Becoming a World Class Leader: Leading Through Transition June 2012

Division of Instruction Professional Learning Focuses for Professional Practice and Student Growth Collaborative Planning, Data Discussions Collaborative Planning, Data Discussions Maryland Common Core State Curriculum Danielson Student Learning Objectives

S CHOOL I MPROVEMENT P LANNING Presenters: William Ryan, Caroline Walker, Andrew Raith, Bing Zhang, Jonathan Davis, Molly Ketterer

O UTCOMES FOR OUR S ESSION Understand your role in the School Improvement Process Receive the new School Improvement Handbook Review and discuss the components of the School Improvement Plan Explore the template

School Improvement Workgroup Focused on How to Clearly Connect our Major Areas of Focus to the School Improvement Process Focused on Improving the School Improvement Process and the Resources Available Focused on Modifications Needed to Template

S CHOOL I MPROVEMENT E NHANCEMENTS Clear Focus Modifications to Major Components of Plan Adjustments to Process Modifications to Major Components of Plan Adjustment to Timeline Added Roles and Responsibilities for School Improvement Team Modifications to Rubric Adjustments to Resources Updated School Improvement Handbook SISC Process Updated Modifications to Template

M AJOR C OMPONENTS OF S CHOOL I MPROVEMENT P LAN School Professional Learning Plan Goals 1 and 2 Needs Assessment Student Learning Objectives

S CHOOL I MPROVEMENT P ROCESS Vision, Mission, Focus Goal 1 & 2 Objectives Based on School Improvement Targets Driven by needs assessments Professional Learning Plans Based on transition plan, new teacher evaluation, and school- level needs Student Learning Outcomes Driven by needs assessments Linked to teacher goal setting for evaluation

A DJUSTMENT TO SIP T IMELINE – P G. 5

R OLES ON T HE S CHOOL I MPROVEMENT T EAM – P G. 10 Principal (Chairperson or Co- Chairperson) Assistant Principal Team/Instructional Leaders Instructional Staff Representing all Areas Support Staff Parents/Community Members/Business Partners (3-5) Students (Secondary)

M ODIFIED SIP R UBRIC – P G. 18

School-wide Professional Learning Plan (MCCSC Transition Plan) Outcome #1: Facilitate opportunities for school staff to navigate the curriculum toolkits using English Language Arts model units and model lessons and resources to support MCCSC implementation (ELA/Reading Teachers) Outcome #2: Facilitate opportunities for school staff to navigate the curriculum toolkits using mathematics model units and model lessons and resources to support MCCSC implementation (Math Teachers) Outcome #3: Create and deliver professional development that increases the skills and knowledge of school staff in the history/social studies, science and technology literacy standards to support MCCSC implementation Professional Learning Outcomes

School-wide Professional Learning Plan (MCCSC Transition Plan) Outcome #4: Create and deliver professional development that increases the skills and knowledge of school staff in the Maryland STEM Standards of Practice and Frameworks Outcome #5: Determine the critical shifts in instruction necessary to align with the new assessments, based on current information regarding assessment development, design, and timeline Outcome #6: Create and deliver professional learning that increases the skill and knowledge of school staff about the Danielson Framework and Student Learning Objectives. Other: School Focus Professional Learning Outcomes

A LIGNMENT OF T RANSITION O UTCOMES TO P ROFESSIONAL L EARNING V ISION Common Core Curriculum Outcomes 1-4 MSDE Developed Data- Driven Instruction Outcome 5 MSDE Developed with HCPSS refinement Instruction for Student Learning Outcome 6 HCPSS Developed

M ODEL F OR D ISTRIBUTION OF I NFORMATION – E LEMENTARY C OMMON C ORE C URRICULUM (O UTCOMES 1-3) Mathematics Modules August professional development day and four other dates Language Arts Modules August professional development day and four other dates

M ODEL F OR D ISTRIBUTION OF I NFORMATION – C OMMON C ORE C URRICULUM (O UTCOME 4) EEA and District Level Meetings for STEM Leads Creative Problem Solving Training (as part of Outcome 6) STEM planning and instruction at the building level

M ODEL F OR D ISTRIBUTION OF I NFORMATION – D ATA -D RIVEN I NSTRUCTION (O UTCOME 5) Regular data discussionsTwice per monthFormative and summative

M ODEL F OR D ISTRIBUTION OF I NFORMATION – I NSTRUCTION F OR S TUDENT L EARNING (O UTCOME 6) Leaders receive information at Leadership 1 and 2 Teacher Development Liaisons (TDLs) provide training to non-tenured teachers and other interested individuals on teacher evaluation Administrators share information received at Leadership 1 and 2 with teachers

O VERALL P ROFESSIONAL L EARNING P LAN F OR E LEMENTARY S CHOOLS Mathematics Reading Curricular Modules Danielson Framework Student Learning Objectives Professional Practice/Student Growth Continue efforts Enhance structures Data Discussions

Small Group Discussion The Professional Learning Outcomes 21 1.How will you provide professional learning opportunities to develop knowledge about professional practices and student growth? 2.How will you provide opportunities for staff develop knowledge about the common core? 3.How will you provide opportunities for data driven conversations?

E XPLORING T HE T EMPLATE

Small Group Discussion The Template Feedback 23 1.What works well about the template? 2.What revisions would you recommend? 3.What support do you need to use the template?

S TUDENT L EARNING O BJECTIVES (B ASED ON G RADE L EVEL AND C ONTENT ): Common Core State Standards in Literacy A Common Core State Standards in Mathematical Practices B Maryland STEM Standards through Creative Problem-Solving C Content-Specific Curriculum Objectives D

A S TUDENT L EARNING O BJECTIVE (S.L.O.) IS … … an instructional goal… for specific students…for a specific time interval Focused on the most valuable learning Based on the most current student data Aligned to current curriculum standards Specific and measurable Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts

26 Data Review & Baseline Evidence What data sources and where is the instructional starting point for students? Student Population For whom is the SLO developed? Learning Content Where are students struggling with the content? Instructional Interval How long will instruction be focused on this learning content? Target To what point will students progress or master the content? Evidence of Growth How far did the students progress at mid-point and end of interval? Rationale Why this learning content? Why these students? Strategies How will selected instructional strategies help students achieve the targeted goal? Teacher Professional Development and Support What resources/assistance will help increase instructional effectiveness? SLO COMPONENTS

P OSITIVE O UTCOMES When S.L.O.s fully support the goal of increasing student achievement for all students…they have the most impact. Informs and drives success of LEA/School priorities and needs Becomes an integral part of successful educators’ practice Provides accountability for student learning and student growth Increases strategic and systemic decision- making Allows for comparable and fair measures of student learning Uses data to target students’ learning needs increasing rigor and performance Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts

Small Group Discussion Student Learning Objectives 28 1.What support do you need to implement S.L.O.s? 2.What support will your teachers need?

“If properly implemented, student learning objectives help teachers bring more science to their art, strengthen instructional support to the classrooms, and improve the quality of the outcome.” William J. Slotnik Founder and Executive Director Community Training and Assistance Center 29