cas summer leadership retreat ii post
TRANSCRIPT
Finding Coherence
Mission, Leadership, & Focus
CAS Summer LeadershipJune 25th 2015
http://digitallearningforallnow.comhttp://www.slideshare.net/jpcostasr
Jonathan P. Costa
Imbalance between…
All the things
you have
to do..
…and all the things
you want to do.
Focus Relentlessly on Those Things That Matter Most
Have to…
Want to…
Balance(leverage)
Focus
Measure
Connect
LeadershipFocus
Engagement Ownership
Rigor Alignment
MissionTo prepare
every student for learning,
life, and work in the 21st century.
Coherence Pathways
MissionLeadership
Focus
What?
How Well?How?
Jonathan P. Costa
Goals
MeasuresPractices
Our MissionTo prepare
EVERY student for learning,
life,and work
in the 21st century.
The Pareto
Leverage Principle
Some things
are more importan
t than others.
Coherence Pathways
Easy to understand, hard to do.
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
StudentGoals
Student Measures
Instructional Practices
AdultGoals
Adult Measures
Professional Learning Practices
OrganizationalGoals
Organizational
Measures
Organizational Practices
Leadership
Leadership
Leadership
1. Student
2. Professional
3. Systems
LeadershipFocus
Engagement Ownership
Rigor Alignment
MissionTo prepare
every student for learning,
life, and work in the 21st century.
Student ImprovementProfessional Improvement
Leadership
Student Goals
- Common Core/21st
Century Skills & Content
Professional Goals
Evaluation & support goals, SLOs, focus
goals & other
Organizational Goals
Improvement targets related to DPI,
SPI or other goals
Instructional Strategies
CC/21CS goal aligned teaching methods
& strategies
Assessing Learning
SB & other valued summative, formative,
standardized and non-
standardized measures
Professional Growth
Aligned with
high leverage
student goals
and
PL Standards
Professional Measurement
4540
Organizational Plans
District or building
level plans or strategies
aligned with PL Standards
Organizational Measures
DPI
SPI
5
10
Other…
Building/District ImprovementConnect the Levels
Leadership
Leadership
What are your improvement “Leverage Points?”
The What: High Leverage Goals for Student Learning
Critical & Creative Problem Solving
CommonCore
Standards
21st CenturyDigital
Learning
“Making sure the Main Thing remains the Main Thing”
Analyze & Construct
Arguments Based on Evidence
Meaningful & Purposeful
Communication
Digital Literacy
& InformationFluency
Remember, if it says “Goal,” it should be about
what the student is learning….
1. Student Goals(focus on the student)
• Every student will create and present a proficient critical stance argument based on evidence from specific historical events from American History.
2. Adult/Classroom Goals
(focus on the group)
• All of my developing students will proficiently construct and defend grade level historical arguments based on evidence.
3. Building/District Goals
(focus on the whole)
Jonathan P. Costa
Finding Focus – Learning Targets andSuccess Criteria for Four High-Leverage, Higher-Order Thinking
Skills
Jonathan P. Costa
Meaningful and Purposeful Communication and Collaboration Age Appropriate Critical & Creative Problem-Solving
• Learners develop written, oral, graphic and/or electronic media communications that convey information/opinion/ response/reaction for a variety of contexts and audiences.
• Learners choose a communication format, including the application of digital tools to create/support it, that is appropriate, efficient and effective for the purpose and audience.
• Learners clearly and logically communicate content that is well organized so that listeners/readers/viewers can follow line of reasoning.
• Learners clearly and logically communicate content that is well organized so that listeners/readers/viewers can follow line of reasoning.
• Learners respond to audience comments, reactions and suggestions.
• Learners actively engage in communication and there is strong evidence of the effectiveness of the communication in achieving its purpose.
• Learners engage throughout the process, demonstrate respect, interact positively with others, and react appropriately to varying situations.
• Learners use critical, deductive processes to create coherent representations of problems and identify the most important issues that need to be addressed for the problem solving process to be successful.
• Learners formulate and ask questions to clarify information to improve responses and approaches.
• Learners identify creative, potential solutions and then apply criteria or decision making to narrow the choices to viable potential solutions.
• Learners plan and implement their solutions, monitoring and adjusting the process as necessary.
• Learners reflect critically on learning experiences and problem solving processes.
• Learners demonstrate resilience and persevere in the process of solving or attempting to solve difficult problems
Analyzing and Constructing Arguments Based on Evidence Obtaining Digital Literacy & Information Fluency
• Learners distinguish between fact and opinion and identify when the use of each is appropriate.
• Learners identify an argument’s progression and instances where logic is faulty or parts are unconnected.
• Learners listen, view or read arguments and render opinions supported by information, other opinions and/or experiences.
• Learners construct arguments for specific purposes incorporating data, definitions, and established results.
• Learners present and share arguments using appropriate methods for audience and purpose.
• Teacher encourages learners to question each other’s assumptions and premises and to use these interactions to strengthen their own arguments.
• Learners incorporate a variety of resources, including digital resources, to support communication, solve problems, and engage in inquiry as pathways to support the construction of new learning.
• Learners use appropriate search and access strategies are used to acquire information from a variety of sources to provide a foundation for addressing problems using inquiry based strategies.
• Learners evaluate, organize, and synthesize information when constructing responses and can provide a supporting rationale for their actions.
• Teacher encourages the use of digital resources and tools to extend learning beyond the course content and support each student’s personalized learning experiences.
• Learners use digital tools and information resources that demonstrate the appropriate application of the ethical and legal guidelines that define digital citizenship
Let’s Spend a Few Minutes Reflecting on What You Have Learned So Far…
Big Picture – Concepts or themes you are thinking about…. Specific items that were interesting or surprising…
Things that made the most sense and you believe would have the biggest impact on practice in your district or building…
Things that challenged your thinking or that you are still struggling with…
Coherence Pathways
MissionLeadership
Focus
What?
How Well?
How?
Jonathan P. Costa
Goals
MeasuresPractices
Where wouldyou place what you learned todayin thisframework?Red?Green?Purple?Blue?
1. Student Improvement2. Professional Improvement
Student
Goals
Student by student
Professional Goals
Classroom basedstudent growth
Organizational Goals
Building/District basedstudent growth
Instructional Strategies
Assessing Learning
Professional Growth Strategies Professional
Measures
Organizational Strategies
Organizational Measures
3. Building/District ImprovementConnect the Levels
Leadership
What did you learn today and where did it go?
Leadership
Leadership
Applying Lessons Learned From New Work within the Coherence Framework
Goals Measures of Success Practices/Strategies Leadership/Focus
What are the most important high leverage skills we need to
focus on to ensure every student achieves success in life learning
and work beyond school?
How will we measure the growth of student
progress toward mastery of these skills?
What are the most critical teaching behaviors and practices
that we need to ensure are present in every classroom to support the growth of these
skills?
How am I changing conditions as an instructional leader to ensure success, focus and coherence at
this level?
What are the growth targets for my students in these high
leverage skills and what is my professional practice focus
related to high leverage teaching behaviors?
What are the growth target measurements and professional practice target measurements I will use to gauge my success in
reaching my goals?
What professional learning strategies would be most helpful
to build my own capacity to meet my students goals and my professional practice indicators?
How am I changing conditions as an instructional leader to ensure success, focus and coherence at
this level?
As a district, what are we doing to focus the entire learning
community on the importance and neccissity of our most
important community expectations for learning – high
leverage skills?
- What are the critical student success indicators and
indicators and how do we report them at the building
and district level.
How would improving the learning environment and creating opportunities for student centered learning
change your school/district?
How am I changing conditions as a building district leader to ensure success, focus and coherence at this level?
1. Student Level(focus on the student)
2. Professional Level(focus on the adult)
3. Building/District Level
(focus on the whole)
Applying Strategies and Lessons Learned From Thursday Sessions – In a Coherence Framework
Level Goals Measures of Success Practices/Strategies Mission & Leadership
1. Student
Each student will improve their ability to:
- Critical success indicators reported at the student level.
- Instructional strategies - Conditions that provide focus and coherence
2. Professional
As a class/group, we will improve student ability to…
- Critical success indicators reported at the teacher/classroom level.
- Instructional strategy improvement professional learning strategies
- Conditions that provide focus and coherence
3. Building &
District
As a district, we will improve how every student:
- Critical success indicators reported at the building and district level.
- District/building level professional learning strategies
- Conditions that provide focus and coherence