Improving Instruction , Managing People, Data and Processes

1. Improving Instruction, Managing People, Data and Processes Brian Pete Robin Fogarty & Associates robinfogarty.com

2. From Staff Room to Classroom A Guide for Planning and Coaching Professional Learning Robin J. Fogarty, PhD Brian M. Pete

3. How to Teach Thinking Skills Within the Common Core 7 Key Student Proficiencies of the New National Standards

4. School Leaders Guide To the Common Core Achieving Results Through Rigor and Relevance

5. Chicago Lake Front

6. Coaching is . . .

7. "Come to the edge," he said. They said, "We are afraid." "Come to the edge," he said. They came. He pushed them . . . and they flew.

8. To Think Like a . . . • Scientist/Detective • Publisher/Writer • Mathematician/Doctor • Engineer/Mechanic • Composer/ Musician • Researcher/Blogger

9. A Metaphor

11. Standards Curriculum Instruction “My error would be that I confused ingredients for dinner with dinner itself.”

16. Traditional Standards Common Core Standards

17. Discuss Standards vs. Food Metaphor

18. The Three Musketeers

19. Don’t forget your Cell Phones

20. The success of professional development or professional learning can only be determined by measuring the implementation of strategies, the incorporation of concepts and changes in attitudes that teachers are able to transfer from the staff room to the classroom. Too many times, professional learning is judged based on evaluations filled out by teachers as they are packing up their bags and collecting their car keys. As principals and teachers shift their thinking about the goals of professional learning, they understand that success is measured by the number and level of applications in the classroom following the professional learning sessions.

21. Partner 1 Offer a better term (synonyms) for the words in red and explain your reasons to your partners.

22. The success of professional development or professional learning can only be determined by measuring the implementation of strategies, the incorporation of concepts and changes in attitudes that teachers are able to transfer from the staff room to the classroom. Too many times, professional learning is judged based on evaluations filled out by teachers as they are packing up their bags and collecting their car keys. As principals and teachers shift their thinking about the goals of professional learning, they understand that success is measured by the number and level of applications in the classroom following the professional learning sessions.

23. Partner 2 What does this sentence (in red) tell you about the authors point-of-view.

24. The success of professional development or professional learning can only be determined by measuring the implementation of strategies, the incorporation of concepts and changes in attitudes that teachers are able to transfer from the staff room to the classroom. Too many times, professional learning is judged based on evaluations filled out by teachers as they are packing up their bags and collecting their car keys. As principals and teachers shift their thinking about the goals of professional learning, they understand that success is measured by the number and level of applications in the classroom following the professional learning sessions.

25. Partner 3 What do these three verbs tell you about the authors central theme?

26. The success of professional development or professional learning can only be determined by measuring the implementation of strategies, the incorporation of concepts and changes in attitudes that teachers are able to transfer from the staff room to the classroom. Too many times, professional learning is judged based on evaluations filled out by teachers as they are packing up their bags and collecting their car keys. As principals and teachers shift their thinking about the goals of professional learning, they understand that success is measured by the number and level of applications in the classroom following the professional learning sessions.

27. 30/90/10 Every 30 Minutes Take 90 Seconds Move10 feet at least Michelle Tissiere – Educators for Social Responsibility

28. Why I do what I do . . . in One Word Connections

29. What’s your One Word?

30. Create a Team Name

31. High Tech High Touch High Thought High Tech High Touch High Thought

32. “High Tech” ELA Writing SS Survey Consumer ED Research SCIENCE Astronomy MATH 3D-Geometry Art/Music Performance Health/PE Healthy Diet Apps: Digital-Rich Tools Digital Literacy Tech Vocab

33. “APPY HOUR” Poll Everywhere 3-D Geometry Dragon Dictation Sketchbook Express The Night Sky QR Codes Diet Controller Wordle

34. Selfies

35. Oxford Dictionaries Word of the Year 2013 SELFIE selfienoun, informal
(also selfy; plural selfies) a photograph that one has taken of oneself, typically one taken with a smartphone or webcam and uploaded to a social media website

36. 5 Steps to Take a Good Selfie: Get in the spotlight Frame the subject Avoid ‘photobombers’ Keep the background interesting Apply some effects

37. Take a Selfie

38. Send toBrian Create “Selfie” of Dynamic Duo Email brian@robinfogarty.com Subject Line: Team Nickname TEXT: 312-203-5919

39. robinfogarty.expert Powerpoint robinfogarty.com

40. RIGOR It’s not a four letter word . . .

41. Standards-based Instruction

42. An Example

43. Nutritional Standards Ingredients Recipe Educational Standards Curriculum Instruction • Educational Standards • Define: Staff Development • 1 Word - Reflection • Three Musketeers • Close Reading Round

44. Another Example

45. The Three Musketeers

46. The success of professional development or professional learning can only be determined by measuring the implementation of strategies, the incorporation of concepts and changes in attitudes that teachers are able to transfer from the staff room to the classroom. Too many times, professional learning is judged based on evaluations filled out by teachers as they are packing up their bags and collecting their car keys. As principals and teachers shift their thinking about the goals of professional learning, they understand that success is measured by the number and level of applications in the classroom following the professional learning sessions.

47. Anchor Standards Common Core College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

48. College and Career Readiness Anchor Standards for Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

49. The goal of all staff development is . . . From Staff Room to Classroom

50. From Staff Room to Classroom A Guide for Planning and Coaching Professional Learning Robin J. Fogarty, PhD Brian M. Pete