[PPT] - Good Morning Welcome Back! Create the Learning Space How will we PowerPoint Presentation

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Good Morning

Welcome Back!

SLIDE 2

Create the Learning Space

How will we collaborate and

learn together as a community

f professionals?

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Exit Ticket Take-Aways

Feel Meaningful Learning

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Today’s Session – Ple Please note time time adju justme tment

8:45 – 10:15 Creating a Culture of Feedback (Continued): Learner-Focused Feedback that Supports Instructional Transformation 10:15 – 10:30 Break 10:30 – 11:45 Strengthening the Talent Development System: Using Professional Learning for Change and Impact 11:45 – 12:00 Break 12:00 – 1:00 Lunch and Conversation with Dr. Aaron Fisher – “Improving Behavior And Mental Health Supports Through Systems Leadership” 1:15 – 2:45 Roundtables – Expanding Opportunities to Deepen and Strengthen 2:45 – 3:00 Break 3:00 – 3:30 Team Share Out and Closing – LIFT Up! 3:30 – 4:00 TEAM TIME - Plans for Moving Forward: Implementation and Engagement

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FEEDBACK FOR INSTRUCTIONAL TRANSFORMATION

LEARNING FOCUSED FEEDBACK

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GUIDING QUESTION What kind of feedback contributes to instructional transformation in the classroom?

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THIS SESSION IS ABOUT…

Thinking about and practicing learning focused feedback so that it results in new insights, knowledge, and skills allowing each person to making improvements to practice.

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CHECKLIST

1 - WHY DO I WANT TO PROMOTE LEARNING FOCUSED FEEDBACK?
2 - WHAT MISCONCEPTIONS DO I (WE) HOLD ABOUT FEEDBACK?
3 - WHAT IS OUR SHARED OPERATIONAL DEFINITION OF FEEDBACK?
4 - WHAT IS THE DIRECTION OF FEEDBACK IN OUR PRACTICE?
5 - WHAT TYPES OF FEEDBACK DO I (WE) USE?
6 - WHAT TEN MOVES CAN I USE TO ENGAGE IN LEARNING FOCUSED

FEEDBACK?

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REVIEW DEFINITION TYPES MOVES CHECKLIST

LEARNING FOCUSED FEEDBACK

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FEEDBACK REVIEW

Conditions, Protocols, Purpose, Questions,

Moves

REFLECT:
What kind of feedback has supported change?
What is your current challenge with feedback?
1 - Write - one minute
2 - Share – Round Robin
3 - Post

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FEEDBACK MISCONCEPTIONS

1 - Feedback occurs only in performance evaluation. – people want

frequent, honest feedback focused on growth (2013 State of the American Workplace Report)

2 - People are feedback adverse. – type of feedback is insufficient to

repeat or correct a practice. (WorldatWork, 2009).

3 - The feedback sandwich softens critical feedback. –

miscommunicates the intent of the feedback (Killion, 2015).

4 - People prefer positive to negative feedback. if they had more

feedback that was constructive, they would succeed faster. (Hattie & Timperley, 2007).

Killion, J. (2015). The Feedback Process: Transforming Feedback for Learning. Learning Forward.

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DEFIN EFINITIO ITION: LE LEARNI NING NG FO FOCUSED FEEDBACK

“A dynamic, dialogic process that
uses evidence to engage a learner, internally
or with a learning partner, in constructing
knowledge about practice and self.”

Killion, J. (2015). The Feedback Process: Transforming Feedback for Learning. Learning Forward.

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TRADITIONAL FEEDBACK

Product Expected Opinion/Judgement Untimely Impersonal Occasionally Past-focused One-way

LEARNING FOCUSED FEEDBACK

Process Desired Criteria-based Timely Responsive to learner Frequent Future-focused Reciprocal

Killion, J. (2015). The Feedback Process: Transforming Feedback for Learning. Learning Forward.

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FE FEEDB DBACK CK DIRE DIRECTIO IONS NS

CONVERSATIONAL

DISCUSSED WITH LEARNER

SELF-GENERATED

BY THE LEARNER

UNIDIRECTIONAL

DELIVERED TO THE LEARNER

I give feedback. I get feedback. We talk about feedback together. I’m asking for feedback.

Killion, J. (2015). The Feedback Process: Transforming Feedback for Learning. Learning Forward.

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NINE TYPES OF FEEDBACK

UNIDIRECTIONAL
DESISTANCE
CORRECTION
APPROVAL
ATTRIBUTION
EVALUATION

LEARNING FOCUSED

ASSESSMENT ANALYSIS CONSTRUCTION DESCONSTRUCTION

Killion, J. (2015). The Feedback Process: Transforming Feedback fo Learning. Learning Forward.

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TYPES OF FEEDBACK

CONVERSATIONAL

DISCUSSED WITH LEARNER

SELF-GENERATED

BY THE LEARNER

UNIDIRECTIONAL

DELIVERED TO THE LEARNER

DESISTANCE CORRECTION APPROVAL ATTRIBUTION EVALUATION ASSESSMENT ANALYSIS CONSTRUCTION DESCONSTRUCTION

Killion, J. (2015). The Feedback Process: Transforming Feedback for Learning. Learning Forward.

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EXAMINE YOUR CURRENT FEEDBACK PRACTICE

How is your current feedback practice?
USE THE TABLE.
a) Estimate the percentage of your current feedback in each

feedback typology.

d) Determine your desired percentage of each feedback type.
e) Cite potential applications for the changes.

Killion, J. (2015). The Feedback Process: Transforming Feedback for Learning. Learning Forward.

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Ask Questions
Use Evidence
Accentuate the Positive
Distance Emotion
Focus on Outcomes
Shared Goal
Plan for Support
Follow-up Actions

TEN MOVES

Micro-expressions
Clear Message

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PRACTICE THE TYPES OF FEEDBACK AND THE MOVES

It is 2-3 weeks until the state assessment. Spring fever is in

the air. Most talk is about “next year” when the faculty gathers or talks in small groups. Instructional time for students is spent in test prep with teachers “covering” material or telling students about test taking strategies. Students spend time passively

listening to teachers “cover” and engage at a low cognitive

demand – quite the opposite of the demand required on the

test. Inappropriate/disengagement behavior has increased.

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PRACTICE

1 - READ THE SCENARIO.
2 - IDENTIFY THE BEHAVIOR TO CHANGE.
3 - CHOOSE A TYPE OF FEEDBACK THAT COULD

CHANGE THE BEHAVIOR.

4 - PRACTICE GIVING FEEDBACK USING 1 0R MORE

OF THE 10 MOVES.

SLIDE 22

CHECKLIST

1 - WHY DO I WANT TO PROMOTE LEARNING FOCUSED FEEDBACK?
2 - WHAT MISCONCEPTIONS DO I (WE) HOLD ABOUT FEEDBACK?
3 - WHAT IS OUR SHARED OPERATIONAL DEFINITION OF FEEDBACK?
4 - WHAT IS THE DIRECTION OF FEEDBACK IN OUR PRACTICE?
5 - WHAT TYPES OF FEEDBACK DO I (WE) USE?
6 - WHAT TEN MOVES CAN I USE TO ENGAGE IN LEARNING FOCUSED

FEEDBACK?

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Take a Break!

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St Stren engthen ening g the e Talen ent Devel elopmen ent System em: Us Using Prof

fessi

ssion

nal Le

Learning for

r Ch

Change and Imp Impact

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LE LEARNI NING NG INT NTENT NTIONS NS

Deepen understanding of Talent Development (Domain 2) with a

focus on professional learning.

Conduct a self-assessment to identify areas of strength and areas for

strengthening professional learning systems.

Engage with other school and LEA teams to share ideas about how to

enhance/improve professional learning systems for deeper, sustained impact.

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Guiding Question How can we improve professional learning systems to optimize teacher and student success?

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Talent Development Placemat

Elevating the Status

f the

Profession Workforce, Shortage, and Mobility Data Pathways Into the Profession Initial Certification and Licensure Program Approval and Accreditation Recruitment, Selection, and Hiring Assignment and Transfer Induction and Mentoring Evaluation and Professional Learning Recertification and Continuing Licensure Compensation Career Advancement and Tiered Licensure Educator Environment

REVIEW

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Time Facilities and resources Community support and involvement Managing student conduct Teacher leadership School leadership

Professional Learning

Instructional practices and support

REVIEW: EVIEW: Teaching and Learning Conditions

28 Source: New Teacher Center http://teachingconditions.org/constructs

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CONVER VERSATIO TION FL FLOW

GETTING GROUNDED: How can we use the standards for professional learning to guide our improvement efforts? EXPLORING POSSIBILITIES: What do leaders do in turnaround settings to ensure student and teacher success? What are the range of possibilities? NARROWING IN: Where are we now and how can we improve? Professional Learning Self- Assessment and Action Steps

Clarity of Focus & Unifying Purpose Inquiry & Reflection Inquiry & Reflection

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Learning Forward Standards for Professional Learning

Quick Reference Guide: https://learningforward.org/docs/august-2011/referenceguide324.pdf?sfvrsn=2

Q U I C K R E F E R E N C E G U I D E 43 August 2011 | Vol. 32 No. 4 www.learningforward.org | JSD JSD | www.learningforward.org August 2011 | Vol. 32 No. 4 42 S T A N D A R D S F O R P R O F E S S I O N A L L E A R N I N G Professional learning that increases educator efgectiveness and results for all students ... LEARNING COMMUNITIES: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. LEADERSHIP: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. RESOURCES: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning. DATA: Professional learning that increases educator effectiveness and results for all students uses a variety

f sources and types of

student, educator, and system data to plan, assess, and evaluate professional learning. LEARNING DESIGNS: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended

utcomes.

IMPLEMENTATION: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long-term change. OUTCOMES: Professional learning that increases educator effectiveness and results for all students aligns its

utcomes with educator

performance and student curriculum standards.

Relationship between professional learning and student results

1. When professional learning is standards-based, it has greater potential

to change what educators know, are able to do, and believe.

2. When educators’ knowledge,

skills, and dispositions change, they have a broader repertoire

f effective strategies to use to

adapt their practices to meet performance expectations and student learning needs.

3. When educator practice

improves, students have a greater likelihood of achieving results.

4. When student results improve,

the cycle repeats for continuous improvement. This cycle works two ways: If educators are not achieving the results they want, they determine what changes in practice are needed and then what knowledge, skills, and dispositions are needed to make the desired changes. They then consider how to apply the standards so that they can engage in the learning needed to strengthen their practice.

4 prerequisites for efgective professional learning

T

he seven new standards focus attention on educator learning that relates to successful student learning. Implicit in the standards are several prerequisites for efgective professional learning. Tiey are so fundamental that the standards do not identify or describe them. Tiese prerequisites reside where professional learning intersects with professional ethics. Professional learning is not the answer to all the challenges educators face, but it can signifjcantly increase their capacities to succeed. When school systems, schools, and education leaders organize professional learning aligned with the standards, and when educators engage in professional learning to increase their efgectiveness, student learning will increase.

1

Educators’ commitment to students, all students, is the foundation of effective professional learning. Committed educators understand that they must engage in continuous improvement to know enough and be skilled enough to meet the learning needs of all students. As professionals, they seek to deepen their knowledge and expand their portfolio of skills and practices, always striving to increase each student’s performance. If adults responsible for student learning do not continuously seek new learning, it is not only their knowledge, skills, and practices that erode

ver time. They also become less able to adapt

to change, less self-confident, and less able to make a positive difference in the lives of their colleagues and students.

2

Each educator involved in professional learning comes to the experience ready to learn. Professional learning is a partnership among professionals who engage with one another to access or construct knowledge, skills, practices, and dispositions. However, it cannot be effective if educators resist learning. Educators want and deserve high-quality professional learning that is relevant and useful. They are more likely to fully engage in learning with receptive hearts and minds when their school systems, schools, and colleagues align professional learning with the standards.

3

Because there are disparate experience levels and use

f practice among educators,

professional learning can foster collaborative inquiry and learning that enhances individual and collective performance. This cannot happen unless educators listen to

ne another, respect one another’s

experiences and perspectives, hold students’ best interests at the forefront, trust that their colleagues share a common vision and goals, and are honest about their abilities, practices, challenges, and results. Professional accountability for individual and peer results strengthens the profession and results for students.

4

Like all learners, educators learn in different ways and at different

rates. Because some educators have

different learning needs than others, professional learning must engage each educator in timely, high-quality learning that meets his or her particular learning

needs. Some may benefit from more time

than others, different types of learning experiences, or more support as they seek to translate new learning into more productive practices. For some educators, this requires courage to acknowledge their learning needs, and determination and patience to continue learning until the practices are effective and comfortable. 3. Changes in educator practice 2. Changes in educator knowledge, skills, and dispositions 1. Standards- based professional learning 4. Changes in student results

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RELATIONSHIP BETWEEN PROFESSIONAL LEARNING AND STUDENT ACHIEVEMENT

LEARNING FORWARD, 2011

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TIED TO CONTENT AND STANDARDS ACTIVE LEARNING JOB-EMBEDDED COLLABORATIVE

FROM RESEARCH AND PRACTICE: EFFECTIVE PROFESSIONAL LEARNING

PROVIDES MODELS INCLUDES COACHING SUSTAINED AND CONTINUOUS ALIGNED WITH GOALS, STANDARDS, ASSESSMENTS

(Archibald, Coggshall, Croft, & Goe, 2011; Darling-Hammond, Hyler, & Gardner, 2017; Labone, & Long, 2016).

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Round Robin for 5 minutes:

1. How do these standards for professional learning compare to

the professional learning systems in your own school or district?

2. What aspects of the professional learning standards are most

relevant for addressing your problem of practice? Share out 1 big idea from your group

Ta Table Discussion – The The Standa ndards ds

33

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PART T 2: Examples from the field…

EXAMPLES OF ACTIONS TAKEN BY PRINCIPALS TRYING TO LEAD TURNAROUND

Coby Meyers University of Virginia Darden/Curry Partnership for Leaders in Education Jeanette Cornier Public Impact Grayson Cooper Public Impact Stephanie Dean Public Impact Dallas Hambrick Hitt University of Virginia Darden/Curry Partnership for Leaders in Education David Kutas University of Virginia Darden/Curry Partnership for Leaders in Education Nita Losoponkul Public Impact Cassie Lutterloh Public Impact

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JIGSAW (10 minutes)

1. Each member of the team/group reads
ne of the six examples from the

handout.

2. When each team member has reviewed

the example, share and synthesize:

“What is the practice and what need did it address?”
“What is the value of this practice in terms of student learning;

teacher practice?”

What standards for professional learning are evident?
Discuss the different examples and how the practice could be

adapted or adjusted for your context?

Share out 1 big idea from your group

Ta Table Discussion – Tu Turnaround Examples

35

Read one of the following examples:

1. Attract, Select, and Retain Top Talent (Page

14)

2. Build and Lead a Team of Leaders (Page

15)

3. Ensure Ongoing Professional Growth

Opportunities (Page 15)

4. Align Instruction to Assessments and

Standards (Page 16-17)

5. Monitor and Improve Instructional

Quality (Page 17)

6. Develop and Deploy a Team of

Instructional Leaders (Page 18)

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WHERE ARE WE NOW AND HOW CAN WE IMPROVE? 1 – Self Assessment Handout 2 – Professional Learning & Leadership Principles Handout

PART T 3: Standards Self-assessment And Follow-up

36

Source: Standards Self-Assessment available at https://learningforward.org/journal/february-2016-issue/standards-self- assessment-and-follow-up/. This tool was adapted from the Facilitator Guide to the Standards for Professional Learning, which is available at www.learningforward.org/standards/facilitator-guide

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REFLECTIONS

What new ideas have been sparked?
What are your next steps for improving professional learning

systems in your school or district?

SLIDE 38

Take a Break!

SLIDE 39

Lunch and Conversation with Dr

Dr. Aaron

n Fische her, Department of Educational Psychology, University of Utah Im Impro roving Beh ehavior r An And Men Mental Hea Health Su Support rts Thro rough Sy Systems Leadership

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Take a Break!

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RO ROUNDTABLES – Exp Expanding Oppor

rtunities

s to

Deepen and Stre

trength then Turn rnarou round Efforts

rts

Schedule:

1:15 – Intro and instructions 1:20 – Roundtable #1 (20 min) 1:45 – Roundtable #2 (20 min) 2:10 – Roundtable #3 (20 min) 2:35 – Whole group debrief (10 min) (5 min transitions between roundtables)

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LIFT!

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Plans for Moving Forward: Implementation & Engagement TEAM TIME

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Implementation and Engagement: Takeaways

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Implementation and Engagement: Discussion

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