The Professional Teaching and Learning Cycle As a Strategy for Alignment and Refinement: An Overview...

The Professional Teaching and Learning Cycle

As a Strategy for Alignment and Refinement:

An Overview

Stacey Joyner

Program Associate - SEDL

[email protected]

September 24–25, 2007

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Objectives

• Demonstrate an understanding of SEDL’s Professional Teaching and Learning Cycle (PTLC) and its value for low-performing schools.

• Critique PTLC’s utility as a vehicle for professional development and tool for alignment.

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Today’s Sessions

Part I

Background

And

Overview

Part II

How it Works

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Part I

BackgroundAnd

Overview

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• Learn the best approach for working systemically to improve student achievement in reading and mathematics.

Project Goal

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Scope of the Project

• 2001–05 contract with the U.S. Department of Education, Institute of Educational Sciences

• Five states: Arkansas, Louisiana, New Mexico, Oklahoma, Texas

• 23 districts

• 49 schools

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Educational System Framework

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What is it about low-performing schools?

Brainstorm with your table group:

List 3 issues related to

curriculum, instruction, assessments, or standards

with which schools in improvement struggle.

You have 7 minutes.

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What SEDL found in low-performing schools

• Little attention to systemic alignment of curriculum, instruction, and assessment (CIA) to state standards

• Professional development not connected to real needs and fragmented

• Little use of data to drive decisions

• Attribution to external factors

• Limited content and pedagogical knowledge

• Culture of isolation

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School-level factors ranked by impact on student achievement

• Guaranteed and viable curriculum

• Challenging goals and effective feedback

• Parental and community involvement

• Safe and orderly environment

• Collegiality and professionalism

Marzano, R.J. (2003). What Works in Schools. Alexandria, VA: ASCD.

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InstructionCurriculum

Standards

Assessment

Misalignment of CIAS

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InstructionCurriculum

StandardsAssessment

Alignment of CIAS

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Professional Teaching and Learning Cycle - PTLC

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Leadership Roles

• Communicating clear expectations

• Monitoring and reviewing

• Building capacity

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Study

Teachers work in collaborative planning teams (grade-level, vertical, or departmental) to critically examine and discuss the learning expectations from the selected state standards. Teachers working collaboratively develop a common understanding of the following:

• The concepts and skills students need to know and be able to do to meet the expectations in the standards

• How the standards for a grade or course are assessed on state and local tests

• How the standards fit within a scope and sequence of the district curriculum

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Select

Collaborative planning teams research and select instructional strategies and resources for enhancing learning as described in the standards. Teachers working collaboratively

• identify effective research-based strategies and appropriate resources that will be used to support learning in the selected state standards and

• agree on appropriate assessment techniques that will be used to provide evidence of student learning.

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Plan

Collaborative planning teams work together to formally plan a lesson incorporating the selected strategies and agree on the type of student work each teacher will take to the Analyze phase to use as evidence of student learning. Teachers working collaboratively

• develop a common formal plan outlining the lesson objectives (relevant to the standards), the materials being used, the procedures, the time frame for the lesson, and the activities in which students will be engaged and

• decide what evidence of student learning will be collected during the implementation.

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Implement

Teachers teach the planned lesson, make note of implementation successes and challenges, and gather the agreed-upon evidence of student learning. Teachers

• deliver the lesson as planned in the specified time period;

• record results, especially noting where students struggled and/or where instruction did not achieve expected outcomes; and

• collect the agreed-upon evidence of student learning to take back to the collaborative planning team.

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Analyze

Teachers gather again in collaborative teams to examine student work and discuss student understanding of the standards. Teachers working collaboratively

• revisit and familiarize themselves with the standards before analyzing student work;

• analyze a sampling of student work for evidence of student learning;

• discuss whether students have met the expectations outlined in the standards and make inferences about the strengths, weaknesses, and implications of instruction; and

• identify what students know and what skill needs to be strengthened in future lessons.

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Adjust

Collaborative teams reflect on the implications of the analysis of student work. Teachers discuss alternative instructional strategies or modifications to the original instructional strategy that may be better suited to promoting student learning. Teachers working collaboratively

• reflect on their common or disparate teaching experiences;

• consider and identify alternative instructional strategies for future instruction;

• refine and improve the lesson; and

• determine when the instructional modifications will take place, what can be built into subsequent lessons, and what needs an additional targeted lesson.

Leadership Roles




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Leadership Roles


– Communicates repeatedly with all school staff that the number one priority is that all students will become proficient in the state standards

– Communicates clear expectations that all classroom teachers will work collaboratively to implement each step of the PTLC and consults with them to develop plans for achieving expected outcomes, meeting timelines, and carrying out roles and responsibilities.

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Leadership Roles


– Communicates clear expectations that all classroom teachers will use allocated time and other resources to implement each step of the PTLC.

– Convenes and actively participates in school and grade-level or subject area meetings to maintain the focus on implementation of PTLC by all classroom teachers (e.g., listens to staff, asks questions, and provides support).

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Leadership Roles


– Collects and analyzes data to ensure that the structure of the PTLC is being implemented with integrity by attending teacher planning meetings and regularly visiting classrooms.

– Collects and analyzes data to identify the needs of teachers implementing the PTLC by attending teacher planning meetings, talking with individual teachers, and regularly visiting classrooms.

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Leadership Roles

• Monitoring and Reviewing

– Collects and analyzes data to ensure professional development is meeting the teachers’ needs for supporting the implementation of the PTLC and studies the impact of professional development on student achievement.

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Leadership Roles


– Allocates time and space weekly during school hours for job-embedded professional development of teachers through collaboration about the PTLC.

– Provides teachers with easy access to state standards, curriculum materials, research, student achievement data, and necessary resources.

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Leadership Roles


– Assures that teachers engage in powerful professional development and have instructional support from peers, campus and district administrators, and content specialists in order to deepen their knowledge and skills to implement the PTLC.

– Engages in personal professional learning activities to build his or her own knowledge and skills about standards-based and research-based instruction.

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Putting the PTLC Into Action

First Meeting

Phases I–III. Study, Select, and Plan phases are completed in a collaborative meeting (usually takes 2–3 hours at first).

Second Meeting

Phases V & VI. Analyze and Adjust phases are completed in a collaborative meeting (usually takes 2–3 hours at first).

Phase IV. Implement

Teachers teach the lesson and other staff members observe.

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Today’s Sessions

Part I

Background

And

Overview

Part II

How it Works

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Part II

How It Works

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NSDC’s Standards for Staff Development

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Staff Development Standards BINGO

In each rectangle of your BINGO card, randomly write one of the Standards for Staff Development.

Do not enter a standard on the rectangles marked “Free”

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Study

Teachers work in collaborative planning teams (grade-level, vertical, or departmental) to critically examine and discuss the learning expectations from the selected state standards. Teachers working collaboratively develop a common understanding of the following:

• The concepts and skills students need to know and be able to do to meet the expectations in the standards

• How the standards for a grade or course are assessed on state and local tests

• How the standards fit within a scope and sequence of the district curriculum

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Students know and understand the characteristics and structure of living things, the process of life, and how living things interact with each other and their environment.

Example standard

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Sixth Grade5. Explore the unique characteristics and adaptations

of organisms. (L – Life Science, E – Earth and Space Science)a. Evaluate and chart the similarities of organisms.

2001 Mississippi Science Framework

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Select

Collaborative planning teams research and select instructional strategies and resources for enhancing learning as described in the standards. Teachers working collaboratively

• identify effective research-based strategies and appropriate resources that will be used to support learning in the selected state standards and

• agree on appropriate assessment techniques that will be used to provide evidence of student learning.

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Selecting Instructional Strategies

1. Identifying Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort and Providing Recognition4. Homework and Practice5. Nonlinguistic Representations6. Cooperative Learning7. Setting Objectives and Providing Feedback8. Generating and Testing Hypotheses9. Cues, Questions, and Advance Organizers

Marzano, R (2001), Classroom instruction that works, Alexandria, VA: ASCD.

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Selecting Assessments

Ensure the assessment format is one which will illustrate meaningful student thinking processes.

Brainstorm with your group — Work together to create a T-chart that shows

assessment format types that illustrate meaningful student thinking processes, and those that do not.

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Plan

Collaborative planning teams work together to formally plan a lesson incorporating the selected strategies and agree on the type of student work each teacher will take to the Analyze phase to use as evidence of student learning. Teachers working collaboratively

• develop a common formal plan outlining the lesson objectives (relevant to the standards), the materials being used, the procedures, the time frame for the lesson, and the activities in which students will be engaged and

• decide what evidence of student learning will be collected during the implementation.

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Sorting Fish Science, Grade 6

Instruction Teachers collaboratively created a series of lesson plans to address the following standard: 2001 Mississippi Science Framework Sixth Grade

5. Explore the unique characteristics and adaptations of organisms (L, E) a. Evaluate and chart the similarities of organisms

The lesson plan spanned several days. Planned activities included:

• students reading books and articles containing information about different types of fish

• students working in groups to sort photographs of differen t types o f fish • students independently creating their own glossary of related vocabulary • partners working to create aFeatures Matrix chart that was shared wit hthe class.

The culminating activity involved an activity coordinated wit hthe Parks and Wildlife Departmen t (see article attach )ed. Assessment Teachers collaboratively developed an assessmen t that would effectively measure the

degreeto which th estandard was me .t Teachers also developed a rubric which provide d a descriptor for proficiency level .s

See sample assessment and rubric attach .ed

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Implement

Teachers teach the planned lesson, make note of implementation successes and challenges, and gather the agreed-upon evidence of student learning. Teachers

• deliver the lesson as planned in the specified time period;

• record results, especially noting where students struggled and/or where instruction did not achieve expected outcomes; and

• collect the agreed-upon evidence of student learning to take back to the collaborative planning team.

46

Analyze

Teachers gather again in collaborative teams to examine student work and discuss student understanding of the standards. Teachers working collaboratively

• revisit and familiarize themselves with the standards before analyzing student work;

• analyze a sampling of student work for evidence of student learning;

• discuss whether students have met the expectations outlined in the standards and make inferences about the strengths, weaknesses, and implications of instruction; and

• identify what students know and what skill needs to be strengthened in future lessons.

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Work with your group to analyze student work samples.

• Separate samples into ‘proficiency piles’ • Use the rubric to help determine proficiency

Option #1 – Each group member sorts his/her own stack of samples and provides decision justification for the group.

Option #2 – All group members look at the same work sample. Team discusses and decides, as a team, into which stack to place the work.

Analyze

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Adjust

Collaborative teams reflect on the implications of the analysis of student work. Teachers discuss alternative instructional strategies or modifications to the original instructional strategy that may be better suited to promoting student learning. Teachers working collaboratively

• reflect on their common or disparate teaching experiences;

• consider and identify alternative instructional strategies for future instruction;

• refine and improve the lesson;

• determine when the instructional modifications will take place, what can be built into subsequent lessons, and what needs an additional targeted lesson.

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Resources on the SEDL website (www.sedl.org/ws)

Working Systemically to Increase Student Achievement

Overview A Facilitator’s Handbook The Professional Teaching and Learning Cycle: Introduction Individual modules for reading/language arts strands

• Phoneme awareness• Phonics• Fluency• Vocabulary• Reading comprehension• Writing

Individual modules for mathematics strands• Numbers and operations• Measurement• Data analysis and probability• Algebra• Geometry

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Other Resources developed with the PTLC

A Facilitator’s Guide for Introduction to the PTLC (designed as one-day training)

Gap analysis for comparing existing school practices for alignment to research-supported practices

Tool to identify necessary professional development to implement each step of the PTLC

Process for analyzing state standards and student learning expectations

Lesson planning guide samples

Processes for analyzing student work

Innovation configuration to monitor implementation of each PTLC phase

The Professional Teaching and Learning Cycle As a Strategy for Alignment and Refinement: An Overview...

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