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 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.
No comments:
Post a Comment