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Kainoa Hopfe, Teacher, NHIS
Marie Pineda, Teacher, NHIS
Robyn Faumuina, Teacher, NHIS
Bernice Kihara, Retired Literacy Coach
Implementing Change through Learning:
Addressing Informational Writing and Classroom Practices to Support the SLO Processes
1
Outcomes
Content: Working towards sustained school improvement
Process: Integration of action research within a professional learning community
Product: Establishing a culture for teaching and learning that enables all students to learn
All leading to the SLO Processes 2
School Context
School in continuous improvement71% Native Hawaiian students
◦n=9525.9% ELL25.4% Special Education72.7 % participation in Free and Reduced Meal Program
4
Message
Action research continually challenges
the researcher to reflect on the process to
determine what needs to happen next in
the researcher’s learning and in the
learning process of those who will benefit
from the research.
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Step 1: Theory of Action
Sociocultural Perspective
Vygotsky, psychologist, 1920s
People do not exist in isolation, but are constantly interacting with other and the environment to develop higher orders of thinking and being
Knowledge of an individual is constructed through the knowledge of the social group to which the individual belongs
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Theory of Action, cont.
Sociocultural Perspective
• Teacher learning and activities grow out of the participation in the social practices of the classroom;
Teacher knowledge is dependent on the knowledge of self, setting, students, curriculum, and the community.
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Step 2: Determining Participants
Teachers from the Physical Education Department
Curriculum Coordinator
School Administrators
Facilitator: Site Based Coach
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Step 3: Method
Met twice a week during regularly scheduled Professional Learning Community
Established norms for respectful inquiry, dialogue, reflections
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Step 4: Finding a Focus
Build capacity within the school site
Empower non-ELA teachers to implement literacy strategies within the scope of their professional practice
Continue to build skill and professional practice in the data-teams processes
Continuous School Improvement
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Step 5: Developing an Inquiry:
What impact will a Critical Friends Group have on the teaching and
professional growth of members of the group?
Analysis of Student Work through Data Team Process, a component of the SLO process 11
Step 6: Developing a Belief Statement
“Answer questions so that a person who
has no knowledge of the subject
understands what you know and hope to
know, and it has a flow to the development
of the knowledge and understandings.”
12
Step 7: Where Are We Now?
(Formative Assessment)
What are we currently doing in our classrooms in the area of informational writing? (Baseline data)
What kind of pre-assessment data will guide our instruction and SLO development?
13
Step 8:
Developing a Common Understanding of Informational Writing
Deconstruction of Informational Writing – found in Appendix A of the Common Core State Standards
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Step 9:Developing Success Criteria / Critical to the SLO Processes
Defining quality work
Aligning to the Common Core performance indicators
Developing rubrics15
Step 10:Tuning Protocol / Data Team Process
Followed Tuning Protocol
Identified strong and weak work
Established SMART goals
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Step 11:Action Planning
Developing instructional action planning to support students
Inquiry: What high leverage writing strategies can be embedded into our instruction? (Goal: to develop a notebook with high leverage writing strategies and resources)
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Evidence of the SLO Process
How did we document our journey through the lens of a critical friend?
SLO Document
Evidence Template
Teacher Evidence Portfolio
Identifying anchor papers
Developing SMART goals
Developing and implementing instructional action plans
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Step 12:Summative Assessments and Curriculum Mapping
for SY 2015-16
Inquiry: What will be the next steps for next school year?
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Step 13Data
Continuous School Improvement
1. Professional Learning2. Evidence-Based Strategies3. Application of Learning4. Use of Evidence to support the learning for teachers and students5. Evaluation of Results
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Step 13Change in Practice
Types of Writing Prior to CFG:
1. Rules2. How to writing3. Student
reflections
Types of Writing During the CFG Process:
1. Process Analysis Essay aligned to success criteria
2. Offering choice in writing prompts 3x a year
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Teacher Reflection
Reflective teaching is a cyclical process that involves asking the following:
What are your instructional practices?Why are you incorporating these instructional practices? How are students responding?What did I learn from my students?What will I do differently in the future?
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Teachers’ Perspectives
~Data is used to refine and improve implementation vs. just to evaluate~
~Get students involved in process; let them know SMART goals~
~Our initial action research supported the SLO Process.~
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