Differentiated Professional Development

All Saints’ Episcopal SchoolFort Worth, Texas

November 4, 2011

Fr. David Madison, Assistant Head of SchoolDr. Mike Albritton, Dean of Academic Studies

Compare Left to Right

Implications?

Your Hopes for this Session

• Time and money aside, what are your biggest challenges in providing professional development?

• What would you like to learn from our story?• How do you learn best?

– Reading quietly by yourself– Listening to a lecture– Speaking with colleagues

Differentiated Professional DevelopmentPhilosophy

• Mission• Strengths• Collaboration• Data• Differences

Differentiated Professional DevelopmentStyle

BeethovenNo

ArmstrongYes

Differentiated Professional DevelopmentResearch

• Roland Barth• Howard Gardner• Jay McTighe• Ken O'Connor• Tom Sergiovanni

• Ted Sizer• Carol Tomlinson• Bill Watterson*• Grant Wiggins

Differentiated Professional DevelopmentFlow

• Mission• Accreditation Report 2009• Learning Teams 2010 Fall

– Differentiation– Assessment– Technology

• Curriculum Experiments 2011 Spring• Curriculum Tithes 2011-

2012• Curriculum Alignment 2011-2012

Learning Teams

DifferentiationDifferentiation

TechnologyAssessment

ReadingsDiscussion QuestionsAction TemplatesReport to Departments

Learning Teams

DifferentiationDifferentiation

TechnologyAssessment

ReadingsDiscussion QuestionsAction TemplatesReport to Departments

✔

✔✗

Assessment

• Re-Teach required since objectives not met.• Shifted from small group reading and

discussion to whole group lecture and follow up.

Grade Book Exercise

Mission

Assessment

Grading

Assessment is all of the ways we notice and communicate about students’ performance.

Assignment Karen Alex Jennifer Stephen

#1 0 63 0 0#2 0 63 10 0#3 0 63 10 62#4 90 63 10 62#5 90 63 100 63#6 90 63 100 63#7 90 63 100 90#8 90 63 100 90#9 90 63 100 100

#10 90 63 100 100Total 630 630 630 630Mean 63% 63% 63% 63%Median 90% 63% 100% 63%

O’Connor, Ken. (2002) How to grade for learning: Linking grades to standards. (2nd ed.) Thousand Oaks, CA: Corwin Press. p. 142.

Process

Product

Progress

Reframing the Assessment Conversation

Internal Revenue Service!

Christian Nurture at its best. …. We’re watching you!

Curriculum Experiments

• Choose one of the three areas of focus:– Differentiation, Assessment, or Technology.

• Try it in a way you never have before.• Help each other.• Entertaining disaster trumps a boring success.• What matters is you try something new and

learn from it.

Point of View / Creative Fairy TalesJamie Powers, 3rd

Jing for Assessment Mae Maly, 8th

Goal:

Enable students to make revisions on future drafts based on individual, verbal feedback.

All-Digital Research PapersDarlene Cook, 5th

• This Year: Flexible and Fun• Next Year: Flexible, Fun and TARGETED

• Leverage Strengths• Shore Up Weaknesses

• ERB is Part of Decision Process

Next Experiment / ERB Analysis

Curriculum Tithe

• Look broadly to discern need in your area.• Apply what you learned in the experiment.• Overhaul 4 weeks or 10% of your teaching.• Help each other.

Student Needs Accreditation ReportsParent Expectations Professional Associations

Assessment DataTeacher Capacities

Mission Statement Outcome Statement

Curriculum Experiments:Professional Judgment

Sample Table: Math

Sample Chart: Reading Comp

Curriculum Tithe!

• Individual brilliance and collective excellence.• 10% of instruction or 4 week unit.• Strengthen horizontal and vertical alignment.

Fall 2011 In-Service

• Differentiation, Assessment & Technology Workshops to build capacity in support of larger curriculum tithes.

• In-House Experts help others.

Curriculum Tithe:From Mission to Outcome

• Name a 4 week or 10% change.

• Email that to Mike A. by Friday.

Consider the mission beginnings.

Move towards the outcome endings.

• Mission Statement– Academic Excellence– Christian Nurture– Anglican Tradition

• Outcome Statement– Genius Within– Relationship with God– Engaging and Serving

Curriculum Alignment

• Building on the Experiments and Tithes

TitheAlignment

Curriculum Alignment

• Why?• When?• How?

– Build on great work already in progress.– Use flexible groups in protected meetings.– Do specific and time bound reflections & brainstorms.– Use template to focus conversation and record ideas.– Prioritize next steps.– Division Heads will provide details.

Planning Template

Guided Reflection Suggested Action

• Examine– Data, Plans– Reports, Artifacts, etc.

• Discuss– Thought questions for

group.

• Note Findings– Write your insights here.– Big Picture.– Wise observations.

• Possible Action Items– Generate ideas– Lots of ideas– Every time together– Running list online

– We’ll prioritize at last session and decide who owns which tasks.

– Done!

Session: _______ Topic: ________ Participants: ___________

Differentiated Professional DevelopmentFlow

• Mission• Accreditation Report 2009• Learning Teams 2010 Fall

– Differentiation– Assessment– Technology

• Curriculum Experiments 2011 Spring• Curriculum Tithes 2011-

2012• Curriculum Alignment 2011-2012

Discussion & Questions

Thank You!

Mike Albritton and David Madison