Leading Innovative Teaching & Learning in the 21st Century

Fostering innovation and excellence in teaching within an accountability environment

Hug High School

2013-2014

“In the future they will divide human history into Before the Internet and After the Internet.” (BI/AI)

Veronica “Nicky” Silber (2013)

The Problem

Narrow Performance

Accountability Targets

Critical need to assess

Innovative Teaching & Learning

How do we integrate

measures of teaching practice

and student learning with

narrow performance

accountability targets?

Missing or underdeveloped in accountability systems

Standards (CCSS)

Curriculum/

Instruction

Assessment (SBAC)

Instructional Core

Student

Teacher

CCSS

Paradox: Accountability vs. Sustainable Improvement

Current data indicators How do these inform teaching practice and student learning?Graduation Rate

Achievement Gap indicators

Diploma types (Standard/Advanced/Honors)

Climate Student & Family Engagement surveys

Credits earned/attempted/deficiency

HSPE Status

GPA

AP access/completion/performance

Sped/LEP/FRL/Gifted status

Risk Index: Attendance/tardies/behavior/transient

Maps (math & reading)

CRTs (math & reading)

Course Failures & INC

District Math Final scores

Grades (percentages & scores)

?

?

To what extent do the following measures support teachers in improving:

Teaching Practice?

Learning Activities

?

Student Outcome

s?

CTE ELL

Engl

ish

Fine

ArtsMat

h

PE/H

ealth

ROTC

Scie

nce

Socia

l Stu

dies

Sped

Wor

ld Lan

guag

eTo

tal

0

200

400

600

800

1000

1200

1400

5413

255

38

320

6812

148193

45 28

1174

Hug High School Semster 1 Total Fs & INC 12-13

Fs & INCs

Math English Science Social Studies Total0

20

40

60

80

100

120

140

45

58.5

18

9.5

131

Hug HS AB233 Credits Recovered By Dep’t Sem 1 12-13

Credits

Stud

io A

rt

Engl

ish Lan

guag

e

Engl

ish Lit

Euro

pean

Histo

ry

US Gov

't & P

oliti

cs

US Hist

ory

Calcu

lus AB

Biolo

gy

Chem

istry

Envi

ronm

enta

l Sci

Span

ish Lan

g

Span

ish Lit

0

10

20

30

40

50

60

5

21

17

64

1 14

14

2

7

1 1 2

19

6

19

46

27

35

56

17

35

10

25

74

2

19

67

Number of AP Exams and Scores 2012

Score 5Score 4Score 3Score 2Score 1

To what extent do the following measures support teachers in improving:

Teaching Practice?

Learning Activities

?

Student Outcome

s?

5.0%

15.0%

25.0%

35.0%

45.0%

55.0%

65.0%

75.0%

85.0%

95.0%

95.4%

0.0% 0.0%3.1%

79.7%

13.6%

3.4%1.7%

92.2%

4.7%1.6% 1.6%

71.7%

15.1%11.3%

1.9%

66.7%

14.1% 14.1%

1.3%

Student Questioning

SeptemberOctoberNovemberDecemberJan/Feb

% Students asking questions

DOK 1 DOK 2 DOK 3 DOK 40.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

52.9%

25.5% 23.5%

0.0%

DOK Levels

ENGLISH

DOK 1 DOK 2 DOK 3 DOK 40.0%5.0%

10.0%15.0%20.0%25.0%30.0%35.0%40.0%45.0%50.0%

45.1% 45.1%

3.9% 3.9%

DOK Levels

MATH

DOK 1 DOK 2 DOK 3 DOK 40.0%

10.0%

20.0%

30.0%

40.0%

50.0%

29.7%

43.2%

16.2%

5.4%

DOK Levels

SOC STUDIES

DOK 1 DOK 2 DOK 3 DOK 40.0%

10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

80.0%

6.7%

20.0%

0.0%

DOK Levels

World Language

Teac

her-d

irect

ed

Teac

her-s

tude

nt

Stud

ent-c

ente

red

Inde

pend

ent t

ask

0.0%

10.0%

20.0%

30.0%

40.0%40.0%

33.3%

13.3%

26.7%

Instructional Patterns

World Language

Teac

her-d

irect

ed

Teac

her-s

tude

nt

Stud

ent-c

ente

red

Inde

pend

ent t

ask

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%

16.7%8.3%

16.7%

58.3%

Instructional Patterns

CTE

Teac

her-d

irect

ed

Teac

her-s

tude

nt

Stud

ent-c

ente

red

Inde

pend

ent t

ask

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%

16.7%8.3%

16.7%

66.7%

Instructional Patterns

Fine Arts

Teac

her-d

irect

ed

Teac

her-s

tude

nt

Stud

ent-c

ente

red

Inde

pend

ent t

ask

0.0%

20.0%

40.0%

60.0%

80.0%

66.7%

0.0% 0.0%

33.3%

Instructional Patterns

Sped/ELL

0-20% Talk

20-40% Talk

40-75% Talk

75-100% Talk

0.0% 20.0% 40.0% 60.0%

46.0%

22.0%

22.0%

10.0%

Student Talk

ENGLISH

0-20% Talk

20-40% Talk

40-75% Talk

75-100% Talk

0.0% 20.0% 40.0% 60.0% 80.0%

63.5%

13.5%

9.6%

11.5%

Student Talk

MATH

0-20% Talk

20-40% Talk

40-75% Talk

75-100% Talk

0.0% 20.0% 40.0% 60.0%

50.0%

16.7%

22.2%

11.1%

Student Talk

SCIENCE

0-20% Talk

20-40% Talk

40-75% Talk

75-100% Talk

0.0% 20.0% 40.0%

24.3%

21.6%

13.5%

32.4%

Student Talk

SOC STUDIES

Designing and fostering a culture of ‘Innovative Teaching & Learning’ (ITL) What does ‘innovation in instruction’ mean?

What are some important 21st Century skills?

Why is ‘innovation in instruction’ important?

What are the conditions for supporting innovative teaching practices?

How do you lead innovative processes?

What does ‘innovation in instruction’ mean? What are some important 21st Century skills?

Collaboration Knowledge buildingUse of Information Communication

Technologies (ICT) in learningReal-world problem solvingSelf-regulationProfessionalism

Why is ‘innovation in instruction’ important?

Innovative Learning Activities

Promote 21st Century Skills &

Outcomes

Collaborative problem solving

Knowledge building

Complex Thinking

Use of ICT

Student-centered

Real-world

Problems

Critical thinkingSelf-regulationCommunication

Innovative Teaching Practices

Why is ‘innovation in instruction’ important?

21st Century workplace changes...

Less hierarchy and supervision

More autonomy and responsibility

More collaboration

Less predictability & stability

To what extent do the following measures support teachers in improving:

Teaching Practice?

Learning Activities

?

Student Outcome

s?

Frequency of Innovative Teaching and Learning Practices

Innovative Teaching & Learning Practices No. of Lessons

%

Students have opportunities to connect learning to their own lives or to the real world

48 69.6

Students give feedback to other students or receive feedback from other students or the teacher

45 65.2

Students work in small groups or pairs 42 60.9

Students actively generate new knowledge 34 49.3

Students work on an in-depth project 34 49.3

Students get prompted to assess the state of their own learning 27 39.1

Students revise their work based on feedback or self-assessment 27 39.1

Students have choices about the tools/resources used to learn 23 33.3

Students engage in performance assessments or presentations of learning portfolios

16 23.2

Students have choices about what they learn 16 23.2

Students have opportunities to develop cross-cultural understanding 14 20.3

Students use of ICT

Find information on the Internet

Practice routine skills and procedures

Take tests or turn in homework

Write or edit stories, reports, or essays

Analyze data or information

Access class resources or online materials

Collaborate with peers on learning activities

Create multimedia presentations

Use simulations or animations

Work with others from outside class

Develop simulations or animations

36%

26%

17%

15%

15%

12%

9%

6%

5%

5%

3%

high level uses of ict

basic uses of

ict

Self-Regulation

Real-World Problem Solving

Use of ICT in Learning

Knowledge Building

Collaboration

0 0.5 1 1.5 2 2.5 3 3.5 4

1.4

1.6

1.6

1.5

1.7

3.4

2.5

2.6

3.7

2.1

Changing Teaching Practices

2nd YearPilot Year

Knowledge building

ICT

Collaboration

Self regulation

Problem solving

0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0

2.0

2.0

1.9

1.8

1.6

Learning Activity Scores on 4.0 Scale

Learning Activity

Teaching in the 21st Century http://

www.youtube.com/watch?v=OTIBDR4Dn2g http://www.ted.com/talks/dan_meyer_math_curri

culum_makeover.html

What are the conditions for supporting innovative teaching practices?

21st Century Common

Vision

Professional

Development Goals

Teacher Innovators

Openness (scale-up)

Innovative Teaching & Learning

(ITL) Teams

Mobilize Resources

& Incentives

Collaboration &

Empowerment

An innovative culture Common Vision

Innovative teaching practices that provide students with learning experiences to prepare them for academic and workforce readiness in the 21st Century.

Mobilize Resources & Incentives Dedicated funding source; Use of time; Access to PD; Instructional materials; Leadership recognition.

Collaboration & Empowerment Ownership over meaningful learning and autonomy to make

important decisions; high degree of trust and communication involving frequent discussion and activities centered around improving teaching practice.

Openness (scale-up) Share data and results openly, work to spread ideas, create

opportunities for influence, and communicate signs of success with all teachers and with the broader school and district education community

21st Century

Common Vision

Openness (scale-up)

Mobilize Resources

& Incentives

Collaboration &

Empowerment

21st Century Professional Development GoalsIncrease innovation in instruction

Increase the use of important school & classroom measures

Increase collaboration & teacher leadership

Increase the level of autonomy and ownership of learning

Increase quality teaching and learning using ICT

Establish Professional Learning Networks

Professional

Development Goals

How do you lead innovative processes?

Teacher Innovators

Learning requires receptiveness to new ideas and information, and Rogers' (1995) influential work on the diffusion of innovation:

• innovators (2.5% of the population)

• early adopters (13.5%)

• early majority (34%)

• late majority (34%)

• laggards (16%)

Teacher Innovators

Innovative Teaching & Learning (ITL) Planning Process

Form ITL Teams

Determine Team Leader

Establish Teacher & Student

Outcomes

Design Action Plan

(PGP)

Identify Resources Needed

Measure, Reflect, Share,

Network

Ideas for 21st Century ITL teams

Digital tools for teaching Brain research and teaching kids in poverty Culturally responsive teaching for heritage Spanish

speakers Collaborative problem-solving ICT literacy- learning in digital networks Pre-AP/AP vertical curriculum articulation Problem-based learning (PBL) Writing across the curriculum Social Studies (Assessing DBQs) HOSA Academy & Workforce Readiness Skills Literacy strategies aligned to CCSS

Innovative Teaching & Learning

(ITL) Teams

School Leadership

ITL

Leadership & Collaboration

Innovative Teaching & Learning

Improve Measures

Autonomy & Ownership

District Initiatives Department

Dep't Specific Goals

Credit Attainment

HSPE Status

AP Completion & Performance

Graduation Indicators

MTSS Teams

Academic Interventions

Behavioral Interventions

Classroom Environment

Parent & School Connections

Admin Team Department Leaders

ITL Leadership MTSS Leadership

Timeline: Laying ITL foundation

May 2013

21st Century Innovative Teaching & Learning Vision Meetings

June 2013

Network for ITL Teams

July 2013

Summer PD Team

August 2013

ITL Leadership Vision & Direction

Ongoing 2013-2014

Professional Learning: Wednesdays & Extended Contract Time- Dep’t- ITL- MTSS- District CCSS Initiative

Professionalism

Participation

Collaboration

Alignment CCSS, TPGS, 21st Century, and school goals &targets

Coherence Common focus: Long-term commitment over school year

Improve School & Classroom Measures Innovative teaching practices, learning activities, and 21st Century learning outcomes

Innovative Teaching and Learning poses a dilemma:

Should we aim low, accepting modest results in return for some success, or aim high, risking difficulty, resistance, and failure in hope of great improvement for students and impressive accomplishment for teacher leaders?

“We’re still learning where we’re going as we go.”

Howard Lo (2013)

Questions/Discussion