ESD Regional Workshop Year 2 Workshop 1 WSLA Year 2 u u Workshop 1 - - PowerPoint PPT Presentation

ESD Regional Workshop Year 2 Workshop 1

WSLA Year 2 u

u Workshop 1

WSLA Curriculum Strands

GOALS for the day:

• Refresh the leadership focus needed for the

implementation of the Academy work in Year 2

• Continue to examine the implementation of your

Theory of Action and relation to Instructional Core

• Deepen understanding of the Problem of Practice,

Theory of Action, Evidence of Progress and Cycle of Inquiry and their relationship to your work

• Determine your team’s growth from WSLA Year 1

NORMS

We Will:

• Always treat each other with respect
• Actively listen to each other
• Encourage everyone to fully participate
• Be respectful of each other’s time and perspectives
• Stay focused, involved and productive
• Be committed to be here ready to work – on time

and with little distraction

• Find ways to celebrate successes
• Have fun and enjoy the time with our peers

How can we create and lead a system that ensures effective instruction for all students, integrates multiple initiatives—i.e., Common Core, TPEP, Smarter Balanced—and results in sustained high levels of learning?

WSLA Problem of Practice

Focusing Handout p. 4 Answer the following questions:

• What do you hope to accomplish this year?
• How does the work you hope to accomplish align

with the data you and your colleagues have reviewed in developing your Theory of Action?

• Why is the work you will be doing this year the

right focus for your district?

What growth have you made? In your district teams:

• 1. Review where you placed yourself
• n the WSLA Rubrics last Spring
• 2. Determine if you are still in that same

place or any movement made

• 3. List the steps you will need to take

this year to move forward on the rubrics

Force Field Analysis

What steps do you need to take this year to move forward—your desired state? Brainstorm Rate 1-4 Compare Decide

What growth have you made?

• Be prepared by 10:45 to share

your growth with others

• Take a break when needed

Sharing with Colleagues

Instructional Core

Teacher Student

Task

Content

Instructional Core

• Principle 1:

The first principle of instructional improvement is that

increases in student learning occur

• nly as a

consequence of improvements

in the level of the content, teachers’ knowledge and skill and student engagement

http://www.edu.gov.on.ca/eng/policyfunding/leadership/highlights.html

Instructional Core

• Principle 2:

The second principle of instructional improvement

follows from the first:

If you change any single element

• f the instructional core,

you have to change the other two to affect student learning.

Instructional Core

• Principle 3:

The third principle of instructional improvement:

If you can’t see it in the core, it is not there

Instructional Core

• Principle 4:

The fourth principle of instructional improvement is that:

The Task Predicts Performance

Instructional Core

• Principle 5:

The connection between doing the right thing

and knowing the right thing to do leads to the fifth principle:

the real accountability system

is in the tasks

that students are asked to do

Instructional Core

• Principle 6:

We learn to do the work by doing the work, not by telling other people to do the work, not by having done the work at some time in the past, and not by hiring experts who can act as proxies for our knowledge about how to do the work

Instructional Core

• Principle 7:

This leads to the seventh principle:

Description before analysis Analysis before prediction Prediction before evaluation

Theory of Action

• Theory of Action – A theory of action is an if… then statement that

examines your theory of what you are going to do to get the results that you want to achieve. Elmore discusses the characteristics and qualities of an effective theory of action. Clip #6 http://www.media.gov.on.ca/69056422c44a794a/en/videos/mobile.mp4

• In Pencil
• Cheap Paper
• Draft Paper
• LASER AND LIGHTBULB

Team Time

• How does the Instructional Core (IC) affect our work and

how does the IC directly apply to the Regional POP and

• ur District’s TOA?
• What evidence do we have that we are focusing on the

Instructional Core?

• Do we have the right steps in our TOA to make a

significant difference in the learning for all of our students?

• What else do our staff members need to learn?

BREAK

The Cycle of Inquiry

Start with a Problem of Practice

Develop a Systems- Level Plan & Theory of Action

Identify Evidence

• f

Progress

Take Action Understand What Happened

(Copland, ¡2009) ¡

Evidence

• What evidence are we looking for?
• Who will be looking for the data? When?
• Who will be analyzing/interpreting the information?

When?

• How will we share the results of what is found with
• thers: the board, community and staff?

Assignment for next session:

• Connect TOA to the regional POP and

communicate your plan to your community.

• Develop a communication plan to present

next session.

• How will you use this to inform, streamline or

integrate with other required work.

Homework

Reflection

In Your WSLA Journal:

• What did I learn today?
• In what ways has your team grown from

today’s work?

Closure

“Without continual growth and progress, such words as improvement, achievement, and success have no meaning.” Benjamin Franklin

Before You Leave

• Please complete evaluation form

and give the form to the instructors

• Schedule time with your team to complete

your Homework

• Next WSLA Workshop: November 17, 2015