West Side High School Network

…where effective leaders make effective schools.

WS N

Principal Professional Development April 10 , 2012
Chief of Schools – Theresa Plascencia

Agenda
8:00-8:15 Breakfast and Welcome

8:15-8:45
8:45-9:45 9:45-10:00

Instructional Shifts - Common Core
Common Core – Gretchen Courtney Break

10:00-11:00
11:00-11:45 11:45-11:55 11:55-12:00

Creating hiring protocols (Dr. Janice Jackson – Principal Westinghouse)
Data (CIM) ACT – Jeopardy Wrap up and next Steps

Outcomes for Today
Principals will be able to:
Identify instructional shifts that will occur around teaching and learning Understand the role of the teacher leader, summer planning and SY 2013 Reflect on their current practice for recruiting and retaining quality teachers Create (or refine) a hiring protocol to recruit and retain quality teachers Reflect on standard metrics: attendance, behavior, on-track, and DQI Understand how to use results from Q3 CIM Assessment Reflect on student ACT readiness

“Dramatic Shift in Teaching!”
"The gap, between what will be expected for student demonstration of knowledge and the current reality of what is expected as an assessment of that student knowledge - in the majority of our K-12 schools - is wider than the Grand Canyon. ” Tim Kanold, Turning Vision Into Action

Key Instructional Shifts
English Mathematics

Building knowledge through content-rich nonfiction and informational texts Reading and writing grounded in evidence from text Regular practice with complex text and its academic vocabulary

Focus strongly where the Standard focus Coherence: think across grades, and link to major topics within grades Rigor: require conceptual understanding procedural skills fluency, and application with intensity.

The End of Average!!!

Strategic Priorities
Common Core: By SY 2014-15 all students will have access to high quality Common Core aligned curricula as defined by CPS Framework for Content Standards in literacy and mathematics. Framework for Teaching: By SY 2012-13 all educators will be supported by a clear vision for effective instruction as defined by the CPS Framework for Teaching. Full School Day: By SY 2012-13 all students will have access to core academics, intervention, and enrichment through a 7.5 hour school day.

Where we’ve been and where we’re going
Focus so far

Next steps
Building Unit Plans Understanding the types of daily experiences students will need to have to master these standards Understanding how instructional practice will need to shift to provide access to the standards for all students

Understanding the standards Identifying features of Performance Assessments Unpacking standards

Teacher Leader Timeline

Teacher Leader Roles and Responsibilities
Learn the details of building high quality ELA unit plans aligned to the Content Framework or creating rigorous math tasks aligned to the Bridge Plan (6-8 and HS) Learn how to embed principles of universal design in plans and instruction Facilitate teacher teams in planning during the summer Meet monthly as a PLC to share best practices

Model Teacher Leader Details Literacy
Each HS will have two representatives one 9th grade and one 10th grade English lead
Goal for literacy leaders:  CPS Content Framework for Literacy  Key shifts in Common Core literacy standards  Standards based design and each of its components:
unpacking standards, unit planning, lesson planning, assessing mastery

How to design learning that is accessible to students with diverse learning needs

Model Teacher Leader Details Math
Each HS will have two representatives one Algebra and one Geometry
The goal for math leaders:  Common Core Math Bridge plan components  Review key shifts in Common Core math standards  Common Core Math content standards and approach to content  How to identify and develop rigorous math tasks  How to design learning that is accessible to students with diverse learning needs

Summer Planning
All literacy teachers K-10 will understand the CPS Content Framework in Literacy and how to use it All Math teachers 6-10 will understand the Math Bridge Plan and how to use it All literacy teachers will learn how to develop unit plans through a Universal Design for learning lens

All literacy teachers will develop unit plans for 1st quarter (including performance tasks)

School Year 2013
Teachers will begin implementation of the Common Core State Standards, using the Framework for Content Standards in Literacy (K-10) and the Math Bridge Plan (6-10) Administrators and Teachers will understand the key instructional shifts required of the CCSS  Teachers will understand how to use new instructional materials and assessments

Instructional Leaders Role
Ensure structures/timing for summer planning are determined before Teacher Institute Support team leaders in developing colleagues Create school structures to facilitate regular team planning Monitor quality of planning and instruction

Gretchen Courtney

Who is driving the bus?
As the instructional leader your goal is to…….. “Get the right people on bus and the right people in the right seats. “ Michael Fullan

Where do you start?
Have you begun planning for upcoming vacancies?

How effective is your schools’ current interview process?

Does my school currently have a recruitment plan?

Activity
Candidate resume Candidate rating scale Demonstration lesson

Have you collected enough data to determine if this person is a good fit?

GWCP Protocol
Phase I
Self-Rating Scale (focused on key skills and attributes that we desire in teachers) Collaborative Planning Session: Fishbowl Instructional Presentation (focus on differentiated instruction) Behavioral Interview

GWCP Protocol (cont’d)
Phase II: Teaching Demonstration Phase III: Reference Checks

Phase IV: Orientation

Five Key Levers for Identifying Talent
Lever 1: Lever 2: Lever 3: Lever 4: Lever 5: Multiple opportunities for engagement with potential candidates Behavioral Interview Engage key staff members in the process Use data to make hiring decisions Teacher orientation

Instructional Presentation Scenario
You received your program from the school’s scheduler for next year and it includes five classes with approximately 30 students per class. At a recent whole school meeting, the principal informed the faculty that the school has made a curriculum change that requires students to be programmed into cohorts based upon their EPAS scores and related sets of data. Moreover, the principal stated that Evidence Based Writing will be the school’s targeted instructional area, with the expectation that teachers incorporate writing into their content area.

The new curriculum model is known as the Curriculum Framework Project. It requires students to be programmed into one of three cohorts: Prep, General, and Honors. The Prep Cohort refers to lower-tier students. The General Cohort refers to students who function at an average pace. The Honors Cohort refers to top-tier students who excel at an accelerated pace. Your new program includes: 2 Prep Classes; 2 General Classes; and 1 Honors Class.

Instructional Presentation Scenario
The principal has requested that every teacher spend the summer designing standard based curriculum and pedagogical strategies specific to the various curriculum cohorts. The curriculum should be aligned to the College Readiness Standards. In addition, teachers are required to create activities that include elements of writing.

Prepare a 10 minute presentation that describes and explains the curriculum activities and instructional strategies that best meets the learning needs of your students. Also include examples of how writing instruction will be incorporated into the curriculum. It is important to note that the presentation should include specific activities and strategies for Prep, General, and Honors classes.

Reflection/Targeted Questions
Is the candidate able to communicate convincingly in a formal presentation session? Does the candidate provide a plan that differentiates activities and strategies for the three cohorts of learners? Are the instructional activities and strategies appropriate for the designated cohort of learners? Does the candidate provide examples of explicit writing instruction? Does the candidate demonstrate knowledge of the College Readiness Standards?

Collaborative Planning Session: Fishbowl
To determine a candidates ability to work collaboratively with a team of professionals.

To determine a candidates ability to analyze student data and make instructional decisions based on the data.

To discern the candidates ability to contribute to the current team.

Behavioral Interview
Goal: To predict future job performance based on past experiences Janz, Hellervik, & Gilmore of Notre Dame noted in a study of the effectiveness of behavioral interviews “that behavioral interviewing is said to be 55 percent predictive of future on-the-job behavior, while traditional interviewing is only 10 percent predictive.” The end result of a behavioral interview will be a better match between the employee and the job, lower turnover and greater job performance and satisfaction for the employee.

Sample Behavior Questions
Tell us about a time that you went along with an initiative that you did not believe in/how did that effect you? What did you do to balance your opposition to the initiative with your need to comply? Tell us about a time when you were successful? What factors contributed to that success? Please describe a difficult classroom management situation, or, confrontation with another colleague, and how you responded to that situation. Describe a situation in which you were responsible for leading and managing a team, the goals set with that team and the actions you took to help attain those goals.

Reflection

What do you see working in your school? (hiring and recruitment)?

What challenges might you have? (implementation of common core)

Data Review
BAGS Data Using Q3 Interim Assessments

West Side Attendance

West Side Behavior
Misconducts/100

L4-6 Misconducts / 100 students

Estimated FOT

Estimated SOT

My School, My Voice

Student response rate

Teacher response rate

Using CIM Results: Dept Leads

Using CIM Results: Teachers, Skill Analysis

Using CIM Results: Teachers, Item Analysis

Using CIM Results: Teachers, Item Analysis Detail

Using CIM Results: Teachers, Predictions & Action Plans

Using the Interims in Your School
We reviewed several tools available for using assessment results:

Strand

analysis for school leaders Strand/standard analysis for teacher Item analysis & item detail for teachers Prediction template & re-teaching action plan

Table talk: What can you do help your school use interim assessment data?

What

questions might you ask? What processes would you put in place?

ACT – Jeopardy
Strategy for 200 Best Practices for 600

Under the directions for the English test you must read?
What is-- the whole passage?

Questions you should answer first.

What are-- the easy questions?

Reflection
New learning? “Aha” moment?
Questions circling in your mind? What next steps will you take?

Important Dates
Date
April 12th April 12th April 13th April 17th April 19th April 20th April 26th

Event
UNCF Training Alex Lopez REACH Training Teacher In-Service PD Day CASEL – SEL Josh Kaufmman Report Card Pick Up Deadline for Teachers My School, My Voice Little Village-Pilsen Scholarship Informational Alex Lopez School Data Strategist Meeting PSAE Assistant Principals Meeting Final FSD Plan Karin McFall Parent Survey, My School, My Voice

Time and Location
10am-11am, Cather Elementary 2908 W. Washington in the gym 8am-11am, 2260 S. Grove Street

8:30am-3:30pm, Location TBD

4:15pm-7pm Juarez Patio (Main Entrance Foyer) 12:30pm-2:30pm, Location TBD

April 30th April 24th – April 25th May 1st May 18th April 16-May 11

8am-12pm, location TBD Network office by 5 p.m. kmmcfall@cps.k12.il.us Jesiegellak@cps.k12.il.us

GO GREEN……

W

SN

West Side High School Network
…where effective leaders make effective schools.