1. Lead Teach Learn PLC Fundamental I: Core Curriculum & Instruction Session 2

2. Learning Intentions Collaborative with colleagues to learn and share solutions. Identify teacher and student actions that may be present in classrooms according to the Instructional Practice Guides & other tools.

3. AEIOU Working Agreements AEIOU (can’t forget that!) Ask questions. Engage fully. Integrate new information. Open your mind to diverse views. Utilize what you learn. How do we hold each other accountable?

4. Welcome & Introductions Get out your phone Stand up Find a person you do not know One partner find a picture on phone The other partner will try to match. Keep looking for pictures until you find a match Share about your photos When instructed, find a new partner

5. More Alike than Different

6. With your group, discuss: What has Riddle identified as key to the success of Common Core? Which of the Five Essentials are you already working toward? What might need more support? How can your school begin to move closer to these Five Essentials? Leadership & the Common Core Read the “Five Essential School-wide Conditions for Common-Core Achievement”

7. Professional Learning Community Four Essential Questions for Fundamental I Principal PLCs What do we want to learn about Instruction? How will we know we are learning? How will we respond to challenges? How will we build upon what we already know?

8. Your Feedback 36 of you completed the survey (8 of you just looked at it ) My expectations for time to collaborate were met (19 strongly agree, 17 agree) The content aligned with my school’s professional learning needs (22 strongly agree, 11 agree, 3 disagree)

9. Professional Learning Community Groups of 6-8. What solutions has your site implemented to address each question? Share artifacts with colleagues. Share whole group.

10. Fundamental I: Expectation 1. Expectation 1: The Core Actions are evident in planning throughout the PLC process and observable in instruction. Schools use primary and supplementary curricular materials, horizontally and vertically articulated, and documented. Is there a framework leaders can refer to help support & monitor this? Is there a framework leaders can refer to help support & monitor this? – What tools are being used at your sites?

11. Fundamental I: Expectation 1. Expectation 1: The Core Actions are evident in planning throughout the PLC process and observable in instruction. Schools use primary and supplementary curricular materials, horizontally and vertically articulated, and documented. Vertical Articulation-How to facilitate between grade levels and school transition (ES-MS-HS). Vertical Articulation-How to facilitate between grade levels and school transition (ES-MS-HS). – How do you facilitate the transitions between grade levels and school transitions?

12. Fundamental I: Expectation 1. Expectation 1: The Core Actions are evident in planning throughout the PLC process and observable in instruction. Schools use primary and supplementary curricular materials, horizontally and vertically articulated, and documented. What would the evidence look like in the classroom and in the PLC? What would the evidence look like in the classroom and in the PLC? – What does good instruction look like at your site? – What are five-ish instructional strategies that you expect to see in classroom instruction at your site? – How can you tell if a teacher or a PLC has used the IPGs in their planning?

13. Fundamental I: Expectation 1. Expectation 1: The Core Actions are evident in planning throughout the PLC process and observable in instruction. Schools use primary and supplementary curricular materials, horizontally and vertically articulated, and documented. Are Core Actions evident in lesson planning? Are Core Actions evident in lesson planning? – How can you tell if a teacher has used the IPGs in their planning? – Is it a requirement in your school? If so, how did you make it a requirement? If not, why not?

14. PLEASE…

15. For Next Time… Expectation 1: The Core Actions are evident in planning throughout the PLC process and observable in instruction. Schools use primary and supplementary curricular materials, horizontally and vertically articulated, and documented. – Spend time in classrooms from now until the November LTL observing teacher practice and student learning through the lens of the Instructional Practice Guides. – Script or jot down notes of evidence in classrooms as you observe teachers over the next few months. – Please do not use the IPGs as an evaluative measure. We are collecting data to inform the discussion with colleagues.