Making it all come together

Marshall Public SchoolDistrict Wide PLC

December 2nd 2015

Our Main Initiatives

• Learn Like a Champion and the Super 6• SIOP• Artisan Themes/Talents-Mike

Rutherford• 30 second feedback• 5 minute feedback

• Growth Plans• Student Engagement• Student Growth

TheseAll

Really Work

TogetherAnd

Compliment Each other

They are not stand alone initiatives and many are things you were already doing, Marshall Public Schools just have a common

language for them now

Research Says:

• QUALITY CLASSROOM INSTRUCTIONImproved districts pay close attention to classroom practice and provide guidance and oversight for improving teaching and learning. Districts emphasize principles of good instruction and communicate clear expectations for what to teach. Districts develop a common vision and understanding of quality teaching and learning. They monitor instruction, curriculum, and changes in instructional practice. Their guidance and improvement efforts require actions such as system wide approval, interventions and corrective instruction, tutoring, and alignment.

Trail Mix Philosophy

Each item in trail mix is good by itself, but when you put them all together the flavors mix and now they

work together and compliment each other.

This is the same for our main initiatives…they all work together and compliment each other in

the classroom!

CheeriosAppetizer:• Grabbing our student’s attention • Engage them in the lesson• Growth plan support:

The emerging teacher…Chooses from multiple sources to engage student interest and activity in the contentEvidence of impact: Students are interested and engaged in the content

• Possible sources of evidence:Highlight the strategies incorporated in your lesson plan book, teach your students the terms you will be using (cold call, 100%, etc) so when a principal is in your room and you say these terms, students know how to respond

PeanutsMain Course:• The meat and potato of your teaching• This is where students are engaged in the learning tied to the clear learning goal• Strategies support learning on all levels• Students are processing their learning• Growth plan support:

The developing teacher ALSO… Uses a variety of differentiated instructional strategies which purposefully engage students in contentEvidence of impact: Student’s engagement causes content knowledge to advance

• Possible sources of evidence: Evidence of higher level questions in lesson plans and/or when a principal is in your room for any form of feedback, student work samples (we mean a sample), student reflection journals, strategies from the Marshall menu documented and used in your lesson plans

RaisinsSide Dishes:• Supports the main dish• These strategies are important for supporting and engaging students in their

learning throughout the main course, you will also go back and grab some of the appetizer strategies• Growth plan support:

The developing teacher ALSO… Uses a variety of differentiated instructional strategies which purposefully engage students in contentEvidence of impact: Student’s engagement causes content knowledge to advance

• Possible sources of evidence: Evidence of higher level questions in lesson plans and/or when a principal is in your room for any form of feedback, student work samples (we mean a sample), student reflection journals, strategies from the Marshall menu documented and used in your lesson plans

M&M’sDessert:• This is your checking for understanding• These strategies are important for supporting and engaging students in their learning

throughout the main course, you will also go back and grab some of the appetizer strategies• Growth plan support:

The proficient teacher ALSO… uses specific instructional strategies to engage students and advance each individual student’s learning as evidenced by student dataEvidence of impact: Individual student’s learning increases and students can articulate why learning activities cause them to learn

• Possible sources of evidence: High level questioning with documentation, data from data team meetings, sample of completed exit tickets that represent different level of learners in your classroom, any check for understanding strategy that allows students to articulate their learning during or at the end of a lesson, strategies from the Marshall menu documented and used in your lesson plans

The whole trail mixThe entire meal:• Creates a classroom with a teacher who is engaged with his/her students• Students are fully engaged and understand what they are learning and why• This classroom is active with higher level questioning occurring on a consistent basis • Students are talking more than the teacher (80/20)• Students are engaged in active learning• Growth plan support:

The distinguished teacher ALSO… moves fluidly between differentiated instructional strategies based on the unique learning needs and situations of the students resulting in deeper student knowledge and understanding in the content areaEvidence of impact: Students demonstrate deeper content knowledge and understanding

• Possible sources of evidence: Evidence of higher level questioning, students are responsible for their learning, student projects displaying a deeper understanding of the content, data reports, students using the content vocabulary fluently, evidence of lessons that are relevant to real world situations and real application in the content area

After Dinner Conversationthe 4th course

The coffee:Instructional conversations about how we make our classrooms more

engaging causing deeper learning

Have conversations for the welfare of our students not for the adult’s convenience

Constant reflection of your instruction and your student’s learning

So make it a 4 course meal

Incorporating parts of all of our menu will result in mixing up all of our “initiatives” because they all do compliment each

other

Incorporating all parts of the menu will cause students to be engaged in your teaching

Incorporating all parts of the menu will cause student achievement…which is our JOB!!!

Next steps

•Bingo•Marshall Strategy• Menu•3 mock lessons•After dinner conversation