Upload
aleesha-dawson
View
216
Download
1
Tags:
Embed Size (px)
Citation preview
Activity 2aActivity 2a
Connecticut Core Standards for English Language Arts & Literacy
Systems of Professional LearningModule 5 Grades K–5: Focus on Deepening Implementation
Activity 2a 2
Today’s SessionCCS-ELA & Literacy
Successes and Challenges
Supporting Teachers in the Change Process
EQuIP Quality Review Rubric
Collaborative Examination of Student Work
Reflection and Planning
Classroom “Look Fors”
Part 2
Supporting Teachers in the Change Process
3
Page 8
Activity 2a 4
The Challenge of Change
Implementation of the Common Core State Standards: A Transition Guide for School-level Leaders (2013)http://www.aspendrl.org
“A higher bar for students means a higher bar for our schools, which will have to make changes in how they approach teaching and learning.”
Activity 2a 5
Implementing Change
Activity 2a 6
Change is Learning
Change is a Process, Not an Event
Organizations Adopt Change; Individuals Implement Change
Facilitating Change is a Team Effort
Why Change is Challenging
Hall and Hord (2011)
Activity 2a 7
Eight Lessons from “Change”1. People respond to change
differently. It is emotional.
2. Sometimes it is easier to follow than to lead change.
3. People think of change as a loss, rather than enhancing something they’re doing.
4. People think of change as something they have to do alone.
5. People never think they have enough resources.
6. People will often change superficially- for compliance at first.
7. People resist too many changes too fast.
8. It is often easier to maintain what is familiar than what has been changed.
Adapted from: Biological Sciences Curriculum Study (2013). Teaching Math for Learning: The Change Process. Colorado Springs, CO.
Activity 2a 8
Moving the Vision into Practice“These expectations [CCSS] necessitate robust professional learning experiences and systems for teachers that prioritize the CCSS and include high-quality content, multiple delivery modes (such as workshops, feedback systems, and coaching), and enhanced opportunities for teachers to collaborate and reflect as they look at student work, plan for instruction, and observe each other.”
Aspen Institute (2013)
Activity 2a
Concerns-Based Adoption Model (CBAM) for Change in Schools
9
Research-based
framework for thinking
throughchange in education
Prompts leaders to design a
process for change
Provides tools and
techniques for the
initiative
Provides for sharing
of best practices
Enhances leadership’s
ability to better
understand, lead, andfacilitate change
Activity 2a 10
Concerns-Based Adoption Model (CBAM)
Innovation Configuration
• Clear, shared descriptions of new program• Focus on Key components• Helps teachers understand expectations
Stages of Concern
• For success of initiative, critical to address concerns of implementers• Staff respond to change in many ways• Provide targeted support based on stage of concern
Levels of Use
• Determines extent to which a program/innovation is being used• Determines level of expertise in program use
Activity 2a
6 Refocusing How can I refine and enhance?
5 Collaboration How can I share and see others?
4 Consequence Is this working? How can I do it better?
3 Management Can I fit it in with everything else? But…
2 Personal How will it affect me?
1 Informational How do I do it?
0 Unconcerned What is it and why should I do it?
11
Self
Task
Impa
ct Stages of Concern
Activity 2a
Activity 2:Supporting Teachers in the Change Process
12
Activity 2a: Supporting Teachers in Making the Change to CCS-aligned Instruction
1.Read Supporting Staff through the Stages of Concern Continuum. 2. Using the “Stages of Concern” Continuum, read the scenario about a fictional
teacher.3. With a partner, determine where this teacher is on the continuum. 4. In table groups, consider what support this teacher will need to move forward.5. Using the “Stages of Concern” Continuum with an explanation for each stage,
discuss:a. How do teachers’ concerns change as they move through the change process?b. How can the questions teachers ask provide information for coaches?c. How do teachers’ attitudes change as they become more familiar with
knowledge and practices involved in a change?
Pages 8-11
Activity 2a
Increasing Capacity in Implementing CCSActive ListeningThoughtful and Reflective QuestioningProviding Effective FeedbackBuilding Relationships
Essential Skills for CT Core Coaches
13
Activity 2a 14
Foster a safe environment that encourages risk taking and implementation of new processes and approachesProvide opportunities to develop, practice, and reflect Demonstrate sensitivity to individual needs and differencesPractice gradual release: Model, provide support and feedback, encourage independent useRecognize and celebrate success
Increasing Capacity
Activity 2a 15
Active Listening
Promoting a spirit of inquiryPausingParaphrasingProbingPutting ideas on the tablePaying attention to self and othersPresuming positive intentions
from “Seven Norms of Collaboration”http://www.thinkingcollaborative.com/norms-collaboration-toolkit/
Activity 2a
Assessing Your Active Listening Skills
1. Read the Seven Norms of Collaboration.2. Select one that you do well, and one that you
would like to improve upon.3. Pair with a neighbor and explain the norm that
you do well and give an example, as well as the one you would like to improve upon.
4. Discuss with your table: Are there commonalities among your choices?
16
Think-Pair-Share
Page 12