1. BE AN EDUCATOR. BE A LEARNER. November Joint Network

2. Facilitators ISLN Kellie Thompson Stacey Owen Brian Womack Teresa Emmert Monica Osborne Sara Jennings Social Studies Kadi Ralston Jana Kirschner Ryan New Jacqueline Coleman Jennifer Fraker Science Teresa Emmert Brian Womack Rico Tyler Rae McEntyre

3. Norms of Collaboration 1. Pausing 2. Paraphrasing 3. Posing Questions 4. Putting Ideas on the Table 5. Providing Data 6. Paying Attention to Self and Others 7. Presuming Positive Intentions © Center for Adaptive Schools

4. Greetings from Dr. Stephen Pruitt, KDE Commissioner ◦Why should the standards be implemented now? ◦When can a social studies assessment be expected? ◦What will the new assessment look like?

5. Greetings from Dr. Stephen Pruitt, KDE Commissioner ◦http://media.education.ky.gov/video1/On-Demand2015/Stephen_Pruitt_10-23-2015-final.mp4http://media.education.ky.gov/video1/On-Demand2015/Stephen_Pruitt_10-23-2015-final.mp4

6. Greetings from Dr. Stephen Pruitt, KDE Commissioner ◦Why should the standards be implemented now? ◦When can a social studies assessment be expected? ◦What will the new assessment look like? Now read the summary of the video included in your packet. Compare to your notes and clarify your thinking.

7. Dr. Pruitt’s KSTA Address What evidence from the KSTA video supports the points from the social studies video? David Grossman’s Blog highlights the key take-aways from the full video.

8. Re-evaluate structure/system for educators to learn together and communicate learning.

9. Who makes up the District Leadership Team? ◦6 ISLN members ◦Central Office Staff ◦Principals ◦Science Teacher Leaders ◦Social Studies Teacher Leaders ◦Math Teacher Leaders ◦ELA Teacher Leaders Administrators (ISLN) Science TLs Social Studies TLs Math TLs ELA TLsDLT

10. IC Map Component 4: Provides opportunities for staff professional growth in KCAS, CHETL, and assessment literacy. ◦ Review where your DLT is on Component 1. *Keep in mind that your DLT may have a slightly different structure than “Conduct monthly meetings…” ◦ Take time to analyze Component 4. ◦Where are you on this scale? ◦With the upcoming deadline for the Professional Learning Plan embedded into the CDIP/CSIP how can the DLT support decisions made concerning district professional growth priorities?

11. PLC structures Read the Directions. Reach EFFECTIVENESS first and win!!

12. BE AN EDUCATOR. BE A LEARNER.

13. Education is the kindling of a flame, not the filling of a vessel. Socrates

14. Why professional learning? It’s all about the students

15. Mindshift Professional Development ◦ Isolated event or occasional episode ◦ Focused on what we are doing on a particular day ◦ Learning a concept to the knowledge or understanding level ◦ Occurs at a conference or training Professional Learning ◦ Continuous process ◦ Analyzing real work practices to consider what occurs in classrooms ◦ Focused on collective set of learning experiences to improve student learning outcomes http://education.ky.gov/teachers/PD/Pages/default.aspx

16. Underlying Assumptions ◦Professional Learning ◦Student Results ◦Equity

17. Prerequisites ◦Educators make a commitment to all students. ◦Educators come to the experience ready to learn. ◦Educators must believe that professional learning can foster collaborative inquiry and learning that enhances performance. ◦Educators learn in different ways and at different rates.

18. Link to Student Results

19. Professional Learning Standards http://learningforward.org/standards-for-professional-learning#.ViZYivmrSUk 19

20. Moving the Standards into Practice 1.Learning Communities ◦Engage in continuous improvement. ◦Develop collective responsibility. ◦Create alignment and accountability. 2. Leadership ◦Develop capacity for learning and leading. ◦Advocate for professional learning. ◦Create support systems and structures.

21. 3. Resources ◦Prioritize human, fiscal, material, technology, and time resources. ◦Monitor resources. ◦Coordinate resources. 4. Data ◦Analyze student, educator, and system data. ◦Assess progress. ◦Evaluate professional learning. 5. Learning Designs ◦Apply learning theories, research, and models. ◦Select learning designs. ◦Promote active engagement.

22. 6. Implementation ◦Apply change research. ◦Sustain implementation. ◦Provide constructive feedback. 7. Outcomes ◦Meet performance standards. ◦Address learning outcomes. ◦Build coherence.

23. Differentiated Uses for the PL Standards Individuals ◦ Develop a foundational knowledge about effective professional learning. ◦ Measure learning opportunities against these standards to determine quality. ◦ Develop proposals to school leaders to improve existing practices in professional learning. ◦ Develop plans for learning in your school.. School Staff ◦ Share with external assistance providers who facilitate professional learning with school staff. ◦ Share with parents, guardians, and community members to foster their support for professional learning as a means to increase student learning. ◦ Bring into all program implementation or improvement discussions.

24. Learning Links ◦Characteristics of Highly Effective Teaching and Learning (CHETL)Characteristics of Highly Effective Teaching and Learning (CHETL) ◦Kentucky Framework for TeachingKentucky Framework for Teaching ◦Student Growth GoalsStudent Growth Goals ◦Professional Learning CommunitiesProfessional Learning Communities ◦Difference between Professional Development and Professional LearningDifference between Professional Development and Professional Learning

25. How do our PL experiences connect to the goal(s) of our PL plan?

26. What are our Professional Learning (PL) experiences? ◦Individually brainstorm any PD event in which you’ve participated since July 1. ◦Write each down on a separate post-it note. Network Meetings PLCs to analyze congruency of common assessments Observed a teacher to analyze questioning techniques

27. District Professional Learning (PL) Plan As a DLT, review the Plan you brought today. Choose one goal to use for this activity. What evidence shows that this goal is an area of growth? How will we know when we’ve attained this goal? Write the goal inside the oval on the mat. GOAL from PLAN

28. District Professional Learning (PL) Plan The mat represents your PL Plan. The post-its you have represent the PD events you have experienced this school year. The oval in the middle represents ONE of your district goals. GOAL from PLAN

29. District Professional Learning (PL) Plan Place all your post-its on the mat. If the PD event supports the chosen goal, place the post-it inside the oval. If the PD event does NOT connect to the chosen goal, place it outside the oval. GOAL from PLAN

30. Professional Learning Plan I would like to become more effective at ________ because _________________ What tells me this is an area of growth is_____(data/evidence). [Where am I?] I will know I’ve attained this goal/target by/when I ____ (outcome/measure). [Where do I want to go?] Here is my plan for “closing the gap”: (the ACTIVITIES that will enable the learning) Read _______ Talk to _____ Attend conference ____ Attend ______ Participate in _____ Participate in _____ = Professional DEVELOPMENT; Inside=supporting learning goal; Outside=not pushing on goal Read ____ PLC Work with___ as a thinking/feedback partner Observe and analyze___ Attend Conference _______

31. Implementing and Monitoring the PL Plan

32. Sources of Professional Learning (Yellow Task Card #1) Sources of Professional Learning (Yellow Task Card #1) Pathways for Learning Defensible Evidence of Change in Student and Teacher Habits Defensible Evidence of Change in Student and Teacher Habits Content Networks Math PLUS Antonetti Student Engagement Literacy Design Collaborative PLCs Nov 2014 Jan 2015 District Wide Training August 2014 Math Dept. monthly School and District Trainings Oct-Nov 2014 Jan –Mar 2015 (Blue Task Card #2) Lesson plans Student work Instructional practice

33. BREAK Next Session begins at 10:30 am All Social Studies Teacher Leaders go to Rm 163. ½ of your ISLN team will go to Rm 163. Take only CHETL Observation Form and pen. All Science Teacher Leaders and other ½ of ISLN team will stay in Rm 206.

34. What is Good Practice? Connecting October Network Meeting to Professional Learning ◦ Take a minute to reflect on last month’s network meeting. The theme was “What is Good Practice?” Think of at least one good practice or a tool/resource that reflects good practices that will result in student learning that was shared at the meeting. ◦Share your thoughts with your table group. ◦How do those big ideas connect to the Professional Learning Standards and practices we’ve discussed so far?

35. LUNCH 11:30 – 12:45

36. Tuning Protocol for PLC Student Work DEFENSIBLE EVIDENCE OF HIGH COGNITIVE DEMAND

37. Tuning Protocol for PLC Student Work 1. Presentation – only presenter speaks ◦Information about the context of student work ◦Assessment prompt that generated Student Work ◦Identify/Clarify exactly what the student was ASKED to do 2. Clarifying Questions ◦Clarifying Questions are asked. Fact questions – No judging questions. 3. Examination of Student Work Samples ◦Student work is circulated around PLC group ◦Silent work time ◦Quietly reflect and take notes to share

38. Tuning Protocol for PLC Student Work 4. Feedback ◦Share feedback and reflection ◦Feedback in terms of whether there is DEFENSIBLE EVIDENCE that the task designed using the criteria of the High Cognitive Demand elicits student work that exhibits that same criteria ◦Presenter is silent and takes notes 5. Reflection ◦Presenter speaks to comments/questions 6. Debrief ◦Facilitator-led discussion ◦Educators describe ways the assessment task did or did not give students the opportunity to demonstrate what they know. ◦What adjustments to the task and/or rubric are needed?