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New Cluster Leaders

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1. Cluster Leader provides a one-hour scoring training session for Cluster ... 4. Mrs. Jones loves Johnny's short story and insists that he include it as one ... – PowerPoint PPT presentation

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Title: New Cluster Leaders


1
Welcome
  • New Cluster Leaders

2
BENEFITS
3
TOPICS OF TRAINING
  • Roles and Responsibilities
  • Timeline and Calendar
  • Ethics
  • Scoring

4
Roles and Responsibilities
  • True/False Quiz
  • ???

5
True 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

6
True or False?
  • 2. Cluster Leader participates in the planning
    and/or presentation of all writing training at
    his/her school.
  • True

7
True or False?
  • 3. Cluster Leader makes available writing
    resources upon request and/or as required.
  • True

8
Roles and Responsibilities Organizational Chart
CLUSTER LEADER
CLUSTER TEACHERS
OTHER STAFF PRINCIPALS, COUNSELORS, LIBRARIANS,
AND ALL TEACHERS IN THE IMPLEMENTATION OF
SCHOOL-WIDE WRITING PROGRAM
9
True or False?
  • 4. Cluster Leader is not required to view the
    scoring training telecast specific to his/her
    grade level.
  • False

10
True or False?
  • 5. Cluster Leader gives the official composite
    portfolio score during a scoring session.
  • False

11
True or False?
  • 6. Cluster Leaders role is that of writing
    instructional leader and professional development
    provider.
  • True

12
Roles and Responsibilities
  • 1 Provide optional and required teacher
    portfolio development training sessions for your
    Cluster Teachers/staff.

13
Roles and Responsibilities
  • 2 Provide ongoing support to your Cluster
    Teachers/staff as they help students develop as
    writers.

14
Roles and Responsibilities
  • 3 Inform Cluster Teachers about sessions.

15
Roles and Responsibilities
  • 4 View and obtain a recording of your
    grade-specific Scoring Training telecast from KET
    (telecast dates are announced in the fall).

16
Roles and Responsibilities
  • 5 Attend your regional Cluster Leader Scoring
    Training session (see timeline for dates).

17
Roles and Responsibilities
  • 6 Provide a 3 or 6-hour Scoring Training
    session for Cluster Teachers as close to the
    actual scoring sessions as possible.

18
Roles and Responsibilities
  • 7 Provide on-going support to your Cluster
    Teachers/scoring team as they begin assessing the
    portfolios.

19
Roles and Responsibilities
  • 8 Maintain close contact with KDE Writing
    Consultants who will be providing and
    disseminating necessary information.

20
Contacts
  • 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

21
Roles 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.

22
Roles 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

23
Roles and Responsibilities
  • Cluster Leaders must be familiar with 703
    KAR5010 Writing Portfolio Procedures and
    Ethical Practices.

24
Time Line/Calendar
25
August/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?

26
October/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?

27
December/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?

28
February/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

29
April/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?

30
June/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

31
Ethics
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?

41
Go 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

45
Scoring
  • Setting Up a Scoring Session

46
Scoring Session Design(Discuss with
Principal,BAC/DAC)
  • Who will score?
  • - Whole school
  • - Select group
  • Where will the session be held?
  • - options
  • - schedule (testing window)

47
Design Continued
  • What method will be used?
  • -Double blind -- mandatory 2007
  • -Third reading?

48
Scoring Materials
  • Quality Control Portfolios
  • (Contact DAC)
  • Practice Portfolio (Spring Training)
  • Scoring Handbook
  • Kentucky Writing Scoring Rubric

49
Kentucky Writing Scoring Rubric
50

Language of the Rubric
51
(No Transcript)
52
Flow Chart
53
Scoring Materials Continued
  • Forms
  • - Writing Portfolio Score Form
  • - Quality Control Portfolio Form
  • - Table Leader Read Behind
  • - Instructional Analysis
  • - Portfolio Score Report

54
What to do with the old scoring materials
  • Quality Controls
  • Benchmarks
  • Exemplars

55
How 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

56
REMEMBER
  • Keep in close contact with your BAC/DAC for
    information regarding timelines and procedures
    for turning in portfolio scores.

57
  • Questions and Answers
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