Staff DevelopmentStaff Development

Between the Regular Day & Out-of-School TimeBetween the Regular Day & Out-of-School Time

2004 NCEA Annual Conference2004 NCEA Annual Conference

Creating a Future Without BoundariesCreating a Future Without Boundaries

Carol A. AchzigerCarol A. Achziger

Logan City School DistrictLogan City School District

cachziger@mlms.logan.k12.ut.uscachziger@mlms.logan.k12.ut.us

Goals for Today’s WorkshopGoals for Today’s Workshop

Share the working philosophy of bridging Share the working philosophy of bridging out-of-school time programs and regular out-of-school time programs and regular day programs through staff development,day programs through staff development,

Demonstrate how the principles of bridging Demonstrate how the principles of bridging can be applied to different situations, andcan be applied to different situations, and

Have fun through meaningful group Have fun through meaningful group discussions and demonstrations.discussions and demonstrations.

Instructional Program AlignmentInstructional Program Alignment

““Any innovation you bring into the classroom Any innovation you bring into the classroom or school to improve outcomes on student or school to improve outcomes on student

achievement presumes that there is already achievement presumes that there is already alignment of the standards, curriculum, alignment of the standards, curriculum,

instruction, and assessment. The innovation instruction, and assessment. The innovation itself will not improve outcomes if alignment itself will not improve outcomes if alignment

does not exist.”does not exist.”

- Lisa Carter- Lisa Carter

Why?Why?

Wanted to improve referrals to out-of-Wanted to improve referrals to out-of-school time programsschool time programs

Regular day faculty wanted time to “try Regular day faculty wanted time to “try out” new methodsout” new methods

Youth needed programs that were Youth needed programs that were connected to the regular day – but did not connected to the regular day – but did not look like the regular daylook like the regular day

What made us focus on training?What made us focus on training?

The out-of-school time programs seemed The out-of-school time programs seemed to be the place to connect and meet all to be the place to connect and meet all these needsthese needsWe realized that staff from “both sides” of We realized that staff from “both sides” of the fence had something to offer each the fence had something to offer each otherotherWe knew we needed to bring these two We knew we needed to bring these two groups together in a unique waygroups together in a unique wayTraining became the logical place to bring Training became the logical place to bring everyone togethereveryone together

Understanding by Design*Understanding by Design*

Stage 1:Stage 1: Identify Desired ResultsIdentify Desired Results

Stage 2: Determine Acceptable EvidenceStage 2: Determine Acceptable Evidence

Stage 3: Plan Learning Experiences & Stage 3: Plan Learning Experiences & InstructionInstruction

*Wiggins & McTighe, ASCD, 1998*Wiggins & McTighe, ASCD, 1998

Understanding by DesignUnderstanding by Design

Learner

expectations & standards

Learning opportunities

Assessments

skill

s

dis

posi

tions

know

ledge

Identifying Desired ResultsIdentifying Desired Results

Our desired results included factors for Our desired results included factors for both staff and youthboth staff and youth

Based on creating lifelong learners and/or Based on creating lifelong learners and/or reawakening the lifelong learnerreawakening the lifelong learner

Included an “environmental scan” of Included an “environmental scan” of expectations, desires, and needsexpectations, desires, and needs

Varies from school site to school site and Varies from school site to school site and person to personperson to person

Examples of Desired ResultsExamples of Desired Results

Improve the instructional strategies teachers Improve the instructional strategies teachers have to reach “reluctant learners”have to reach “reluctant learners”

Improve students’ reading comprehensionImprove students’ reading comprehension

Improve the use of technology in the classroomImprove the use of technology in the classroom

Improve students’ writing skillsImprove students’ writing skills

Improve the “connection” students feel toward Improve the “connection” students feel toward school and communityschool and community

Improve the relationship between teachers & Improve the relationship between teachers & studentsstudents

Establishing PrioritiesEstablishing Priorities

Worth beingfamiliar with

Important toknow and do

"Enduring"understanding

Learning ExperiencesLearning Experiences

WHEREWHEREW = Help students know W = Help students know wherewhere the unit is the unit is

going.going.H = H = Hook Hook the students and the students and holdhold their interest. their interest.E= E= EquipEquip students, students, exploreexplore the issues, and the issues, and

experience experience the ideas.the ideas.R = Provide opportunities to R = Provide opportunities to rethinkrethink and and

reviserevise..E = Allow students to E = Allow students to exhibit exhibit their their

understanding and understanding and evaluateevaluate their work their work

Think-Pair-ShareThink-Pair-Share

This is a great tool you can use to check This is a great tool you can use to check understanding and to share learningunderstanding and to share learningToday’s useToday’s use Divide into groups of 2Divide into groups of 2 Think about how you could use training as the Think about how you could use training as the

“bridge” between the regular day and out-of-“bridge” between the regular day and out-of-school time programsschool time programs

Share your ideas with the other personShare your ideas with the other person Share your ideas with the larger groupShare your ideas with the larger group

Results of Think-Pair-ShareResults of Think-Pair-ShareBelow is a list of the different ways participants determined how they could Below is a list of the different ways participants determined how they could utilize staff training as the bridge between the regular day and after school.utilize staff training as the bridge between the regular day and after school.

Create an exchange between regular day and Create an exchange between regular day and after school teachers by sharing plans and after school teachers by sharing plans and observations.observations.

Have regular day and after school staff serve on Have regular day and after school staff serve on committees together.committees together.

Have regular day and after school staff create Have regular day and after school staff create materials for students together.materials for students together.

Train staff from both programs to use the same Train staff from both programs to use the same vocabulary.vocabulary.

Results IIResults II

Have staff from both programs attend national Have staff from both programs attend national training with a follow-up one year later.training with a follow-up one year later.

Have regular day teachers participate/teach Have regular day teachers participate/teach some of the after school components.some of the after school components.

Utilize summer as time to have regular day and Utilize summer as time to have regular day and after school staff to plan togetherafter school staff to plan together

Develop leadership skills through on-going staff Develop leadership skills through on-going staff meetingsmeetings

Results IIIResults III

Use volunteers and/or AmeriCorps members as a bridge Use volunteers and/or AmeriCorps members as a bridge between the two programs.between the two programs.Use local expertise (or regular day teachers) to lead after Use local expertise (or regular day teachers) to lead after school staff training.school staff training.Conduct a needs assessment of after school staff. See Conduct a needs assessment of after school staff. See if regular day staff could help fulfill the needs.if regular day staff could help fulfill the needs.Use any grants that support after school programs as Use any grants that support after school programs as basis for communication. Ensure that everyone is clear basis for communication. Ensure that everyone is clear about specifications to dispel confusion and direct about specifications to dispel confusion and direct training activities.training activities.Establish common goals so there is a “single” school Establish common goals so there is a “single” school culture.culture.

Determining Acceptable EvidenceDetermining Acceptable Evidence

How will you know you have achieved your How will you know you have achieved your desired results?desired results?

It is no longer sufficient to assume strategies It is no longer sufficient to assume strategies work without evidence of the work (remember the work without evidence of the work (remember the “scared straight” programs…)“scared straight” programs…)

Different types of data will help you to know your Different types of data will help you to know your progress toward the resultsprogress toward the results

Knowing what evidence you need in context of Knowing what evidence you need in context of the desired results helps to keep purpose and the desired results helps to keep purpose and intentionality in your programsintentionality in your programs

Staff as Assessors Staff as Assessors Not Activity DesignersNot Activity Designers

Design assessments before you design lessons Design assessments before you design lessons and activitiesand activities

Be clear about what evidence of learning or Be clear about what evidence of learning or progress toward desired results you seek progress toward desired results you seek

Multiple SourcesMultiple Sources

Think “photo album” Think “photo album” versus “snapshot”versus “snapshot”

Sound assessment Sound assessment requires multiple requires multiple sources of evidence, sources of evidence, collected over time.collected over time.

ImplementationImplementation

Training for summer school usually involves 2 – 3 Training for summer school usually involves 2 – 3 days of days of work work Introduces the concepts Introduces the concepts Allows time for hands-on practiceAllows time for hands-on practice Allows time for planning Allows time for planning

Training for school year programs usually involves Training for school year programs usually involves 2 afternoons of training before school begins and 1 2 afternoons of training before school begins and 1 afternoon in the middle of the yearafternoon in the middle of the year Introduces the conceptsIntroduces the concepts Allows time to discuss concepts in site based groupsAllows time to discuss concepts in site based groups Allows time to work with resourcesAllows time to work with resources Allows time for planningAllows time for planning

Training beyond TrainingTraining beyond Training

We consider the time spent in the out-of-We consider the time spent in the out-of-school time programs part of our trainingschool time programs part of our training

This respects each person as an expertThis respects each person as an expert

Relies heavily on communication at each Relies heavily on communication at each site and between sitessite and between sites

What does it look like?What does it look like?

Processing TimeProcessing Time

This is a great tool you can use to allow time for This is a great tool you can use to allow time for processing information as well as a transition to processing information as well as a transition to the “next step”the “next step”Today – use the Styrofoam cup to share your Today – use the Styrofoam cup to share your thoughts about some of the desired results for thoughts about some of the desired results for learning that you would have in your programlearning that you would have in your program Pass the cup to each person in your group. Without Pass the cup to each person in your group. Without

talking, alter the cup to represent your thoughts or talking, alter the cup to represent your thoughts or questionsquestions

When everyone has had a turn, then pass the cup When everyone has had a turn, then pass the cup again and allow each person to explain their thoughtsagain and allow each person to explain their thoughts

As a group, select one person to explain the group’s As a group, select one person to explain the group’s thoughts and/or questions thoughts and/or questions

What are some of the “tools” we What are some of the “tools” we have created or consistently use to have created or consistently use to

support this process?support this process?School year planning sheetsSchool year planning sheets Reports of resultsReports of resultsCohort discussion groupsCohort discussion groupsBooks:Books: Multiple Intelligences by Howard GardnerMultiple Intelligences by Howard Gardner Multiple Intelligences of Reading & Writing: Making the Multiple Intelligences of Reading & Writing: Making the

Words Come Alive by Thomas ArmstrongWords Come Alive by Thomas Armstrong Multiple Intelligences in the Classroom by Thomas Multiple Intelligences in the Classroom by Thomas

ArmstrongArmstrong Classroom Instruction that Works by Robert Marzano Classroom Instruction that Works by Robert Marzano

and Deb Pickeringand Deb Pickering

Teaching and Learning “reminders”Teaching and Learning “reminders”

Wrap UPWrap UP

““Bridging” works in different ways for Bridging” works in different ways for different groupsdifferent groups

Based on desired outcomesBased on desired outcomes

Activities are designed around outcomesActivities are designed around outcomes

Is on-going – everyone becomes an expertIs on-going – everyone becomes an expert

Promotes lifelong learningPromotes lifelong learning

People do remarkable things & we find heroes People do remarkable things & we find heroes in unexpected places. Heroes in Education in unexpected places. Heroes in Education do three things:do three things:

• Hold a belief that a person can learn (held by Hold a belief that a person can learn (held by both the learner and the teacher),both the learner and the teacher),

• Provide time for practice that includes failure Provide time for practice that includes failure so we can overcome obstacles and have so we can overcome obstacles and have success,success,

• Practice and promote lifelong learning that Practice and promote lifelong learning that creates generations of readers.creates generations of readers.

Susan ZimmermanSusan Zimmerman