1. LDC as a Professional Learning System: Assessing and Spreading Instructional Quality in Schools
LDC Partner Convening | June 2016

2. Return to that concept or question you set for yourself as a “thinking anchor” for this convening.
How have you considered:
Providing job-embedded professional learning support for teachers where they work, while they work, and as part of their work?
Finding evidence of teacher learning (in order to provide evidence-based, actionable feedback)?

3. It’s not about LDC: LDC is a PoP-driven solution
LDC Core Content: Using LDC to Build, Assess, and Spread Quality of Teacher Learning and Work
It’s not about LDC: LDC is a
PoP-driven solution
Coaches and quality drive spread and scale
LDC is a professional learning system
Flexibility is a critical LDC partner’s enduring skill
Most Problems of Practice fall into three categories:
1. Instruction
2. Rigor
(Quality & Assessment)
3. Alignment
Central Enduring Skills:
Ability to recognize teacher skill at standards-driven backward design
Ability to drive teachers toward evidence-based artifacts through targeted formative assessment and feedback
LDC is a professional learning system, not a content development (ie Tasks, Lessons, or Modules) system.
The content (ie Tasks, Lessons, or Modules) produced via LDC serve as the artifacts and evidence of teacher learning of enduring instructional skills.
Listen to the Problems of Practice that your clients express.
Figure out how you can help them systemically address those challenges via LDC.
Design a support plan that will teach them the enduring skills needed to systemically address those challenges.
Goal, plan, teach, assess, reflect, revise. REPEAT.

4. Rigor (Assessment/Assignment)
LDC Core Content
Using LDC to Address Locally Identified Problems of Practice
Rigor (Assessment/Assignment)
Instruction
Alignment
Rigor of Literacy Tasks and Instruction
Example: Teachers will develop and implement tasks and instructional strategies that are rigorous and appropriately address the cognitive demand, grade-level content, and important discipline-specific literacy skills of their students.
Consistency of Literacy Tasks and Instruction
Example: Teachers across grade levels and/or disciplines will develop and implement consistent tasks and instructional strategies that help students learn, practice and master specific, enduring literacy skills.
Development and implementation of common writing assignments
Example: Teachers will design and implement common writing assignments that allow students practice and demonstrate mastery of specific, enduring literacy skills in all grade levels and/or disciplines.
Quality of Literacy Tasks and Instruction
Example: Teachers will develop and implement high quality tasks and instructional strategies that help students master enduring literacy skills.
CCRS-Aligned Literacy Tasks and Instruction
Example: Teachers will develop tasks or instructional strategies that are aligned to the CCRS.
Documentation of teacher work toward shared goal
Example: Teachers will create and maintain a portfolio of lessons and reflections that address school-wide initiative or goal.
Increased volume and quality in student writing
Example: Students will write (type of writing) (times per year) across (grade levels and/or disciplines).
Formative Assessment Embedded in Literacy Instruction
Example: Teachers will embed formative assessment of enduring literacy skills into instruction.
Structure and content of collaborative planning time
Example: Teachers will implement systems and structures during collaborative planning time to effectively engage in instructional planning, discourse and student work analysis.
Curriculum alignment to the CCRS
Example: Teachers will develop curriculum maps or use existing curriculum to ensure instructional alignment to the CCRS.

5. The LDC Teacher Competencies:
LDC Core Content
The LDC Teacher Competencies:
Building and Looking for Evidence of Teacher Learning
Articulate the skills teachers practice, acquire, and refine during the LDC design process
Are evidenced through specific artifacts and/or evidence during the LDC design process
Reflect the continuous improvement model of LDC design as teachers return to them again and again to refine and deepen their knowledge and application of knowledge

6. The LDC Teacher Competencies
LDC Core Content
The LDC Teacher Competencies
Analyze Assignments Aligned to Standards and Student Learning Goals
2. Construct a Quality Assignment Prompt
3. Development a Quality Instructional Plan
4. Assess Outcomes and Iterate Instruction

7. Identify Assignments Aligned to Standards and Student Learning Goals
LDC Core Content
Competency 1:
Identify Assignments Aligned to Standards and Student Learning Goals
A. Recognize the focus set of short- and/or long-term student learning goals (or SLOs) for an assignment that meets the expectations stated in external benchmarks (CCR and content standards).
B. Recognize how the skills and/or subskills required to complete an assignment are the expectations of the prompt and the focus standards and/or student learning goals.
C. Recognize how a sequence of assignments (in modules, units, or courses) is driven by focus CCR and content standards and/or student learning goals.

8. Competency 2: Construct a Quality Prompt
LDC Core Content
Competency 2: Construct a Quality Prompt
Select a focus set of short- and/or long-term student learning goals (or SLOs) to drive an assignment that meets the expectations stated in external benchmarks (CCR and content standards).
Select an appropriate cognitive demand that requires students to (1.) think deeply about content central to the discipline and (2.) apply literacy skills to meet the expectations of specific focus standards and/or student learning goals.
Select complex texts rich in ideas and content that align to, and allow students to engage in, a specific set of focus standards and/or learning goals.
Choose a student work product that is relevant to the purpose, audience, rhetorical mode, discipline, focus standards, and/or student learning goals of the assignment.
Choose content central to the discipline and aligned to the purpose of the assignment and the focus standards and/or student learning goals.
Design a prompt that allows for multiple responses and points of view.
Select a research-based student work rubric that aligns to the mode of writing, disciplinary purpose, and focus standards and/or student learning goals of the assignment.
Assess the quality of an assignment prompt based on an accepted curriculum rubric (e.g. SCALE, EQuIP) and make relevant edits or changes to improve the assignment.

9. Competency 3: Develop a Quality Instructional Plan
LDC Core Content
Competency 3: Develop a Quality Instructional Plan
Backwards-design a sequence of skills and/or subskills from a prompt aligned to specific focus standards and/or student learning goals.
Select instruction that allows for ongoing checks for understanding and progress monitoring of student skill development by explicitly asking students to demonstrate each of the skills needed to meet the expectations of the prompt, the focus standards, and/or student learning goals.
Use knowledge of students (skill levels, interests, learning styles, etc.) to differentiate instruction that supports all students in completing the assignment and demonstrating the focus standards and/or student learning goals.
Assess the quality of an assignment’s sequence of instruction based on an accepted curriculum rubric (e.g. SCALE, EQuIP) and make relevant edits or changes to improve that sequence.
Sequence multiple assignments into units or courses to ensure students receive instruction organized and aligned toward focus standards and/or student learning goals across content areas and/or grade levels.

10. Competency 4: Assess Outcomes and Iterate Instruction
LDC Core Content
Competency 4: Assess Outcomes and Iterate Instruction
Score and give feedback on student work products utilizing a research-based student work rubric.
Derive data from student work products by recognizing common patterns (such as conceptions, preconceptions, misconceptions) in student thinking and skill development.
Use data and feedback from student work and common patterns in student thinking and skill development to plan new or future assignments and/or to revise an assignment for re-teaching or publication.
Use data to revise a sequence of assignments (in a unit or course) to ensure students receive instruction organized and aligned toward focus standards and/or student learning goals across content areas and/or grade levels.

11. It’s not about LDC: LDC is a PoP-driven solution
LDC Core Content
It’s not about LDC: LDC is a
PoP-driven solution
Coaches and quality drive spread and scale
LDC is a professional learning system
Flexibility is a critical LDC partner’s enduring skill
Most PoPs fall into three categories:
1. Instruction
2. Rigor
(Quality & Assessment)
3. Alignment
Central Enduring Skills:
Ability to recognize teacher skill at standards-driven backward design
Ability to drive teachers toward evidence-based artifacts through targeted formative assessment and feedback
LDC is a professional learning system, not a content development (ie Tasks, Lessons, or Modules) system.
The content (ie Tasks, Lessons, or Modules) produced via LDC serve as the artifacts and evidence of teacher learning of enduring instructional skills.
Listen to the Problems of Practice that your clients express.
Figure out how you can help them systemically address those challenges via LDC.
Design a support plan that will teach them the enduring skills needed to systemically address those challenges.
Goal, plan, teach, assess, reflect, revise. REPEAT.

12. What That Looks Like in My Context Evidence I Can See in the
So, what does that mean for me/my context?
On your own: Review the competencies (5 min)
With a partner: Complete the middle column in our session note-taking sheet. (15 min)
Consider: Where would you find evidence of that competency in your context? What artifact would tell you if a teacher had used this competency with independence and competence?
LDC Competency
What That Looks Like in My Context
Evidence I Can See in the
LDC Design Process
1a: Recognize the focus set of short- and/or long-term student learning goals (or SLOs) for an assignment that meets the expectations stated in external benchmarks (CCR and content standards).
My notes
LDC Core Content Breakout Session Note-Taking Sheet:

13. SECTION ONE HEADER GOES HERE
Where do we see evidence of teacher learning in LDC artifacts?
LDC Competency 2A:
Select a focus set of short- and/or long-term student learning goals (or SLOs) to drive an assignment that meets the expectations stated in external benchmarks (CCR and content standards).

14. Looking for Competency 2A:
LDC Core Content
Looking for Competency 2A:
What is standards-based alignment in LDC tasks?
Where do we see evidence of this in a teacher’s task?

15. Looking for Evidence of Focus Standards (Competency 2A)
LDC Core Content
Looking for Evidence of Focus Standards (Competency 2A)
Consider RL3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
What is the actual thinking and work you’d expect students to do in a module in order to master this standard?

16. Here’s How That May Look in an ELA Module:
LDC Core Content
Here’s How That May Look in an ELA Module:
Preparing for the Task
Students notice that the work they are to do is to trace character development over the course of the text
Reading Process
Students will read the text with the purpose of tracing character development over the course of that text. This means they will annotate looking for evidence of how characters change. So they will need some type of close reading/annotation instruction in how to notice how characters change--is it through their words, actions, beliefs...? They will need a notetaking guide that sets them up to notice the moments when characters change over the course of the text. They will need a text in which the character changes over time.
Transition to Writing (synthesizing information)
In some way, students will talk or synthesize their ideas about how the character changes over the course of the text.
Writing Process
Students will write a product in which they demonstrate that they have analyzed how a character changes over the course of that text. This means they will need an outline form that supports them in organizing their thoughts and evidence in this way. They will need instruction in how to write a product that highlights analysis. They will need a peer revision partner who reads to see if they have thoroughly included evidence about how the character changed over the course of the text. They will need teacher revision support to really look at their own writing closely to see if their claim about how the character has changed over the course of the text is clear, rational and supported with evidence.

17. Where can we find evidence of RL3 in this task?
LDC Core Content
Where can we find evidence of RL3 in this task?
(Any other CCSS reading standards that you see?)
Gr. 2 ELA Task:
Why do characters respond differently to events and challenges in a story? After reading and examining illustrations from Grandpa's Corner Store, write an essay in which you compare Steven and Lucy's reactions to the new supermarket being built and explain why you think they reacted differently. Support your response with evidence from the text/s.

18. Focus CCSS Reading Standards:
RL.2.3: Describe how characters in a story respond to major events and challenges.
RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Gr. 2 ELA Prompt: Why do characters respond differently to events and challenges in a story? After reading and examining illustrations from Grandpa's Corner Store, write an essay in which you compare Steven and Lucy's reactions to the new supermarket being built and explain why you think they reacted differently. Support your response with evidence from the text/s.

19. What That Looks Like in My Context Evidence I Can See in the
Using LDC Artifacts to Look for Evidence of My Teachers’ Learning
With a partner: Complete the right column in our session note-taking sheet. (15 min)
Consider: Where can I look for evidence of this competency using LDC tools? What artifact would tell you if a teacher had used this competency with independence and competence?
LDC Competency
What That Looks Like in My Context
Evidence I Can See in the
LDC Design Process
1a: Recognize the focus set of short- and/or long-term student learning goals (or SLOs) for an assignment that meets the expectations stated in external benchmarks (CCR and content standards).
My notes
LDC Core Content Breakout Session Note-Taking Sheet:

20. Key LDC Resources For Finding Evidence of Teacher Learning
LDC Core Content
Key LDC Resources For Finding Evidence of Teacher Learning
Professional Learning Supports for Teachers
Current LDC Resources
Current LDC Implementation Toolkit
Current LDC Courses
Prototype/Demo of all of this together
Competency ID
Competency Description (Short)
TLK Action
Link to TLK Resource
New TLK Prof Learning Experience
Current Course Block 2A
Select a Focus Standard
How to search Curric Library for modules/tasks by focus standard
show CCSS mental markers/booklet
Link
"Use Focus Standards"
1.4 2D
Select a Student Work Product
Show writing product chart from Site Implementation Toolkit
"Select a Student Work Product"
1.7 2E
Select Content Central to Discipline
Show disciplinary understandings chart
"Select Content Central to the Discipline"
1.8 2G
Select a Student Work Rubric
Show new student work rubrics, rationale, talk about how different, how used, etc.
"Select a Student Work Rubric"
3.4 2H
Select a Peer Review Rubric
Show Peer Review rubric; discuss / share changes to proposed new one
"Assess Task Quality"
1.1
Frame by noting that more and more of LDC resources, learning experiences, and even example Tasks, Modules, Mini-Tasks will be “tagged” by competency.

21. Collection (Modules / Tasks) Collection (Mini-Tasks)
LDC Core Content
Key Curricular Examples in the LDC Library
Collection (Modules / Tasks)
Collection (Mini-Tasks)
Elementary “Starter Tasks” (2A)
UDL (3C)
"Starter Tasks" Built from Achieve the Core Text Sets (2A)
Facing History (2E)
Science / STEM - Full Tasks/Modules (Battelle) (2E)
Battelle (Mini-Tasks) (2E)
Science / STEM - Battelle Module Templates
Short Modules

22. Rob Kantner & Megan Jensen
&
June 1st, 2016
LDC Partner Convening