WELCOME to January 2015 ISLN! Building capacity for
instructional leadership in the KVEC region
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Norms Start and end on time Cell phones on vibrate Rule of two
feet ContributeYOU are ISLN. Others?
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ICEBREAKER What is currently the best thing going on in your
district? Find 3 people not in your district and tell them about
it?
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ISLN Facilitation Team Stacy Noah, Effectiveness Coach Jennifer
Carroll, PGES Strategy Lead Carole Mullins, ELA Instructional
Specialist Chris Bentley, Science Consultant Katrina Slone, STEM
Vacant, Social Studies Abbie Combs, ARI Educator Effectiveness
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What did you take back and use? November Evaluation New methods
to promote capacity for peer observers Discussion on building
capacity-strategies discussed All of the information provided today
Peer Observation Professional learning vs PD Info and thoughts on
making PLCs more effective Conferencing Last word What have you
done since last meeting? Add that to this months evaluation.
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January 2015 Learning Targets Know the intent of the network
design regarding an effective District Leadership Team (involving
teacher leaders meaningfully and consistently) Analyze/reflect on
own DLT and determine actions/planning to strengthen DLT role to
scale highly effective teaching and learning district wide Know a
specific questioning protocol that teachers in district have been
trained on and identify strategies to build capacity Review and
provide feedback on special education crosswalk to KyFfT
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Four Pillars of ISLN and TLN Meetings Kentuckys Core Academic
Standards Characteristics of Highly Effective Teaching and
Learning/KY Framework for Teaching Assessment Literacy Leadership
What is the role of the DLT in building capacity?
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Vision and Mission of KDE Networks VISION: Each school and
district in KY 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 based on rigorous, college and career ready standards in
every classroom, every day. MISSION: Build the capacity of each
district leadership team (teacher, school, and district leaders
that participate in the Leadership Networks) to effectively
implement new standards within the context of highly effective
teaching, learning (learning for adults AND students), and
assessment practices.
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Review
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Characteristics of the Right Network Participant How do you
ensure network participants demonstrate these characteristics? How
do you help teacher leaders build these skills and
characteristics?
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Leveraging Teacher Leadership to Achieve SHARED Leadership
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Why? Strong school performance depends on shared
leadership
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The Geese Model
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Fact 1: As each goose flaps its wings, it creates an uplift for
the birds that follow. By flying in V formation, the whole flock
adds 71% greater flying range than if each bird flew alone. Lesson:
People who share a common direction and sense of community can get
where they are going quicker and easier, because they are traveling
on the thrust of one another.
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Fact 2: When a goose falls out of formation, it suddenly feels
the drag and resistance of flying alone. It quickly moves back into
formation to take advantage of the lifting power of the bird
immediately in front of it. Lesson: If we have as much sense as a
goose, we stay in formation with those headed where we want to go.
We are willing to accept their help, and we give our help to
others
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Fact 3: When the lead goose tires, it rotates back into the
formation and another goose flies to the point position. Lesson: It
pays to take turns doing the hard tasks and sharing leadership. As
with geese, people are interdependent on each others skills,
capabilities, and unique arrangement of gifts, talents, or
resources.
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Fact 4: The geese flying in formation honk to encourage those
in front to keep up their speed. Lesson: We need to make sure our
honking is encouraging. In groups where there is encouragement, the
production is greater. The power of encouragement (to stand by ones
heart or core values and encourage the heart and core of others) is
the quality of honking we seek.
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Fact 5: When a goose gets sick, wounded, or shot down, two
geese drop out of formation and follow it down to help or protect
it. They stay with it until it dies or is able to fly again. Then
they launch out with another formation or catch up with the flock.
Lesson: If we have as much sense as geese, we will stand by each
other in difficult times as well as when we are strong
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Why shared leadership? New responsibilities for administrators
Attract quality new teachers Keep quality teachers in the
profession Collaborate between teacher and leaders to shift school
culture Identify and advance pressing priorities school- wide
Advance teacher and student achievement
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A Framework for Shared Leadership What are some specific
examples of shared leadership in your district? What improvements
would you like to see around shared leadership in your district?
How can you achieve these improvements?
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How do you use teachers as leaders in your school/district? Why
is that important? Share out
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POSSIBLE teacher leadership roles - Observing peers Providing
instructional coaching Modeling instruction Leading PLCs Planning
meeting agendas Participating in hiring new teachers in their
content areas
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Reflect on the Shifts to Effective Teacher Leadership What must
happen to move to the New Teacher Leadership Model?
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Teacher leadership Pathways
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To ensure effective teacher leadership: Clearly define the
roles Carefully select Teacher Leader who can fulfill those roles
Provide sufficient time for them to fulfill expectations Provide
adequate training and support Identify and provide appropriate
resources Provide release time and/or compensation
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Resources CTPS Tool for School and District Capacity to Support
Teacher Leadership, 2010. Lambert Linda. A Framework for Shared
Leadership. Harrison, C., Killion, Joellen. Ten Roles for Teacher
Leaders Leading from the Front of the Classroom. The Aspen
Institute publication
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Learning Target #2 Analyze/reflect on own DLT and determine
actions/planning to strengthen their role to scale highly effective
teaching and learning district wide
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Finish the self-evaluation tool to reflect individually on how
you are building school and district support for teacher leadership
and involving teacher leaders on your District Leadership Team -
DLT. Remember to complete from the appropriate context you
represent (school or district). Reflect on assigned indicator Be
prepared to share: -summary of indicator -evidence that would
support the rating -what actions a district or school could take to
improve rating
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Revisit: Innovation Configuration Maps How is/could your
district using/use the Innovation Configuration Maps? Common Core
IC Map Teacher Leader IC Map Learning Communities Leadership
Resources Data Learning Designs Implementation Outcomes
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10 roles for teacher leaders... Read this short article
Reflect: Who are the teacher leaders who could take on these roles
in your district? Reflect back on your Concept Mastery Routine
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Roles and Responsibilities of Our DLT Teacher LeadersPrincipal
LeadersCentral Office Administrators What are the roles and
responsibilities of the people in these role groups to achieve an
effective, functioning DLT?
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How will you use what we have discussed today to strengthen
DLT/ shared leadership in your district? Add that to your
evaluation.
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Learning Target #3 Know a specific questioning protocol that
teachers in district have been trained on and identify strategies
to build capacity
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What is ? Digital Learning Resource Library Icurio delivers a
dynamic collection of over 330,000 vetted, contextualized,
standards-aligned digital learning resources from a broad range of
content providers Includes a guaranteed that each resource in the
Library has cleared a 127-point certification process and is
expertly tagged according to: resource type, language, authority
and subject depth, alignment to relevant standards, grade level,
readability score and up to 57 defining characteristics.
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INTRODUCING THE QUESTION FORMULATION TECHNIQUE (QFT)
www.rightquestion.org
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WHAT IS THE QUESTION FORMULATION TECHNIQUE?
www.rightquestion.org The Question Formulation Technique (QFT) is a
simple, but rigorous, step-by-step process designed to help
students produce, improve and strategize on how to use their
questions. The QFT allows students to practice three thinking
abilities in one process: divergent, convergent and metacognitive
thinking.
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WHY USE THE QUESTION FORMULATION TECHNIQUE?
www.rightquestion.org Self-Questioning: A Metacognitive Strategy
Engaging in pre-lesson self-questioning improved students rate of
learning by nearly 50% Visible Learning: A Synthesis of Over 800
Meta-Analyses Relating to Achievement by John Hattie (p.193). 1 st
Edition, December 26, 2008.
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Relevance to New Demands Inquiry and Rigor Kentucky Framework
for Teaching Kentucky Core Academic Standards for: English/Language
Arts Mathematics Science Social Studies
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The Right Question Institute www.rightquestion.org
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Components of the Question Formulation Technique TM Use A
Question Focus (Q-Focus) Produce Your Questions o Follow 4
Essential Rules for Producing Questions Improve Your Questions o
Categorize Questions-Open/Closed Prioritize Your Questions o 3 Most
Important Questions (Why?) Next Steps Reflection
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Question Focus (Q-Focus) A Question Focus IS a simple
statement, a visual or aural aid to help students generate
questions Created from curriculum content Brief Stimulates a new
line of thinking A Q-Focus is NOT A question
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Rules for Producing Questions Ask as many questions as you can.
Do not stop to answer, judge, or discuss. Write down every question
exactly as it was stated. Change any statements into
questions.
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The Question Focus (QFocus) Building capacity in a district
leadership team that includes teacher leaders improves student
success. PRODUCE YOUR QUESTIONS For 2 minutes produce as many
questions as you can around this Qfocus.
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IMPROVE YOUR QUESTIONS Categorize the Questions:
Closed/Open-Ended Definitions: Closed-ended questions can be
answered with a yes or no or with a one-word answer. Open-ended
questions require more explanation. Directions: Identify your
questions as closed- ended or open-ended by marking them with a C
or an O.
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Change Closed to Open-Ended Questions Directions: Take one
closed-ended question and change it into an open-ended question
CLOSED- ENDED OPEN- ENDED
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Change Open-Ended to Closed - Questions Directions: Take one
open-ended question and change it into an closed- ended question
OPEN- ENDED CLOSED- ENDED
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Prioritizing Questions Choose three questions that most
interest you. you consider to be the most important. will best help
you solve a problem. you want/need to answer first. While
prioritizing, think about your Q-Focus: Building capacity in a
district leadership team that includes teacher leaders improves
student success.
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METACOGNITIVE THINKING: Why did you pick those as your priority
questions? Thinking about Thinking
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DISCUSS NEXT STEPS Students can use their questions for:
Writing AssignmentsResearch Independent ProjectsGroup Projects
Socratic SeminarsExperiments DebatesPresentations/Interviews You
could also ask students to decide how they will use their
questions.
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REFLECTION Ask students to think about the work they have done.
Use questions such as: Why did you choose those three questions as
the most important? Where are your priority questions in the
sequence of your entire list of questions? Which questions at your
table are the most likely candidates for compelling questions?
Supporting questions?
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RIGOR THE DISCOVERY OF RIGOR Divergent Convergent Metacognitive
Three Thinking Abilities in One Process:
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EXPERIENCE A SOCIAL STUDIES LESSON USING THE QUESTION
FORMULATION TECHNIQUE TM (QFT) Grades K-4: Report to Breakout
Session Room
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K-4: Accountable Talk
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Defining Defensible Evidence: Mastery of Questioning Defensible
Evidence: examples from instructional practice that can be defended
as mastery of a skill. Using todays learning and resources,
brainstorm what is proficient level of questioning? Can you affirm
or revise the criteria from the FfT? What evidence can you provide
from your classroom that students are mastering the art of
questioning?
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Maximize Your Professional Learning: October Homework
Assignment Make Just One Change: Read Chapter 9: A Memo to My
Fellow Teachers Implement the QFT Process with your students
(suggest to do this 2 times) Bring DEFENSIBLE EVIDENCE of EFFECTIVE
STUDENT QUESTIONING to the DECEMBER 2 ND meeting. DEFENSIBLE
EVIDENCE of QUESTIONING MASTERY (narratives, pictures, video,
student work, etc.) Reflect upon your QFT experience by making
notes in your journal about the lesson and students responses.
December 2 nd TLN Meeting: Grade Level Group Share-A- Thon
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Grades K-5 Room 1 Grades 6-8 Room 2 Grades 9-12 Main Room
December 2, 2015 QFT Share-A-Thon 60
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Why is QFT an effective instructional strategy for Social
Studies? MAKE THE CONNECTIONS
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IMPORTANT REMINDERS: Social Studies Network Meeting Dates:
February 24, 2015 March 31, 2015 June 16, 17, 18, 2015 Focus:
Curriculum Alignment for new Social Studies Standards 2015-2016
School Year: Still on Track for Implementation of new Social
Studies Standards
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District Discussion How can your DLT build capacity within the
district to learn/implement a strategy such as QFT or a resource
such as iCurio? What are the roles of each person on the DLT to
build capacity with QFT and iCurio?
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Learning Target #4 Review and provide feedback on special
education crosswalk to KyFfT