Promoting Continuous Improvement – By Grade, Content Area or Schoolwide December 17, 2012

Session Agenda

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•  Setting the Stage o  Welcome and Introductions o  Session Goals and Outcomes

•  Review the Continuous Improvement Model o  Standard Continuous Improvement Cycle o  Our Working Model

•  Addressing a Collective Problem of Practice o  Scaffolded Practice o  Debrief and Discussion

•  Closing

Session Goals

1. Enhance the comfort and capacity of instructional leaders to use multiple data

sources to target and improve instruction as part of a continuous improvement process.

2. Align and integrate Teachscape professional learning resources and tools to support the continuous improvement of teaching and learning across selected grades, departments/content areas, or schoolwide.

Session Outcomes

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Continuous Improvement of

Teaching and Learning

Student Achievement

Data

Tools/Resources

FfT/Walk Data

Participants will demonstrate their ability to: •  Deepen understanding of

continuous improvement processes

•  Demonstrate the capacity to Integrate and align multiple measures of instructional capacity with student achievement data

•  Draft the outline of an Action Plan to improve the instructional practice of the identified cohort

•  Define progress monitoring strategies to inform the continuous improvement cycle

Norms for Our Work

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Norms for the Day�

•  Focus on solutions�•  Value the collective

wisdom in the room�•  Share your perspectives�•  Be conscious of ‘air time’�•  Be here�•  Commit to the work �

Reviewing the Continuous Improvement Process

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How Do You Use Continuous Improvement Processes?

In your small group, discuss: •  the kind of improvement process you use

in your school •  the data you use to inform the process •  how you monitor the implementation of

the process •  how you measure its impact on teaching

and learning

We All Know the Classic Approach-- PDSA

Plan – Do – Study – Act •  Promotes an ongoing (continuous)

process •  Offers a system approach to the

work •  Builds on what already exists and

assumes further improvements are possible

•  Driven by measurement •  Blends analysis, process design

and action •  Involves multiple stakeholders •  Improves the quality of the

outcomes

Our Working Model – Five Steps

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1. Define a problem of practice

2. Integrate instructional and achievement data to Analyze the problem

3. Develop and socialize plans to address the problem and secure buy-in

4. Implement the plans and monitor their progress

5. Revise/Refine the plans to reflect the progress monitoring data

Define

Analyze

Develop Plans

Implement and Monitor

Revise, Refine

Addressing a Collective Problem of Practice

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“If you do what you have always done, you will get what you have

always got.” - Mark Twain

Who? What? When? How?

My Problem of Practice Plan Outline

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Overall lack of

rigor

Define

Analyze

Implement/ Monitor

Plan

Refine/Revise

My Problem of Practice Plan Outline

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Overall lack of

rigor

FFT, DCT, Proficiency and Anecdotal Data

Examined by ILT

Define

Analyze

Implement/ Monitor

Plan

Refine/Revise

Data Sources? Who is Involved?

My Problem of Practice Plan Outline

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Overall lack of

rigor

FFT, DCT, Proficiency and Anecdotal Data

Examined by ILT

Eng Dept; focus on discourse; continuous; individual and group

studies/coaching

Define

Analyze

Implement/ Monitor

Plan

Refine/Revise

Data Sources? Who is Involved?

Who? What? When? How?

Professional Learning to Support Your Plan

My Problem of Practice Plan Outline

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Overall lack of

rigor

FFT, DCT, Proficiency and Anecdotal Data

Examined by ILT

Eng Dept; focus on discourse; continuous; individual and group

studies/coaching

Launch with Dept. meeting; job-embedded PD; daily walks with DCT

Define

Analyze

Implement/ Monitor

Plan

Refine/Revise

Data Sources? Who is Involved?

Who? What? When? How?

Kickoff? Format? Monitoring

Customizing DCT/Reflect

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•  levels of cognitive complexity for questions, discussion prompts and student discourse

•  grouping formats

•  use of research-based instructional strategies

•  levels of student engagement

•  cognitive demands of both instructional tasks and student learning activities

To keep the focus on Academic

Rigor, the DCT will be

customized to focus on

monitoring:

What Do the Data Indicate?

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Progress Monitoring Data Shows 1. Teachers making more use of varied

grouping formats, but still reliant on whole group formats

2. Greater use of instructional strategies

3. Levels of student engagement are improving slowly

4. Levels of cognitive complexity are still unacceptably low

5. Majority of student learning activities still ‘sit and git’

My Problem of Practice Plan Outline

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Overall lack of rigor

FFT, DCT, Proficiency and Anecdotal Data

Examined by ILT

Eng Dept; focus on discourse; continuous; individual and group

studies/coaching

Launch with Dept. meeting; job-embedded PD; daily walks with DCT

Data supports continuing focus and refining it to ensure strategic teaching

Define

Analyze

Implement/ Monitor

Plan

Refine/Revise

Data Sources? Who is Involved?

Who? What? When? How?

Kickoff? Format? Monitoring

What do the data say? Revisions? Refinements?

Thank you!!

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