1. IOWA CORE CURRICULUM LEADERSHIP TRAINING Year One, Day Three

2. WELCOME Back!

3. Objectives Understand the Implementation Plan Framework Understand and engage in a Self-Study To deepen knowledge common assessment terms and practices Gain initial knowledge of Characteristics of Effective Instruction

4. Working in the Inner Circle Content Instruction Assessment

5. Instruction and Assessment Overview

6. Assessment Purposes Develop a deeper understanding of balanced assessment systems Develop a deeper understanding of formative assessment as a characteristic of effective instruction

7. Characteristics of Effective Instruction Are teachers “teaching for understanding”? And… How do you know students are learning?

8. Deep Conceptual & Procedural Knowledge Teaching For Understanding with Balanced Assessment Practices

9. Balanced Assessment System Screening assessments Diagnostic assessments Formative assessment – assessment for learning Summative assessments - assessment of learning –Classroom –Standardized Assessment

10. Users and Uses of Assessment Purpose: Identify how different stakeholders use assessments. CAROUSEL Cheat Sheet Review the definitions of each assessment

11. CAROUSEL BRAINSTORMING 1.Choose a recorder 2.Write short responses 3.Write “not applicable” as appropriate. 4.Rotate to next poster 5.Return to your original poster 6. Put a star next to the user most dependent upon this form of assessment 7.Compare the responses to the definitions and examples on the Cheat Sheet 8. Circle any misused or misunderstood assessments

12. Which stakeholder group currently makes the best use of assessment information? A.Teachers B.Students C.Administrators D.Parents E.Community

13. Which part of a balanced assessment system is used the least? A.Screening assessment B.Diagnostic assessment C.Formative assessment D.Summative assessment

14. Instruction & Assessment Objectives To make connections between Deep Conceptual and Procedural Knowledge and Rigorous and Relevant Curriculum To develop a common vision of Rigorous and Relevant Curriculum

15. Deep Conceptual and Procedural Knowledge 1.Review the definition of Deep Conceptual and Procedural Knowledge 2.Green Tables - Consider how deep conceptual knowledge is developed around a concept 3.Yellow Tables – Consider how procedural knowledge is developed around a concept or skill

16. The Big Question What type of instruction do teachers need to provide to ensure that each and every student develops Deep Conceptual and Procedural Knowledge around the Essential Concepts and Skills of the Iowa Core Curriculum?

17. Rigorous and Relevant Curriculum What the evidence says…

18. Rigorous and Relevant Curriculum What it is…….. What it is not……

19. Video

20. Processing the video… 1.As a table, share your responses to the video 2.Discuss your observations and recommendations 3.Appoint a spokesperson to share two key responses or observations

21. www.Toondoo.com

22. Objectives To introduce Student-centered Classrooms and Teaching for Learner Differences

23. Student Centered Classroom

24. Student-Centered Classrooms What does student-centered learning look like in a classroom? What is a student-centered classroom?

26. Teaching for Learner Differences What is teaching for learner differences? What is “proof” a teachers is teaching for learner differences?

27. Student-Centered Classrooms Directions: 1.Review handouts 2.Read Creating Learner- Centered Classrooms: Dreams and Practices (p.1) 3.Record connections. 4.Share connections with your team 5.Share connections with group

28. “…it is necessary to go deeper and address the most important condition for successful school reform, namely, the quality of classroom instruction.” Breakthrough Fullan, Hill, and Crevola, 2006

29. Professional Growth Characteristics of Effective Instruction and Assessment Student Engagement & Learning Teaching for Understanding Assessment for Learning Teaching for Learner Differences Rigor and Relevance Student Centered Classrooms

30. Next to the bubbles, write in what is going on in your district… Instructional Practices Inventory (Dagget) Rigor and Relevance

31. Now…. Highlight … current Professional Development opportunities Check … things that are incomplete Asterisk …what needs done

32. Group One – ICC Connection Make specific connections to the Iowa Core Curriculum Group Two – Essential Concepts and Skills Identify Essential Concepts and Skills from content areas and 21 st Century Skills Group Three - Characteristics of Effective Instruction Use rating sheet to identify Characteristics of Effective Instruction Application: Video

33. How do the Characteristics of Effective Instruction fit with ICC? What are some steps teachers can take to improve classroom practice? How do teachers use effective instruction and assessment? To Summarize

34. 21 st Century Skills

35. Discuss rationale for teaching and learning 21 st Century Skills Provide process for looking more closely at Iowa’s 21 st Century Skills Examine 21 st Century instruction

36. 21 st Century Learner...... will use technologies that haven’t been invented …to do jobs that don’t exist... Is networked... enjoys multi-tasking... Is digitally literate... craves interactivity... possesses strong visual-spatial skills... Is tethered to the internet... wants to learn things that matter... wants to be challenged to reach own conclusions

37. information creation innovation activism global citizenship Responsibility Born Digital: Understanding the First Generation of Digital Natives” Palfrey and Gasser, 2008 Looking deeper at... digital literacy...

38. Why 21 st Century Skills? Growing consensus that schools need to be accountable for more than “basic” academics. “Creativity is as important in education as literacy and we should treat it with the same status.” -Sir Ken Robinson, 2006 “The top 10 jobs for 2010 weren’t even created in 2004” Diana G. Oblinger, President EDUCAUSE AACTE, February 2009

39. “ The Global Achievement Gap” “Our teens leave school equipped to work only in the kinds of jobs that are fast disappearing from the American economy.” “Why even our best schools don’t teach the new survival skills our children need – and what we can do about it.” Tony Wagner, 2008 Harvard Graduate School of Education

40. Seven Survival Skills for Teens Critical thinking and problem-solving Collaboration Agility and adaptability Initiative and entrepreneurialism Effective oral and written communication Accessing and analyzing information Curiosity and imagination

41. Making Connections in Iowa “Integrating 21st century skills into teaching and assessment, then, is not only an economic imperative, driven by changes in the workforce, but a vital aspect of improving student learning “ Measuring Skills for the 21st Century, 2008” - Silva

42. 21 st Century Skills Iowa legislature defined 21 st Century Skills as: Financial literacy Health literacy Technology literacy Civic literacy Employability skills Essential concepts and skills are complex Deep understanding by educators is required Structure of schooling will need to be reexamined by all stakeholders

43. Cross Walk: 21st Century Skills Work Teams Developed after thorough investigation: Partnership for 21st Century Skills enGauge SCANS Contextually related national standards

44. Instruction for 21st Century Skills Relevant to student outside the classroom Student is highly engaged Student has a choice and voice Student takes ownership for learning Includes higher order thinking - creativity and innovation Learning tasks elicit evidence of learning

45. Dollars and Sense 1.Watch video of Middle School students 2.Complete Video Guide Worksheet 3.Do not think about how this can’t work for you, think about what you can implement locally

46. Supporting 21st Century Skills Instruction  Educator professional development 21st century instruction Authentic assessments  Collaboration Among teachers and students Community  High expectations Each and every student Educators

47. Supporting 21 st Century Skills Instruction  Expect a changing school environment Project-based learning Time allocation Student ownership of learning  Technology Tool for learning Breadth of options Community connections

48. School wide & Classroom Focus District Focus Where are 21 st Century Skills being addressing? At what depth are they being addressed? Which 21 st Century Skills are not being adequately addressed? How might we restructure programs to ensure 21 st Century Skills are adequately addressed Classroom Focus What 21 st Century Skills are addressed? At what depth are they being addressed? How do I know students are getting it”? How do I restructure my class and instructional activities to increase learning of the 21 st Century Skills?

49. Some creative possibilities… Identify creative approaches to ensure each and every student in your school is learning the 21st century skills. Share out...

50. Possibilities for incorporating 21st Century Skills Project based learning School-wide projects where students explore passions Internships Student driven action research projects Authentic service learning Creative alignment of educators Other....

51. A Final Thought... “It is a world in which comfort with ideas and abstractions is the passport to a good job, in which creativity and innovation are the key to the good life, in which high levels of education –a very different kind of education than most of us have had - are going to be the only security there is.” New Commission on the Skills of the American Workforce, 2006

53. The Iowa Professional Development Model

54. Provides a recommended framework Targets increased student learning & achievement Responds to state and federal legislation Based on research demonstrating the relationship between professional development and student achievement gains

55. Collecting/Analyzing Student Data Key is a focus on students Data points and sources –indicates the status of skill development student knowledge and skills in area of concern –explores the hypothesis to explain that status

56. Goal Setting and Student Learning Specific goals provide a focus for improvement efforts. Building and district priorities for professional development - aligned but may not be identical When student data reveal multiple needs - focus on only one or two priorities.

57. Selecting Content and Providers Content Analyzing data will narrow choices for selecting content Content Networks –assessing quality of studies of instructional strategies –beware of extreme claims

58. Designing Process for Professional Development How are data collected, analyzed, and used throughout the model? How is collaboration planned for and supported? How are learning opportunities designed to help teachers use new learning in the classroom, plan lessons together, and practice new strategies?

59. Designing Process for Professional Development Design provides for:  Theory  Demonstration  Practice  Collaboration  Adjusting training in response to data

61. Training/Learning Opportunities Set specific time for participants to come together and learn Intersperse training with classroom practice Training, implementation, and ongoing data collection are repeated as often as needed in the ongoing cycle

62. Collaboration/Implementation Two consistent findings in research: 1)Much of the content of training is never implemented in classrooms 2)Successful implementation of professional development uses the power of collaborative work of teachers to solve problems and change practice

63. Ongoing Data Collection (Formative Evaluation) Ongoing, frequent measures of targeted outcomes are used to guide training and implementation decisions –Select tools for collecting information about student learning and teacher application –Determine a workable schedule for collecting data

64. Program Evaluation (Summative Evaluation) Summative evaluation occurs at greater intervals than formative process (yearly) Measures program effectiveness –Does this intervention work? Used to plan future actions

65. Self-Study Outcomes 4,5 & 6

66. Course Evaluation