Leading Innovative Teaching Learning in the 21 st

Leading Innovative Teaching & Learning in the 21 st Century Fostering innovation and excellence in teaching within an accountability environment Hug High School 2013 -2014

“In the future they will divide human history into Before the Internet and After the Internet. ” (BI/AI) Veronica “Nicky” Silber (2013)

Accreditation Develop a process to assess both school-wide and individual student progress in achieving the expected school-wide learning results. Develop a plan of specific action to ensure that all teachers use a variety of assessment strategies to assess student growth over time. Formalize the collection of data on student outcomes as well as data on teacher practices in the school that lead to these outcomes. Develop a clear process by which data will be available and regularly updated. This system and use of data will lead to ongoing meaningful analysis of Tier I, II, and III instruction as part of this process. This information should be used in the implementation of future goals and action steps that al aligned with Hug’s School Performance Plan (Focus Plan).

NCCAT All instructional staff members must use classroom assessments aligned to CCSS. All instructional staff develops units/lesson plans based on student assessment results and adjusts instruction accordingly. All instructional staff members provide students with additional instruction and intervention as needed to improve student achievement.

Performance Accountability NCAAT & Accreditation Focus Plan 21 st Century Skills CCSS & TPGS ITL Teams - PGP Action Research Departments - School Performance School & Teacher Level Measures Classroom & Student Level Measures

School & Teacher Level Measures Classroom & Student Level Measures State & District Assessments Formative Assessment Classroom Walkthroughs & Observations Learning Activities & Student Work (LASW) Innovative Teaching Index Student Surveys Teacher Interviews and Surveys Student Focus Group

The Problem: Critical need to assess Innovative Teaching & Learning Classroom measures of teaching practice and student learning Narrow Performance Accountability Targets Achievement G ap Indicators Grad Rate & HS PE Status ? ? ? ? Risk Indicators Credit Deficient

Missing or underdeveloped in accountability systems Standards (CCSS) Assessment (SBAC) Core Curriculum/ Instruction

Instructional Core CCSS Teacher Student

Paradox: Accountability vs. Sustainable Improvement

Current data indicators Graduation Rate Achievement Gap indicators Diploma types (Standard/Advanced/Honors) Climate Student & Family Engagement surveys Credits earned/attempted/deficiency HSPE Status GPA AP access/completion/performance Sped/LEP/FRL/Gifted status Risk Index: Attendance/tardies/behavior/transient Maps (math & reading) CRTs (math & reading) Course Failures & INC District Math Final scores Grades (percentages & scores) Credits Recovered ?

GPA Grad Rate HSPE Status AP Part & Perf ? ? ? Achieve Gap Indicators Credit Deficient Grades Instructional Core ? ? ? IEP, ELL, FRL Status CRTs MAPs Risk Indicators

Where we have been… Aligning Initiatives to support School Performance Plan (SPP) CCSS Math Practice 3: Construct viable arguments and critique the reasoning of others Math Practice 6: communicate their own reasoning precisely to others using clear definitions in discussion. ELA Shift 4: Text-based questions; rich and rigorous discussions making evidentiary arguments both in conversation, as well as in writing. Teacher Professional Growth Standards (TPGS) Standard 3: Instruction Using Questioning & Discussion Techniques Engaging Students Actively In Learning 21 st Century Skills Effective communication Student-centered Self-directed

Walkthrough Elements 2012 -2013 Classroom Talk Teacher – Student Classroom Questioning Teacher – Student Instructional Patterns Teacher-directed – Student-centered Depth of Knowledge (DOK) Levels

Hug School wide Walkthrough Data 2012 -2013

Classroom Talk Teacher Talk 100. 0% 92. 4% Student Talk 90. 5% 85. 3% 90. 0% 78. 0% 71. 9% 80. 0% 66. 7% 70. 0% 60. 5% 60. 0% 50. 0% 33. 4% 40. 0% 35. 8% 28. 1% 17. 6% 30. 0% 20. 0% 14. 8% 9. 6% 6. 1% 10. 0% September October November December Jan/Feb Mar/April May

Who Asks the Questions? Teaher Questioning 100. 0% 95. 4% Student Questioning 98. 4% 96. 9% 93. 3% 86. 8% 90. 0% 84. 4% 80. 8% 80. 0% 70. 0% 60. 0% 50. 0% 40. 0% 30. 0% 13. 2% 20. 0% 10. 0% 3. 2% 5. 1% 3. 1% 15. 4% 15. 6% 1. 6% 0. 0% September October November December Jan/Feb Mar/April May

Classroom Instructional Patterns Teacher-Directed Student-Centered 86. 1% 90. 0% 80. 0% 67. 8% 71. 0% 70. 3% 70. 0% 63. 6% 59. 3% 53. 1% 60. 0% 50. 0% 44. 0% 43. 2% 35. 6% 36. 4% 31. 3% 40. 0% 30. 0% 29. 0% 15. 3% 20. 0% 10. 0% September October November December Jan/Feb Mar/April May

DOK Levels DOK 1 -2 98. 5% DOK 3 -4 97. 0% 94. 9% 100. 0% 87. 6% 90. 0% 84. 2% 79. 0% 83. 9% 80. 0% 70. 0% 60. 0% 50. 0% 40. 0% 19. 8% 30. 0% 14. 1% 20. 0% 16. 1% 15. 8% 3. 4% 0. 0% 3. 0% 0. 0% September October November December Jan/Feb Mar/April May

Hug Department Walkthrough Data 2012 -2013

Classroom Talk PE/Health/ ROTC Applied Curriculum Math SCIENCE SOCIAL STUDIES SPED/ELL ENGLISH WORLD LANG CTE FINE ARTS 0% 20% 40% Teachers 60% Students 80% 100%

Who Asks the Questions? PE/Health/ ROTC Applied Curriculum Math SCIENCE SOCIAL STUDIES SPED/ELL ENGLISH WORLD LANG CTE FINE ARTS 0% 20% 40% Teachers 60% Students 80% 100%

Classroom Instructional Patterns PE/Health/ ROTC Applied Curriculum Math SCIENCE SOCIAL STUDIES SPED/ELL ENGLISH WORLD LANG CTE FINE ARTS 0% 20% 40% Teacher-directed 60% Student-centered 80% 100%

DOK Levels PE/Health/ ROTC Applied Curriculum Math SCIENCE SOCIAL STUDIES SPED/ELL ENGLISH WORLD LANG CTE FINE ARTS 0% 20% 40% DOK 1 -2 60% DOK 3 -4 80% 100%

Designing and fostering a culture of ‘Innovative Teaching & Learning’ (ITL) Ø What does ‘innovation in instruction’ mean? Ø What are some important 21 st Century skills? Ø Why is ‘innovation in instruction’ important? are the conditions for supporting innovative teaching practices? Ø What Ø How do you lead innovative processes?

What does ‘innovation in instruction’ mean? Innovative teaching practices … are student-centered Collaboration, knowledge construction, selfregulation/assessment, skilled communication, personal relevance … extend learning beyond the classroom Critical thinking & problem solving, real-world innovation, crossdisciplinary that fosters global awareness, 24/7 learning … integrate Information & Communication Technology (ICT) into teaching and learning To meet specific concrete learning goals

Summer ITL Work Identified the 21 st Century skills and rubrics (6 total) that we will focus on as a school. Identified analyzed the alignment among – CCSS, 21 st Century Skills, & TPGS. Analyzed/Developed & aligned a classroom walkthrough tool with the 21 st Century skills. Analyzed & scored lesson plans (teaching practices/learning activities) and collected baseline data. Designed 3 model action research PGPs to support ITL teams.

Group 1 Group 2 Group 3 Facilitators: Rossi, Mc. Nulty, Facilitators: Moyer & Guzman Facilitators: Nolan & Roberts, K Bennett Room: C-12 Room: C-9 Room: C-2 Aiken Batavia Bodine Altenburg Blackburn Callahan Anderson Bowland Claymore Andrini Brandt Flak Aytes Braunworth Foley Buzick Barclay Foote Barr Calhoun La. Grone Beach Cellucci G-Frey Lamoreaux Cousins Gulash Addington Gilbert Lane Davis Ingram Group 4 Group 5 Group 6 Facilitators: Lauren T. & Herrera, A Facilitators: Mercer & Avalos Facilitators: Arsenault & Gerlach Room: C-1 Room: C-7 Room: C-3 Lindberg Miller (Nighthawks) Phillips Walker Peterson Ross Mc. Elhany Pittman Squatrito Nechita Roberts, J Sweder Oldham San. Filippo Tuma Perrigue Thomas Van. Horne Rachal Vaars White Ridpath Vecchione Young Russ Veneris Johanson Lewis Meier Ford Felices-Gray Mc. Grath Lazear Group 7 Facilitators: Keefhaver & Hatt Room: C-4 Stamps Tatar Wells Black Fitzpatrick Noble Scaglione Voyles Michel Newbrough

Designing and fostering a culture of ‘Innovative Teaching & Learning’ (ITL) Ø What does ‘innovation in instruction’ mean? Ø What are some important 21 st Century skills? Ø Why is ‘innovation in instruction’ important? are the conditions for supporting innovative teaching practices? Ø What Ø How do you lead innovative processes?

21 st Century skills? Collaboration Knowledge Construction Real-World Problem-Solving & Innovation Use of Information and Communication Technology (ICT) for learning Communication Self-Regulation

Three out of four employers predict that broad competencies like critical thinking, collaboration, and creativity will become even more important for job success in the near future.

Percentage of Employers Rating Skill as “Very Important” 2 -year college graduates High school graduates 95% 70% Teamwork/collaboration 94 75 Professionalism/work ethic 94 80 Written communications 93 53 Critical thinking/problem solving 92 58 English language 88 62 Ethics/social responsibility 86 63 Leadership 82 29 Information technology 81 53 Creativity/innovation 81 36 Lifelong learning/self-direction 78 43 Diversity 72 52 Mathematics 64 30 Science 33 9 Oral communications SOURCE: Data from Casner-Lotto & Benner (2006). Note. Content skills in boldface.

Why is ‘innovation in instruction’ important? http: //www. youtube. com/watch? v=d. Y 2 m. RM 4 i 6 t. Y

What are the conditions for supporting innovative teaching practices? Professional Learning Goals Teacher Leaders & Innovators Collaboration & Empowerment 21 st Century Professional Learning Vision Datainformed Openness (scale-up) Mobilize Resources & Incentives Innovative Teaching & Learning (ITL) Teams

An innovative culture Collaboration & Empowerment 21 st Century Professional Learning Vision 21 st Century academic and workforce readiness. 21 st Century Professional Learning Vision Mobilize Resources & Incentives Mobilize and Prioritize Resources & Incentives Dedicate funding; Use of time; Access to PD; Instructional materials; Leadership recognition. Collaboration & Empowerment Ownership and autonomy to make important decisions; Trust and communication centered around improving teaching practice. Data-informed Openness (scale-up) Share data and results openly, spread ideas, create opportunities for influence, and communicate signs of success with all teachers. Datainformed Openness (scale-up)

21 st Century Professional Learning Goals Increase innovation in instruction Increase the use of important school, teacher, & classroom measures Increase collaboration & teacher leadership Increase the level of autonomy and ownership of learning Increase quality teaching and learning using ICT Establish Professional Learning Networks Professional Learning Goals

How do you lead innovative processes? Teacher Leaders & Innovators Learning requires receptiveness to new ideas and information, and Rogers' (1995) influential work on the diffusion of innovation: • innovators (2. 5% of the population) • early adopters (13. 5%) • early majority (34%) • late majority (34%) • laggards (16%)

School Leadership ITL Admin Team Department Leaders ITL Leadership MTSS Leadership District Initiatives Department MTSS Team Leadership & Collaboratio n Dep't Specific Goals Academic Interventions Innovative Teaching & Learning Credit Attainment Behavioral Interventions Improve Measures HSPE Status Classroom Environment Autonomy & Ownership AP Completion & Performance Parent & School Connections Graduation Indicators

Leadership Implementation Active engagement & participation on an ITL Collaboration Collective responsibility Alignment CCSS, TPGS, 21 st Century Skills, and school goals &targets Coherence Collaborative action research PGP and classroom measures aligned to 21 st Century skills: Long-term commitment over school year Improve School & Classroom Measures Innovative teaching practices, learning activities, and 21 st Century learning outcomes (e. g. , walkthroughs, teaching practices, student work etc. )

Innovative Teaching & Learning (ITL) Teams … Alignment 21 st Century Skills ITL Teams PGP Instructional Problem or Question(s) CCSS TPGS Innovative Teaching & Learning (ITL) Teams

Innovative Teaching & Learning (ITL) Planning Process Innovative Teaching & Learning (ITL) Teams Form ITL Teams (Common Focus) Implemen t Measure Analyze Reflect Share Determine Team Leader Identify Resources Needed Establish Teacher & Student Outcomes Design Action Plan (PGP)

Action Research (PGP) Planning Process Identify a problem and develop a research question based on desired results Develop a future plan of action and share results The issue: Review the related literature on effective teaching practices & learning theories Educators need new models of teaching & learning that better prepare students for college and workforce readiness in the 21 st Century Gather & analyze data; Reflect upon and draw conclusions Develop a strategy for the study and identify data sources

Innovative Teaching & Learning (ITL) Teams Ideas for 21 st Century ITL teams Academic conversations in the classroom Student self-monitoring & class discussions AP writing on free response section of exam Digital tools for teaching Brain research and teaching kids in poverty Collaborative problem-solving ICT literacy- learning in digital networks Pre-AP/AP vertical curriculum articulation Problem-based learning (PBL) Writing across the curriculum Social Studies (Assessing DBQs) Health Science Academy & Workforce Readiness Skills Literacy strategies aligned to CCSS

Some changes for 2013 -2014 Ø Admin offices in each building q Tristan Mc. Elhany: C-building q Brad Bodine: B Building q Joni Miller: A Building Ø Cleanliness of school q q Ø Ø Change of work stations Summer cleaning and continuation of cleaning over breaks Honor PD q More time to collaborate q Autonomy and choice in PD q PD monies allocated Resources for tutoring needs q Monies for all grade levels, AP/ any class q HSPE prep all grade levels

Hug AP Trend Data 247 191 250 238 194 200 113 150 100 50 0 2009 2010 2011 2012 Number of students participating in AP 2013

Hug AP Trend Data 25. 1% 30. 0% 25. 0% 20. 0% 19. 0% 18. 5% 18. 0% 17. 5% 17. 0% 16. 5% 16. 0% 15. 5% 15. 0% 14. 5% 19. 4% 19. 6% 13. 2% 15. 0% 10. 0% 5. 0% 0. 0% 2008 2009 2010 2011 19. 0% 27. 3% 2012 2013 Percentage of AP students passing with a score of 3 or higher 16. 0% 2012 2013 Overall AP Pass Rate

Hug AP Trend Data 2012 2013 Studio Art 10 37 English Lang 63 41 English Lit 37 53 AP Strength Factor AP courses: Increased pass rates 2012 2013 Studio Art 0. 0% 38. 0% Comparative Gov't English Lit 1. 0% 2. 0% US History 0. 0% 7. 0% Calculus AB Biology 0. 0% 2. 0% 6. 0% NA European History 3 16 26 9 US History 8 18 Calculus AB 2 3 US Gov't Environmental Science 0. 0% 17. 0% Statistics 67. 0% 83. 0% NA 2 Biology 2 23 Environmental Science 8 9 Physics B Spanish Lang Spanish Lit. 3 Spanish Lit NA 2 196 194 46 56

Summer ITL Work Identified the 21 st Century skills and rubrics (6 total) that we will focus on as a school. Identified analyzed the alignment among – CCSS, 21 st Century Skills, & TPGS. Analyzed/Developed & aligned a classroom walkthrough tool with the 21 st Century skills. Analyzed & scored lesson plans (teaching practices/learning activities) and collected baseline data. Designed 3 model action research PGPs to support ITL teams.

Lesson Plan Analysis & Scoring Collaboration 1 2 3 4 5 Knowledge Construction 1 2 3 4 5 Real-World Problem-Solving & Innovation 1 2 3 4 Use of ICT for Learning 1 2 3 4 5 Communication 1 2 3 4 Self-Regulation 1 2 3 4

Knowledge Construction Level 1 2 Criteria descriptors 3 4 5 The learning activity does NOT require students to construct knowledge. Students can complete the activity by reproducing information or by using familiar procedures. The learning activity DOES require students to construct knowledge by interpreting, analyzing, synthesizing, or evaluating information or ideas BUT the activity’s main requirement is NOT knowledge construction. The learning activity’s main requirement IS knowledge construction BUT the learning activity does NOT require students to apply their knowledge in a new context. The learning activity’s main requirement IS knowledge construction AND the learning activity DOES require students to apply their knowledge in a new context BUT the learning activity does NOT have learning goals in more than one subject. The learning activity’s main requirement IS knowledge construction AND the learning activity DOES require students to apply their knowledge in a new context AND the knowledge construction IS interdisciplinary. The activity DOES have learning goals in more than one subject.

Knowledge Construction

Hug Example of High–scoring Teacher Assignments Knowledge Construction: Art students worked on a project that required them to analyze and understand positive and negative space to create a high contrast image that incorporated patterns and textures from different cultures around the world. Students were required to develop new insights into important topics in the discipline such as an understanding of the visual arts after researching the relation to history and cultures, so this activity would score a 5 on Knowledge Construction.

Hug Examples of High–Scoring Teacher Assignments Collaboration: U. S. History students studying public policy engaged in an experiential exercise to help them understand the relationships between interest groups and politicians. Students were assigned to teams who represented either an interest group or a candidate for public office. They worked collaboratively with their teammates to research their assigned group/candidate, learn about other groups/candidates, and engage in a meet and greet in which they dialogued with other teams to advance the interests of their group/candidate. This learning activity required students to work interdependently to advance the interests of the group, so it would score a 5 on Collaboration. Real-World Problem-Solving and Innovation: In a special education math class students used ICT to research current and local living expenses to develop a budget. As part of the research they looked at careers to support their budgets. Students then created a multi-media power point presentation for the class with the following information: budget, visual labeled/colored graph, and details on a career that will support their budget. This learning activity is real-world problem solving, but students were not required to implement their ideas in the real world, so it would score a 3 on real-world problem-solving.

Hug Lesson Plan Teaching Practices Data June, 2013

21 st Century Teaching Practice Self-Regulation 4. 00 1. 52 Communication 4. 00 1. 95 Use of ICT 5. 0 0 1. 57 Real-World Problem-Solving & Innovation 4. 00 1. 59 Knowledge Construction 5. 0 0 5. 00 2. 21 Collaboration 0. 00 1. 00 Collaboration Knowledge Construction Possible High Score 5. 00 Hug Baseline AVERAGE 1. 82 2. 21 Hug Baseline AVERAGE 1. 82 2. 00 Real-World Problem. Solving & Innovation 4. 00 3. 00 4. 00 Use of ICT Communicatio Selfn Regulation 5. 00 1. 59 1. 57 Possible High Score 4. 00 1. 95 1. 52

21 st Century Teaching Practice International Comparison 1. 40 Self-Regulation Communication 4. 00 1. 52 0. 00 1. 60 Use of ICT 5. 00 1. 57 1. 60 1. 59 1. 50 Real-World Problem-Solving & Innovation Knowledge Construction 4. 00 1. 95 4. 00 5. 00 2. 21 1. 70 Collaboration 0. 00 1. 00 Collaboration Knowledge Construction 5. 00 1. 82 2. 00 ITL Baseline Year 1 1. 70 1. 50 Real-World Problem. Solving & Innovation 1. 60 Possible High Score 5. 00 4. 00 Hug Baseline AVERAGE 1. 82 2. 21 1. 59 Hug Baseline AVERAGE Possible High Score 3. 00 4. 00 5. 00 Use of ICT Communicatio Selfn Regulation 1. 60 0. 00 1. 40 5. 00 4. 00 1. 57 1. 95 ITL Baseline Year 1 1. 52

21 st Century Teaching Practice International Growth Comparison Hug Baseline AVERAGE Self-Regulation Possible High Score ITL Baseline Year 1 ITL Growth Year 2 3. 40 1. 40 4. 00 1. 52 Communication 0. 00 4. 00 1. 95 Use of ICT 2. 60 1. 60 5. 00 1. 57 Real-World Problem-Solving & Innovation Knowledge Construction 2. 50 1. 60 4. 00 1. 59 3. 70 1. 50 2. 21 Collaboration 1. 70 1. 82 5. 00 2. 10 5. 00

Hug High School Students use of ICT Develop simulations, animations, or website Work with others from outside class 9. 00% 0. 00% Create multimedia presentations 17. 00% Collaborate with peers on learning Access class resources or online resources high level uses of ict 4. 00% 0. 00% Analyze data or information 4. 00% Write or edit stories, reports, or essays Take tests or turn in homework 9. 00% 4. 00% Practice routine skills & procedures basic uses of ict 9. 00% Find information on internet 0. 00% 44. 00% 5. 00% 10. 00% 15. 00% 20. 00% 25. 00% 30. 00% 35. 00% 40. 00% 45. 00%

Students use of ICT 3. 00% Develop simulations, animations, or website Work with others from outside class 9. 00% 0. 00% 5. 00% 6. 00% Create multimedia presentations 17. 00% Collaborate with peers on learning 4. 00% Access class resources or online resources 12. 00% 0. 00% Analyze data or information 15. 00% 4. 00% Write or edit stories, reports, or essays high level uses of ict 9. 00% Take tests or turn in homework 15. 00% 17. 00% 4. 00% Practice routine skills & procedures 9. 00% 26. 00% basic uses of ict 36. 00% Find information on internet 0. 00% 5. 00% 44. 10. 00% 15. 00% 20. 00% 25. 00% 30. 00% 35. 00% 40. 00% 45. 00% 00 Hug ICT Use ITL ICT Use %

Timeline: ITL professional learning End of August 2013 Early-September 2013 Network and form Innovative Mid-September 2013 Teaching & Identify a focus Learning (ITL) for your ITL September-October 2013 teams team’s work. ITL Collaborative Identify resources Action Research Ongoing 2013 -2014 needed. Professional Submit ITL team PGP Growth Plan Recruitment & goal meeting with (PGP) Completed. evaluator. Planning Form Professional Submit request Learning: for additional Wednesdays, resources to Prep Periods, support ITL PGP. Extended contract time

Next Steps: To-Do Network and think about ideas for ITL teams (Who? Focus? ). Wed. Aug 21 st – Exploring 21 C skills & practice analyzing & scoring lesson plans Wed. Aug 28 th – Introduce PGP action research process (review examples) By end of August submit ITL recruitment & planning form to Eric http: //hug 21 stcentury. weebly. com

Classroom Expectations § Please provide a copy of your classroom expectations to Jeff, Tristan and Brad by Wednesday, August 14 § § § Easy to understand Reference for discipline issues P. R. I. D. E. Matrix rollout § § § Tied in to Classroom Expectations 5 minutes period starting Wednesday Lessons available if needed

School Expectations • Locked buildings during class time • Students will need ID to get into locked Buildings • Green Light seniors (and Juniors after writing HSPE) will have off-campus lunch privileges indicated on ID

“We’re still learning where we’re going as we go. ” Howard Lo (2013) Questions/Discussion