1. Develop an Action Plan and Plan to Assess Progress Dec. 12, 2006

2. Plan for Today 4:10-4:15 Overview 4:15-4:50 Teacher Leadership in Action 4:50-5:00 Action Plan Assignment 5:00-5:30 Making an Action Plan Stick 5:30-5:40 Break 5:40-6:30 Internal Accountability & Improvement 6:30-7:00 School Team Work

3. Announcements  Disregard previous note: we will meet April 10, not April 3  Photos today  Technology help

4. Data Wise Action Planning Do what you can, with what you have, where you are. -Theodore Roosevelt

5. How does leadership for taking action emerge among teachers? Case Study: Taking on Problems of Practice as Professional Communities

6. Meeting #1: Sharing MCAS Data with Students  Discussed in detail the role students can play in holding themselves accountable for learning  Generated a list of ideas of what should be included on a student goal sheet

7. Meeting #2: Evaluating Recording Template  Revised template (see Exhibit A)  Continued discussion of how to use the template regularly  Began discussion of tracking data on student performance on open response problems in math

8. Meeting #3: Moving Forward with “Fast-M” Teachers expressed interest in:  Developing a more systematized way to administer open response problems  Developing a generic open response rubric  Using problems for LASW sessions

9. Next Steps  CCLM focused on open response  Development of rubric  Development of tracking template  Model lessons on how to teach students to accurately self-assess their own work

10. Assignment: Do as a Team  Complete the Action Plan Presentation Draw upon Hilary Shea’s Example Use Action Plan Template  Complete the Reflective Memo Draw upon Richard Elmore’s Presentation Revisit Data Wise Practices  Work with your TF to determine due dates

11. Data in Action: The Development of an Action Plan to Improve Reader’s Notebooks ©Hilary Shea, June 2006

12. Data on Learner-Centered Problem  4 th Grade ELA MCAS from last two years: average score on open response questions is 2.3 out of 4.  Reader’s Response Notebooks: entries are weak in organization and thesis development.  Guided Reading Assessments: students perform worse on the open response question than on the oral portion of the test ©Hilary Shea, June 2006

13. 4 th Grade ELA MCAS 2004-05 ©Hilary Shea, June 2006

14. Learner-Centered Problem Students are unable to consistently respond and reflect when writing about texts they have read independently or with the class. ©Hilary Shea, June 2006

15. Data on Problem of Practice  Reader’s Response Notebooks  Fall CCL reflection on practice: teachers identified ineffective use of reader’s notebooks as a problem  Ongoing Observation: principal and coach found teachers not effectively using mini-lessons as a means to teach written responses to text. ©Hilary Shea, June 2006

16. Problem of Practice Teachers are not effectively using the Reader’s Notebook as a forum for students to respond and reflect in writing about what they read. ©Hilary Shea, June 2006

17. Statement of Solution Devote this spring’s intermediate CCL to supporting teachers in using Reader’s Notebooks more effectively. ©Hilary Shea, June 2006

18. What will we do?  Create statement of purpose for Reader’s Notebook  Use student letters as the primary data source  Create rubric for assessing letters  Create grade-level expectations for letters ©Hilary Shea, June 2006

19. What will we do? (continued)  Model lessons on different types of letters Prompted Non-prompted Topic cards  Model mini-lessons related to improving letters  Generate exemplars for all grades ©Hilary Shea, June 2006

20. What will we see in classrooms?  Effective mini-lessons  High-quality student letters (from students of all ability levels)  Notebooks that include both non-prompted and prompted letters ©Hilary Shea, June 2006

21. What will we see in classrooms? (continued)  High-quality teacher responses to letters, that have the purpose of improving their content  Use of the rubric and exemplars in all classes  Use of notebooks as means of assessment ©Hilary Shea, June 2006

22. How will we confirm that classroom changes are occurring?  Peer observations  Principal and coach learning walks  Focus groups ©Hilary Shea, June 2006

23. Where will we look for evidence of improved student learning?  Reader’s Notebooks: Prolific and high- quality letters from all students  Classroom reading response assessments: Well-organized, well developed answers (teachers can use students’ actual letters as the means of assessment)  4 th Grade ELA MCAS: Improvement on open response questions ©Hilary Shea, June 2006

24. Potential Pitfalls  Keeping up the momentum following the spring CCL  Effectively using student letters during looking at student work sessions  Monitoring teachers’ use of the rubric and exemplars after this year ©Hilary Shea, June 2006

25. What needed to be in place for this action plan to get created?  A genuine interest in the topic Real concerns coming from more than one person Relevant to actual teaching Bottom-up decision on what to focus on  Time to actually solve the problem Common planning time/CCL  A culture of looking at data for both problems and solutions

26. What needed to be in place for this action plan to get implemented?  A culture of collaboration  A realistic and attainable goal with tangible outcomes  A lead person to make sure conversations remain on topic and move towards a goal  An effective method for sharing and collecting information  A clear sense of purpose

27. Looking Ahead to Spring  Farewell to Intern Path Students  Welcome Back to Workshop & Research Paths Class February 6, March 6, April 3, May 1 Teaching Fellow visits before each class Focus on Implementation & topics from survey Feature work of two teams per session

28. Happy Holidays to All