Building Momentum: getting teachers excited about C3 a discussion session for district leaders NCSS 2014 Sue Olds Contact at susanolds@aol.com

Objectives for this session To review and increase understanding of how a history class should look if it is taught with methods aligned to C3 and Common Core expectations for disciplinary literacy. To share a template developed by teachers to guide them in planning and revising lessons to align with Common Core and C3. To explain one model of professional development that supports long-tem classroom change. To provide time for discussion of challenges and successes faced by supervisors and administrators working with teachers resistant to changing practices.

My personal experience Guiding experienced secondary teachers to modify teaching practices is not easy. To create permanent modifications and alignment to Common Core and C3, teacher leaders must be part of the plan. Long-tem changes are not possible without long-term investment in the process. Time, more than money, is the key to success.

Introductions – who are we? What do you hope to gain from being part of this session?

Sources for C3 overview http://www.youtube.com/watch?v=I649IRCeR98 YouTube, Kathy Swan, 8 mins. http://www.youtube.com/watch?v=GfZNtMLMzgQ YouTube webinar, Kathy Swan, 46 mins. http://assets.pearsonschool.com/asset_mgr/current/201349/C3_Pearson%20Virtual.pps.ppt powerpoint, Kathy Swan

Achieving the C3: An exploration into 21st Century social studies Dr. Kathy Swan Achieving the C3: An exploration into 21st Century social studies Pearson Virtual Conference November 13, 2013 6

C3 Foundations Inquiry Arc Disciplinary Literacy Civic Life C3 Framework built around three pillars: An Inquiry Arc that provides the backbone to the document as well as the binding mechanism for the social studies disciplines of civics, economics, geography and history Disciplinary Literacy: With the advent and adoption of the Common Core, it has been made clear that social studies shares in the responsibility of literacy education of K-12 students. Civic Life: In social studies, we recognize the importance of preparing students for College and Career—we believe social studies contributes to this mission. Additionally, though, we believe that public schools also have a responsibility to train our youngest citizens for democratic life—and that social studies has a unique responsibility in the mission and we have chosen to elevate this mission along side College and Career as an outcome to this significant document. 7

Quick review of C3 Inquiry Arc Dimension 1: Developing Questions and Planning Inquiries – teacher and student compelling questions Dimension 2: Applying Disciplinary Tools and Concepts (Civics, Economics, Geography, and History) - lenses Dimension 3: Evaluating Sources and Using Evidence – variety, validity Dimension 4: Communicating Conclusions and Taking Informed Action – many forms, many venues

What have we learned so far? Curricular partners have strengths and weaknesses when it comes to the “Instructional Arc” of the C3; Not starting from scratch, but re-mixing or shifting existing resources to align with C3; Educational reform language is problematic No teacher wants an extreme makeover; Identifying key instructional shifts could be helpful for the professional learning of teachers and create awareness of the C3 as an instructional tool. from Kathy Swan presentation

What has worked for us (key decisions) Creating a team of teacher leaders Respect the leaders’ expertise – ask them to determine current strengths and needs. Respond with targeted tools, training, examples, support to meet the needs. Use the teacher leaders to involve remaining staff by modeling excitement, positive response, and sharing ideas.

Who are the teacher leaders? Selection is critical – experienced AND respected by peers; not necessarily “titled”. Willing to participate and commit to time; be clear from the beginning about a long-term commitment and probable compensation. Often reluctant to take on peer leadership.. training and support for that role is part of the experience. Stay mindful of varied roles of teacher leaders.

Possible roles for teacher leaders ASCD, Jo-ellen Killion Resource provider Instructional specialist Curriculum specialist Classroom supporter Learning facilitator Mentor School leader Data coach Catalyst for change Learner ASCD ; September 2007 | Volume 65 | Number 1

Our leaders generated the template Starting with Common Core, and now C3, brief overview – (see handout- 8 slides) Provide time in the session to identify strengths and gaps (highlighters and posters) to identify concerns, challenges, and priorities. Respond to priorities, and revisited the list (see handout)

How long… Started in 2011 at SSU regional session – met 3x to propose summer workshop. Summer 2012, additional teachers involved. 2012-13 – SSU and some specific district sessions. 2013-14 – in-district support, released time, for lesson design, focus on performance tasks. Connection to new benchmark writing work. 2014-15 – in-district sessions, teacher leads sharing and guiding others in developing units and performance tasks.

Discussion Your successes and challenges in working with secondary teachers to incorporate disciplinary literacy and C3 expectations.