Good Morning Idaho! - College of...

Center for School Improvement& Policy Studies

IDAHO LEADS PROJECT Preparing Students for a Successful Future

Good Morning Idaho!

!

•West!Bonner!County!

•Lake!Pend!Oreille!!

•Coeur!d’Alene!

•Boundary!County!

•Lakeland!

•Kootenai!

•Kellogg!•Wallace!

•Orofino!

•Cottonwood!

•Lapwai!

•Boise!Davinci!Charter!!Village!Charter!Anser!Charter!Inspire!Connections!!

•Garden!Valley!

•Basin!

•Middleton!

•Melba!

•Vallivue!

•Emmett!

•BruneauGGrand!View!

•Fruitland!

•McCallGDonnelly!

•Cambridge!

•Mountain!Home!!

• IDLA!•Blaine!County!

•Cassia!County!

•Gooding!• Jerome!•Shoshone!

•Minidoka!County!•Twin!Falls!

•Buhl!

•Castleford!•Bear!Lake!!

•Grace!

•North!Gem!

•West!Side!

•Bonneville!

•Butte!County!

•Challis!

• Jefferson!County!•Ririe!

•SugarGSalem!

•Blackfoot!Charter!

•West!Jefferson!

Participating Districts

Relationship Building


Effective Practices

Effective Practices

Effective Practices

Change Management

Change Management

Continuous Improvement



Why Teachers are Critically Important!


Idaho Leads Project Outcomes

ü Greater understanding of the work of school improvement

ü Value shared and distributed leadership

ü Increased knowledge and skill in leadership, change management, technology integration, teacher/administrator evaluation, and common core

ü Value regional collaboration and relationships

ü Increase sense of self-efficacy in role

ü Enhanced understanding of what students need


Clarity of Purpose: Idaho Leads Project

To ensure the success of all Idaho students in the 21st Century

Share Best Practices

“Bright Spots”

Help local school districts build leadership capacity


Clarity of Purpose: Idaho Leads Project

Help local school districts build leadership capacity

Teach and model what effective leaders do.

Develop the knowledge, skills, & dispositions to create 21st Century Classrooms

Emphasis: reflective educators and ensuring ALL student succeed

Build relationships, use effective practice, manage change, and commit to continuous improvement


Pre-Survey Results

33%

29% 27%

24% 22%

18%

9%


Build Relationships Use Effective Practices

All Students Successful

Manage Change Reflective Teachers and Leaders

21st Century Classrooms

Statewide Pre-Survey Results Aligned to Idaho Leads Project Outcomes

Average of all districts' percent of "Full

21st Century Classrooms àParticipants will report increased knowledge and skill in the following areas: leadership, change management, technology integration, principal/teacher evaluation and common core standards. àParticipants will report an enhanced understanding of what all students need to succeed in the 21st century.

Q20. A district plan is in place providing detailed guidance for teachers, administrators, parents, and stakeholders for how to increase reading, writing, mathematics, and study skills for all students so that they are fully prepared for intellectually rigorous post-secondary education or training.

Q21. A district instructional technology plan is in place providing detailed guidance to teachers and administrators about how to infuse technology into classrooms so that students learn to use technology to enhance their learning while gaining important skills for the future.

Q22. It is evident in district and school vision statements, curricula, instructional guidelines, and teacher and principal evaluations that a core mission of the organization is preparing students who can work collaboratively to solve complex problems requiring critical thinking and synthesis and evaluation of diverse sources of information.

Q23. It is evident in district and school vision statements, curricula, instructional guidelines, and teacher and principal evaluations that a core mission of the organization is preparing students who can work well both individually and in teams comprised of diverse individuals.

21st Century Classrooms


BARRIERS

Time/Funding/ Resources

Lack of common goals/vision for technology

Lack of Knowledge

Red Tape/State

Creating Buy In Trust

Generation Gap Other

Stakeholders/ Language and

Cultural Barriers

Low Morale/Apathy

Change/Fear of Change/Old Habits

Other


New Questions from 3rd Graders…

No, you weren’t downloaded. You were born.


“When we no longer know what to do, we have come to our real work, and, when we no longer know which way to go, we have begun our real journey. The mind that is not baffled is not employed. The impeded stream is the one that sings. “

--Wendell Berry


Community Builder

Step 1

Define the Purpose: On the Sticky Label: describe in your own words what comes to mind when you think about “Educating ALL Students for the 21st Century.”

Step 2

Collecting Ideas Find 2 other people & share your ideas. Write down 2 ideas from others.


Community Builder

Step 3

Sharing Our Thoughts: Share your thoughts within your district team.

Step 4

Painting our Picture As a district team, Paint a Picture of 21st Century Learning.


A Brief Overview

COMMON CORE STATE STANDARDS


Common Core State Standards: An Extranormal Conversation


•  A year-long process led by Governors and Chief State School Officers in 48 states, 2 territories & the District of Columbia.

•  Parents, Teachers, Administrators & experts from across the country together with state leaders from the Council of Chief State School Officers (CCSSO) & the National Governors Association Center for Best Practices (NGA Center) led the effort to develop a Common Core of State Standards.

Who Developed the CCSS?


Adoption of Common Core Standards


2011-2013

Professional Development

for Idaho Teachers and

Administrators

2013-2014

Common Core State Standards will be Taught

in Idaho

2014-2015

New Common Assessments

Based on Common Core Standards will be Delivered

Implementation Timeline


� More rigorous content including more conceptual understanding of “big ideas” & “enduring understandings”

� Greater focus on higher level thinking and synthesizing new/current information

�  Technology integrated as a means of planning, processing and presenting

�  Focus on balanced formative and summative assessment of learning & for learning (Smarter Balance Assessment Consortium)

Key Features of the CCSS


When you learned something REALLY difficult…

You weren’t sure you could actually learn it…

But you did…

And you felt totally awesome about having mastered this difficult thing…

Think of a Time…


MOVING FROM KNOWING TO DOING

A Non-Keynote Keynote


The Move from Knowing to Doing

A play within a lesson


A Play Within A Lesson

The Players

-The Teacher -The Technology Director -The “Teacher” -The “Principal”

The Purpose -Experience a lesson aligned with a Common Core State Standards -To consider how to navigate the change process as you implement CCSS


Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Reading Standards for Informational Text 6 -12:

The Rhetorical Appeals: Logos

Pathos Ethos


Logos

WHAT IS IT: An appeal to logic

WHAT DOES IT LOOK LIKE: Facts, figures, statistics, concrete evidence

WHY IT’S EFFECTIVE: Objective, fact-based, tangible


A Logos-Based Argument:

“Dad, I need a new car. This study shows that my 1973 Ford Pinto is unsafe to drive because, statistically speaking, there is a good chance it might catch fire if struck from behind. Thank you for your consideration.”

The Evidence:


Ethos

WHAT IS IT: An appeal to the authority of the speaker

WHAT DOES IT LOOK LIKE: Qualifications, institutional support, education, credentials

WHY IT’S EFFECTIVE: Assures the audience that the speaker is qualified to speak knowledgeably about the subject


An Ethos-Based Argument

“I am a doctor. I graduated summa cum laude from Harvard Medical School and have many articles published in prestigious medical journals. I strongly urge you to quit driving your 1973 Ford Pinto, as I believe it poses a significant risk to your health and well being. Thank you for your consideration.”


Pathos

WHAT IS IT: An appeal to the emotions of the audience

WHAT DOES IT LOOK LIKE: Pity, love, hate, nostalgia, greed, vanity, altruism

WHY IT’S EFFECTIVE: We are human beings and we feel things


A Pathos-Based Argument

“Dad, if you really love me you will buy me a new car. All the other kids laugh at my 1973 Ford Pinto, and I cry myself to sleep every night as a result. If you buy me a new car, I will love you forever.”


Activity One:

Find a partner

Using your notes, explain one of the rhetorical appeals to your partner

Make sure you and your partner explain different appeals


Activity Two:

Watch the following video

Look for rhetorical appeals

As you see an appeal, identify it in writing and explain why it fits that category

REMEMBER: We are interested in the FORM of the argument, not the content.


Activity Three:

In your groups, share the appeals you saw in the video (one appeal per participant)

Then compare the effectiveness of two appeals you saw, using specific evidence from the video to support your collective opinion


Activity Four:

In your groups, choose one appeal to discuss and write a brief paragraph in which you do ALL of the following:

1)  Identify the type of appeal

2)  Make a specific value judgment about the effectiveness of the appeal

3)  Provide specific evidence from the video to support your opinion


Activity Five:

In your groups, propose an idea of where this lesson could go—what would be the next step in a classroom?


Some Ideas:

-At the secondary level students could write a persuasive speech on the topic of their choice, record themselves delivering the speech, and upload the video to Edmodo or YouTube. -At the elementary level students could create a commercial that uses the appeals. Classmates could then analyze the commercials and evaluate their effectiveness.


“If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.”

--A Nation at Risk

“And now, the rest of the story.”


District Team Time:

Part 1:

Share your thoughts from the Job-Alike Network Meeting.

Part 2:

Based on what you learned today complete the final piece of the puzzle as a district team. Think about what you’ll do: Next Week: This Summer: Prior to our next Job-Alike (September 2012):



Effective Practices

Effective Practices

Effective Practices

Change Management

Change Management




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