Post on 09-Feb-2015
description
Goal Groupings – Directions for Today1. Group for interest and role balance – which group do
you want to be in – or – do you think you would be most of the most service.
2. Review (whole group) the resource slides – I will review the slides from our opening presentation that are most directly related to this activity.
3. Review the essential questions for your group – review the questions in your group – make sure everyone is clear on what the meaning and intent is – this is the foundation for the “Want” column.
4. Plan for the work – perhaps fill in the want column for each question as a large group – or move directly to…– Describing for each question what the goal of the item implies –
answering the “what do we want” question.– Review the district recent history about what is CURRENTLY
being done in this area.– Fill in the gap – what is the discrepancy between what we want
and what we have.
© JPC Sr. 2012
What we have to
do.
What we are already
doing.
What we want
to do.
By analyzingand
Integrating…
Want Have Need
Strategic Planning Linkages
Three Basic Questions
Improved Student Learning
Alignment is A Coherence Imperative
Aligned With
Aligned With
© JPC Sr. 2012
Goals for
Learning
Assessment& Data
ProfessionalSupport
Professional
Evaluation
Curriculum &Communicati
on
Teaching & Instruction
Resource Deployment
LeadershipFocus
AlignedStrategicSystemsActions
EnsuringCoherence and
Focus
© JPC Sr. 2012
Illustration of Core Requirements of Teacher Evaluation
Student Growth and Development
(45%)
Whole-school Student Learning
Indicators or Student Feedback
(5%)
Observations of Performance and
Practice (40%)
Peer or Parent Feedback (10%)
Practice Rating (50%)
Outcome Rating (50%)
All of these factors are combined to reach your final annualrating (as described in the Connecticut guidelines).
04/10/2023 7
Common CoreState Standards- Organized by the
Governors Association (not the USDOE)
- 46 States have adopted the CCSS (Language Arts and Math)
- They are the official state standards in Connecticut and have been since July 2010.
© JPC Sr. 2012
21st Centu
ry Skills
Communicate
Effectively
Adaptable &
Creative
Higher-Order
Thinking
PersonalResponsib
ility
Information
Literacy
Independent &
Collaborative
Rememberthe Mission…is aboutmore thanjustSchool.
© Corwin Press - 2011
Goals for Learning• Common Core State Standards• 21st century skill identification
(academic/civic & social)• Non-tested curriculum with
CCSS/21CS integration• Balance between mandated and local
values
Assessment & Data• K-3 reading performance• Student data sets for use in TEM• SBAC aligned strategies,
instructional implementation and daily analysis for improved practice
• 21st century skill and performance task assessments
• Real world digital skill and attribute assessment
Professional Support• Reading instruction• Elimination of CEU requirements• Professional Development Committee• Individual and small group coaching sessions
(preponderance of 18 hours focused on priorities) and instructional practices
• Evaluation and support training by 7/1/14• Providing professional learning opportunities • Rethinking the expectations of professional learning –
impact on TEM – alignment with TEAM
Professional Evaluation• K-3 reading instruction test (every year)• New Teacher/Administrator Evaluation Model
implementation (SBOE Guidelines)• Rate every teacher every year• Tenure and termination process changes.• Validator practices• Alignment of teaching practice with 21 CS• Beyond CT Framework of reference- strengths and
weaknesses - ensuring that TEM values what it measures and measures what it values.
Curriculum & Communication
• CCSS Integration and alignment for ELA and math
• Posting of choice options on website• 21st century skill integration• Non-tested curriculum renewal with
CCSS/21CS integration and readiness
Teaching & Instruction• CCSS instructional shifts• Text/content dependency practices• SBAC alignment and integration• 21st century skills practice• Information literacy integration• Instructional practices for a digital
learning environment• Independent and collaborative
practices and support
Resource Deployment• Unified chart of accounts• Charter school funding process (29-31)
• MBR and small district guidelines• Allocation of time and schedules to align
with priorities and needs• Alignment of resource allocations with
digital learning processes
Leadership Focus• DPI/SPI/IPI rankings• DIP/SIP planning• Evaluation, tenure and support
processes• Governance Councils (if needed)• Mission and community-wide
expectations• Coherence and systems approaches• Planning for digital transitions
Blue = Digital LearningRed = 12-116 (CSDE) Green = NEASC
STUDENTSPositive Climate
Continuous Improvement
Data
LEARNINGCommon Core
21st Century Skill
Professional Development
TEACHING
Trust
Build Capacity
Evaluation Plan
Recruit/Train/Retain
Collaboration
Vision
Spec. Ed. Program Review Teacher Evaluation Plan Performance Tracker
SRBI/RTI Instructional Rounds Readers/Writers Workshop
PBIS District PD Committee Literacy Resource Teachers
Student Success Plans Tech. Replacement Plan enVision Math
System of Care (SOC) Data Teams / PLCs Curriculum RealignmentFull-Day Kindergarten Common Assessments
Beliefs
Actions
FOCUSPCS Strategic Planning
Goals for Learning
• Common Core State Standards
• 21st Century Skills
Assessment & Data
• Supporting Data Driven Instruction
• Common Assessments• Data Teams
• Performance Tracker
Professional Support• New Professional Development Models
• District PD Committee• PLCs
Professional Evaluation• New Evaluation Plans
Curriculum & Communication
• Curriculum Realignment• Success Plans• System of Care
Teaching & Instruction• Positive Climate• PBIS/SRBI
• Instructional Rounds• Reading/Writing & Math
Strategies
Resource Deployment
• Tech Replacement
Leadership Focus
• Recruit/Train/Retain Trust• Collaboration
• Building Capacity• Continuous Improvement• Full Day Kindergarten
Goal Groupings – Back to Basics1. Goals for learning – how do our
curricular and instructional support materials align with Common Core and 21st Century Skill Priorities?
2. Instructional practices – how do our teaching practices, improvement mechanisms and evaluation systems align with our goals for learning?
3. Assessment practices – how do our assessment and measurement systems align with our goals for learning, teaching practices, and the demands of data driven instruction?
Planning ResourcesCommon Core State Standardshttp://www.corestandards.org/
Connecticut SEED (Educator Evaluation)http://www.connecticutseed.org
NEASC Standardshttp://cpss.neasc.org/selfstudy_onsite_visit/selfstudy_materials_for_2012_schools/
Public Act 12-116http://www.cga.ct.gov/2012/act/pa/pdf/2012PA-00116-R00SB-00458-PA.pdf
Smarter Balanced Assessment Consortiumhttp://www.smarterbalanced.org/smarter-balanced-assessments/
To view these slides and access these links: www.slideshare.net/jpcostasr