Data to drive instruction

EDLD 5352 Instructional Leadership-Week 4 Assignment

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Week 4: Building Meaningful Professional Development

NELP Standard 4: Learning and Instruction Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.

• NELP Component 4.1 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs. (EDLD 5352 Week 2)

• NELP Component 4.2 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.(EDLD 5352 Week 4)

• NELP Component 4.3 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being. (EDLD 5352 Week 3)

• NELP Component 4.4 Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner. (EDLD 5352 Week 1)

PSEL 4: Curriculum, Instruction, and Assessment Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being. Texas Principal Standards Pillar: Professional Development Principal Domain and Competency

Domain II: Leading Learning Competency 2 Domain II/Competency 4 A

Domain III: Human Capital Competency 5 Domain III/Competency 5 C& D Competency 6 Domain III/Competency 6 B Domain V: Strategic Operations Competency 9 Domain V/Competency 9 B

Course-level Objectives (CLOs):

1. Develop a fundamental understanding of instructional leadership. (Evaluating) (CLO1) 2. Identify and interpret core elements of curriculum alignment used to improve student achievement

(Knowledge & Analyzing) (CLO2) 3. Analyze and evaluate data to drive instruction. (Analyzing) (CLO3) 4. Formulate a professional development plan applying data driven decision making. (Creating) (CLO4) 5. Exemplify requisite credentials and program requirements. (Understanding) (CLO5)

EDLD 5352 Instructional Leadership-Week 4 Assignment

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Week 4 Learning Objectives (W1LO):

1. W4LO1: (CLO1 & 4) Cultivate the importance of improving instruction in classrooms through professional development that promotes student achievement on a campus.

2. W4LO2: (CLO2, 3, & 4) Formulate a 3-Day professional development plan to include the instructional core elements of the student, content, and teacher using a fundamental understanding of an instructional leader.

3. W4LO3: (CLO5) Develop a 3-Day professional development plan as an instructional leader to address priorities of need on a campus based on data-driven instruction and curriculum alignment.

4. W4LO4: (CLO5) Program Requirements: Complete Digital Abstract and Data Response 5. W4LO5: (CLO5) Program Requirements: Complete Field Experience Observation Video Submission

Overview: In Week 1 of Instructional Leadership, you examined the framework of the Instructional Core. Aligning in Week 2, you focused on the curriculum by examining both external and internal accountability when aligning curriculum. Driving the data in Week 3, you focused on growing your understanding of the importance of making data driven decisions about the instructional practices on your campus. Now in Week 4, your focus is to provide students with academically challenging instruction in the classroom by developing teachers' instructional practices. Providing teachers with need specific professional development will improve instruction in the classroom and lead to improved student achievement. You will grow your knowledge, skills, and mindset on providing professional development on areas of need from data to assist you in pinpointing the skills needed to improve effective instruction in the classroom. Increasing teachers’ capacity to teach strong lessons that are student-centered is a focus of continuous school improvement for Instructional Leaders of the 21st century. Resources: Week 4 Readings: Be sure you are logged into Blackboard in order to access all of the readings from these links. All References listed below are in APA format for citation. 1. Killian, S., Killian, A., Shaun, Killian, S., Cristina, Killian, S., . . . Facebook. (2017, July 11).

Top 10 Evidence Based Teaching Strategies. Retrieved from http://www.evidencebasedteaching.org.au/evidence-based-teaching-strategies/

2. EL Education Core Practices. (2017) (n.d.). Retrieved from https://eleducation.org/resources/core-practices-beta-version-2017 p.81-82

3. Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. John Wiley & Sons. 87-96

4. Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools. John Wiley & Sons. 181-217, 263-288

EDLD 5352 Instructional Leadership-Week 4 Assignment

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Week 4 Assignment Rubric: Use the Rubric to guide your writing.

Tasks Level 1: Does not meet the minimum

criteria 0 points

Level 2: Approaches minimum criteria

3 points

Level 3: Meets minimum criteria

6 points

Level 4: Meets target criteria 9 points

Part 1:

PD Initial Information

Candidate evaluates data sets to identify trends, patterns, and themes from student work, TAPR, and teachers’ professional development needs survey to develop the Initial Information to implement a 3-Day Professional Development.

NELP Component 4.4 PSEL 4 W4LO2: (CLO2, 3, & 4) W4LO3: (CLO5)

Candidate demonstrates no capacity to evaluate, develop, and implement the initial information for a 3-Day Professional Development in a systematic manner. (S)

Candidate demonstrates a vague capacity to evaluate, develop, and implement the initial information for a 3-Day Professional Development in a systematic manner. (S)

Candidate demonstrates an emerging capacity to evaluate, develop, and implement the initial information for a 3-Day Professional Development in a systematic manner, but may be missing specificity and clarity. (S)

Candidate demonstrates and articulates with a great depth of capacity to evaluate, develop, and implement the initial information for a 3-Day Professional Development in a systematic manner with specificity and clarity. (S)

Part 2: Data-Drive Instruction: Student Achievement Element for Professional Development Candidates use informal and formal culturally responsive data exploration to identify school-level needs, to provide effective professional development

Candidate offers no evidence of resources or instruction that ensures the use of informal and formal culturally responsive data exploration to identify school-level need. (S)

Candidate offers little evidence of resources or instruction that ensures the use of informal and formal culturally responsive data exploration to identify school-level need. (S)

Candidate provides evidence of resources or instruction that ensures use of informal and formal culturally responsive data exploration to identify school-level need. (S)

Candidate provides comprehensive evidence of resources or data (such as: “best practices” or evidence-based strategies) that ensures the use of informal and formal culturally responsive data exploration to identify school-level need. (S)

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that is culturally responsive, and will lead to data- informed instructional improvements for students to experience deeper learning. NELP Component 4.3 PSEL 4 W4LO3: (CLO5)

Candidate cannot provide examples, develop a schedule, or plan activities for teachers’ professional development that are focused on identifying needs and improving the learning process through data exploration. (S)

Candidate provides few examples, partial schedule, or irrelevant activities for teachers’ professional development that are focused on identifying needs and improving the learning process through data exploration. (S)

Candidate provides examples and develops a schedule, or activities for teachers’ professional development that are focused on identifying needs and improving the learning process through data exploration. (S)

Candidate articulates a depth of knowledge and prepares a comprehensive schedule and activities for teachers’ professional development that is focused on identifying needs and improving the learning process through data exploration. (S)

Candidate provides no focused objective about the data process that improves assessments and student learning. (S)

Candidate provides an idea of the focused objective about the data process that improves assessments and student learning. (S)

Candidate provides a developed focused objective about the data process that improves assessments and student learning. (S)

Candidate articulates a depth of knowledge and prepares a comprehensive focused objective about the data process that improves assessments and student learning. (S)

Candidate has no capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the data, or assessments to check for deeper learning or student achievement. (S)

Candidate has little capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the data, or assessments to check for deeper learning or student achievement. (S)

Candidate has some capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the data, or assessments to check for deeper learning or student achievement. (S)

Candidate has capacity to develop comprehensive resources for ongoing follow-up to measure progress from the professional development through benchmark review of the data, or assessments to check for deeper learning or student achievement. (S)

Part 3: Curriculum Alignment: Content Element for Professional Development Candidate prepares a professional development plan focused on academically challenging content to ensure the campus level curricula

Candidate offers no evidence of resources or curriculum materials to implement high- quality content and assessment. (S)

Candidate offers little evidence of resources or curriculum materials to implement high- quality content and assessment. (S)

Candidate provides evidence of resources or curriculum materials to implement high-quality content and assessment and require students to apply knowledge. (S)

Candidate provides comprehensive evidence of resources or curriculum materials to implement curriculum activities and materials which include high- quality content and require students to apply their knowledge. (S)

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programs engage students in a rigorous process of deep learning outcomes and assessment. NELP Component 4.1 PSEL 4 W4LO3: (CLO5)

Candidate cannot provide examples of a schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)

Candidate provides few examples of a schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)

Candidate provides examples of a schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)

Candidate articulates a depth of knowledge and prepares a comprehensive schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)

Candidate provides no capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)

Candidate provides some capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)

Candidate provides a developed capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)

Candidate articulates a depth of knowledge and prepares a comprehensive evaluation of objectives about curriculum alignment for the professional development plan. (S)

Candidate has no capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)

Candidate has little capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)

Candidate has some capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)

Candidate has capacity to develop comprehensive resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)

Part 4: Instructional Practices: Teacher Element for Professional Development Candidates prepares a professional development plan to implement high- quality instructional practices with technology-rich activities, focused task to improve instructional practices, and provide for ongoing follow-up to measure progress to improve teaching and learning. NELP Component 4.2

Candidate offers no evidence of resources or instructional materials to implement high-quality instructional practices. (S)

Candidate offers little evidence of resources or instructional materials to implement high- quality instructional practices. (S)

Candidate provides evidence of resources or instructional materials to implement high- quality instructional practices but may not require teachers to apply knowledge. (S)

Candidate provides comprehensive evidence of resources or instructional materials to implement high-quality instructional practices and require teachers to apply their knowledge. (S)

Candidate cannot provide examples or develop a schedule for teachers’ professional development that guide instructional practices and improve student learning. (S)

Candidate provides few examples and the development of a schedule for teachers’ professional development that guide instructional practices and improve student learning. (S)

Candidate provides examples and develops a schedule for teachers’ professional development that guide instructional practices and improve student learning. (S)

Candidate articulates a depth of knowledge and prepares a comprehensive schedule for teachers’ professional development that guide instructional practices and improve student learning. (S)

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PSEL 4 W4LO1: (CLO1 & 4)

Candidate provides no capacity to evaluate tasks that address improving instructional practices for the professional development plan. (S)

Candidate provides some capacity to evaluate tasks that address improving instructional practices for the professional development plan. (S)

Candidate provides a developed capacity to evaluate tasks that address improving instructional practices for the professional development plan. (S)

Candidate articulates a depth of knowledge and prepares a comprehensive evaluation of tasks that address improving instructional practices for the professional development plan. (S)

Candidate has no capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review to check if students are engaged in higher levels of learning. (S)

Candidate has little capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review to check if students are engaged in higher levels of learning. (S)

Candidate has some capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review to check if students are engaged in higher levels of learning. (S)

Candidate has capacity to develop comprehensive resources for ongoing follow-up to measure progress from the professional development through benchmark review to check if students are engaged in higher levels of learning. (S)

Writing Elements:

W4LO2: (CLO2, 3, & 4)

Candidate had spelling, grammar, or technical writing errors. 0-points

Candidate had no spelling, grammar, or technical writing errors. 8-points

EDLD 5352 Instructional Leadership-Week 4 Assignment

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Comprehensive School-Level 3-Day Professional Development Plan

Directions: The final signature assessment in this course is to write a comprehensive, school- level instructional leadership professional development plan. This plan includes multiple elements in which you have been working on throughout the weeks. This week you will focus on building your final 3-Day Professional Development Plan including your fourth element called Teacher: Improving Teachers’ Instructional Practices. Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course.

1. Four elements of the comprehensive professional development plan, include:

1. Initial Information: Professional Development

- Include topic, audience, date, time, resources, cost, etc.,

2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process.

- Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction.

3. Content: Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning).

- Objectives: Statement of objectives for school-sponsored and/or school- supported content that provides an appropriate level of rigor to improve teaching and learning.

4. Teacher: Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning).

- Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement.

EDLD 5352 Instructional Leadership-Week 4 Assignment

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Part 1, 2, 3, 4: 3-Day Professional Development Plan:

Directions:

A. Complete the table. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text.

School-Level 3-Day

Professional Development Plan

*Final* Professional Development Initial Information Focus of Topic: Algebra 1 “Bridge” to Algebra 2 and “30 min Data snap shot PLC” Model Objective: Create a curriculum crosswalk that addresses the issue of missed Algebra 1 concepts that are needed to be successful in Algebra 2. Create common assessments and additional Data to support the needed concepts – and then use data to show the gap has been filled. Establish a “30 min Data snap shot PLC” exemplar to be effectively used through the whole year at every PLC. Rationale behind Objective: Data shows low math (Algebra 1) grades, yet state scores and SAT scores seem to be higher than the norm. It appears from the State and SAT scores that students have an understanding, but the grades do not align. Issues that arise from this disconnect are lower Algebra 2 grades and struggles to cover all the required Algebra 2 State Standards. Data to support this is present in the Teacher Evaluations for needed PD. The last 5 questions related to Math – and highest scoring questions – show the teachers desire to have PD related to these areas. PD for all departments can be modeled after the “Algebra 1 Bridge to Algebra 2” if needed. The Algebra 2 team will be creating an Algebra 1 Bridge to Algebra 2 that will identify the Algebra 1 State Standard that leads to the needed Algebra 2 state Standard. They will develop Algebra 2 curriculum that has an “Algebra 1 Bridge to Algebra 2” topic integrated into the Algebra 2 curriculum. The Instructional Leadership (AP) Team will be creating “30 min Data snap shot PLC” model to implement during the school year for Data Accountability and Review at every PLC. School Name:

“High School”

Instructional Leader Rebecca Cate, AP Professional Development Committee Members:

Assistant Principals, Algebra 1&2 Instructional Coach, Department Head, Algebra 2 PLC.

Date plan was created:

March 2019

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Dates plan will be conducted:

August 19-21, 2019 • Day 1: Data Day – Identify Major and Minor gaps • Day 2: Curriculum “Bridge” day • Day 3: Common Assessment for valuable Data and Create the

“30 min Data snap shot PLC” model

Dates plan will be in effect:

August 19, 2019 – June 1, 2020

Date by which time plan will be updated and revised for upcoming school year:

March 2020

Resources to purchase:

Book purchase – TBD by leadership team Potential Math hands on classroom tools. Lunch for staff x 3days

Cost: $1000 - $2000+ based off of resources requested

Student Achievement: Exploring the Data to Improve the

Student Learning Process Professional Development: Day 1: Data to Drive Instruction Resources:

Data Sets (Collected Data Points)

• Accountability Scores/data • Student Achievement Benchmarks (campus and district) • TAPR • Survey Professional Development Needs Assessment (sent to campus

faculty) • Student Intervention Data Reports • Teacher Developed SLO’s • Data for SAT scores and STARR scores

Schedule & Sessions:

o 9:00am-10:00am Day 1, Session #1: Objective for the session: Identify trends, patterns, and themes in data sets provided.

• (Opener): Discuss Key Core Ideas from the Leverage Leadership 2.0 book.

• Review Survey Professional Development Needs Assessment. • Review Data Points • Data Dig

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o 10:15am-12:00pm

Day 1, Session #2: Objective for the session: Using the Identify trends, patterns, and themes in data sets understand and discuss (Brainstorm) the challenge of the Algebra 1 Bridge to Algebra 2 goal.

• Team will be given the Challenge/Vision of creating the “Algebra 1 Bridge to Algebra 2” curriculum alignment so that the Algebra 2 team will be ensuring the Algebra 1 foundation is solid so the Algebra 2 concepts (standards) can be covered and taught effectively.

• Team will use the identified data from the previous session.

• Team will review and discuss the Sample provided: Example of Middle school Bridge to Algebra 1: “Peoria_Instructional Unit_ALG I Ext- 01_ Equations and Inequalities”

12:00pm-1:00pm- Lunch

o 1:00pm-2:00pm

Day 1, Session #3: Objective for the Session: Begin the process of identifying the Algebra 1 concepts needed to be “Bridged” to the Algebra 2 Units.

• Teachers will identify the crucial Algebra 1 concepts (standards) that are needed and then review the Data from the Algebra 1 tests scores to see if it is a minor or major issue.

• Major/minor issue will be a topic that is addressed in Day 2 of the PD. • Find research-based evidence to build the goal and assist in the Algebra

1 Bridge to Algebra 2 instructional strategies to use in the curriculum (development of this will occur in Day 2).

• If time allows teachers will begin the work of assigning the Algebra 1 major/minor concepts to the Algebra 2 Unit(s) the concept is needed in.

o 2:00pm-3:00pm Day 1, Session #4: Objective for the session: Build S.M.A.R.T. Goals and layout goals for Day 2 of the PD for the curriculum and common assessments.

• The S.M.A.R.T. Goals should be based on the identifiable needs from data beginning with Unit topics for the Algebra 2 curriculum.

Student Achievement:

Professional Development Goal: Data to Drive Instruction=Set S.M.A.R.T Goal

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The S = was begun for the teachers to use and build on if desired. S= Specific area of need is how to begin the process of analyzing what is needed to create the Algebra 1 Bridge to Algebra 2. The first goal within the 1st year would be to …

M= Measurable would be the...

A= Achievable PD will be…

R= Realistic/Results-Data based results would be…

T= Time-bound is to complete the…

Evaluation/Follow- up Methods: Choose a “best practices” or evidence-based strategies to be used to measure progress:

• Outline of needed things to add to the curriculum Units • Strategies • Implementation Tools • Algebra 1 Data compared to Algebra 2 Data • Mini-Observations • Progress reports and quarter grades • Year-long calendar to document current year, to use for data for the next

school year.

Content: Providing Academically Challenging Content

Professional Development: Day 2: Curriculum Alignment Resources:

• Arizona State Standards • Peoria District Student by Student Algebra 1 test scores. • Documents to use and reference from the district:

o “Peoria_Curriculum_Algebra II” o Example of Middle school Bridge to Algebra 1:

“Peoria_Instructional Unit_ALG I Ext-01_ Equations and Inequalities”

o “Peoria_ALG II Textbook Alignment 2017-18”

• Delta Math (Technology)

Schedule & Sessions:

“Map it Out”, “See it, Name it” “Do it” (Leverage Leadership 2.0) o 9:00am-10:00am

Day 2, Session #1. Objective: See it • Team will have reviewed the data of the grades versus the state/SAT

scores in Day 1 – Summarize it now on Poster Size Sticky notes

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• Team will review and discuss what things from the Sample provided they will want to use as a model for Day 2 PD: Example of Middle school Bridge to Algebra 1: “Peoria_Instructional Unit_ALG I Ext- 01_ Equations and Inequalities”

• Team will be reminded of the Challenge/Vision of creating the “Algebra 1 Bridge to Algebra 2” curriculum alignment so that the Algebra 2 team will be ensuring the Algebra 1 foundation is solid so the Algebra 2 concepts (standards) can be covered and taught effectively.

• Team will be able to ask questions/concerns about the Algebra 1 Bridge to Algebra 2 goals.

o 10:00am-12:00pm

Day 2, Session #2 Objective: Name it then Map it Out

Team will begin with Unit 1 of the Algebra 2 curriculum. Name it:

• Team will use the identified Major Algebra 1 concepts (standards) from Day 1 PD and begin to align them to the Algebra 2 units.

• If it is a minor issue – that topic will be tabled until after lunch. If it is a major issue the work will begin.

Map it: • This may have begun on Day 1 – it must be started and/or finished

now. The major issues must be addressed and aligned to the Algebra 2 Unit and Lessons within the Unit. It will be addressed within each Lesson as Bell work and then addressed again within the Lesson itself. The Algebra 2 curriculum and worksheets must be tiered so that the Algebra 1 topic is covered and retaught if needed and then added into the worksheets and/or other instructional activities they would like to add into the curriculum.

12:00pm-1:00pm- Lunch

o 1:00pm-2:00pm Day 2, Session #3 Objective: Map it • Team will align the Minor issues to the Units that they need to be

addressed in. • Team will be asked to review the brainstorm activities for the students

and the curriculum from Day 1– they will be encouraged to discover or create differentiated instruction that includes hands on and technology activities.

• If the team did not get the Major issues finished in the morning, they can continue working on this here as well.

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o 2:00pm-3:00pm

Day 2, Session #4 Objective: Do it • Team will divide up the units they have identified for the major and

minor issues and outline what curriculum that needs to be developed. Teachers/Team will work in pairs on the units and issues.

• Team will begin with modifying the Unit Assessments to have the Algebra 1 Bridge to Algebra 2

• Team will create activities using hands on manipulatives and/or technology to assist in the curriculum.

Suggested things to research or consider: § Gamefication: https://medium.com/a-teachers-

hat/gamifying-the-math-classroom-ea2d3788aa00 § Creative ideas: https://www.weareteachers.com/out-of-

the-box-ideas-for-teaching-algebra-and-geometry/ § Whatever research they’d like to do to assist!

Content: Professional Development Objective:

• The Algebra 2 team will be creating an Algebra 1 Bridge to Algebra 2 that will identify the Algebra 1 State Standard that leads to the needed Algebra 2 state Standard. They will develop Algebra 2 curriculum that has an “Algebra 1 Bridge to Algebra 2” topic integrated into the Algebra 2 curriculum.

Evaluation/Follow- up Methods: Choose a “best practices” or evidence-based strategies to be used to measure progress:

• Outline of needed things to add to the curriculum • Strategies • Implementation Tools • Algebra 1 Data compared to Algebra 2 Data • Mini-Observations • Progress reports and quarter grades • Year-long calendar to document current year, to use for data for the next

school year.

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Team: Improving Teachers’ Instructional Practices

Professional Development: Day 3: Instructional Task Day

Resources:

Instructional Support: • Team Collaboration and review of norms if needed • Peer to Peer Instructional Observations – setting a calendar for

observations and possible subs requested. • Best Practices: http://www.evidencebasedteaching.org.au/evidence-

based-teaching-strategies/ • Group Teaching Strategies – see above document • Evidence Based Approaches • Teacher Driven Research for what they need and/or want in their

classrooms.

Schedule & Sessions:

Schedule & Sessions: “Prepare”, “See it”, “Name it”, “Do it”, Reteaching: Guided and Modeling. (Leverage Leadership 2.0)

o 9:00am-9:30am Day 3, Session #1 Objective: See it

• AP will outline desired goal for the 3 questions of data – exit ticket to bell work suggested common assessment.

• AP will show the large poster paper and the desired outline for a “30 min Data snap shot PLC” model to use throughout the entire school year at each PLC.

• AP will ask team what questions/concerns they have – write them down and then will commit to the Team to address the questions by the end of the day.

o 9:30 – 10am Day 3, Session #2 Objective: Prepare, See It & Name it - Review Previous Day needed work in order to divide and conquer.

• Team will review all things covered in the pervious days. • Team will put all things to be completed on the Board and

then have names assigned (may be the same as previous days).

• Team will confirm and agree or adjust the norms if needed.

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o 10:00am-12:00pm Day 3, Session #3 Objective: Do it

• Team will begin the work of using the Major issues identified and the common assessment (3 questions) for the identified issue.

• Team will divide the issues and write the common assessments then get back together and share with the team the questions they created.

• Team will use the discuss and adjust the 3 questions until they are agreed upon (can increase to 5 questions if needed for compromise).

• Team will use the agreed upon questions and modify them so there are a 6 instead of 3 – but they are “twin” questions. (“Twin” Example, Question 3x = 9 for Exit ticket, so 2x=4 for Bell work)

12:00pm-1:00pm Lunch

o 1:00pm-2:00pm

Day 3, Session #4 Objective: Do it • Team will continue work from Morning Session and carry

the idea into Minor issues that were identified into Day 2.

o 2:00pm-3:00pm Day 3, Session #5 Objective: Data to Reteaching - Guided and Modeling

• AP will address and discuss the questions/concerns the team gave in the morning regarding the “30 min Data snap shot PLC” model.

• AP will model the “30 min Data snap shot PLC” using 3 questions the Team created in the Morning Session #3 – with fake data.

• AP will brainstorm with the Team the norms for the “30 min Data snap shot PLC” model – and document them.

• AP and Team will agree to norms and how to use the data in the gradebook (if the team desires).

• AP and Team will outline the agenda for the next PLC and identify what things are remaining to be completed for the Algebra 1 Bridge to Algebra 2 Curriculum and Common Assessments.

Team:

Team Professional Development Task(s): • Teachers will be developing Exit and Bell work Common

“Assessments” for the units and topics identified in the previous days.

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Instructional Leader (AP):

v Primary Task: Create 3-5 questions from the identified Major

“missing” Algebra 1 concept that needs to be “bridged” to Algebra 2. These 3 questions can be used as Bell work and then exit ticket and then bell work again the next day – this is to create the system to gather the data and evaluate the data.

v Secondary task would be to begin work on the Minor Algebra 1 concepts – or begin to brainstorm ways to integrate those into the Algebra 2 curriculum and gather data. The Exit ticket/Bell work is just one idea – teachers research may lead to additional ideas the team wants to use.

AP Professional Development Task(s):

• AP and Team to establish norms and expectations for the “30 min Data snap shot PLC” model

Evaluation/Follow- up Methods: Choose a “best practices” or evidence-based strategies to be used to measure progress:

• “30 min Data snap shot PLC” Data • Strategies reviewed with Data • Implementation Calendar and follow through • T-TESS Evaluations • Mini-Obs • Unit Check-ups-for progress monitor • Year-long calendar to document needs for the next year