high school summer professional development workshop kemper fitch, principal

High School Summer Professional Development Workshop

Kemper Fitch, Principal

Nancy Moody, Director of High School Curriculum

Penny Crooks, Assistant Principal

John Eggleston, Assistant Principal

Julie Pack, Assistant Principal

Review of Week One

• A Twitter of Day One:• D-1: Drafted ES, aka enduring understandings that

subsumes our SCOS. ES drive assessments and instructional decision making.

• Write a twitter message summarizing each day of the first week:• Math: day 2• Science: day 3• Social Studies: day 4• English: day 5

Essential QuestionsEssential Questions

Teaching the answers without first

raising the questions takes most

of the meaning out of learning.

~Francis Slater, London School of Education

What is an essential question?

Sample EQ: What is yourWhat is your explanation for how to explanation for how to evaluateevaluate whether or not a whether or not a question meets the criteria for question meets the criteria for being an essential question?being an essential question?

What is your explanation for how to evaluate whether or not a

question meets the criteria for being an essential question?

21st Century Skill: Communication & Collaboration• Communicate Clearly - use communication for

a range of purposes (e.g. to inform, instruct, motivate and persuade)

What is your explanationexplanation for how to evaluate whether or not a




What is your explanation for how to evaluate whether or not a


Revised Bloom’s Taxonomy: Analyze and Evaluate

What is your explanation for how to evaluateevaluate whether or not a


Revised Bloom’s Taxonomy: Analyze and Evaluate

What is your explanationexplanation for how to evaluateevaluate whether or not a




Revised Bloom’s Taxonomy: analyze and evaluate

Essential QuestionsEssential Questions-qualitiesqualities

• Cause inquiry into core content (Essential Standards)

• Do not have one “right” answer (21st Century Skills, Revised Bloom’s Taxonomy)

• Are arguable, provokes deep thought, discussion, inquiry (21st Century Skills)

• Promote understanding (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy)

• Require students to consider alternatives, weigh evidence, support ideas, and justify answers (21st Century Skills)

• Spark meaningful connections with prior learning (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy)

Learning-Focused Framework, Understanding by Design,Wiggins & McTighe, What Works in Schools, Robert Marzano

What is the purpose of an

essential question?

Sample EQ: Why are essential Why are essential questions a key questions a key component of planning component of planning and classroom instruction?and classroom instruction?

21st Century Skill: Critical Thinking & Problem-Solving • Making Judgments and Decisions – effectively

analyze and evaluate evidence, arguments, claims, and beliefs

Why are essential questions a key Why are essential questions a key component of planning and classroom component of planning and classroom instruction?instruction?

WhyWhy are essential questions a key

component of planning and classroom instruction?



Why are essential questions a key


Revised Bloom’s Taxonomy: Evaluate

WhyWhy are essential questions a key



WhyWhyWhyWhy are essential questions a key





Need for Essential Questions • Potpourri problem (Essential Standards)

• Lack of focus (Essential Standards, 21st Century Skills)

• Long term recall (Essential Standards, 21st Century Skills)

• Communication between students and teachers and between teachers (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy, Assessment)

• Clarifying purpose (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy, Assessment)

• Set direction for learning (Essential Standards, 21st Century Skills, Assessment)

• Focus learning (Essential Standards, 21st Century Skills, Assessment)

• Student engagement/application (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy)

• Assessment of student learning (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy, Assessment)

Heidi Hayes Jacobs, 2008

Purpose: The Big Four of Essential Questions

Reflect content

standards

Reflect content

standards

Engaging, student-based

Connection of learning

w/ living

Essential QuestionEssential Question

•Reflect content standards (Essential Standards)

•Connection of learning with living (21st Century Skills)

•Thinking, problem-solving, application of learning (21st Century Skills, Revised Bloom’s Taxonomy)

•Engaging, student-based instruction-not teacher- driven (21st Century Skills, Revised Bloom’s Taxonomy)

Purpose: Essential Questions

Reflect content

standards


w/ living

Essential questions Essential questions

become . . . the become . . . the “mental “mental velcro”velcro” for content for content

learning.learning.

Reflect content

standards

Reflect content

standards

Engaging, student-based


w/ living

Essential QuestionEssential Question

What are appropriate essential questions for my

content area?

Sample EQ: How do you How do you determine appropriate determine appropriate essential questions for essential questions for content area learning?content area learning?

How do you determine appropriate essential questions

for content area learning?

21st Century Skill: Creativity & Innovation• Think creatively, Elaborate, refine, analyze and

evaluate their own ideas in order to improve and maximize creative efforts

HowHow do you determinedetermine appropriate essential questions




How do you determine appropriate essential questions


Revised Bloom’s Taxonomy: Analyze & Evaluate

HowHow do you determinedetermine appropriate essential questions



determinedetermineHowHow HowHow do you determine determine appropriate essential questions





Essential Questions: Quality Check

• Criteria – Refer to Handout

• EQs – Practice Handout

EQs - Practice

Social Studies• What rights are guaranteed as a citizen and which are most important to me?

~E.S. - √~21st C. - √~RBT - √ / X~A’ment - √~Form - √

• How are governments created, structured, maintained, and changed? ~E.S. - √~21st C. - √~RBT - X~A’ment - √~Form - √

• How do the structures and functions of government interrelate? ~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √

• How do different political systems vary in their toleration and encouragement of change? ~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √

Need to check

Science How can we apply scientific skills, processes, and methods of inquiry to solve real-world

problems? ~E.S. - √~21st C. - √~RBT - √ / X~A’ment - √~Form - √

• How do developments in science and technology affect our lives?~E.S. - √~21st C. - √~RBT - X~A’ment - √~Form - √

• What decisions must be made prior to measurement of an object?~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √

• How do humans affect the environment and the environment affect humans?~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √

Need to check

EQs - Practice

Math• What role does prediction play in mathematics and in decisions we make?

~E.S. - √~21st C. - √~RBT - X~A’ment - √~Form - √

• How can we represent mathematical relationships? ~E.S. - √~21st C. - √~RBT - X~A’ment - √~Form - √

• How can we mathematically predict the outcomes of some future events?~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √

• Why do we need standard units of measure in math and daily activities?~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √

Need to check

EQs - Practice

Language Arts• How can fiction reveal truth in literature and in human nature?

~E.S. - √~21st C. - √~RBT - √ / X~A’ment - √~Form - √

• What do good readers do when the text doesn’t make sense? ~E.S. - √~21st C. - √~RBT - X~A’ment - √~Form - √

• Does experience and belief influence reading and our perceptions? ~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √

• How are stories from other places and times relevant to our society?~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √

Need to check

EQs - Practice

Essential Questions: Quality Check

• Quality Check – Sample Curriculum Guides

EQ’sEQ’s

Brain Dump

• 5 min-Individually-List all that you know about assessments• Take into consideration personal experiences,

research, and practice

• 10 min-In groups-on chart paper, come to a consensus about what you know as a group about assessments and develop a KWHL.• These will be shared with everyone

Proposed SystemAssessment

Built on what is most important for students to learn in the 21st century

Summative (Statewide)

Benchmark (Classroom, School,

District)

Formative Assessment(Classroom)

Essential Standards

To Inform Instruction…

o Centralized Benchmarking Tool

o Systematic Formative Assessment PD Modules

To Evaluate Knowledge…

o Transparent

o Appropriately Used

LT 3LT 5

LT 2LT 4

7

Pre-Assessment provides:

• Diagnostic information – a measurement of prior knowledge

• Informs instruction• Flexible grouping• Opportunities to adjust/tier assignments

****Pre-assessments MUST occur prior to units of study allowing time for regular education teachers to “intentionally” plan with support staff to scaffold/modify/frontload/accelerate instruction.

Assessment

Summative Assessment

Essential Standards

Benchmark (Classroom, School,

District)

Formative Assessment(Classroom)

Summative (Statewide)

Measures of achievement to provide evidence of student competence or program effectiveness.

LT 3

LT 5

LT 2

LT 4

11

Accountability

Essential Standards to define what students must know, understand and be able to do to compete in the 21st century

Formative and Benchmark to inform instruction

Essential Standards

Formative

Benchmark

+ + + LT 6

LT 7

Summative

15

+ GraduationRate

+ Future-Ready Core

+ Readiness

Growth Achievement (EOCs and EOGs)K-12

9-12 only

Work Session: Essential Questions and Assessment Prototypes

• Work with your subject partners to • develop Essential Questions that reflect identified

Essential Standards and incorporate 21st century skills and RBT.

• These should be put into the electronic copy of your curriculum guide.

• develop a diagnostic pre-assessment (based on your work on the ACS Curriculum Guide) to be given in the first week of school.

LUNCH!!

COMMON ASSESSMENTS:A Product of Professional Learning

“If all students are expected to demonstrate the same knowledge and skills, regardless of the teacher to which they are assigned, it only makes sense that teachers must work together to asses students learning.”

Dufour, Dufour, Eaker, and Many

COMMON ASSESSMENTS (CA)

“… represent the most effective strategies for determining whether the guaranteed curriculum is being taught and more importantly, learned.”

Dufour, Dufour, Eaker, and Many

CA Created by Same Subject Teachers/Department

Instructional Strategies

InstructionalStrategies

Instructional Strategies

GOAL:Essential Standards

PLCs STUDY DATA FROM CAs

• Analyze line items to identify:• where students’ learning lagged• areas of shortcomings• areas of strengths• what to reteach• which students require additional

support/enrichment/intervention• short-term/long-term systemic solutions

Words from teachers…

“Teaching your favorite way doesn’t always work so well. Sometimes you have this wonderful lesson that you love, but they aren’t learning. You have to change.”

“Teachers need to understand that common assessments do not grade the teacher. It doesn’t mean you have failed – it means you must change.”

SUMMARIZE CA:

• What do we want our students to know? (Essential Standards)

• How will we know they have learned it? (Common Assessment)

• What do we do when they do not learn it? Or already know it?(Support/Enrichment/Intervention)

WHAT CA ARE NOT…

• CA are not a lock-step, mechanical manner in which to teach

• CA are not designed to evaluate teachers

COMMON ASSESSMENTS ASSURE…

• that all students will learn a set of specific common unit objectives.

• that every student will learn the same content regardless of which teacher they were assigned.

Data is Conclusive…

One of the most powerful, high-leverage strategies for improving student learning that is available to schools:

frequent, high-quality formative assessments by teachers who are working

collaboratively to help students develop agreed-upon knowledge and skills.

Research: Fullan, 2005; Hargreaves & Fink, 2006; Reeves, 2004; Schmoker, 2003; Stiggins, 2005

Using Rubrics to Evaluate Assessments

What is a Rubric?

• A rubric is a printed set of scoring guidelines for teachers to evaluate & to give feedback to individual learners and to evaluate groups of student work • lists the criteria for assessment• clearly qualifies the degree of quality for

each criterion

What Does a Rubric Look Like?

• Typically in the format of a table.

• The top row lists the degrees of quality• Poor to excellent• Developing to mastery• 1 to 4

• The left column lists the criteria of assessments

Components of a Rubric

Levels of Achievement ** (typically 3-4)

Criteria (competencies)

Exemplary4

Accomplished3

Developing2

Beginning1

Stated Objective or Performance within the assignment#1

Description- defining features of each work or performance reflecting the highest level of performance

Description- defining features of each work or performance reflecting mastery of performance

Description- defining features of each work or performance reflecting development and movement toward mastery of performance

Description- defining features of each work or performance reflecting a beginning level of performance

Stated Objective or Performance within the assignment#2

**variations- excellent, satisfactory, unsatisfactory; or exemplary, proficient, marginal, unacceptable; or sophisticated, competent, not yet competent

Sample RubricCriteria (competencies)

Exemplary3

Accomplished2

Beginning1

Writing Style:

Organization & flow

Logical progression of thoughts and ideas. Concepts are clearly presented using good examples and college level vocabulary. Paper is well organized from introduction to conclusion statements.

Most thoughts and ideas progress logically with satisfactory examples.

Vocabulary is primarily at college level. Paper is

fairly well organized but may lack adequate flow

and transition.

Illogical progression of ideas, disorganized paragraphs and sections of paper. Poorly written, vocabulary not at college level. Many grammatical errors.

References:

Citations in APA format, current and appropriate

Reference list is typed; the citations match reference list and are current (most within last five years), from peer reviewed journals, and are appropriate to the topic.

Reference list is typed, most are within the last five years, and/or a few are inappropriate to the topic. Minimal secondary sources and are appropriate to the topic.

No Reference list; or incorrectly formatted, references are primarily secondary sources such as textbooks and/or from non-peer reviewed journals, and/or lay literature.

Sample Rubric with Different Scoring Example


Excellent Satisfactory Unsatisfactory

Appropriate journal articleselected 10 points

The article has excellent and sufficient scientific merit. From a current peer reviewed nursing journal (1-3 years). 9-10 points

The article has good and moderately sufficient scientific merit. From a current peer reviewed nursing or medical journal (3-5 years).7-8 points

The article has little or no scientific merit. Not from a current peer reviewed nursing journal (>5 years) or from a newspaper or magazine. 0-6 points

Major points of article summarized in introduction 10 points

Clearly and concisely stated summary of major points of article. 9-10 points

Adequately stated summary of most points of article. 4-7 points

Summary of major points of article not concise- misses some points. 0-6 points

Sample Rubric with Varied Scoring Weights

Content 30 points

Essay covers the entire topic,

creatively with excellent depth &

scope.25-30 pts

Essay covers most of the topic

with average depth & scope.

20-25 pts

Essay covers only part of the topic with weak depth & scope.

15-20 pts

Essay covers little of the topic in a superficial

manner.< 15 pts

Readings 25 points

75-100% of readings used

completely.20-25 pts





< 25% ofreadings used

completely.< 10 pts

Logic, flow and evidence25 points

Ideas flow clearly and essay uses

many strong examples.20-25 pts

Ideas flow adequately;

some examples given.

15-20 pts

Ideas flow poorly OR examples are insufficient.

10-15 pts

Ideas flow poorly AND examples are insufficient.

< 10 pts

Criteria Exemplary Proficient Marginal Unacceptable

Sample Rubric with Varied Scoring Weights


Excellent Satisfactory Unsatisfactory

Critical Thinking: Agreement with author’s opinion analyzed & discussed30 points

Consistent evidence of strong critical

thinking, synthesis and thoughtful

analysis in comparing opinion.

27-30 points

Majority of analysis has evidence of some critical thinking, synthesis and

thoughtful analysis. 21-26 points

Little or no evidence of critical thinking, synthesis

or thoughtful analysis. 0-20 points

Critical Thinking:

Issues’ impact on nursing care analyzed20 points

Excellent and comprehensive

description of the impact on nursing care in relation to economics, use of

health care resources, and health promotion.

18-20 points

Incorporates a fair discussion of the

impact on nursing care but not entirely comprehensive relationship to

economics & use of resources health

promotion.14-17 points

Poorly incorporated relationship to

economics, use of health care resources, and

health promotion in the description of the impact

on nursing care. 0-13 points

Why a Rubric?

• Can teachers describe excellent work?• Do teachers agree on what excellent work is?• Do teachers have a tool that can be used to

evaluate student work and ultimately to gather data to evaluate the effectiveness of their assessments?

Benefits to Teachers

• Objective, consistent evaluation tool:• Evaluates individual student work

AND• Evaluates grouped student work

enabling teachers to gather data to evaluate the effectiveness of assessments

What a Rubric OffersLearners

• Roadmap for excellence

• Reveals “what counts”, “what is important”

• Clear sense of what is to be achieved

• Standards of the profession/discipline

Links

• http://www.uwstout.edu/soe/profdev/rubrics.shtml

• http://www.middleweb.com/rubricsHG.html• http://webquest.sdsu.edu/webquestrubric.html• http://school.discoveryeducation.com/schrock

guide/assess.html• http://rubistar.4teachers.org/index.php• http://www.suelebeau.com/assessment.htm

http://www.uwstout.edu/soe/profdev/rubrics.shtml

http://www.uwstout.edu/soe/profdev/rubrics.shtml

http://www.middleweb.com/rubricsHG.html

http://webquest.sdsu.edu/webquestrubric.html

http://school.discoveryeducation.com/schrockguide/assess.html

http://school.discoveryeducation.com/schrockguide/assess.html

http://rubistar.4teachers.org/index.php

http://www.suelebeau.com/assessment.htm

Work Session: EQs, Pre-Assessments, and CA

• Continue to develop EQs for your Curriculum Guides

• Continue to develop your Diagnostic Assessment

• Identify Assessment Prototypes for your Curriculum Guide

• Begin to develop Ongoing Common Assessments for at least the first 6 weeks of school

• We will meet back here at 3:30

Pacing

• While working with your subject partners on Assessment Prototypes, feel free to revisit any or all parts of the ACS Curriculum Guide.

• Also, please come to consensus by subject/grade around what Essential Standards and Clarifying Objectives will be covered each six weeks and indicate this on your guide.

Tomorrow

• Sign in and out with Cathy Wray• Online at ACSACRE.wikispaces.com, under

Asheboro High, there are 3 Moodle pdfs and an activity. Read the 3 pdfs and complete the activity.`

• Continue to work on refining your Curriculum Guides• ES, CO, EV, EQs, AP• A draft of the electronic copy will be collected on

Wed. afternoon

• Continue to work on your Ongoing Common Assessments • Diagnostic Pre-Assessment, Ongoing Common

Assessments

Wednesday

• Blue Diamond Training

• Continue Workshopping

Ticket Out the Door

What am I squared away with?

What am I still circling around?

What three things do I need to do in priority order to advance the work?

high school summer professional development workshop kemper fitch, principal

Documents

essential questionsteaching

century skillspromote

key component of planning

classroom instruction

range of purposes

sample eq

assistant principaljulie

london school of educationwhat