Vertical Collaborative TeamsFebruary 9, 2012

Falling and Staying in Love

When did you fall in love with teaching?

What do you do to keep the romance alive?

Key Learning ObjectivesParticipate in collaborative

sharing from our colleagues from Rahn, Neill, and Hidden Valley

Further clarify our expectations for core instruction action plans

Develop a descriptive checklist that outlines the expectations for the core instruction action plan

Collaborative Teams SharingThank you to

the teachers and administrators from Hidden Valley, Ed Neill, and Rahn for sharing their SIP plans today.

Back Channel Feedback LoopsRahnhttp://todaysmeet.com/rafeedbac

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Neillhttp://todaysmeet.com/enfeedba

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Hidden Valleyhttp://todaysmeet.com/hvfeedba

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Team FeedbackWhat did you

learn from your colleagues today?

In what ways does their work reflect and inform your efforts?

BREAKWe’ll continue our learning in 10 minutes!

Focus on Core Instruction“One of the keys to improving schools is to ensure teachers ‘know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all their students, and know where to go next in light of the gap between students’ current knowledge and understanding and the success criteria’; this can be maximized in a safe and collaborative environment where teachers talk to each other about teaching.”

~Hattie, 2009, p. 239

Action Plan: Components and Implementation(Initially Shared 8/11/2011)

Required Components:

1. Core Instruction2. System of

Interventions3. Climate and

Culture4. Community

Engagement

Implementation:

1. Actions/Strategies2. Evidence of

Implementation3. Evidence of Impact4. Resources Required5. Persons

Responsible6. Tools and Timelines

for Progress Monitoring

Core Instruction: Defined(Initially Shared with Principals: 11/13/2011)

Core instruction involves ◦ The identification of essential learning outcomes

for the grade level and/or course(s) taught◦ The development of units of instruction, guided

by essential learning outcomes and standards and benchmarks

◦ The development of a continuum of assessments aligned with the essential learning outcomes, skills, knowledge, and key academic vocabulary

◦ The identification of research-based instructional strategies to deliver instruction

◦ The identification and/or development of classroom-based interventions and enrichments

Core Instruction: What’s Happened or Happening?(Initially Shared: 11/13/2011)

The units of instruction (based on standards and essential learning outcomes) through our district curriculum meetings

The essential learning outcomes (and essential knowledge, skills, and vocabulary) being articulated through our district PD days (including Jan. 23 & Feb. 20)

The work of your collaborative teams dedicated to the 4 PLC questions, not building PD topics

The PD being led in your building to support teachers' understanding of question 1

The meetings related to reading, math, team or department meetings that support the focus of question 1

Focus on Core InstructionJoin 3 colleagues from different

clusters and different levels where possible.

Using the resources outlined on the handout, develop a comprehensive and descriptive checklist that communicates the criteria for the core instruction action plan.

Use the template on Google docs to document your team’s processing.

Summarizing Our LearningWhat has become clearer about

developing, implementing, and monitoring core instruction action plans as a result of revisiting and clarifying expectations?

Next StepsShare drafts with DLT.Further clarify expectations.Use checklist to guide planning

for 2012-2013.