1. 1 Pro Cert IN ACTION Powerpoint 1 – State Reform Personalizing Student Learning in a high performance “evidence based” education system… Washington State Professional Development IN ACTION Linking Professional Development to Personalized Student Learning

2. 2 Learning Target #1 What is the connection between state reform and the Pro Cert program?

3. 3 1993 House Bill 1209 Washington State Education Reform Act: GLEs established content standards for each grade level WASL established the standard for the type of student performance expected in our schools State Reform: Improve student learning and close the achievement gap

4. 4 Traditional Performance: Demonstrate math computation skills. 1.6 X 7 = a)13 b)42 c)76 d)Not given 1.Look for patterns in the number sentences below. 6 X 2 = 12 6 X 3 = 18 6 X 4 = 24 6 X 5 = 30 Describe a pattern that will help you multiply numbers by 6. Clearly explain how you could use your pattern to find the answer to 6 X 7. ____________________________________________________________________________________________________________________________________________ Reform-based Performance: Recognize, extend, and create patterns and sequences; represent number patterns with tables, graphs, and rules. WASL S/T/P #9

5. 5 1997 WAC Teachers must demonstrate a positive impact on student learning Throughout teacher certification the universities have a clear picture of what positive impact on student learning looks like. State Reform: Improve student learning and close the achievement gap

6. 6 Intentional shift to describing: what students will be doing what students will be doing if a teacher is having if a teacher is having a positive impact on student learning. State Reform: Improve student learning and close the achievement gap In 2002 our state made an Arianna S/T/P #23

7. 7 Professional Certification is a key component to reaching our state education reform goals. The structure is designed to HELP YOU add to your practice the key elements necessary to meet the expectations.

8. 8 This is Colleen Fairchild, a seventeen year veteran from NK recognized for her excellence in teaching As you listen to this teacher talk, take notes on the items she said she added to her teaching while being engaged in a similar process. Colleen S/T/P #4

9. 9 The shift we are talking about: teaching becomes the art of engaging students in the dialogue of learning and then building on THEIR articulated understanding. Descriptions of Practice… …makes the learning meaningful Students know purpose and relevance Students know purpose and relevance Descriptions of Practice … …require student articulation of understanding Students can describe and explain Descriptions of Practice … …require student self-regulation Students monitor, adjust, and assess Students monitor, adjust, and assess

10. 10 From the list of things you heard Colleen say had to change in her teaching, which of those items would you feel needed to be added to your teaching repertoire? Rate those items: 1=Not really strongly in my repertoire 2=I have knowledge of some strategies but it isn’t currently happening 3=It is happening to a small degree

11. 11 After 14 years of reform, according to Washington Learns, in 2006: State Reform: Improve student learning and close the achievement gap Only 74% of ninth graders graduate from high school with their peers Only 60% of Black and Hispanic students graduate from high school with their peers

12. 12 Terry Bergeson: We must be clear. It cannot be a condition for students to set aside how they were raised, or adapt who they are or where they come from in order to be successful in our schools. Instead, we must connect our teaching to our learners’ frame of reference and help them connect their new learning to what they bring to the classroom.

13. 13 Cultural socialization is not a problem for students What we know is: when classroom learning is personalized.

14. 14 Personalizing vs. Individualizing Personalizing is about the learning process Personalizing is making the learning meaningful and relevant to each student. Personalizing is engaging students in their own learning process by giving them ownership and responsibility for their learning. Personalizing is getting students to articulate their understanding and then building on that understanding. Personalizing is equipping students to self-regulate their learning. Individualizing is about content The teacher puts the content into learning packets and makes a separate learning plan for each student to learn content. We are not talking about putting each student on an IEP.

15. 15 When asked… When asked, students will always articulate what they are learning from their own cultural perspective, in their own language, and in accordance with their own way of being. When asked, students will always describe how they are working on solving a problem based upon their prior understanding and experience.

16. 16 When given the opportunity… When given the opportunity to do so, students will think about problems and their learning in accordance with their own mental frameworks. When given the opportunity, students will always approach their learning in accordance with who they are. When given the opportunity, students will always view their success or need to improve based on their understanding and what they know.

17. 17 To make personalized learning happen, we have intentionally described the personalized learning processes that each student needs to be engaged in if our instruction is to have a positive impact on student learning. In Pro Cert, we call these DESCRPTIONS OF PRACTICE

18. 18 Personalizing Student Learning TEACHER knows what needs to be taught TEACHER makes instructional decisions based on strategies that work for the class TEACHER measures performance against set standard for all students TEACHER reports degree of student success or failure to students and parents TEACHERS have autonomy STUDENT can articulate the learning target and why it is relevant and meaningful to him or her STUDENT knows the learning strategies to choose from and can describe his or her learning process STUDENT measures performance against his or her own progress STUDENT articulates what s/he did well, what s/he needs to do better, and what s/he will do differently next time STUDENT learning is consistent and continuous school-wide building professional autonomy Teacher Practices plus Personalizing Student Learning Teacher Practices plus Personalizing Student Learning Joyce 4 Students /T/P #18

19. 19 STATE ELEMENTS OF POSTIVE IMPACT ON STUDENT LEARNING Student learning is structured for understanding Student learning engages and supports all students Student assessment is used to direct learning Students participate in maintaining effective learning environments Students prepare to live and work in a multicultural world Teachers develop the art and science of a professional educator and are active in the profession Page One of Green Manual

20. 20 The beauty of these Elements of Positive Impact is: Elements of Positive Impact is: they impact ALL students… …no matter the grade, language, capacity to learn, or subject area.

21. 21 We have used these Elements of Positive Impact to formulate the Descriptions of Practice for Pro Cert. Let’s look at the “green manual” continuum of professional development to see how these two documents are tied together.

22. 22 Washington State Professional Development Planning Guide IN ACTION A professional development tool kit to build capacity of district, school, and teachers to provide impacting learning processes that personalize the learning for that personalize the learning for ALL students, closing the achievement gap and accomplishing our state goals. Washington State Professional Development Planning Guide IN ACTION Linking Professional Development to Improved Student Learning to Improved Student Learning

23. 23 All certification processes and career long professional development are focused on closing the achievement gap by supporting every student’s academic performance. Student Learning Teachers Principals

24. 24 Positive Impact Element I: Student learning is structured for understanding TEACHER CERTIFICATION Pedagogy Assessment Pre-Service training Teacher Assistance Program First Year In-Service Professional Certification Years three to eight In-Service Criterion1(d): designing and/or adapting challenging curriculum that is based on the diverse needs of each student Students are learning the key skills and concepts needed to reach the learning targets. (6b) The plan’s learning targets define learning outcomes that can be assessed. (1d) Students demonstrate a clear understanding of the required learning targets. They know the key skills and concepts needed to reach them. Students can articulate the required learning targets. Students engage in learning activities that are paced appropriately for all students, are culturally responsive, and allow for reflection and closure as appropriate. (8b) Students show sequential improvement through assessment data. Students know what is needed to move to the next level of performance. The plan utilizes learning materials and engages in learning tasks that incorporate transformative multicultural and gender perspectives. (5f) Students are aware of how to get support and access appropriate help, when needed. Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate. The plan reflects understanding of students’ developmental characteristics. (2a) The plan reflects understanding of students’ knowledge and skills relative to the learning targets for each student, including those with special needs. (2e) The plan’s learning activities account for prior learning and support the learning targets. (5b) The plan’s learning targets represent valuable learning. (1b) Students understand the importance of their learning and why it is useful to them. Students articulate how the new learning builds on their prior knowledge and individual needs. Students understand the importance of their learning and why it is useful to them. The plan’s learning targets foster student critical thinking problem solving. (1b) The plan employs a variety of learning experiences that build on and recognize the academic competence of each student and encourages critical thinking. (5e) Students engage in high-level thinking skills, demonstrating a variety of strategies to analyze information and solve problems. Students answer and pose questions and engage in cooperative discussions that enhance learning critical thinking, transformative multicultural thinking, and problem solving. (8a) Students reflect on their thinking strategies, communicate what strategies worked well and what strategies did not, and adjust as necessary.

25. 25 Positive Impact Element I: Student learning is structured for understanding TEACHER PROFESSIONAL DEVELOPMENT Career-long Professional Development Goals National Board Certification Impacting Learning Processes Learning Processes 1a. Students know the learning targets and what is required to meet them Students describe the learning targets, the expectations to reach them, and why the learning is important to them. Students connect their own explorations to the appropriate learning targets. Teachers can clearly articulate their goals for students. They require students to integrate aspects of knowledge into their habits of thinking, rather than simply storing fragmented bits of knowledge. 1b. Students know the progression of learning to reach the learning targets Students articulate the progression of steps to reach the learning targets and identify, on their own, where they are in that progression. Students describe what they need to do to move to the next level of performance. Teachers assess students to determine how much they have learned periodically. Student responses affect the teacher’s decisions about whether to re- teach, review, or move on. Individuals neither learn the same thing, nor learn at the same pace. 1c. Students know how to access additional support when needed Students are aware of the options to get support and access appropriate help, when needed. In their daily work, they consistently utilize the resources for assistance, remediation, acceleration, or enrichment as is appropriate. Teachers need to know how to encourage students even in the face of temporary failure and inevitable doubts that students meet as they push themselves into new affective, intellectual, and physical planes. 2a. Students engage in developmentally appropriate learning activities Students engage in learning that is shaped by social, emotional, and academic needs. They demonstrate self-confidence and competence as they approach their learning. Teachers use their understanding of individual and social learning theory, and of child and adolescent development theory, to form their decisions about how to teach. 2b. Students see the purpose of the learning for themselves Students construct personal meaning and demonstrate emotional connections to the learning. They articulate how the new learning builds on their prior knowledge. They understand the importance of their learning and why it is useful to them. Teachers do not treat a class as a monolith; they know that a class does not learn; individual students do. Teachers help students use what they already know to pose, explore, and solve new problems. 3a. Students clearly understand a variety of thinking strategies and apply them in diverse situations Students demonstrate use of thinking strategies to analyze information and solve problems. They articulate their thinking strategies in a variety of situations and use them to solve new problems. Teachers appreciate the fundamental role played by thinking in developing rich, conceptual subject matter understandings. They are dedicated to exposing their students to different modes of critical thinking and teaching students to think analytically about content. 3b. Students have adequate time to consider dilemmas, come up with answers, and work on learning tasks that appropriately challenge their thinking Students engage in high-level thinking skills, regularly contemplate problems and open-ended questions related to specific content, think creatively, express opinions, and give alternative explanations. Teachers know posing and solving of problems on their own is central to the development of true understanding of students. Proficient teachers help students learn to pose problems and work through alternative solutions. 3c. Students articulate, evaluate, and adjust their thinking Students reflect on their thinking strategies, communicate what strategies worked well and what strategies did not, and adjust as necessary. Teachers recognize the importance of instilling in their students the idea that learning is challenging, that experimentation is essential, and that recognizing and correcting mistakes is as important as noticing successes.

26. 26 This is a veteran teacher recognized for her excellence in teaching Using your Descriptions of Practice Checklist, record the specific student behaviors you see happening. What did the teacher know and what was s/he able do to make these occur? Pair-Share Colleen S/T/P #12

27. 27 Reflect on your learning Write what it looks and sounds like when students have reached a level of engagement that has a positive impact on their learning? Pair – Share Group discussion of understanding. Did we reach our learning target?

28. 28 Positive Impact IT’S ALL ABOUT KIDS LEARNING