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Leading and Learning in a Time of Change
Sandra Alberti
@salberti@achievethecore#CCSS
PAGE 2
Let’s be clear about what we are doing
• This effort is about much more than implementing the next version of the standards: It is about preparing all students for success in college and careers.
– Standards based instruction in mathematics and ELA grounded in evidence for college and career readiness
– Focus and coherence
PAGE 3
Standards-Based Instruction
Clear expectations
Clear connection of classroom activities to expectations
Clear information on student progress toward meeting expectations
AKA assessment
PAGE 4
Effective leadership in this work
• Understand the work
• Effectively communicate about the work
• Support the work
PAGE 6
PAGE 7
Understand the work
ELA/Literacy1. Regular practice with
complex text and its academic language
2. Reading, writing and speaking grounded in evidence from text, both literary and informational
3. Building knowledge through content-rich nonfiction
Mathematics1. Focus strongly where the
Standards focus
2. Coherence: Think across grades, and link to major topics within grades
3. Rigor: In major topics, pursue with equal intensity: conceptual understanding, procedural skill and fluency, and application
PAGE 8
Understand the work
What implications do the CCSS have on what we teach?
What implications do the CCSS have on how we teach?
How will you know?
PAGE 9
A Conversation about Common Core State Standards
Communicate – Enrolled, not told
Standards aligned vs. Standards based
Standards vs. Standardization
Standards vs. Curriculum
Not a ceiling, but a message about priority
Focus, not simplify the work
Based on evidence v. Researched
PAGE 10
Communicate
• PD Module for brief communication• Pinterest! Illustrated Shifts• Parent Guides
– PTA– Council of Great City Schools
“To ensure all students are prepared for success after graduation, the Common Core State Standards establish a set of clear, consistent guidelines for what students should know and be able to do at each grade level in math and English Language Arts. The standards have been adopted by 45 states.”
PAGE 11
Support the Work
• Instructional Practice– Coaching and Planning Guides– Lesson Planning Guides– Instructional Practice Guides– Teachingthecore.org
• Common Core Aligned Instructional and Assessment Materials– Toolkit for evaluating materials
• PD Resources– iTunes U Courses– PD Modules– Webinar Series: 3rd Tuesday of the month 7-8PM EST
PAGE 12
Powerful Tool for Instructional Advocacy:Knowledge and Practice Survey
http://achievethecore.org/page/1104/common-core-knowledge-and-practice-survey-detail-pg
PAGE 13
What is the Common Core Knowledge and Practice Survey?
• A tool for educators to reflect on their instructional practice and understanding of the Common Core State Standards (CCSS)
• Designed for use in a professional learning community (PLC) setting within a school, the survey is meant to– Spark conversation
– Help identify areas for growth
– Offer concrete ways for teams of teachers to continue to align their practice to the Shifts
• Available for ELA/Literacy and Mathematics
• Grade bands K-2, 3-5, 6-8, HS
PAGE 14
What was the Survey designed to do?
• Identify what teachers understand about the Shifts and what they do with that knowledge in their classrooms
• Support change at the local level – where change happens• Offer ways for educators to have a conversation and advocate
for their own professional learning• Provide an alternative or supplement to self-reported data
Sample self-reported data questions…
How do you feel about the Common Core implementation at your school?
How much high-quality PD have you received? My students are capable of doing Common Core-
aligned work. (Agree/Disagree) My textbooks are aligned. (Yes/No)
PAGE 15
How can – and can’t – the Survey be used?
IT CAN…• Provide aggregated data by subject, within or across grades• Illuminate areas of strength and need around understanding of the
Shifts• Prompt discussion and further inquiry• Inform targeted professional development plans
IT CANNOT…• Provide data about an individual to a coach• Serve as an input in teacher evaluation• Give psychometrically valid longitudinal data• Plan your next steps or otherwise read your mind
PAGE 16
How do you use it?
• Sample• Sample
Roles Responsibilities
Instructional Coach
• Creates an account in the survey portal (~ 5 minutes)• Builds projects; one per teacher group (min. 6 per group)• Sends survey links to teachers (outside of the portal)• Views aggregated data, discussion questions and
resources
Teacher• Take surveys (~30 minutes)• View individual report (also includes questions and
resources)
Together
• Review data to determine key areas for focus• Dig into discussion questions to narrow next steps• Choose appropriate resources• Measure progress
PAGE 17
Student Achievement Partners Core AdvocatesWhy Core Advocates? Unless teachers are the owners, these new standards will fail like all those before. But to make them owners, we must do more than invite a few token teachers to the next standards workshop. Teachers themselves must become the leaders when implementing the standards. Those who have mastered the ideas and the content must mentor their peers. Those who are challenged must work with their colleagues; those who are indifferent must become engaged; those who are cynical must be won over. Teachers must shape both the standards and assessments as educational tools rather than data-gathering instruments.
– John Ewing, “Give the Standards Back to Teachers”
PAGE 18
Key Characteristics of Leading Organizations
Systems Thinking
Learning Organizations
Know – Really Know – the expectations
PAGE 19
When in doubt, go to the Standards!
PAGE 20
Far and away the best prize that life has to offer is the chance to work hard at work worth doing.
Theodore Roosevelt
“A bell that cannot be un-rung”