Supporting Ambitious Instruction Integrating StandardsBased Instruction with Educator

Supporting Ambitious Instruction Integrating Standards-Based Instruction with Educator Effectiveness Strategies 2014 Alaska School Leadership Institute May 28, 2014 Anchorage, Alaska Facilitated By Al Bertani, Senior Design Consultant; Lexie Domaradzki, RAPPS Consultant; Sue Johnson, RAPPS Consultant; Shelby Skaanes, RAPPS Consultant

Welcome to ASLI

Funded by the U. S. DOE School Leadership Program Professional Learning Induction Coaching Principal Preparation Kelly Tonsmeire, Director Kathy Blanc, Program Manager Collaboration with AK EED

PROJECT PARTNERS Alaska Staff Development Network University of Alaska Anchorage - Educational Leadership Program Alaska Administrator Coaching Project Alaska Department of Education and Early Development (EED) Alaska Comprehensive Center Funded by a School Leadership Program Grant from the U. S. Department of Education

RAPPS DISTRICTS SERVED 17 rural school districts 141 schools All districts are high poverty 30 schools are at NCLB levels 2, 3 o 49 schools are in corrective action/re

Al Bertani (Educator Effectiveness) RAPPS Senior Design Consultant Shelby Skaanes (ELA Standards) RAPPS Consultant DESIGN TEAM Lexie Domaradzki (Mathematics Standards) RAPPS Consultant Sue Johnson (Mathematics Standards) RAPPS Consultant Kris Smith (Program Evaluator) RAPPS Consultant Design Process ✓Review of Evaluation Summary from ASLI 2013 ✓Consultation with District Leadership Reps. ✓RAPPS Management Team Input

► Program Design (Pages 2 – 3) ► Home Groups (Pages 4 – 5) DESIG N ► Break-Out Groups (Page 6) ► Pairings, Small, and Mixed Groups ► Critical Friends Conversations ► District Team Time – Daily ► ASLI 2014 Evaluation (Pages 8– 10)

Ä Please Raise Your Hand If You Are a Returning Attendee to the Alaska School Leadership Institute ATTE NDEE S Ä Please Stand-Up If You Are a New Attendee to the Alaska School Leadership Institute What I learned… ◆ Excited to start. ◆That I’m not alone in my transition to rural Alaska. ◆ I also got fired-up about the job in which I’m setting sail to tackle.

SESSION NORMS 1. The LEARNING belongs to you, and it rests largely with you. 2. Enter into the discussions ENTHUSIASTICALLY!!! 3. Give FREELY of your experience, but don’t dominate the discussion. 4. CONFINE your discussions to the task assigned. 5. Say what you THINK… be honest! 6. Only ONE PERSON should talk at a time… avoid private conversations while someone else is talking… 7. Listen ATTENTIVELY to the presentations and discussions. 1. Be PROMPT and REGULAR in attendance. 2. Follow the HAND SIGNAL from the session leader – Finish the sentence you are speaking not the paragraph you are thinking. • Place your cell phone on SILENT or VIBRATE to limit distractions.

What We Believe About Learning Consider this: We Learn About. . . 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we both SEE & HEAR 70% of what we DISCUSS with others 80% of what we EXPERIENCE personally 95% of what we TEACH to someone else Adapted from Eldon Ekwall, 1974

Meta Theme Defining Rigor in a Standards-Based Context Lexie Domaradzki RAPPS Consultant

ASLI 2014 Plenary Session Rigor

What does Rigor mean? Rigor is more than what you teach and what standards you cover; it's how you teach and how students show you they understand. (Blackburn, 2008).

What is Rigor? True rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels (Blackburn, 2008).

Create an environment that is conducive to growth. https: //www. teachingchannel. org/videos/teacher-practice-growth-

Connections to the Alaska ELA and Math Standards • Emphasize expectations for higher-order skills. • Teach less, learn more. • Increase emphasis on project work and tasks requiring research, analysis, application, self-assessment, and production. • Expand assessment to include the use of performance tasks on tests and in the classroom.

Example/Non-Example Teach Less with More Depth Teach More with Less Depth

Depth of Knowledge (DOK) Used to align standards, instructional practice and assessments.

Depth of Knowledge (DOK) Copyright © 2010 Commonwealth of Pennsylvania 23

The DOK is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required. DOK 3 - Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it) DOK 2 - Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) DOK 1 - Describe three characteristics of metamorphic rocks. (simple recall) Handout 24

How does DOK relate to me as a leader? • • Classroom observations Lesson Design Materials implementation PLC’s Professional Development Informal Feedback Interaction with students

THE CONSULTANCY PROTOCOL Step 1 Description of Challenge, Problem, Dilemma (3 minutes) Step 2 Clarifying Questions (2 minutes) Step 3 Discuss and Recommend (10 minutes) Step 4 Presenter Reflection (5 minutes) The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

THE CONSULTANCY PROTOCOL Step 1 Description of Challenge (3 minutes) ▪ ▪ ▪ Step 2 Overview of Challenge Frames a Question for the Group to Consider Presents Evidence as Appropriate Clarifying Questions (2 minutes) ▪ Group Asks Questions for Clarification Purposes ▪ Questions that Have Brief, Factual Answers ▪ Presenter Responds with Brief, Factual The Facilitator’s Book of Answers Questions; Allen and Blythe; Teachers College Press; 2004

THE CONSULTANCY PROTOCOL Step 3 Discuss and Recommend (10 minutes) ▪ ▪ Group Members Talk to One Another about the Challenge Described Potential Questions What did we hear? What didn’t we hear that we think might be relevant? What assumptions seem to be operating? What questions does the challenge raise for us? What do we think about the challenge? What might we do or try if faced with a similar challenge? What would we recommend? ▪ ▪ Group Members Make Suggestions serving as Critical Friends Presenter Doesn’t Speak – Only Listens and Takes Notes The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

THE CONSULTANCY PROTOCOL Step 4 Presenter Reflection (5 minutes) ▪ ▪ ▪ Challenge Presenter Reflects on What He/She Heard Challenge Presenter Shares What He/She Is Now Thinking Challenge Presenter Highlights Specific Ideas/Comments that Resonated The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

THE CONSULTANCY PROTOCOL Step 1 Description of Challenge (3 minutes) Step 2 Clarifying Questions (2 minutes) Step 3 minutes) Discuss and Recommend (10 Step 4 Presenter Reflection (5 minutes) The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

7: 00 -8: 00 a. m. Conversation Morning Breakfast and Collegial Aleutian Room 8: 00 -9: 00 a. m. Room Opening Plenary Sessions Aleutian > Content Focus and Overview SAMPLE > Critical Friends Conversations SCHED 9: 00 -10: 30 a. m. Break-Out Groups A, B, and C ULE 10: 30 -10: 45 a. m. Break Time 10: 45 -12: 00 p. m. Break-Out Groups A, B, and C 12: 00 -1: 00 p. m. Lunch 1: 00 – 3: 00 p. m. Break-Out Groups A, B, and C 3: 00 -4: 00 p. m. Room District Team Planning Time Aleutian

Break-Out Group A – Dillingham Room Al Bertani – Educator Effectiveness CONT ENT Break-Out Group B – Katmai Room Lexie Domaradzki and Sue Johnson – Math Standards Break-Out Group C – King Salmon Room Shelby Skaanes – ELA Standards

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