November Post

Curriculum and Instruction

 

October 20 district collaboration: Below is a brief description based on some observations around the progress in Konocti's collaborative practice. The elevated discussions around student written work; the sharing of instructional practices; the analysis of student results; are all authentic examples of collective teacher efficacy; cooperative conversations that can have a direct and high-yielding impact on student learning. Teaching is one of the most taking professions. Looking at our recent state data can be tough to digest. Today's meaningful collaborative conversations is a testament to the will, the intentionality, and the perseverance of Konocti staff to do "whatever it takes" to ignite student learning and student efficacy!

Thank you for your insights, feedback, quality conversations and important next steps.


How October 31 is taking shape. There are four workshops based on school's goals and next steps.
*Effective Feedback
*Creating Assessment (and solo taxonomy)
*Developing a Visible Learner
*Calculating effect size, and analyzing data

Based on the school's focus areas and next steps, principals assigned their whole school to one workshop, or assigned half the school and half the school to a total of two workshops. A Corwin consultant will facilitate each workshop. The morning portion of the training should include a blend  of instruction and interaction around the new knowledge. The afternoon portion of the training should include collaborative work time to implement/apply the new learning into one's units or lessons and assessments.

Data from walkthrus: From visiting classrooms in August, September, and October. Below are some findings around teacher clarity and developing a visible learner. To obtain this information,  I asked the teacher or observed the class. I asked students or observed students working. I looked for evidence of the  learning intention (learning target) and I looked for evidence of the outcome or success criteria. When appropriate, these were the questions I asked: "What are you learning today? How will you know when you learned this?"

                   August
Clarity around learning intentions 63% (of the students asked)
Clarity around success criteria or outcomes 0% ( of the student asked)
                 September:
Clarity around learning intentions 87% (of the student asked)
Clarity around success criteria or outcomes 50% (of the students asked)
                 October:
Clarity around learning intentions 88% (of the students asked)
Clarity around success criteria or outcomes 64% (of the students asked)

When asked, here stand some student responses around success criteria or outcomes:
"The teacher and class will go over the correct answers at the end of class." "I don't know." I know I learned it "when I finish the worksheet."
The students referenced the criteria listed on their rubric, justified their current mark and articulated the steps to improve or move from a 2 to a 3. ie. "add more content to my paper. " "Remain focused".
"I will do well on the quiz."
"I will check my answers to what the problem asks."
" I can use a calculator to check my answers."
" I can ask my table group."

Thank you for open door to visit classrooms. Our positive intentions and collective efforts; our focus on data analysis and  effective instruction; our perseverance and determination, will surely spring student achievement forward.

October - Clarity on the District Focus and Direction

Theory of Action Statement:  If educators and leaders effectively implement top-yielding strategies/practices, then students can make one-year of growth (or more) for one year of school.

Know thy Impact

* District capacity assessment baseline data (and 2 schools – KEC and Pomo - capacity assessment baseline data)

* Regular site data analysis

* Monthly District walk thru or focus group data

* Interpret growth or effect size data this year at two district collaborations (December and February)

Dimensions of the Inspired and passionate teacher profile:

*Seek and provide effective feedback

*Teacher Clarity: Teacher demonstrate/articulate the learning intention for the day (per subject). Teacher demonstrate/articulate the success criteria for the day (per subject).

* Classroom management; are highly relational; safe environment; trusting and safe.

* Provide a balance of learning (surface, deep and extended)

* Have high expectations and believe in the students

* Engage students in dialogue

* Use a wide range of strategies (and interventions) so all students can learn

* Are active in supporting learning and interacting with students.

            Focus Area:

Teacher Clarity: Teacher demonstrate/articulate the learning intention for the day (per subject). Teacher demonstrate/articulate the success criteria for the day (per subject).

Evidence: Teacher clarity (student clarity) in 80% of the classrooms by January, into February – May. Measured through monthly walkthrus and/or teacher and teacher focus groups. Evident through teacher and through student articulation.

Monitored monthly

Results shared at management. Site principals share findings with school staff.

            Actions to reach goal:

* Define teacher clarity and push out to all staff to build collective and common understanding and expectation.

* In district workshops, professional development, staff development days, and/or collaboration include the definition (“the what”), the purpose (the why) and training on ways to (the “how to”) effectively implement teacher clarity. Ie. PIP-STP workshops……New Teacher Academy………. district collaboration

*Provide an inside series all day training around Teacher Clarity on October 31.

The dimensions of a Visible Learner Profile: An assessment capable learner can articulate the following:

* Knows how to give and respond to feedback

* Knows how they are learning
*Knows what they are learning

* Knows when they reached their learning for the day

* Knows how they are going in their learning

* Knows why they are learning

* Knows where to next in their learning

* Utilizes self-regulation strategies (Ie sets goals, asks questions, seeks and uses feedback, likes challenge. Can self-assess, thinks critically).

Focus Area:

Visible Learner: The student can articulate what he/she is learning for the day (that class period). The student can explain when and how he/she has successfully learned/achieved “that” (learning) for the day.

Evidence: Student clarity responding to those two questions in 80% of the classrooms by January, into February, and through May. Measured through monthly walkthrus and/or through teacher/student focus groups.

Monitored monthly

Results shared at management. Site principals share findings with school staff.

Actions to reach goal:

* Define this dimension of a visible learner and push out to all staff to build collective and common understanding and expectation. (blog, management, coaches, district leadership, principals to staff)

* In district workshops, professional development, staff development, and/or collaboration include the definition (“the what”), the purpose (the why) and training on ways to (the “how to”) effectively implement. Ie. PIP-STP workshops……New Teacher Academy………. district collaboration

*Provide an inside series all day training around the dimensions of a visible learner on October 31.  (probably other specific all day training topics based on school focus areas.