CKEC Social Studies Teacher Leader Network November 24,

Year At A Glance

October ReviewNovember Preview Making Meaning Protocol (MS Econ) Peer Feedback / Self-Reflection of Inquiry Based Units Formative Assessment QFT (minute-to- minute, day-to-day to inform instruction) Analyze formative assessments from the IBUs (using Target Method Match) Brainswarm / Strategy Profile: What is our DLT doing to ensure quality instruction and assessment in the classroom? Professional learning survey – provide resources at a later meeting Professional development vs. Professional learning Professional learning perspectives from all stakeholders (teacher, principal, supt); analyze district’s continuous cycle of improvement IBU – student experience Create “PLC Priority Plan” from January- May (vertically align with other district members, protocols/resources that could be utilized from SSTLN) Reminder: complete the Professional Learning Survey ( ed again this morning)

Professional Learning vs. Professional Development Before Use “before” t-chart to compare and contrast PL & PD based on your initial thoughts, opinions, experiences After Review the MCF Snapshot Adjust original thoughts in the “after” t- chart Collaborate At your table, synthesize all “after” t- charts to create a final table t-chart on chart paper Include specific examples

Professional Learning Articles Jigsaw 1.Review the 3 Keys to Keep Professional Learning Communities Focused on the Learning and briefly discuss at your table. (5 min) 2.Move into “perspective groups.” Facilitators will break you into smaller groups. Read and discuss perspective with your group. (15 min) 1.Teachers article = your right (Lauren & Terry) 2.Principal article = middle (Jacqueline & Krista) 3.System article = your left (Rebecca & Laura) 3.Find the letter on your article posted on the wall around the room. There, each letter group will have all perspectives present. Discuss: compare/contrast multiple perspectives on professional learning (15 min)

Continuous Improvement Analysis Return to your table and relate this information back to the experiences you have in your own districts. (5 min) At your table, with district partners, use the continuous improvement chart to analyze your own district’s practices. (25 min) Reference the continuous cycle of improvement visual as a guide

Greetings from the New Commissioner, Dr. Pruitt Video -- Kentucky Academic Standards for Social Studies Why should the standards be implemented now? There seems to be a little confusion around the development of social studies standards and assessments, specifically why the state would ask schools and districts to engage in implementation of standards prior to the release of a state assessment. We must build the capacity of educators to effectively use the standards through instruction, so the standards will define what we want our students to know and be able to do.

Greetings from the New Commissioner, Dr. Pruitt Video -- Kentucky Academic Standards for Social Studies When can a social studies assessment be expected? Once a set of standards are adopted that define what students know and are able to do, that is when assessment design will begin. We will not rush to get to an assessment, we will evaluate and make sure we have a quality assessment fully aligned to the standards, as we want to support our students and teachers. Furthermore, the standards allow for 13 years of social studies experiences and no longer can schools and districts afford to wait until the 5 th grade to teach social studies because of past assessments; it should be taught throughout students’ years of education. Therefore, the assessments must be instructionally aligned – not just memorizing dates and wars, but rather exemplify the critical thinking skills demonstrated through the standards.

Greetings from the New Commissioner, Dr. Pruitt Video -- Kentucky Academic Standards for Social Studies What will the new assessment look like? As we start thinking about the new assessments, we know that they have to be different. We must develop a system of assessments that will ensure that students are being engaged in quality social studies and science instruction to ensure that they are actually prepared for when the summative assessments come.

Inquiry-Based Unit – The Journey Continues Experiencing an inquiry helps us design a better inquiry. Divide into grade-levels and work through a New York inquiry Quickly review the inquiry in its entirety Complete the formative tasks Complete the summative task KEEP IN MIND: This is a hurried experience – These inquiries are not designed to be completed in 45 minutes. This is a isolated experience -- Teachers would normally provide additional instruction before, during, and after each task. This is a decontextualized experience – Teachers would normally modify the sources/tasks to fit their students’ needs.

Inquiry-Based Unit – The Journey Continues Elementary [large room] – Why should I be a global citizen? (Laura & Rebecca) Middle [hallway] – Was the New Deal a good deal? (Krista & Terry) High [classroom] – Am I Going to Vote? (Jacqueline & Lauren)

Inquiry-Based Unit – The Journey Continues Reflecting in inquiry-design: How well did the formative questions build upon one another? How well did the formative tasks build upon one another? How well did the sources align with the formative question/task? How well did the formative questions/tasks prepare you to complete the summative task? What does this experience teach you about the inquiry-design process (e.g., progression of formative questions, progression of formative tasks, alignment of sources to tasks)? Reflecting on student products: How might student work look (from low to high performance)? Based on my students, how might I prepare to support students from both ends of the spectrum?

Apply Exploration Experience to Your Own Inquiry-Based Unit Share your Inquiry-Based Unit with a grade-band partner – feedback/suggestions (5-10 min) Time to craft/improve your Inquiry-Based Unit (45 min) Reminder: student work samples from this IBU needed at February meeting (2 high / 2 middle / 2 low)

Comparison of ISLN & SSTLN Strategy Profiles Science & Social Studies Strategy Profiles were shared with district ISLN last week Excellent conversations and insight Continue building capacity – beginning with your PLC

PLC Priority Planning Outline 1.Pre-Planning: a.Refer back to the Continuous Improvement Chart from this morning 2.Consider: a.What does your PLC need moving forward? b.What resources/protocols can you utilize?

1.With your district, create a PLC Priority Plan for January— June ( ed to you this morning): a.Identify district, school teacher leaders involved b.Highlight your scheduled PLC meetings on the calendar (color-code for different grade bands, if possible) c.Organize your plan in 6 phases. Identify a goal for each phase. d.Include estimated starting and ending dates. e.Identify necessary protocol/resources Reflection: Are your PLC priority plans vertically aligned within your district? What help do you need from administrators? How can you collaborate to build capacity within your PLC? to: Create a PLC Priority Plan

Unpack the Day Compare/contrast professional learning and professional development (MCF) Considered multiple professional learning perspectives Analyzed district’s cycle of continuous improvement Inquiry-Based Unit Exploration Experience Synthesize Strategy Profiles (ISLN/SSTLN) Create PLC Priority Plan (Jan-May) Next meeting: January 26 th (register!) Evaluations How can professional learning effect the growth of all educators?