Identifying Elements of Change

Principal Session 3

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Purpose of this Session

• Participants will be guided to identify evidence of student thinking in their classrooms;

• In turn, participants will identify classrooms where teachers are intentional in their planning for student thinking.

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Student Engagement in YOURBuildings

• Share from previous session: Think about a classroom where teachers are

being intentional in their planning for student thinking (bright spot).

What does that look like?• Teacher behaviors• Student behaviors

How Can We Replicate?

Direct

Motivate Shape

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Direct

• Follow the bright spots

• Script the critical moves

• Point to the destination

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What does your

destination post card look like for active

student engagement?

Heath & Heath (2010) Switch: How to Change Things When Change is Hard

Motivate

• Find the feeling• Shrink the change• Grow your people

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“Any change that violates a

person’s identity is likely

doomed to failure.”

Heath & Heath (2010) Switch: How to Change Things When Change is Hard p. 154

Shape

• Tweak the environment

• Build habits• Rally the herd

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What’s in your checklist?

Heath & Heath (2010) Switch: How to Change Things When Change is Hard

Activity

• Using previous video(s) and observances of ELA teachers in your school, list instructional moves that support the Speaking and Listening Standard. What are examples of corresponding student engagement?

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Q & A

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Discussion and Reflection

• On a scale of 1 – 5, with 1 being the lowest, what is your school’s comfort level with implementing the ELA CCSS?

Online Parking Lot

https://www.engageny.org/resource/network-team-institute-materials-october-7-10-2014