GCSD Leadership Academy Mission

GCSDLeadership Academy Mission

The Greece Leadership Academy seeks to provide a robust leadership development program customized to meet the needs of the district. This rigorous, experiential school

leadership refinement program is designed to engage Greece leaders to be the change agents and transformative school

leaders who measurably impact student achievement.

One Vision ● One Team ● One Greece

Strategic Plan - Connections

What connections can be made between teacher leadership and the

Strategic Plan?


Purpose Day 8• To know good instruction and be able to

support it

• To know how to support Common Core State Standard implementation in both ELA and Math

• To build the relationship between school community members


Common Language of Instruction

One Vision One Team One Greece

Essential Question

• What does the most current research support as the critical variables in instruction and how do we work together as leadership to support research-based instruction in our schools?


Purpose

• Participants will review research on instruction that impacts learning according to John Hattie’s Visible Learning.

• Participants will have a common understanding of quality instruction.

Exercise

Rank the teaching approaches and interventions as either High, Middle, or Low based on your prediction of their impact on student learning.

Compare Answers

Facilitators help: pass out the answer key.

If you were off, what might you conclude?

Visible Learning: meta-meta-analysis

• Meta-analysis of over 800 meta-analyses• All factors: school based and non school based.• All teaching “works”• Hinge point = .4 effect size• > .4 = effective• An explanatory story, not a what works list

Hattie’s mantra

Break this sentence into 6 parts

“Visible teaching and learning occurs when learning is the explicit goal, when it is appropriately challenging, when the teacher and student both (in their various ways) seek to ascertain whether and to what degree the challenging goal is attained, when there is deliberate practice aimed at attaining mastery of the goal, when there is feedback given and sought, when there are active, passionate, and engaging people (teachers, peers, students, and so on) participating in the act of learning.”

Dumping

• The purpose of this activity is to activate prior knowledge.

• See handout in binder. What do we already know about each of these critical variables? Jot as many items as you can think of.

• About 2 minutes for each category. You can work together or alone

Debrief

• Was that difficult?• What do you conclude?

Jigsaw Reading

• Break up your school based group so that all five readings get read.

• OK to double up on some readings as long as all five are covered.

• Recommend to double up: conclusion, beginning, and surface/deep knowledge sections.

Reading

You have five minutes for silent reading and annotating text for one of the five readings.

Expert share

Stand up discussionFind 1-2 other people who read the same section you read. Discuss: what is most important in this section to point out to others? [10 mins]

Back to school based groups

1. Do a whip around in order. Each person should point out important parts of what was read. Discussion okay.

2. About 4 minutes per section.

(20 mins)

Debrief

• What is the ‘so what’ of this activity?

• How does this relate to the triangle of RTI?

• What in this conversation might change how you spend your/others time?

Sample Shifts for Leaders

• From watching the teacher OR watching the students to seeking evidence of learning.

• From listening to the words said to examining the level of challenge of the work being done.

• From posted CCSS to explicit learning goal that can be assessed that day.

• From listening for positive comments to listening for feedback that is specific, timely, and concrete.

• Etc!

Thoughts

Our work:Getting better at finding, naming,

helping teachers construct the evidence of a learning system.

Helping find where the breakdowns are when the system is not working.

Resources

Hattie, John (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge: New York.

Fullan, M. (20xx). The six secrets of change: What the best leaders do to help their organizations survive and thrive. Jossey-Bass: San Francisco, CA.

Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008, December). “The impact of leadership on student outcomes: An analysis of the differential effects of leadership types.” Educational Administration Quarterly, 44(5), 635-674.

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: ASCD

Wiliam, Dylan. (2011). “Providing Feedback that Moves Learning Forward” in Embedded Formative Assessment. Solution Tree: Bloomington, Indiana.

Wiggins & McTighe ( 2011). The Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA: ASCD

Greece Summer Leadership AcademyCCSS ELA


Implementing ELA Common Core State Standards: Relationship to the Regents Exam

Essential Question:

How can you promote high quality instruction of grade-level literacy standards across all content areas?



Objectives:•Participants will examine the articulation of Reading Standard 4 for literature and informational text from kindergarten through grades 11-12.•Participants will analyze how Reading Standard 4 is assessed on Common Core Sample Questions for students at the intermediate, middle, and high school levels.•Participants will see the connections between Reading Standard 4 and Language Standards 4, 5, and 6.•Participants will review best practices for teaching Language Standard 4 by exploring elementary and middle school Expeditionary Learning lessons.•Participants will develop plans for building academic vocabulary across all content areas.


• Reading—Anchor Standard 4:– Interpret words and phrases as they are used

in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


• Instructional Shift 6: Academic Vocabulary– Vocabulary deficiency is one of the primary causes of the

achievement gap (Becker 1977, Baumann & Kameenui, 1991, Stanovich 1986).

– This shift requires “students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.”

– “Research has taught us that written text is accessible—and thus permits learning—only if the reader or listener already knows the vast majority of words from which it is constructed” (Adams 2010).


• Examining the articulation of Reading Standard 4– In groups of 4, organize the strips in grade-

level order:• K, 1, 2, 3, 4, 5, 6, 7, 8, 9-10, 11-12

– Check your organization of the grade-level standards against the key


• “Headlines” Style Discussion– “Headlines” is a discussion routine that helps

the reader/thinker get to the “heart of the matter.”

– It’s based on the concept of a newspaper headline – catchy, pithy, yet complete and accurate.

– If you were to write a headline for the articulation of Reading Standard 4 that captured the most important aspects that should be remembered, what would that headline be?


• Analyzing how Reading Standard 4 is assessed on Common Core Sample Questions– For grade 3: Read both passages and answer

just questions 4 and 9– For grade 8: Read the passage and answer

questions 2 and 3– For the Regents Exam: Read the passage

and answer questions 14 and 16


• Claim-Support Protocol– Each person at the table writes silently to synthesize a “claim”

about the assessment of Reading Standard 4 in the Sample Questions. (The assessment of Reading Standard 4 is ___________________). Then add support for your claim, which is specific evidence from the Sample Questions and/or passages. (One piece of evidence for my claim is _____________. Another specific piece of evidence is_____). (2 minutes).

– Go ‘round the table. Each person has 1 minute to state their claim and evidence.

– Others may agree or disagree with the presenter’s claim, with evidence, for 2 minutes.

– Complete the cycle until all have participated.


• Meeting Reading Standard 4 depends on meeting Language Standards 4, 5, and 6

– Language Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

– Language Standard 5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

– Language Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


• Analyzing Vocabulary Instruction and Support– Use the protocol for annotating and analyzing

the instructional approach for vocabulary instruction in an Expeditionary Learning lesson

• Elementary participants: Grade 5, Lesson 4• Secondary participants: Grade 7, Lesson 10


• Analyzing Vocabulary Instruction and Support– What patterns did you notice about

vocabulary instruction? – What supports and scaffolds does the lesson

use to help learners? – How can we promote the use of these

approaches across content areas?


• Based on our examination of the articulation of Reading Standard 4, the assessment of Reading Standard 4, the connection between Reading Standard 4 and Language Standards 4-6, how will you promote high quality instruction of grade-level literacy standards across all content areas?

Greece Summer Leadership Academy

CCSS Mathematics


During Lunch Fun (?!)Try This!


Essential Question

• How do I support, guide, and evaluate high quality planning and teaching and learning in the CCSS for Mathematics?


The Urn

The Urn

rioritycontent

• Major• Supporting• Additional

rogressions

• Foundation of Common Core

• Vertical• Coherent

ractices

• How we do and learn real mathematics

FluencySprint

rioritycontent


rogressions



ractices


The 3 P’s in one place!

• District Website Academics Subject Area Departments Math K-12 Common Core Documents

OR

tinyurl.com/gcsdmath2013


http://www.tinyurl.com/gcsdmath2013

Test your understanding

of the SMP


Passcode isPPP

Quest: Partner work• Using the handout, chose one of the grades

given

• Use the website to answer the questions

• You have 20 minutes


Connecting to the Tri-state

Rubric

• Highlight the rubric as follows:– Color 1: Priority Content Including Fluencies– Color 2: Progressions (vertical

coherence/differentiation)– Color 3: Practices


One Example


Apply the Tri-State Rubric• Review Jake’s written lesson plan (5 min)

• Watch video clip (7th grade/middle of page)

• With a partner compose two questions: 1. to probe his use of Mathematical Practices

(which did you notice?) and

2. to probe the coherency and focus of this content


http://www.insidemathematics.org/index.php/standard-1

rioritycontent


rogressions



ractices


Quick Write• What are you taking from this session to

support, guide, and evaluate high quality planning and teaching and learning in the CCSS for Mathematics in your school?

• What are your next steps?

• What support do you need?


School Community Activity


Reflections - Day 8

1.How will Hattie’s work support your daily work ?

2.How will you use the material from today to support building social capital in your building?


Select someone other than the

principal

10 min. individual reflection

Who should facilitate? 30 min. share ideas

with school team

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