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Principals' Convening: Meeting the CIE 2013-2014
Transcript of Principals' Convening: Meeting the CIE 2013-2014
Teachers shift classroom practice through deep understanding of the CCLS.
Teachers are responsible for students' content knowledge and share responsibility for students' literacy skills.
School leaders actively support teacher growth through a differentiatied PD plan and school structures that support collaboration as teachers take an active role in their own development.
All stakeholders work diligently to ensure both rigor and access. Share information about school policies and student performance with families.
Create systems to look for evidence of growth and gaps and make adjustments.
Use inquiry to reflect, deepen teacher learning, and impact instruction.
Review teacher and student work products, as well as classroom observation, to make decisions aligned to the Framework for Teaching and the new teacher evaluation and development system.
Use evidence, testing data, and the Quality Review to inform school-based decision-making. Understanding of academic policy that informs appropriate and efficient programming, providing access to advanced schoolwork and indicated interventions for special populations.
Time for teachers to work in teams.
Articulated and differentiated teacher professional development plan.
Comprehensive approach to developing student academic and personal behaviors.
Plan for ongoing periodic, formative assessment. Prepare Set up to meet higher standards Implement Assess Our goal... How will our work reflect in the
Quality Review? Ensure curricula are aligned to standards in all content areas.
Prepare to implement a new system of teacher evaluation and development.
Organize the school to meet the needs of all students.
- Establish an instructional focus.
- Ensure school time is used strategically.
- Plan for both short-term and sustained
professional learning experiences. Creates coherence among multiple initiatives.
Clearly frames the work teachers and school leaders will prioritize to narrow the gap between what the standards describe and what students currently know and are able to do.
Allows for strategic use of resources. A strong instructional focus... ...directly impacts classroom practice.
...is evident across classrooms, in teacher feedback, and in the school’s year-long professional development plan.
...is developed collaboratively based on multiple types of data and rooted in the needs of the school.
...is worthy of study and can be assessed repeatedly over time.
...allows for multiple teaching strategies that are supported through professional development. Most importantly... ...a strong instructional focus reflects a coherent set of beliefs about how students learn best. Teacher performance and progress in the key components of Danielson's Framework for Teaching represent the heart of the new teacher evaluation system.
These components are interrelated and interconnected, and should inform teacher goal-setting. Teacher effectiveness data around the key components will also determine the school's professional development plan and the ways in which it is differentiated to meet individual teacher needs.
Moreover, a reciprocal relationship exists between Danielson's Framework for Teaching and the Common Core Learning Standards. Curricular alignment occurs across multiple
Scope and sequence
Curriculum map in each subject at each grade level
Daily lesson plan These elements of the CIE are aligned to Quality Review indicators.
Key Quality Review Rubric changes for 2013-2014 include:
Instructional core across classrooms
- 1.1 Shift in language from “state standards” to “Common Core Learning Standards (CCLS) and/or
content standards” and inclusion of “access to curricula and tasks” to reflect Universal Design
for Learning (UDL)
- 1.2 Inclusion of “instructional shifts” to reflect the connection between CCLS implementation and
classroom instruction to align with the CIE as well as incorporating native language scaffolds
into teaching strategies
- 1.4 Inclusion of “personal behaviors” to emphasize alignment to college and
career readiness benchmarks
- 1.3 Revision of language to underscore conscious
efforts to focus teacher time on instructional
work and inclusion of language that aligns to the
outcomes of A Shared Path to Success initiative
- 4.1 Shift in language from “research based
common teaching framework” to “teacher
practice rubric” pending the implementation of the
new teacher evaluation law These components of the CIE work
together to ensure positive student
outcomes and school growth.
School organized for success
FfT proficiency New Visions
Network Support Network Leadership
- Human Resources
- Youth Development
- Food and Transportation
- Leadership Development Facilitators
- Principal Coaches
- Achievement Coaches New Visions Initiatives CCLS PD Series in all core subjects for Teacher Liaisons and Assistant Principals
Literacy Design Collaborative (LDC)
Fund for Teachers Differentiating PD Teachers at different points in their development and with different needs should participate in tailored activities. PD Timeline School leaders should calendar their observation cycle and the overall professional development plan. New Visions Enhanced CCLS Support a2i C1 (math)
10 PSO schools
2 charter schools
a2i C2 (math)
12 PSO schools
2 charter schools
13 PSO schools
4 charter schools
4 PSO schools
4 PSO schools