Transforming our Teaching and Learning

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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

• Leadership role as agent of change
• 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
• Taped principal interviews

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Administrators Message
Welcome to TOTAL
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
• Website
• Maintenance Sessions
• Learning Teams
• Content Courses (University Level)
• TV Series
• 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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Standards

• Making Sense of Standards
• HCPS

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Standards Toolkit

• Instructional Guides
• Curriculum Frameworks
• Professional Development Modules

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Instructional Guides

• Content Standards
• Grade Level Benchmarks
• Grade Level Sample Performance Assessments
• Sample Instructional Strategies
• Sample Assessment Tasks
• Rubrics

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Curriculum Frameworks

• General Description of Program
• Explanation of Standards
• Curriculum, Instruction, Assessment
• Special Topics
• K-12 Scope and Sequence

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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
• Review, not 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//reportcard.k12.hi.us

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Standards-Based Teaching, Grading, Reporting

• Professional Development Modules
• TOTAL TV Series
• Complex Resource Kits
• Teleschool Video Tapes

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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 (2 sections)
• Standards Implementation Process
• Assessment for Learning Rubric Development
• Curriculum Mapping (4 sections)
• Standards-based Grading Reporting

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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 as needed

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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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I Introduction/Leadership I Introduction/Leadership I Introduction/Leadership I Introduction/Leadership I Introduction/Leadership I Introduction/Leadership I Introduction/Leadership
Professional Development Modules Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model
Identify Relevant Standards Determine acceptable evidence Determine Learning Experiences Teach and Collect Evidence Assess student work/inform instruction Evaluate/judge/ communicate learning results
1. Standards Implementation Process HCPS Toolkit Curriculum Frameworks Instructional Guide The process 6 steps Cyclical Nature Built on system of standards
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.

42
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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Introduction/Leadership Introduction/Leadership Introduction/Leadership Introduction/Leadership Introduction/Leadership Introduction/Leadership Introduction/Leadership
Professional Development Modules Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model
Identify Relevant Standards Determine Acceptable evidence Determine Learning Experiences Teach and Collect Evidence Assess student work/inform instruction Evaluate/judge/ communicate learning results
1. Standards Implementation Process HCPS Toolkit Curriculum Frameworks Instructional Guide The process 6 steps Cyclical Nature Built on system of standards
2. Assessment for Learning Rubric Developpment HCPS Toolkit Curriculum Framework Instructional Guide Learning driven by standards Know when learning has been achieved Know what learning looks like Evidence aligned to curriculum and instruction Use information for goal setting

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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Assessment FOR Learning Rubric Development

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

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Assessment FOR Learning Rubric DevelopmentKey
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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Introduction/Leadership Introduction/Leadership Introduction/Leadership Introduction/Leadership Introduction/Leadership Introduction/Leadership Introduction/Leadership
Professional Development Modules Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model
Identify Relevant Standards Determine Acceptable evidence Determine Learning Experiences Teach and Collect Evidence Assess student work/inform instruction Evaluate/judge/ communicate learning results
1. Standards Implementation Process HCPS Toolkit Curriculum Frameworks Instructional Guide The process 6 steps Cyclical Nature Built on system of standards
2. Assessment for Learning Rubric Development HCPS Toolkit Curriculum Framework Instructional Guide Learning driven by standards Know when learning has been achieved Know what learning looks like Evidence aligned to curriculum and instruction Use information for goal setting
3 Curriculum Mapping HCPS Toolkit Scope and Sequence GLPI Curriculum maps and assessment data School and district reform approach Collect data regarding actual teaching
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
• Multiple Sessions
• 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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Introduction/Leadership Introduction/Leadership Introduction/Leadership Introduction/Leadership Introduction/Leadership Introduction/Leadership Introduction/Leadership
Professional Development Modules Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model Hawaii Standards Implementation Process Six Step Model
Identify Relevant Standards Determine Acceptable evidence Determine Learning Experiences Teach and Collect Evidence Assess student work/inform instruction Evaluate/judge/ communicate learning results
1. Standards Implementation Process HCPS Toolkit Curriculum Frameworks Instructional Guide The process 6 steps Cyclical Nature Built on system of standards
2. Assessment for Learning Ru bric Development HCPS Toolkit Curriculum Framework Instructional Guide Learning driven by standards Know when learning has been achieved Know what learning looks like Evidence aligned to curriculum and instruction Use information for goal setting
3 Curriculum Mapping HCPS Toolkit Scope and Sequence GLPI Curriculum maps and assessment data School and district reform approach Collect data regarding actual teaching
4. Standards-Based Grading and Reporting HCPS Toolkit RC FAQs/Website Parent Brochure Assessment Grades Based on Standards Alignment with standards based instruction and assessment Grading Practices Purpose for Grading Issues/Special Needs Guidelines HI Implementation
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
• One-day Session
• Products
• Grade Book
• Plan for Grading

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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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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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Long Range Continuation

• Workshops by experts
• Heidi Hayes Jacobs
• Rick DuFour
• Judy Arter
• Ken OConnor
• Online Course
• WebCT
• Video Conferencing

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Rationale

• Complex areas will help teachers
• Maintenance sessions ongoing
• Video conferencing opportunities
• Training will continue next year
• Online resources

• 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 Beac
• Steve Nakasato Mililani Ike
• Use Learning Log Handout 6

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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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