2016-2017 Administrators’ Academy Being Bold: Changing the Way We Do Education Through Rigor, Relevance, and Learner Engagement Session 1: They Times They Are a-Changing

Helium Hula Hoop Activity Goal: To lower the hula hoop as a group from your waist to your knees without any team member disconnecting from the hoop at any time. Directions: Team members should stand in a circle around a hula hoop. Each member of the team should rest the hula hoop only on the tops of their index fingers pointing forward. Start with the hula hoop at waist level. Lower the hula hoop evenly until it is at knee level. Rules: If any member of your team disconnects from the hoop at any time, the team must start again at waist level. No other body parts may be used to hold the hoop. Team members may not grip the hoop. Team members may not curl their fingers to hold the hoop.

Helium Hula Hoop Debrief What was a challenge that you encountered? What led to the eventual success? If you did not solve the problem, does it mean your team is a failure? Why/Why not? Something to Think About: How do you work to keep improving your work with others?

Reminder of what PLCs are… https://www.youtube.com/watch?v=_4EMeywsH3s Is this true in YOUR school?

PLUACLD524 PLUASIL 1 ACLD Session 1: The Times They Are a-Changing Oct. 6 & 20, 2016 Session 2: The Rigor/Relevance Framework in Action Dec. 5 & 9, 2016 Session 3: Moving From Quadrant A to Quadrant D Jan. 17 & 19, 2017 Session 4: The Rigor/Relevance Framework Realized March 2 & 6, 2017

The times, they are a-changin’… Remember our Summer Conference discoveries.

Education in 1916 vs. Education in 2016

Did you know? https://www.youtube.com/watch?v=uqZiIO0YI7Y

ESSENTIAL QUESTION How do we use our prior knowledge and experiences to make real, lasting, effective changes in how we approach teaching and learning in our schools?

How did we get here? AA F13: TCSS Instructional Framework for Continuous Improvement Max Thompson; Rigor; Strategic Teaching; Research-based Instruction AA FY14: The CCRS and Leadership Standards; Instructional Rounds Intro; Strategic Teaching AA FY15: Leadership for High Quality Instruction Paradigm Shift, Phil Schlechty; Student Engagement/Strategic Teaching; PLCs AA FY16: Rigor and Relevance for Instructional Leaders Grit; Growth vs. Fixed Mindset; DOK Levels for Rigor; PLCs AA FY17: Being Bold: Changing the Way We Do Education Through Rigor, Relevance, and Learner Engagement All of the above with Rigor/Relevance Framework

“Football may be the best taught subject in American high schools because it may be the only subject that we haven’t tried to make easy.” Dorothy Farnan, ELA Dept. Chair, Erasmus Hall HS, Brooklyn, NY

Do you remember this?

Sully video and article https://www.youtube.com/watch?v=f-w1MncY-YM Article: “Sully” Sullenberger Remembers the Miracle on the Hudson

Even though this was an unanticipated event for which we have never specifically trained, I was confident that I could quickly synthesize a lifetime of training and experience, adapt it in a new way to solve a problem I had never seen before and get it right the first time, and so that’s what I did. Captain Chesley “Sully” Sullenberger

What connections can you make between the “Miracle on the Hudson” and our purpose for teaching and learning? Would you fly on an airplane piloted by one of your former students based on what he/she learned at your school?

What does the process of collaboratively reviewing instruction do? Increases rigor, relevance, and student engagement in lessons Focuses on students Guides the thinking and the work of instructional planning Uses data to inform and guide professional dialogue

Look at the Rigor Rubric. What indicators help us identify the level of rigor in our schools? Take a few minutes to assess at what level you believe your school is in regards to rigor. Share your level and your reasoning at your table.

Rigor Indicators Thoughtful Work: lesson intentionally prepares students to complete a range of high-quality learning tasks High-Level Questioning: lesson provides opportunities for students to respond to a range of questions that increase in rigor and levels of thinking Academic Discussion: lesson includes opportunities for students to engage in vocabulary-rich academic conversation with peers

Look at the Relevance Rubric. What indicators help us identify the level of relevance in our schools? Take a few minutes to assess at what level you believe your school is in regards to relevance. Share your level and your reasoning at your table.

Relevance Indicators Meaningful Work: It is clear that the teacher knows the students, and the talk matches the student population with real-world connections to careers. Authentic Resources: Multiple resources are used that reflect real-world application with cross-disciplinary tasks. Tools include using digital, print, visual, auditory, video, text, manipulatives, etc. Learning Connections: Students connect the concepts and skills to examples from their lives. They can articulate and discuss the concepts and skills and explain how they are used in the real world.

Look at the Learner Engagement Rubric. What indicators help us identify the level of student engagement in our schools? Take a few minutes to assess at what level you believe your school is in regards to student engagement. Share your level and your reasoning at your table. How does this rubric correlate with our on-going emphasis on strategic teaching?

Learner Engagement Indicators Active Participation: Students remain on task and engaged (remember strategic teaching measures) throughout the lesson. All students are actively involved in routine as designed. Students lead their own progress through learning new content and working productively and collaboratively. Lesson provides multiple strategies designed to maximize student engagement, achieving a strong balance of direct instruction and student engagement through application.

Learner Engagement Indicators Learner Environment: Students are encouraged to take risks and persevere through productive struggle. Students are praised/supported for demonstrating commitment to learning. Students consistently demonstrate respect for peers, teacher, and the learning environment. Clear classroom procedures and routines are visible and are consistently implemented.

Learner Engagement Indicators Formative Tools and Processes: Students demonstrate mastery of content by completing a variety of formative assessments that allow for reciprocal feedback. Assessment results indicate that students are achieving expected outcomes and are able to self-reflect and share responsibility for their learning. Students are regularly and strategically partnered or grouped based on data; lesson content, process, and/or content is differentiated to support varying student needs. Results from formative processes and tools are used for immediate adjustment of instructional pacing, planning of differentiated instruction, and monitoring of progress.

Application of Rigor Rubric As you watch the lesson clip collect evidence, focusing on the rigor indicators: thoughtful work, high-level questioning, academic discussion. Using the evidence you gathered, determine levels of instruction for each indicator based on the Rigor Rubric. In your small groups, discuss and compare your evidence and levels, coming to a consensus with justifications for your decisions. When all small groups have finished, indicate on the whole group chart which levels your group agreed on. Be ready to share your ideas and justifications with the whole group.

https://www.youtube.com/watch?v=k0tqGlRDNOg

What if we don’t change?

Exit Tweet Tweet a comment and/or picture about today’s professional learning on Rigor/Relevance using the following hashtags and tag: #tcsslearns #BeBold @tcss_schools @RigorRelevance