Henry SchoolHalf-DayProfessional Development

October 10, 2012

Norms:• Start/end on time• All technology is on-task • Hold each other accountable• Dive in to make this your own: no acting• Stop and ask your burning questions as

we go

Understanding Henry Goal Setting Feedback Gain a better understanding how classroom

essentials connect with the CPS Framework for Teaching

Understanding by Design- Plan of Action Grade Level Action Plans

Goals for Today

O’Hare Network Feedback Next Steps

Action Plans, Observations, Instructional Rounds, Teacher Leaders?? Finalize order

Understanding by Design CPS Framework for Teaching

Classroom Essentials Grade Level Action Plans

Agenda

O’Hare Analysis of Henry Data

Exceeds, Exceeds, Exceeds!

Targeted Instruction

Internet Issues 3rd grade and RtI Intervention Technology Upgrades

Achieve 3000

◦Identifying 1 or 2 goals at a time based on evidence not opinion “small bites”

◦ Domain 4d: Professional Responsibilities Growing and Developing Professionally

Adapted from Coaching Model by Robert Rembrick

Classroom Observations

◦Peer Support and Mentoring◦Peer Coaching◦Peer Collaboration

◦ Domain 4a: Professional Responsibilities Reflecting on Teaching and Learning

Effectiveness, Accuracy, and Use in Future Teaching

Instructional Rounds

ILT and Teacher Leaders

◦ Domain 4d: Professional Responsibilities Growing and Developing Professionally

Participation in School Leadership Teams and/or Teacher Teams

ILT and Teacher Leaders

  Objectives/CCSS - Black Belt Common Core

Standards Domain 1d: Planning and Preparation

Designing coherent instruction Domain 3(a)(c): Instruction

Communicating with students Standards based learning objectives

Engaging Students in Learning Standards-Based Learning Objectives and

Task Complexity

Classroom Essentials

Authentic work

Domain 1e: Planning and Preparation Designing Student Assessment

Congruence with Standards-Based Learning Objectives, Levels of Performance and Standards

Classroom Essentials

Word Wall

Domain 3c: Instruction Engaging Students in Learning

Access to Suitable and Engaging Texts

Classroom Essentials

Schedule(s)

Domain 2c: Classroom Environment Managing Classroom Procedures

Management of Transitions

Classroom Essentials

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Strategic PrioritiesCommon Core: By SY 2014-15 all students will

have access to high quality

Common Core-aligned curricula as defined by CPS

Framework for Content

Standards in literacy and

mathematics.

Framework for Teaching: By SY

2012-13 all educators will

be supported by a clear vision for

effective instruction as defined by the CPS Framework

for Teaching.

Full School Day: By SY 2012-13 all students will have time to

access core academics, intervention, and enrichment

What is your comfort level of Understanding by Design?

Novice Apprentice

Expert (Self)

Expert (Others)

Outcomes: Teachers will… Understand the instructional shifts within the

CPS Literacy Content Frameworks. Become acquainted with the big ideas of

Understanding by Design (UbD). Develop a preliminary understanding of the

Understanding by Design (UbD) Template and to review sample Understanding by Design units in this format.

Specify the essential questions and understandings based on the big ideas of a unit.

Flex PD Agenda August 27, 2012

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Understanding the level of instruction students need to master these standards

Understanding how instructional practice must continually improve in order for all students to access to the standards

Understanding the standards

Unpacking standards Designing performance

assessments and long term plans aligned to the standards.

Designing rigorous math tasks reflective of content and practices

What we Teach How we TeachCPS Framework for

TeachingHOW we teach

Common Core State Standards

WHAT we Teach

Domain 1: Planning and Preparation Components:

◦ 1a: Demonstrating Knowledge of Content and Pedagogy

◦ 1b: Demonstrating Knowledge of Students◦ 1c: Selecting Instructional Outcomes◦ 1d: Designing Coherent Instruction◦ 1e: Designing Student Assessment

CPS Framework for Teaching

Domain 1: Planning and Preparation Component 1d: Designing Coherent Instruction

Elements: ◦ Unit/Lesson design that incorporates knowledge of

students and student needs◦ Unit/Lesson Alignment of standards-based objectives,

assessments, and learning tasks◦ Use of a variety of complex texts, materials, and

resources, including technology◦ Instructional groups◦ Access for diverse learners

Henry UbD Implementation Plan SY 2012-2013

1. The Common Core Standards have new emphases and required a careful reading.

2. Standards are not curriculum.3. Standards need to be “unpacked”.4. A coherent curriculum is mapped

backwards from desired performances.5. The Standards come to life through the

assessments.

From Common Core Standards to Curriculum: Five Big Ideas

Big Idea #3: Transfer Goals: What do we want students to be able to do when they confront new challenges – both in and outside of school.Reach Performance Tasks: Anchor RL 1: Read closely to determine what the text says

explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Anchor W 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Anchor W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research

“Unpacking” the CCSS

Determine a grade level topic. Begin the process of Stage 1 in UbD within

the Grade Level Meetings and collaborative planning time.

“small bites”

Next Steps

Video 1 ◦ Domain 2: The Classroom Environment

c. Managing Classroom Procedures

Video 2 ◦ Domain 2: The Classroom Environment

d. Managing Student Behavior

CPS Framework for Teaching

The right action step is the first domino.

Once you knock it down correctly, you’ll see the next domino behind it, and the chain of

improvement begins.

Core Idea:

The Four Keys:

DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:

ASSESSMENTSANALYSIS

ACTIONin a Data-driven CULTURE

Grade Level Action Plans