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THE BIG PICTURE

THE BIG PICTURE. PART II. IMPROVE LEARNING FOR ALL STUDENTS. TEACHER QUALITY. PROFESSIONAL DEVELOPMENT. PROFESSIONAL DEVELOPMENT BIG IDEAS. Reflect on steps of the model examined last week. Generate a list of 3 WORDS that capture the BIG IDEAS. (1 minute)

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THE BIG PICTURE

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  1. THE BIG PICTURE PART II

  2. IMPROVE LEARNING FOR ALL STUDENTS TEACHER QUALITY PROFESSIONAL DEVELOPMENT

  3. PROFESSIONAL DEVELOPMENTBIG IDEAS • Reflect on steps of the model examined last week. Generate a list of 3 WORDS that capture the BIG IDEAS. (1 minute) • Compare these words with those you generated last week (If you can find them!). • Share any new words and explanation with one or two of your tablemates. (3 Minutes)

  4. Professional Development BIG IDEAS ACTION DATA CHANGE CONTENT Results COLLABORATION ALIGNMENT

  5. COLLABORATION Critical Mass

  6. Long-Range Effects Of Low-Scoring and High-Scoring Teachers On Student Achievement (Texas) Mean District Score Students’ Math Scores Above and Below the Mean Grade Level in 1986 Source: Ronald F. Ferguson, “Evidence That Schools Can Narrow the Black-White Test Score Gap”, 1997. Source: K. Haylock, “Good Teaching Matters”, Summer 1998.

  7. INDIVIDUAL Privacy Autonomy Me, my and mine COLLECTIVE Our School, our Students TEACHERS’ WORKPLACE GOALS

  8. ISOLATION No sharing JOINT WORK Shared data - shared responsibility. TEACHERS’ WORKPLACE COLLABORATION

  9. PHENOMENOLOGY Attribution of problems to others, because my classroom is unique. BELIEF IN TECHNOLOGY Personal/Collective efficacy. There is a research base that will solve every problem. TEACHERS’ WORKPLACE TECHNICAL KNOWLEDGE

  10. INDIVIDUAL ISOLATION PHENOMENOLOGY COLLECTIVE JOINT WORK BELIEF IN TECHNOLOGY TEACHERS’ WORKPLACE GOALS COLLABORATION TECHNICAL KNOWLEDGE

  11. …teacher autonomy and isolation produce highly personalized forms of instruction and huge variations in teacher quality and effectiveness. In effect, each teacher is left to invent his or her own knowledge base – unexamined, untested, idiosyncratic, and potentially at odds with the knowledge from which other teacher may be operating. Burney, D. (March 2004). Craft knowledge: The road to transforming schools, PDK, p. 526

  12. COLLABORATION Communities focused on instruction bring teachers out of isolated classrooms and engage them in structured ways to systematically explore together the relationships between their teaching and the learning of their students. Developing Communities of Instructional Practice: Lessons from Cincinnati and Philadelphia by Supovitz and Christman

  13. TIME

  14. TIME PROTOCOLS

  15. TIME PROTOCOLS MONITORING

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