1 / 18

Our Work Together

Ready to Lead: Raising the Bar for Every Student 2014 Leadership Institute Linda Chen Chief Academic Officer. Our Work Together.

tamara-rodriquez
Télécharger la présentation

Our Work Together

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Ready to Lead: Raising the Bar for Every Student2014 Leadership InstituteLinda ChenChief Academic Officer

  2. Our Work Together Systems thinking is useful for describing a vast array of interrelationships and patterns of change. Ultimately, it helps us see the deeper patterns lying behind the events and the details. In mastering systems thinking, we give up the assumption that there must be an individual, or individual agent, responsible. Everyone shares responsibility for problems generated by a system. That does not necessarily imply that everyone involved can exert equal leverage in changing the system. But it discourages the search for scapegoats. Peter Senge

  3. Percent of Students Meeting or Exceeding State Standards— Students with Disabilities (SWD) and General Education (GE) Students Reading Math General Education Students Students with Disabilities Note: In 2009 and 2012, Mod-MSA results were reported as part of MSA total scores. The Mod-MSA was not administered in 2013 or 2014. Note: Ns refer to the total number of students who took the MSA.

  4. Percent of Students Meeting or Exceeding State Standards— English Language Learners (ELL) and Non-English Language Learners Reading Math Non-English Language Learner Students English Language Learners Note: In 2009 and 2012, Mod-MSA results were reported as part of MSA total scores. The Mod-MSA was not administered in 2013 or 2014. Note: Ns refer to the total number of students who took the MSA.

  5. Percent of Students Meeting or Exceeding State Standards— Race/Ethnicity Reading Math White Hispanic Black Note: In 2009 and 2012, Mod-MSA results were reported as part of MSA total scores. The Mod-MSA was not administered in 2013 or 2014. Note: Ns refer to the total number of students who took the MSA.

  6. Raising the Bar for Every Student EFFECTIVENESS EXCELLENCE EQUITY Close access and opportunity gaps Eliminate disparities in achievement Improve teacher, leader, district effectiveness- All teachers, all leaders, all schools across the district Ensure every student is college and career ready Deepen implementation of the Maryland College and Career Readiness Standards

  7. Educational ExcellenceTHERE CAN BE NO EXCELLENCE IN EDUCATION WITHOUT EQUITY Ensureevery student graduates from high school prepared for college completion and career success by: • Meeting grade-level expectations and beyond • In alignment to the Maryland College and Career Ready Standards (MCCRS) • A new bar for each student with clear, consistent, and high level learning goals • Strategically support each student • Meet grade-by-grade learning expectations, PK-12 for Math, ELA, Literacy across content areas, Science, Social Studies, World Languages, the Arts • Ensure instruction that reflects consideration of students’ culture, gender, language and disability while learning through rich tasks

  8. Educational EffectivenessQUALITY TEACHERS, QUALITY SCHOOLS,QUALITY SERVICES Continuous improvement in learning, teaching & leading • Understanding the shifts in the content standards (“knowing the bar”) • Implementing MCCRS-aligned assessments, curriculum and instructional practices • Analyzing evidence of student learning to adjust instruction by differentiating and personalizing learning • Aligning professional learning to data inquiry and instructional practices that support students in meeting grade-level content standards that lead to college and career readiness • Leading learning by establishing systems and structures that focus on content-rich, culturally responsive teaching to increase student outcomes through feedback and accountable learning communities • Improving and aligning district direction and services to schools

  9. Educational EquityTHERE CAN BE NO EXCELLENCE IN EDUCATION WITHOUT EQUITY Educational Equity and Excellence is… • Raising the achievement of all students while; • Narrowing the gaps between the highest and lowest performing students and; • Eliminating the predictability and disproportionality of which student groups occupy the highest and lowest achievement categories (race, gender, income, disability, language) Adapted from Glenn Singleton, Asilomar, 1997

  10. Connecting Our Work Ahead to the Foundation That’s Been Set Building on a foundation of aligned curriculum, assessments, and cycles of professional learning; data inquiry, instructional models

  11. Educational Excellence & Equity: A Focus on Student Outcomes • Focus on where every student needs to be (“the bar”) by understanding: • Grade-by-grade content standards • A variety of assessment sources aligned to the standards • Access and opportunity gaps that impact student outcomes

  12. Focusing on Supporting Highly Effective Instruction The single most important school-based factor in improving student academic performance is the quality of the teacher in the classroom. The Education Trust West

  13. An Urgent Opportunity 85,535 5,209 188

  14. Leadership Institute Preview: What We Will Be Doing Together Day 1 • Raising the Bar for Every Student • Understanding the Bar: A Close Look at the Standards through PARCC tasks Day 2 • Tracking Progress to Raise the Bar for Every Student: Leveraging Assessment Resources to Identify Problems of Practice through Root Cause Analysis Day 3 • Establishing Plans to Raise the Bar for Every Student: Organizing Instructional and Collaborative Time

  15. How We Plan To Engage Together During each session, please take “pause” to be immersed actively as learners! At the end of each day, please reflect on: • Actions you will take as a leader to raise the bar for every student, aligned with the day’s specific content • Best evidence-based practices to share with others • Concrete supports needed specific to each day’s content

  16. Ready to Lead By the end of the Institute, we hope you will: • Gain a deeper understanding of “the bar” so that you are clear on what students need to know and be able to do…so that you can get every student there • Consider how to track student progress aligned specifically to the standards in order to adjust instruction that addresses root causes in order to meet the needs of every student • Collaborate to establish an instructional plan that specifically accelerates student learning explicitly aligned to the standards by developing the capacity of every teacher

  17. Educational Equity and Excellence As the main institution for fostering social cohesion in an increasingly diverse society, publicly funded schools must serve all children, not simply those with the loudest or most powerful advocates. This means addressing the cognitive and social needs of all children, with an emphasis on including those who may not have been well served in the past. Michael Fullan, The Moral Imperative of School Leadership

More Related