Starting at the Beginning
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Starting at the Beginning What we are asking you to do today is to Commit to Being an IZone – your starting point is the only place it CAN be ‘where you are at’ right now.
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Starting at the Beginning. What we are asking you to do today is to Commit to Being an I Zone – your starting point is the only place it CAN be ‘where you are at’ right now . Leadership Academy. IZone Template. The Instructional Core. What students do in the learning process. - PowerPoint PPT Presentation
Transcript of Starting at the Beginning
Starting at the Beginning
What we are asking you to do today is to Commit to Being an IZone – your starting point is the only place it CAN be ‘where you are at’ right now.
Leadership Academy
IZone Template
What students do in the
learning process
What teachers do to facilitate
learning
What is the level and complexity of the content
The Instructional Core
Knowledge & Skills
Systems of Support
Mastery Learning
Student Voice
Anytime/Anywhere
Personalized Learning
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NxGL Attributes can be used in many combinations to change the core
Knowledge & Skills
Systems of Support
Mastery Learning
Student Voice
Anytime/Anywhere
Personalized Learning
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What are your connections?
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I-Zone = Changes to the Core
The most powerful applications involve intersections of changes
The sweet spot
SBR ExampleStudents must focus on quality of work rather than collection of points.
Teachers are given permission and required to be more rigorous and transparent in evaluating students
A school/district must examine the tacit assumptions about what is mastery and by building a more cohesive understanding of what the community sees as performance will lead to changes in the expectations of content.
PBL ExampleStudents are required to actively seek information to answer questions that they are engaged in.
Teachers construct learning environments that students acquire knowledge J.I.T
The curriculum becomes more focused on having students build more complex understanding of content by having them apply it in different contexts.
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I-Zone Are Complex Systems
SBRPBL
1:1
SBR
PBL
SBR
C.C.
(Leaders must help people see how they connect)
PBL
iBus
PLC
Waivers
ST C
Not all changes are equal
ST C
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An IZone should involve some change in each area even if it’s a secondary focus. For example, take the common core rollout…….
Not all IZone efforts have to be equally spread across the three areas.
…..If you just increase the complexity of the content without changing what students and teachers are doing will you achieve the results you want?
I couldn’t have said it better"I think it's crucial that we have clear goals that everyone knows, that everyone in the community can quote,”
"We need goals based on what we want our students to know and focused on how we want to keep improving achievement. We need to define what that actually means, not simply say that we want to continue to improve”
Dr. Tom Shelton – SuperintendentFayette County Schools
Lessons From Dr. Lee Ann Jung:Intervention Plans
1: Clearly Defined Intervention2: Measurable Outcomes3: Data Collection System
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Levels of changeStudents Teachers Curriculum
Level 1 (step 1) What does it look like now?
What does it look like now?
What does it look like now?
Level 2 Pick a milestone Pick a milestone Pick a milestone
Level 3 Pick a milestone Pick a milestone Pick a milestone
Level 4 (step 2) What will it look like next year for students
What will it look like next year for Teachers
What will it look like next year for students
SECTION 1Time – 45 minutes
4 Questions
*just kidding – we don’t really care if you look ahead.
Starting at the Beginning
What we are asking you to do today is to Commit to Being an IZone – your starting point is the only place it CAN be ‘where you are at’ right now.
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What is the problemof practice for your IZone?
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Example: I want students to be able to solve novel problems.
Example: I want our students to take less remedial courses in college.
How would a student describe their experience in your school?
What does a teacher do when preparing and implementing a unit/module?
What types of things are students be expected to do?
What is happening right now?
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*When you finish, print this out and put it in the parking lot for others to see
How would a student describe their experience in your school?
What does a teacher do when preparing and implementing a unit/module?
What types of things will students be expected to do?
What will it look like next year?
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*When you finish, print this out and put it in the parking lot for others to see
STOPIf you finish before time is called, you may check your work on this section only.
Do not turn to any other section in the test.*
*just kidding – we don’t really care if you look ahead.
SECTION 2Time – 45 minutes
6 Questions
*just kidding – we don’t really care if you look ahead.
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What is the research-based theory of action that will move you forward?
Problem: The work students produce does not reflect the mission statement of the school.
Action: By integrating more inquiry/project based work, students will create artifacts of learning that reflects a more robust mastery of subjects.
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What interventions, frameworks, direction will you provide to change students role in the learning process?
What interventions, frameworks, direction will you provide to change how teachers design and provide learning experiences?
How would you describe the change in level of content to parents, teachers and students?
How will you move from L1 to L4?
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*When you finish, print this out and put it in the parking lot for others to see
What supports do you need?*When you finish, print this out and put it in the parking lot for others to see
STOPIf you finish before time is called, you may check your work on this section only.
Do not turn to any other section in the test.*
*just kidding – we don’t really care if you look ahead.
2 2
Lunch: Eat, Drink and Be Merry
SECTION 3Time – 45 minutes
6 Questions
*just kidding – we don’t really care if you look ahead.
3 3
Levels of changeStudents Teachers Curriculum
Level 1 (step 1) What does it look like now?
What does it look like now?
What does it look like now?
Level 2 Pick a milestone Pick a milestone Pick a milestone
Level 3 Pick a milestone Pick a milestone Pick a milestone
Level 4 (step 2) What will it look like next year for students
What will it look like next year for Teachers
What will it look like next year for students
An important piece of monitoring
You have to know something isn’t going well, but just as important you have to know enough to act on……
Distal vs. Proximal DataProximal Distal
• To think concretely and intuitively. • To conceptualize variable processes
and specific conditions. • To become close to the processes that
produce results and focus on them as much as on the results.
• To identify errors and correct them before they become exceptional.
• To infer causality from information rich with situational causality related to specific mechanisms.
• To think abstractly and rationally. • To conceptualize stable variance and
general overall conditions and trends. • To distance self from processes that
produce results and focus primarily upon the results or the performance.
• To identify errors that are exceptional. • To infer causality from information
lacking specifity of causal processes or mechanics.
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Typical Student Evaluations
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A More Proximal Student Evaluation
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Revisit class evaluation example?
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What Are Your Data Sources?Distal Proximal
What are types of data/evidence that would help you monitor and evaluation your I-Zone?*When you finish, print this out and put it in the parking lot for others to see
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How will you track how students roles are changing?
How will you determine if teachers have changed what they are doing.
What evidence will you collect to show how the level of content has changed?
How will you monitor it?
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*When you finish, print this out and put it in the parking lot for others to see
STOPIf you finish before time is called, you may check your work on this section only.
Do not turn to any other section in the test.*
*just kidding – we don’t really care if you look ahead.
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SECTION 4Time – 45 minutes
Open Response: Reporting Out
*just kidding – we don’t really care if you look ahead.
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Readers Theatre
As we call out each district we would like you to share an aspect of your IZone from your “What will it Look Like Next Year” and tell us “What are you Most Excited About”
STOPIf you finish before time is called, you may check your work on this section only.
Do not turn to any other section in the test.*
*just kidding – we don’t really care if you look ahead.
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