Kentucky Leadership Networks

Why are we here?

Why am I here?

1

Big Picture Learning Targets

I can clearly articulate the vision and goals of the district leadership team.

I can explain how the district leadership team will work together to improve teaching and learning.

I can identify and describe the four components of the leadership team’s work.

Big Picture SB 1

Focus on college / career readiness

Revise standards

Revise assessment system

Collaborate across all groups / levels

Improve the effectiveness of teaching and learning

Leadership Network Vision

Every school district in the Commonwealth of Kentucky has a knowledgeable and

cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly

effective teaching, learning and assessment practices in every classroom,

every day. 4

Long Term Goals

Ensure that every teacher in Henry County has a clear understanding of how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences.

The district leadership team will build knowledge and leadership capacity within our district through effective professional development in order to improve teaching and learning in every classroom.

5

District Leadership Team

Content Teacher-Leaders

Mathematics Leadership Networks- (Diane Wilson, Diana Dunavan, Phillip Guthrie)

English Language Arts Leadership Networks- (Lucia Hughes, Iva Woods, Cait McClure, Karen Fisher)

School/District Leaders

KLA – (Sharon Bright, Zach Woods, Jim Masters)

Instructional Support Leadership Networks – (Alysia Wedding, Tricia Hosey, Kricket McClure, Tim Abrams)

Additional Members- (Denise Perry, Mark Johnson, Staci Hoene, Shannon Sageser, Lane Morris, Nikkol Bauer, Paula Petree, Chip Anderson, Austin Hunsaker)

6

C I ACurriculum ( What)

Kentucky’s Core Academic Standards

Instruction (How)

Characteristics of Highly Effective

Teaching and Learning

Assessment (How Well)

Balanced Assessment / Assessment Literacy

Kentucky Leadership Networks

7

KY Leadership Networks

Standards

no matter how well-written,

will NOT, by themselves, improve student achievement and

motivation to learn.8

Standards, Assessments, Highly Effective Teaching and Learning

Standards alone will not change classroom practice. They must be understood and contextualized in effective practice.

Standards aren’t written for students.

Teachers must be able to transform standards into the classroom level ‘targets’ that students must ‘hit.’

9

Standards, Assessments, Highly Effective Teaching and Learning

Targets allow students to build knowledge/skills/reasoning/products over time to a place where they are ready to demonstrate the proficiency required by the standards.

Targets enable teachers to design quality assessments and to plan/select congruent learning experiences.

LeadershipTeam

Student learning is at the core of this work.

Capacity building vs. a “train the trainer” model

All stakeholders need to operate from a common understanding of key concepts and ideas related to implementation of Senate Bill 1.

Team members will study the new standards deeply in order to translate them into highly effective instructional and assessment experiences.

11

As a team member, your responsibility is to

collaborate with other leaders throughout our district to hone your own practices / knowledge

work collaboratively within your school and district to scale up highly effective practices in every classroom

12

KCAS

Kentucky Core Academic Standards

Learning Targets: I can explain the purpose and

organization of the new Kentucky Core Academic Standards for Mathematics and English Language Arts (ELA).

I can explain the differences between: the Standards for Mathematical

Practice and the Standards for Mathematical Content

By what criteria were the standards developed?The standards:

Are aligned with college and workforce expectations;

Are clear, understandable and consistent;

Include rigorous content and application of knowledge through high-order skills;

Build upon strengths and lessons of current state standards;

Are informed by standards in other top performing countries, and

Are evidence-based.

Standards for Mathematical Practice - pgs 6-8

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in

repeated reasoning.

Standards for Mathematical Content, p. 5

Grade 5, p. 34

High School, p. 59

Overview Pages

DomainsClusters

Standards

Not on overview page

Standards for Mathematical Content

Domain

Cluster

Standards

Standards for Mathematical Practice – Final Reflection

Why is it important that the standards for mathematical practice be the lens through which we look at the content?

What implications do these standards for mathematical practice have on: The way we need to teach? The way students learn? The way curriculum is designed? The way assessments are designed?