education works virtual forum: challenges of …...2016/09/09 · education works virtual forum:...
TRANSCRIPT
Education Works Virtual Forum: Challenges of Implementing Florida Standards
Tuesday, September 13, 2016
Presented by Florida Philanthropic Network’s Education Affinity Group
and Consortium of Florida Education Foundations
@flphilanthropy#LearnFPN
Welcome
Christopher JohnsonFlorida Philanthropic Network,Director of Programs & Learning@chrisj1914@flphilanthropy
Questions & Conversation
Submit your questions in the Chat Box
@flphilanthropy#LearnFPN
Welcome
Stacy CarlsonPresident & CEOFlorida Philanthropic Network@flphilanthropy
Mary Chance
Mary ChancePresidentConsortium of Florida Education Foundations@FlaEduFoundtns
Ben Jackson
Ben JacksonPartnerThe New Teacher Project (TNTP)@TNTP
Brian Dassler
Brian DasslerDeputy Chancellor of Educator QualityFlorida Department of Education
Current Teacher Leadership Initiatives:
Golden Apple Academies & Other Teacher Communities/Summits
Facilitating Best Practice Sharing & Implementation
Teacher Externships & “Real World” Professional Development
Professional Development “R & D” & Applied Learning Initiatives
CFEF Past: Citi “Mentor/Rookie Teacher” Program (2006 - 2009)
CFEF New: BMGF Supported “Peers in Public Practice” Initiative
© TNTP 2015
Pilot Florida Implementation Network
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TNTP's mission is to end the injustice of educational inequality by providing excellent teachers to the students who need them most and by advancing policies and practices that ensure effective teaching in every classroom.
Rigorous Academics Talented People Supportive EnvironmentsAre students studying
challenging, engaging and relevant content?
Are educators in the right roles with the right skills to help students thrive?
Are policies, systems and communities supporting
great schools for all?
Great Teaching Is at the Core of What We Do
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Objectives for Today
UnderstandUnderstand the challenges schools and district face when implementing the Florida Standards effectively.
LearnLearn about the Pilot Florida Implementation Network and its work to ensure students and teachers are engaged in rigorous, worthwhile learning.
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The Florida Standards provide the best opportunity for districts to change course and prepare all students to be successful in college, career and life.
“Where a student lives should not determine educational expectations. As educational leaders, we need to assure the public that we understand the
challenges students face after graduation and that we are preparing them for college and the work place. College and career ready standards must be a part of
K-12 education.”–Jayne Ellspermann, Principal, Westport High School, Ocala, FL
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Let’s examine an ELA assignment from a 4th grade classroom—what is being required of this student?
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Now compare this with a sample task from a different 4th grade classroom. What do you notice?
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Our comprehensive diagnostics set out to answer one core question:
To what extent are current practices at the classroom, school and
district levels supporting or hindering
efforts to ensure rigorous, standards-
aligned instruction for all students?
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Classroom • 303 lesson observations across 19 schools• 1,350 samples of student work
School
• Surveys of 10,326 teachers and 972 school leaders• Focus groups with 176 coaches and 303 teachers• Interviews with 19 principals• Observations of 25 PLC meetings and 12 coaching
sessions
District
• 48 district leadership interviews • Teacher performance and human capital data• ELA and Math curricular resources in grades 1, 3,
6, 7, 8 and 10• Hundreds of pages of teacher, coach and school
leader development materials and trainings
To answer this question, we examined data at the classroom, school and district levels.
/ 18www.achievethecore.org
DIAGNOSTIC FINDINGS
1 Florida teachers are not yet adjusting their instructional practices to meet the demands of the Florida Standards.
2 Teacher and leader confidence in their ability to teach the Florida Standards doesn’t match up with reality observed at schools.
3 Districts lack a clear definition of excellent instruction and a strategy toachieve it.
4Teacher instructional materials, evaluations and professional development opportunities are not well-aligned, and do not help teachers raise the rigor of their instruction.
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Despite the perception that teachers had made the instructional shifts required of the new standards, few lessons reflected those changes.
n = 303 lessons
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Students, while often meeting the expectations of the tasks in front of then, are often not working on sufficiently rigorous assignments.
60%
40%
Overall, did this assignment indicate alignment to the standards?
% Assignments with weak or no alignment% Assignments with strong or excellent alignment
n = 287 assignments
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Most students meet expectations for their assignment, but the lack of rigor in tasks means students aren’t meeting the expectation of the standards.
n = 1,350 student work samples collected
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The Education Trust, a national non-profit advocacy organization, recently released a report with similar findings about student tasks.
Key Findings:
• Overall, only about 5% of assignments fell into the high range on the assignment analysis rubric
• Only 38% of assignments were aligned with a grade-appropriate standard
• Only 55% of assignments were connected with a text
• Only 16% of assignments required students to use a text for citing evidence a support for a position or claim
• Only 4% of all assignments reviewed pushed student thinking to higher levels
Checking In: Do Classroom Assignments Reflect today’s Higher Standards? The Education Trust, September 2015, p.4
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Why is this? Generally, systems and priorities that support effective teaching and learning are not aligned, resulting in inconsistent support.
Teachers delivering instruction to students
Instructional materials of varying
quality
Feedback from Teacher evaluation that is
inconsistent and not focused on critical
instructional shifts
Support from Professional
development not aligned to teacher need
or driven by content
Other systems for support with varying
priorities
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The Pilot Florida Implementation Network: Districts coming together to address the challenge of effectively implementing the Florida Standards.
Duval
Brevard
Broward
Highlands
Pasco
Pinellas
Brevard 72,000 students
Broward 269,000 students
Duval 129,000 students
Highlands 12,000 students
Pasco 69,000 students
Pinellas 104,000 students
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Across our 6 pilot network districts, we have the opportunity and resources to improve the lives of more than half a million students.
Collectively, we have the opportunity to improve the lives of roughly 24% of students across the state of Florida.
The chance to reach more
than 650,000 students
900+ schools
$6+ billion in expenditures
~41,000 teachers in
the field
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Goals for the network
Shared Work
Individualized District Work
Network Goals
Leadership CohortCurriculum Cohorts (K-5 ELA, K-5 Math,
6-12 ELA)
Broward DuvalBrevard Highlands Pasco Pinellas
These aren’t just six districts continuing their work in siloes—they are collaborating across district lines.
Network Communication
Progress Monitoring Convenings
Knowledge Management
TNTP’s Role as the “Hub”
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Central office leaders and staff have a strong understanding of the Florida Standards and shifts that leads to establishing a clear definition of excellent tier I instruction and a plan for engaging school leaders and teachers in this vision.
This definition is used to identify, select, create and curate Florida Standards-aligned instructional materials.
There is a clear plan to support building-level instructional leaders, who have the buy-in and ownership to accurately identify and foster excellent tier I instruction in classrooms, and ensure aligned materials are used effectively.
We’re focusing our work in just a few key areas, based on the network theory of action.
Data and feedback from school and classroom-level implementation assists central office leaders in knowing whether excellent tier I instruction occurs, and informs
continuous improvement.
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“…choice of instructional materials can have an impact as large as or
larger than the impact of teacher quality.”
“…improving teacher quality is challenging, expensive, and time-
consuming, making better choices among available instructional materials should be relatively easy, inexpensive, and quick.”
One area of focus is instructional materials. Students learn primarily through interactions with teachers and materials—strong materials affect student learning.
Chingos and Whitehurst, “Choosing Blindly: Instructional Materials, Teacher Effectiveness and the Common Core,” Brown Center on Education Policy at Brookings, (April 10, 2012), http://www.brookings.edu/research/reports/2012/04/10-curriculum-chingos-whitehurst.
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Yet, organizations like EdReports are conducting reviews of commonly adopted curricula—many of which show very mixed alignment to standards.
www.edreports.org
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Recently, Duval and Pasco teamed up to bring teachers and leaders together to learn more about Duval’s implementation of Eureka Math.
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Questions?
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tntp.org
facebook.com/thenewteacherproject
twitter.com/tntp
linkedin.com/company/tntp
Connect with us.
www.FLDOE.org33
Teacher Leadership in Florida
Brian DasslerDeputy Chancellor for Educator Quality
@brian_dassler
www.FLDOE.org34
Teacher leaders improve student outcomes in classrooms that are
not their own.
www.FLDOE.org36
The teacher who knows he/she is effective and can explain concretely and in detail why.
The teacher who knows he/she is ineffective and can explain concretely and in detail why.
The teacher who is effective, but can not explain concretely and in detail why; may attribute student achievement to being a “natural-born” teacher.
The teacher who doesn’t know if he or she is effective and could not explain why some teachers are more effective than others.
www.FLDOE.org37
Teacher LEAD Network
The Teacher LEAD Network is a year-long professional learning experience that develops among district teachers of the year the knowledge, skills and networks to improve
student outcomes in classrooms that are not their own.
www.FLDOE.org39
High Impact Teacher Corps
Corps members are teachers who are high impact according to VAM and who teach in D or F schools. The goal of the
High Impact Teacher Corps is first to keep these teachers in their schools – doing good work on behalf of their students.
The second goal of the High Impact Teacher Corps is to support them in having a positive effect on student
outcomes in classrooms that are not their own.
www.FLDOE.org40
Looking Ahead
• Video Feedback• Blended Coaching• Support to Districts and Other Partners
www.FLDOE.org41
Connect with FPN
813.983.7399 [email protected]
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@flphilanthropy
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