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Literacy: The Core of All Learning Changing the Way We Do Business

Literacy: The Core of All Learning Changing the Way We Do Business. Dr. Steve Broome steve.broome@sreb.org . Session Objectives. To identify key leader actions at all levels to support changes needed to implement literacy for Common Core State Standards (CCSS) successfully for all students

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Literacy: The Core of All Learning Changing the Way We Do Business

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  1. Literacy: The Core of All Learning Changing the Way We Do Business Dr. Steve Broome steve.broome@sreb.org

  2. Session Objectives To identify key leader actions at all levels to support changes needed to implement literacy for Common Core State Standards (CCSS) successfully for all students To avoid major pitfalls in the change, improvement, and PD process in literacy as we move toward CCSS To understand the changes that are needed for implementing CCSS To review the Literacy Design Collaborative Tools (LDC) to enhance instruction

  3. Determining Where We Are What is your plan for implementing CCSS in your school? With your elbow partner, answer the following question:

  4. Obstacles for CCSS Isolation of teachers Tradition—we have always taught it this way Lack of time spent on impactful lesson design (no lesson planning) Misunderstanding of College and Career Readiness (CCR) expectations Time and capacity

  5. Common CCSSMisconceptions Teachers/districts see work with the new standards as a “crosswalk” Teachers identify that the new standards will make them “pick up the pace”

  6. Fundamental Leadership Mistakes: Obstacles for CCSS Trying to improve the school with 60% of teachers on the sidelines. Remediation rather than acceleration Drive-by PD with no structure Lack of focus on the “main thing”

  7. The main thing is to keep the main thing the main thing. - ZigZiglar

  8. Teaching and Learning What principal behaviors support improving teaching and learning? *Hint: Two principal behaviors support improved teaching and learning.

  9. Current Status With an elbow partner, answer each of the following questions: How frequently do you complete classroom observations or participate with teacher collaborative teams meetings? What type of feedback is provided to teachers and/or departments? How do these observations support improvement efforts on your campus?

  10. What does this word mean?

  11. School Action: Focus on the “How” and not just the “What” There really is no secret about whatit takes to turn a school around. The challenge is in how to implement.

  12. Process Measures for Research-based Indicators The What: Research-based Continuous Improvement

  13. The landscape of American middle grades and high schools is littered with add-on projects and purchased programs that fail to make a lasting impression on student achievementbecause they leave in place old beliefs based on the idea that most students cannot learn at high levels; such programs encourage schools to get better at implementing old practices designed around their old beliefs.

  14. The How: Systems of Support for Deliberate Interactions that Lead to Implementation

  15. The Need for Leadership There are virtually no documented instances of troubled schools being turned around in the absence of intervention by talented leaders. While other factors contribute to such turnarounds, leadership is the catalyst. Kenneth Leithwood How Leadership Influences Student Learning

  16. The How: Top Down • Distributed leadership is a must; however, leaders must message… • Vision. “Where we are going?” • Urgency balanced with persistence. “We just can’t go on like this anymore.” • A Plan of Action. “This is what we do well; these are our challenges; and this is what we are doing to address our challenges.” • Mission. “This is why we are here. STUDENT FOCUS. TEACHING FOCUS. LEARNING FOCUS.” • Data with all stakeholders; small victories

  17. Developing a Language About Teaching and Learning “Excellence must be identified by and within the community itself.” One challenge is the lack of organizing structures or language to talk about major teaching and learning ideas. How would your teachers define rigor and engagement?

  18. Structures  Culture • Leaders influence culture through the design and operation of structures (routines, procedures, processes) that are aligned with core beliefs. These structures are • concrete. • observable (can be documented and described). • supported by artifacts (tangible evidence of the operation of structures).

  19. Lesson Plans? Elbow partner discussion How do you currently review lesson plans?

  20. Observing Teaching and Learning: Fundamentals • 3 Essential Areas • Classroom artifacts • Student actions • Teacher actions

  21. Classroom Artifacts • At a minimum, should include • Lesson plans and curriculum resources • Student work samples • Daily objectives / agendas

  22. Semantics: Definitions to Focus the Discussion

  23. Tools to Support Literacy Literacy design collaborative

  24. The Big Picture Student achievement will not improve unless instruction changes. Efforts at curriculum alignment have limited and untimely impact. What is needed is an improved framework for teaching and learning that makes immediate impact.

  25. The Shift The dramatic shift in teaching prompted by the common core will require practical, intensive, and ongoing professional learning – not one-off “spray and pray” training that exposes everyone to the same material and hopes that some of it sticks. ~ Stephanie Hirsh & Ed Week

  26. CCSS and LDC • Efforts at curriculum alignment have limited and untimely impact. What is needed is an improved framework for teaching and learning that makes immediate impact. • MDC and LDC immediately and inherently embed the CCSS or other rigorous standards into challenging and engaging student assignments in both academic and C/T courses.

  27. CCSS and LDC • Implementing CCSS requires a new approach to PD. The traditional drive-by PD approach will not work. Developing teacher facilitators in each subject area will build capacity at the school level and ownership. Describe our training plan. • LDC and MDC hit the sweet spot between enough structure to help teachers implement the CCSS balanced with enough flexibility for teacher creativity and selection of topics.

  28. CCSS and LDC • LDC not only embeds new standards but is engineered with student engagement in mind. Students are compelled to work harder and engage in a productive struggle with intellectually demanding assignments. • The main tool of LDC is 29 carefully designed template tasks that build students’ reading and writing skills while they are acquiring subject area knowledge.

  29. Professional Development Must Build Capacity at the school

  30. Structures to Support CCSS • How is just as important as what in professional development. • District experts to support schools • School experts to endure effective lesson designs • Tools to shift instruction from teacher-centered to student-centered

  31. Goals of LDC • To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts • To align assignments to the CCSS and to promote collaboration • To help teachers personalize learning so that every student can master the CCSS • To ensure that all students are college- and career-ready

  32. What Are the LDC Tools? • The bank of reading/writing tasks • The module template • Tasks • Skills • Instruction • Results • Scoring rubrics • Local and national collaboration • Access to a community of educators with LDC modules aligned to course content and to CCSS

  33. What Are the Three Typesof Writing Tasks? • Argumentation • Informational / explanatory • 3. Narrative

  34. Template Task: An Example After researching ______ (informational texts) on _________ (content), write __________ (essay or substitute) that argues your position on ____________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate, clarify, and support your position.

  35. LDC System Courses

  36. Anatomy of a Module • Introduction and reading/writing task • Analysis of skills • Instructional strategies • Results/rubric

  37. Reading/Writing Task Sample Task Sample Task 2 SS Argumentative/Analysis: What combination of market and command systems do you believe create an ideal mixed economy? After reading informational and opinion texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

  38. Skills and Instruction

  39. The Instructional Ladder Sample mini-task

  40. Results Student work scored using appropriate rubric provided in LDC templates based on writing type addressed in module

  41. Benefits of LDC LDC tasks immediately and inherently embed the CCSS or other rigorous standards into challenging and engaging student assignments in both academic and C/T courses.

  42. Career/Technical TaskLDC Task vs. Traditional Writing Prompt First Tool: Comparing Reading and Writing Tasks/Prompts

  43. Compare to English/Language Arts Only Literacy Attempts Lack of College Readiness for ALL Emphasis is typically placed on learning TEXT and not SKILLS Connections between reading and writing are limited

  44. Compare to Across the Curriculum Weak Literacy Attempts Reading selections are not connected to content. Writing assignments are typically low-rigor and are disconnected from course content.

  45. Professional Development • Specific groups • English, science, social studies and career technical teachers • Phase I: Develop one expert in each subject area. • LDC training provided over time with coaching in between. Six days minimum.

  46. Professional Development • Coaching • Classroom observations • Review of student work samples from prompts • Support to design additional units • Phase Two: Experts train a buddy. • Phase Three: Departmental training (co-delivered). • Focus is on capacity building within each team of teachers.

  47. Mapping Standards

  48. Session Objectives To identify key leader actions at all levels to support changes needed to implement literacy for Common Core State Standards (CCSS) successfully for all students To avoid major pitfalls in the change, improvement, and PD process in literacy as we move toward CCSS To understand the changes that are needed for implementing CCSS To review the Literacy Design Collaborative Tools (LDC) to enhance instruction

  49. Process Measures for Research-based Indicators The What: Research-based Continuous Improvement

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