.gov
- Depeka Croft, Elementary Writing Consultant,
Depeka.Croft_at_education.ky.gov - Lee Ann Hager, High School Writing Consultant,
- LeeAnn.Hager_at_education.ky.gov
21Roles and Responsibilities
- 9 Each Cluster Leader will work with building
principal(s), faculty, BAC, and DAC to establish
a policy for maintaining working folders for all
levels within the building.
22Roles and Responsibilities
- Strategies for Networking In Your District
- Create your own information network
- Create a Writing Portfolio study/support group
- Create and/or join a Professional Development
Planning Committee - Create a professional library in your school or
district - Join the KY WRITE Listserv at this internet
address http//www.uky.edu/Education/kylists.html
23Roles and Responsibilities
- Cluster Leaders must be familiar with 703
KAR5010 Writing Portfolio Procedures and
Ethical Practices.
24Time Line/Calendar
25August/September
- Do
- Review roles and responsibilities
- Schedule scoring training for teachers with
principal, BAC, and/or DAC - Review 100 day rule procedures
- Check to make sure all forms/handbooks are
current and complete - Ethical and unethical reminder at faculty meeting
with principals permission
- Think
- How will working writing folders be managed?
-
26October/November
- Do
- Review dates for scoring training with
administration team - Set date for portfolio completion for your school
with principal and inform staff - Review Writing Scoring Rubric with staff
- Attend Fall Cluster Leader Training and share
with staff - Discuss Conferencing Management with staff and
school leaders
- Think
- What method of analyzing instructional practices
and portfolio checkpoint review can I utilize?
27December/January
- Do
- Portfolio Checkpoint Review and Analyze
Instructional Practices - Update principal about suggested writing
professional development opportunities for next
year - Review Conferencing Management
- Discuss scoring team members, date, and location
with principal, BAC/DAC
- Think
- Are there instructional practices/strategies that
I can help implement? - What other resources and methods can we utilize?
28February/March
- Do
- Early March
- Attend KDE delivered training
- Mid-Late March
- Prepare paperwork for scoring session
- Conduct scoring training
- Think
- What resources will I need to conduct scoring
training? - Reflect on effective instructional practices
what works and what doesnt
29April/May
- Do
- April 23-May 4 (CATS Testing Window) Portfolio
Window Closes on April 23 end of day - Contact BAC/DAC to determine when to turn in
composite scores - Discuss with principal location of storing
portfolios - Discuss portfolio analysis with principal to
update professional development plan for
school-wide writing program
- Think
- How can I adjust this schedule to best fit my
needs for next year?
30June/July
- Think
- Reflect on working folder management school wide
and make suggestions if needed - Reflect on student performance using feedback
from scoring session
- Do
- Attend KDE summer cluster leaders meeting
- Compile resources for staff development
- Review portfolio analysis to create the upcoming
master schedule that addresses writing
instruction and conference management
31Ethics
32- 1. Johnny is asked to write a poem for his
portfolio, but his teacher has only scheduled one
class period for poetry instruction. - Okay or not okay?
33- 2. Mr. Smith allows his students to write daily
within his classroom but doesnt allow his
students to work outside the classroom on any of
their pieces. - Okay or not okay?
34- 3. Mrs. Jones includes the Kentucky Writing
Scoring Rubric and samples that exhibit each
cells criteria in her daily classroom
instruction. - Okay or not okay?
35- 4. Mrs. Jones loves Johnnys short story and
insists that he include it as one of the pieces
in his assessment portfolio. - Okay or not okay?
36- 5. Mrs. Jackson has asked five 8th graders, who
are excellent writers to conference with her 7th
grade students. Her colleague, Mr. Smith suggests
that they be re-trained on ethical conferencing,
but Mrs. Jackson thinks this training is
unnecessary. - Okay or not okay?
37- 6. During conferencing, Mrs. Jones asks her
students questions to help clarify purpose,
strategies, meaning, etc. - Okay or not okay?
38- 7. Mr. Cooper, the principal, is concerned about
ethical marking of student papers therefore, he
has instructed his teachers to make no marks on
any papers. - Okay or not okay?
39- 8. Mr. Cooper, the principal, sends out a memo to
all Language Arts teachers instructing them that
all portfolios must be word-processed. - Okay or not okay?
40- 9. Mrs. Smith, a 4th grade teacher, only provides
instruction on fables for the students literary
requirement. - Okay or not okay?
41Go Directly to Jail (Do Not Collect 200!)
- (See Administration Guidelines for Writing
Instruction - and the writing regulation document)
42- Mr. Smith, a social studies teacher, announced to
his class that this was portfolio week and gave
his students the prompt. -
- VIOLATION! Go to Jail or
- In Compliance
43- Mrs. Smith, a language arts teacher, wants her
students to maintain ownership of each writing
piece. As a result, she limits her comments to
the terms, Edit, Revise, and Good Job! - VIOLATION! Go to Jail or
- In Compliance
44- Mr. Smith assigns a feature article on Wednesday
and announces the due date for the final draft is
Friday. - VIOLATION! Go to Jail or In Compliance
-
45Scoring
- Setting Up a Scoring Session
46Scoring Session Design(Discuss with
Principal,BAC/DAC)
- Who will score?
- - Whole school
- - Select group
- Where will the session be held?
- - options
- - schedule (testing window)
47Design Continued
- What method will be used?
- -Double blind -- mandatory 2007
- -Third reading?
-
48Scoring Materials
- Quality Control Portfolios
- (Contact DAC)
- Practice Portfolio (Spring Training)
- Scoring Handbook
- Kentucky Writing Scoring Rubric
49Kentucky Writing Scoring Rubric
50Language of the Rubric
51(No Transcript)
52Flow Chart
53Scoring Materials Continued
- Forms
- - Writing Portfolio Score Form
- - Quality Control Portfolio Form
- - Table Leader Read Behind
- - Instructional Analysis
- - Portfolio Score Report
54What to do with the old scoring materials
- Quality Controls
- Benchmarks
- Exemplars
55How can the scoring rubric improve writing
instruction?
- Authentic focused purpose
- Awareness of audiences needs
- Idea development and support
- Characteristics of the genre
- Transitional elements
- Enhancing the meaning
- Control
- Documentation
56REMEMBER
- Keep in close contact with your BAC/DAC for
information regarding timelines and procedures
for turning in portfolio scores.
57