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EFFECTIVE TEAMING, AND
INSTRUCTIONAL PLANNING
Academy of Pacesetting StatesJuly 19-24, 2009
Princeton, New Jersey
1
Day 1 Objectives
Review instructional materials Survey consistent practices used
throughout Instructional Leader sessions Explore Instructional Specialists’ goals Examine strategies for successful
teamwork Identify an effective framework for
instructional planning
2
Instructional Materials
Indicators Instructional Leaders’ manual Mega System Handbook
In addition… Academy Workbook
3
Instructional Leaders’ Trainings:Consistent practices Working agenda Next Steps E-mail sent to each participant preceding
sessions: Restating Next Steps prompts; Mega System preparation readings; Other reminders
Gallery of Improving Practices Mock classroom demonstrations
4
Instructional Specialists of the Pacesetting States
What are your expectations?
What are your goals?
5
Warm-up
We’re going on a…People Hunt!!
Get ready to learn about your fellow Instructional Specialists!
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EFFECTIVE TEAMING
Describe the teams that are in your school.
How are they organized?How often do they meet?
Where do they meet?What is their purpose?
7
Indicators
Instructional Team StructureID11 Teachers are organized into grade-
level, grade level cluster, or subject area Instructional Teams
ID13 Instructional Teams meet for blocks of time sufficient to develop and refine units of instruction and review student learning data.
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Frequently Asked Questions
1. When do Instructional Teams meet?2. Where should the Teams meet?3. How often should Teams meet?
Additional suggestions can be found in the Session manual, pages 21-22. Please share these with your Instructional Teams.
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Operational Data
The Basics Agenda: Use a standard format for all
teams Minutes: Establish a binder or file that
is accessible by the team and school leadership
Refer to pages 23-26 in Session manual for agenda/minutes samples.
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Operational Data
Team Effectiveness Survey Instrument to help Instructional Teams
monitor and improve their effectiveness Completed two times a year Points to areas of strength, and areas
where the team can improve Results provide a basis for the team to
discuss its own effectiveness
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NEXT STEPS: Instructional Leaders
With your team, complete the Effective Teaming “Next Steps” document on page 29 in the Session manual.
Thoroughly respond to the questions on the left hand side of the table by answering each prompt at the top of the 3 columns.
12
Gallery of Improving Practices
The voice of experience:
Describe how you plan to strengthen the effectiveness of the Instructional Teams
at your school.
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NEXT STEPS: Instructional Specialists
With your state partner, complete the Next Steps - Effective Teaming document in the Academy workbook.
Thoroughly respond to the questions on the left hand side of the table by answering each prompt at the top of the 3 columns.
14
INSTRUCTIONAL PLANNING
“The business of schools is to invent tasks, activities, and assignments that the
students find engaging and that bring them into profound interactions with
content and processes they will need to master to be judged well educated.”
Schlechty, 2001
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Indicators
Aligned InstructionIIA01-02; IIIA06
Classroom AssessmentIIB01-02; 11B04-05
Differentiated InstructionIIC01; IIC03
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National Standardsnational expectations by subject and grade range; usually developed by
subject area associations or institutes
State Standardsstate expectations by subject and grade level range or grade level
Benchmarksstate and/or district expectations by specific grade level or
clusters of grade levels
Curriculumscope and sequence of objectives /skills
Aligned Unit of Instructionwritten curriculum aligned to tested curriculum and instruction
Provides teachers with organizational framework for planning
Aligned Instruction
Time for a little: R and R
Read and React, that is…
Read: Page 33, Session 1 manual.
React: Describe an alignment process most familiar to you based on
your experience at a state, district, or school level.
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Schooling practices that matter most…
Aligning classroom assessments of student performance with the
written curriculum and actual instruction.
Cotton (2000)
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The Unit Plan: A framework for aligned instruction
Parts…Standard code Objectives aligned to grade level (target)Objective descriptorCriteria for MasteryPre-test/Post-test Item
To whole…see pages 39-40, Session 1 manual
20
NEXT STEPS: Instructional Leaders
1. Review pages 34-43 in the Session manual
2. Respond to the first block/row in “Next Steps”, Instructional Planning (pg. 55).
3. Move forward with the second block/row in “Next Steps”. (Unit Plan Editing Checklist, pg. 41 in Session manual).
21
NEXT STEPS: Instructional Specialists
1. Review pages 34-43 in the Session 1 manual.
2. Reflect on the questions that are posed to Instructional Leaders on their Next Steps page (p. 55), first two blocks.
3. Complete the corresponding prompts (first 3) to your Next Steps- Instructional Planning in the academy workbook.
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Differentiating Instruction
One size doesn’t fit all.
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Leveling objectives
1. Target - already defined in the Unit Plan.
2. Prerequisite – approximately one grade level below target
3. Enhanced – related to the target but of a higher order, possibly a higher grade level.
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What is an LPG?
Learning Plan Grid: a structure for a team of teachers to organize activities that are aligned to curricular objectives…
provides areas to identify differentiated activities…
by levels of objectives.
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Gallery of Improving Practices
The voice of experience:
Describe your plan for aligning classroom curriculum, assessments, and differentiated instruction by an
Instructional Team. What tools will they use (i.e., Unit Plan and Learning Plan
Grid)? How will you ensure consistency by all Instructional Teams?
26
NEXT STEPS: Instructional Specialists
1. Review pages 45-53 in the session manual.
2. Reflect on the questions that are posed to Instructional Leaders on their Next Steps page (p.55), last 2 blocks.
3. Do the LPG exercise…(following slide).4. Complete the last corresponding
prompt on your Next Steps – Instructional Planning.
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LPG Exercise
1. Using the Unit Plan sample on pg. 40 in the Session 1 manual, and the LPG form on pg. 51…
2. Write a prerequisite and enhanced objective that align to the target.
3. Brainstorm possible activities in the modes of instruction identified at the top of each column.
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Day 1 Objectives
Review instructional materials Survey consistent practices used
throughout Instructional Leader sessions Explore Instructional Specialists’ goals Examine strategies for successful
teamwork Identify an effective framework for
instructional planning
29
Day 2 Preparation: Instructional Delivery, and Classroom Culture
Mega System readings for Day 1 review: Manual 1, page 5
Mega System readings for Day 2 preview:Manual 2 page, 5; Manual 3, first
three entries
Be prepared to share your Instructional Specialists’ Next Steps responses.
30
Session Closing
Questions and remarks Day 2 information
Thank you! Have a great evening!
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