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8:00 - 9:00 Start with the Heart First: Why the Work Matters

Today’s Agenda: Morning. 8:00 - 9:00 Start with the Heart First: Why the Work Matters 9:00 - 9:45 Collaborate and Clarify 9:45 – 10:00 Break 10:00 - 10:30 Book Study 10:30 – 11:00 Previews: Curriculum Feedback Form, and February 18 Sessions Managing your Workshop Portfolio.

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8:00 - 9:00 Start with the Heart First: Why the Work Matters

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  1. Today’s Agenda: Morning 8:00 - 9:00 Start with the Heart First: Why the Work Matters 9:00 - 9:45 Collaborate and Clarify 9:45 – 10:00 Break 10:00 - 10:30 Book Study 10:30 – 11:00 Previews: Curriculum Feedback Form, and February 18 Sessions Managing your Workshop Portfolio

  2. Today’s Agenda: Afternoon 1:00 - 2:00 Start with the Heart First: Why the Work Matters 2:00 - 2:45 Collaborate and Clarify 2:45 – 3:00 Break 3:00 - 3:30 Book Study 3:30 – 4:00 Previews: Curriculum Feedback Form, and February 18 Sessions Managing your Workshop Portfolio

  3. Start with the Heart First: Why the Work MattersElizabeth A. Clark, Ed.D.Associate SuperintendentCurriculum and Instruction

  4. The Heart of Our Work • Why do we do this work? • What is noble about our work? • What are the rewards of our work? • What is our legacy?

  5. What are the rewards of our work? Activity 1: Leadership Activity 1: Leadership • On the conversation hearts, answer the four questions individually. • Discuss as a group and chart your thinking. • Be prepared to share out. Why do we do this work? What is noble about our work? What is our legacy?

  6. Teacher,You Make a Difference

  7. ` “To reach a port, we must sail – sail, not tie at anchor—sail, not drift.” Franklin D. Roosevelt

  8. “There are no easy answers…but there are simple answers. We must have the courage to do what we know is morally right.” Ronald Reagan

  9. Six Standards of High-Performing Schools Six Standards of High Performing Schools • Establish a well-crafted, focused, valid, and clear curriculum to direct teaching. • Provide assessments aligned to the curriculum. • Align program and instructional resources to the curriculum and provide student equality and equity.

  10. Six Standards of High-Performing Schools Six Standards of High Performing Schools • Use a mastery learning approach and effective teaching strategies. • Establish curriculum expectations, monitoring, and accountability. • Institute effective district and school planning, professional development, resource allocation, and provide a quality learning environment.

  11. Standard 1Establish a Well-Crafted, Focused, Valid, and Clear • Curriculum to Direct Teaching • Fundamental work plan • Address the legal and operational requirements • Reasonable, attainable • Viable, user-friendly • Aligned and connected to the tests (STAAR/EOC/AP)

  12. Standard 2Provide Assessments Aligned to the Curriculum • Focus and connect the work of classroom teachers to how that effort fits into the overall structure of defined performance (i.e. results orientation). • Align to the extent that teachers engage in deep parallelism (i.e. no surprise) to ensure congruence between the tested and written curriculum. • Move away from a reactionary mode of instruction to an anticipatory mode of teaching to the curriculum standards addressing content, context, and cognitive requirements.

  13. Standard 3Align Program and Instructional Resources to the Curriculum and Provide Student Equality and Equity • Maximize the teacher quality time ratio (TQT) with students. • Prioritize resources to reflect a commitment to improving learning. • Let the needs of children be the basis of resource allocation.

  14. Standard 4Use a Mastery Learning Approach and • Effective Teaching Strategies • Align the written and tested curriculum to the taught curriculum. • Design and implement a pyramid of interventions to respond to the learning needs of students. • Develop individual learning plans for the underachieving. • Instruct at the right level of difficulty. • Use diagnostic/formative assessments on a regular basis. • Use research-based best practices.

  15. Standard 5Establish Curriculum Expectations, Monitoring, and Accountability • Establish high curriculum standards and monitor curriculum design and delivery. • Work with teachers to disaggregate test data and then use those data to make classroom decisions. • Monitor to see that district curriculum is actually implemented. • Organize central and campus staff to work collaboratively in teams (ILT, LOL, PLCs, Vertical/Horizontal, LEAP)

  16. Standard 6Institute Effective District and School Planning, Staff Development, Resource Allocation, and Provide a Quality Learning Environment • Plan with specificity, multiyear, yet maintain flexibility and adaptability. • Align professional development to the goals contained within district and campus plans. • Budget based on curricular priorities. • Hire the best and continue to develop people. • Keep schools safe, clean, and adequate for a wide variety of learning and teaching variations.

  17. Preparing for the 21st Century Preparing for the 21st Century The complexity of the current educational reform agenda demands courageous, responsible, determined action on the part of all who believe that preparing our children for life in the 21st Century is both a national priority and a moral responsibility. “The Heroes Journey” John Brown and Cerylle A. Moffett Soaring Beyond Expectation

  18. View Website

  19. School Structures vs. Students and Staff Our current structures for schooling are exhausted. Today, it is becoming “agonizingly difficult” (Hargreaves & Fullan, 1998) for educators at all levels to respond to the needs of children as well as adults in the system.

  20. The work before us is difficult, but we must embrace it with heart and hands, working together to make a difference.

  21. Why collaborative teams are essential… Rick DuFour Video

  22. PLC Collaboration: Group vs. Team What actions, characteristics, or behaviors might be present in a PLC if it is operating as a… PLC Activity Handout

  23. PLC in Birdville ISD Today, we will focus on the discussions and strategies around Question 1 of the PLC: What do students need to know and be able to do?

  24. The Three 3 Cs of a Standard Three Cs of a Standard • What is the cognitive requirement of the standard? • What is the VERB? • What should students be doing? • What content is addressed in the standard? • What should students be (insert verb here)? • What is the context of the content and its relationship to the cognitive requirement? • How will students interact with the content of the standard?

  25. PLC in Birdville ISD Birdville ISD PLC Video: Question 1 • Secondary: World Geography at Birdville High School • Elementary: Kindergarten at Birdville Elementary PLC Activity Handout

  26. PLC in Birdville ISD What do students need to know and be able to do? Birdville Elementary PLC Birdville High School PLC

  27. PLC Activity: Collaborate and Clarify On the table: cards for each of the four core content areas Distribute cards as evenly as possible Goal: equal representation in each content area

  28. PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify PLC Activity: Collaborate and Clarify Goto your corners Take your PLC Activity Handout

  29. PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify • Raise one hand in the air • Find a person you do not know • High-Five! • Put your hands down and stand together

  30. PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify • Introduce yourselves: Name, school, job assignment 2. Share: Why is your heart in this work?

  31. PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify • Join with one other pair to form a group of 4 (Groups of 3-5 people will work!) 2. Sit down together 3. Introduce yourselves

  32. PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify • For today, you are a professional learning community that will: • Collaborate • Share ideas • Ask questions • Practice a process for engaging in question one of the PLC

  33. PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify Step 1: Examine the standard clarification document for your assigned content area Step 2: Use the Guiding Questions on the handout to facilitate a discussion around question one: what do the students need to know and be able to do?

  34. PLC Activity: Practice the Process PLC Activity: Collaborate and Clarify Step 3: Share What does this conversation typically look like in your PLC? What could help to improve the depth of discussion around question one? Does your PLC currently operate more as a group or a team? What could help to move your PLC to a more collaborative and interdependent team?

  35. The Heart of Leadership “Really believe in your heart of hearts that your fundamental purpose, the reason for being, is to enlarge the lives of others. Your life will be enlarged also. And all of the other things we have been taught to concentrate on will take care of themselves.” Pete Thigpen

  36. The Heart of Leadership “The heart of leadership lies within your heart Leadership because it is you.” - Jody Westbrook

  37. The Heart of Leadership Write your name at the center of the heart as a reminder… that the heart of leadership, the heart to do this hard work, lies within you. Your Name Here

  38. Book Study First Word, Last Word • Number off 1-4 • Person #1: Choose one word to capture the most salient point from chapter one • Go around the circle: “I think you chose that word because…” • Person #1: “I chose ______ because….” • Repeat for each chapter

  39. Curriculum Feedback Form Curriculum Feedback QC Form

  40. Preview: February 18 Professional Learning

  41. eduphoria! Spotlight: Manage your Workshop Portfolio

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