washington state career- and college-ready standards implementation transforming professional...

Washington State Career- and College-Ready Standards Implementation

Transforming Professional Learning Systems for Reform: Common Core and More District Network Project(WA-TPL)

A Gates Foundation funded opportunity for Washington School Districts

District OrientationJune 2, 2014

WA TPL Kick Off 6/2/2014

“The dramatic shift in teaching prompted by the common core will require practical, intensive, and ongoing

professional learning – not one-of “spray and pray” training that exposes everyone to the same material and

hope it sticks”

~Stephanie Hirsh, Learning Forward (2011)

“Current teachers must receive extensive professional development on the Common Core standards, curricular materials, and strategies on teaching that now require

students to delve deeper and develop critical thinking and analytical skills that previous standards did not

adequately address…”

~ National Association of State Boards of Education (2011)WA TPL Kick Off 6/2/2014 2

“…today, however, there is little systemic attention to professional learning as a core strategy for

educator reform…”

~Stephanie Hirsh & Joellen Killion, Learning Forward

WA TPL Kick Off 6/2/2014 4

Learning Targets for Today

• Participants will gain an overall perspective of statewide standards implementation approach and WA TPL project.

• Participants will learn about specific project objectives related to their role as lab or critical friend district.

• Participants will gain an understanding of the project evaluation and data collection process (Standards Assessment Inventory 2 (SAI2))

• Participants will discuss next steps: June - October

AgendaWelcome & Introductions

-WA TPL Team (OSPI, LFWA, ESD partners)

-WA TPL Districts

State Context and Overview

TPL Overview

Lab and CF commitments

Professional Learning Foundations & Support System

Project Evaluation & Data Collection

Planning & Next Steps

WA-TPL Core Leadership

• OSPI Team:• Jessica Vavrus, Assistant Superintendent, Teaching &

Learning, OSPI• Dan Bissonnette, Project Manager, WA-TPL, OSPI

• WA-TPL Design/Leadership Team

• Learning Forward Washington• Ellen Hopkins

• AESD Network• Assistant Superintendents for Teaching & Learning and

representatives

• Bill & Melinda Gates Foundation• Edie Harding, Project Officer

Regional Introductions

• ESD key representatives

• District core team members

• School leadership team members

Who Is In Your Room?PENNY IN YOUR POCKET

• Find a penny from your pocket.

• Note the year it was minted.

• Take a few minutes to identify events in your life (personal or professional) that were important during that year.

• Go around the room introduce and share

• Back in 15 minutes

Penny In Your Pocket

BACK IN 15 MINUTES

State Context TPL ProjectImplementing Career- and College-Ready (CCR) Learning Standards…

Washington’s Vision for Education

Every Washington public school student will graduate from high school globally competitive for

work and postsecondary education and prepared for life in

the 21st century.Class of 2011: Bridgeport High School

Aligned System – Common Language and Common Vision

District-directed professional learning

structures

Assessment & Accountability

Systems (SBAC)

Student and School Success

Professional Learning Aligned

to Standards

Educator Effectiveness Systems (TPEP)

Aligned Federal and State Programs

Regional Support Systems (ESDs)

National Board Certification

BEA Funding and Policy

Recommendations

Comprehensive Mentor & Induction Programs

(BEST)

Pre-Service Programs

n Career and College Ready State Learning Standards

for ALL Students (CCSS/NGSS)

Implementing Career- and College- Ready Standards in Washington State

Our Vision: Every student will have access to CCR standards through high quality instruction aligned with the standards every day; and every educator is prepared and supported to implement the standards in their classrooms every day.

Our Purpose: To develop a statewide system with resources that supports all school districts in their preparation of educators and students.

Bringing the CCR System Together

All students

leave high

school career and

college ready

• https://wacore2college.wikispaces.com/Project+Overview

• http://www.washingtonesds.org/site/default.aspx?PageID=1

• http://www.k12.wa.us/CoreStandards/ProfDev.aspx

Moving toward Career and College Ready Standards

“These standards are not intended to be new names for old

ways of doing business.”

CCSS-M, page 5

Career and College Readiness for EVERY Student

What role do district leaders and structures have in supporting and sustaining

professional learning to support every teacher and ultimately, every student?

Our guiding beliefs and approach for CCR Standards Implementation in WA

2-Prongs:

1. The What: Content Shifts (for students and educators)• Belief that past standards implementation efforts have provided a

strong foundation on which to build; HOWEVER there are shifts that need to be attended to in the content.

2. The How: System “Remodeling”• Belief that successful implementation will not take place top

down or bottom up – it must be “both, and…”• Belief that districts across the state have the conditions and

commitment present to engage wholly in this work.• Professional learning systems are critical

The “What”:Key Content Shifts – ELA, Math, Science

Shifts in ELA1. Building knowledge through content-

rich nonfiction and informational texts in addition to literature

2. Reading and writing grounded in evidence from the text

3. Regular practice with complex text and its academic vocabulary

These apply to content area (social studies, science, and technical subject) teachers as well as to English teachers.

Shifts in Mathematics1. Focus: fewer topics focused on deeply

in each grade 2. Coherence: Concepts logically

connected from one grade to the next and linked to other major topics within the grade

3. Rigor: Fluency with arithmetic, application of knowledge to real world situations, and deep understanding of mathematical concepts

Shifts in Science1. The NGSS Reflect the Interconnected Nature of Science through

Focus, Understanding, and Application of Content2. The Science Concepts in the NGSS Build Coherently from K–12.3. Science and Engineering are Integrated across K–12 in the

RESOURCE HANDOUT

The “What” - Power of the Shifts• Know them – both the what and the why

• Internalize them

• Apply them to decisions about• Time• Energy• Resources• Conversations with parents, students, colleagues, partners

This effort is about much more than implementing the next version of the standards. It is about preparing all students for college and

careers.WA TPL Kick Off 6/2/2014 19

1. What do all students need to know and be able to do as a result of the CCSS?

2. What do the adults in the system need to know and be able to do to support all students?

3. How do we design a

professional learning system

to support them?

The “How”: System Remodeling

The “How”: Connecting Multiple Avenues, Providers, and Directions for Professional Learning

Including:• School Districts• Higher Education• Education and Educator Associations• Private Partners

Washington

CCR Implementation – through a district, building, and classroom lens

Phase 1: CCR Standards Exploration

Phase 2: Build Awareness & Begin Building Capacity

Phase 3: Build State & District Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Coordination and Collaboration to Support Implementation

Through the lens of district, building, & classroom educators…

WA TPL OverviewDates, Commitments, Systems of Support

WA-TPL Vision

• The project will focus on enhancing critical state and regional-level infrastructures and capacity for sustained, results-driven, standards-based statewide and regional professional learning so…

• School district and building leaders have the knowledge and skills to create the conditions necessary for every educator within their districts to increase their instructional capacity to make the instructional shifts that new Career- and College-Ready learning standards entail.

Theory of Action(Professional Learning in the Learning Profession)

1. Standards-based professional learning

2. Changes in educator knowledge, skills, an dispositions

4. Changes in studentresults

3. Changes in educator practice

“Effective professional learning enables educators to

develop the knowledge, skills,

practices, and dispositions needed

to help students learn and achieve at

higher levels.”

TPL Design/Leadership Team

• OSPI partners Teaching and Learning

ELA, Math, Science, etc. Student and School Success Teacher and Principal Evaluation Information Technology

Education Technology Digital Learning

Federal & Special Programs Migrant Bilingual Title I/LAP Title II

• Statewide partners Association of Washington

Principals Center for Strengthening the

Teaching Profession Learning Forward Washington Northwest ESD 189 Olympic ESD 114 Puget Sound ESD 121 State Board for Community &

Technical Colleges Washington Association of School

Administrators Washington Education Association Washington STEM Washington Student Achievement

Council

Professional Learning Coaches

LaboratoryDistrict

Critical Friend Distric

Critical

Friend Distric

Critical

Friend Distric

OSPI AESD LEARNING FORWARD WA

Washington Transforming Professional Learning Support System• OSPI

• WA TPL Design/Leadership Team

• Learning Forward WA• TPL Professional Learning Coaches

• Educational Service District (ESD) WA TPL Leads

• Seattle Pacific University – evaluation team• Data analysis and goal setting support (Standards Assessment

Inventory 2 (SAI2)

• WA TPL Lab and CF Participating Districts +• TPL collaboration platform

The Basics

• 3 years (November 2013 – November 2016)

• $2.4M

• Phase 1 – 15 district grantees • 8 Lab districts• 7 Critical Friends districts

• Phase 2 – 18 additional districts

Primary Project Focus• To enhance critical state and regional-level infrastructures and capacity

• School district and building leaders will have knowledge and skills to create conditions necessary for every educator within their districts to increase their instructional capacity to make the instructional shifts that new Career- and College-Ready learning standards entail

• Sustained, results-driven, standards-based statewide and regional professional learning

Project Outcomes (separate handout)

Outcome Description

1. Student Achievement

80% of students (~75,000) in 33 WA-TPL districts will demonstrate growth on state and district-identified ELA, math, and science assessments

2. Professional Learning Opportunities and Resources

Administrators, teacher leaders, and classroom teachers from 33 WA-TPL districts and at least 90 non-WA-TPL districts actively engage in and benefit from professional learning grounded in the shifts within CCR standards. XX% report professional learning resources to be effective in building capacity with educators and teams at the local level.

3. Structures and Processes to Support Professional Learning

A framework is created (or modified) for the state and districts to utilize to develop comprehensive systems of professional learning that includes a vision and definition of professional learning that aligns with research-based practice, standards for quality and expectations for results of professional learning, policies that support equity of access to professional learning, and resources to develop individual, school, team, school system capacities needed to ensure success for all educators and their students.

4. Leadership State WA-TPL partners and members of WA-TPL leadership/design team demonstrate established infrastructures that show increased capacity to lead and support high quality, standards-based professional learning. Five hundred-four district, school, and teacher leaders actively engage professional learning opportunities and networks through WA-TPL and regional professional learning that supports a comprehensive professional learning system for across 33 WA-TPL districts and within 150 WA-TPL schools. 90% of district, building, and teacher leaders report participation has a positive impact on their practice and professional learning structures/processes/practices will be sustained.

5. Data WA-TPL state and district partners access, analyze, and interpret student, educator, and system data from multiple sources to make decisions about professional learning and that uses formative and summative, qualitative and quantitative student, educator, and system data to articulate professional learning needs and support system improvements.

6. Culture 100% of WA-TPL state partners and districts demonstrate alignment of behaviors and actions grounded in trusting relationships at all levels that are focused on student and educator learning and collaboration.

Laboratory Districts• Camas

• Granite Falls

• Highline

• Medical Lake

• Prosser

• Seattle

• Sunnyside

• Wenatchee

Lab Districts • The project will fund nine “laboratory” districts, one in

each ESD region.• To serve as part of the AESD network as regional learning

laboratories for critical friend and other districts wishing to create similar comprehensive professional learning systems.

• Lab Districts will receive coordinated support from OSPI, LF WA, and the ESDs guided by comprehensive professional learning plans developed and revisited throughout the project period.

• Will develop and implement • a vision for professional learning for full and deep implementation

of CCSS• a comprehensive professional learning plan based in professional

learning standards

Lab District Deliverables

• All district core team members will attend 2x/year 2-day meetings.

• Administration of Standards Assessment Inventory 2 (SAI2)

• Districts/buildings will commit to align professional learning practices to professional learning standards

• Core team members will attend monthly virtual or in-person regional professional learning sessions

Critical Friends Districts• Brewster

• Colfax

• Eatonville

• Mary Walker• In consortium with Chewelah, Curlew, Loon Lake, & Republic

• Riverview

• Sedro-Woolley

• Stanwood-Camano

Critical Friend Districts

• Participate in support of the regional Lab District in development of a comprehensive professional learning plan that is based in professional learning standards.

• Will receive project funding and engage in professional learning opportunities, and will be invited to participate in Lab District workgroup meetings and task forces.

• Implement processes, products, resources and tools within the Critical Friend District, as appropriate, and provide feedback.

Critical Friend District Deliverables

• Core team members will attend 2x/year 2-day meetings.

• Core team members will attend monthly virtual or in-person regional professional learning sessions

• Administration of Standards Assessment Inventory 2 (SAI2)

-Medical Lake SD-Colfax SD-(Consortia)Mary Walker SDRepublic SDCurlew SDLoon Lake SDChewelah SD

-Sunnyside SD

-Camas SD

-Highline SD-Seattle SD-Riverview SD-Eatonville SD

-Prosser SD

-Wenatchee SD-Brewster SD

-Granite Falls SD-Sedro-Woolley SDStanwood-Camano SD

Professional Learning Support System

Professional Learning Structures

WA-TPL districts will participate in three types of face-to-face and virtual professional learning opportunities that will foster cohesive, sustained, and shared learning with their peers across the state.

1. Statewide Professional Learning (face to face, 2x/year)

2. Regional and Local Professional Learning3. Collaborations within and across

districts

Regional and Local Professional Learning

Monthly face-to-face & virtual PL meetings for districts within each region.

• Lab districts (9) will receive coordinated support from OSPI, LF WA, Professional Learning Coaches and the ESDs based on comprehensive PL plans.

• Critical Friend districts (~24) will engage in regional PL opportunities and will be invited to participate in Lab District workgroup meetings and task forces.

• Each ESD, in partnership with LF WA, will engage WA-TPL districts in their region as models for non-funded districts engaged in already-established regional learning communities.

NOTE: All Professional Learning

Opportunities to be grounded in

the Learning Forward Standards

for Professional Learning (2011) and Components of

Comprehensive Professional Learning Systems (LF, 2012)

STANDARDS

PROFESSIONAL

LEARNING (Learning Forward, 2011)

1. Learning Communities

2. Leadership

3. Resources

4. Data

5. Learning Designs

6. Implementation

7. Outcomes

Components of aComprehensive Professional Learning System

Foundational Beliefs

Clear Definition

Standards

Policies

Alignment

Protected Time Ongoing PL

Opps. For Every

Educator

PL Provider Criteria

Evaluating and

Monitoring

Leadership

Sources: KY Professional Learning Task Force Report, 2012Learning Forward, 201245

Some examples….

Component / Policy Lever

From To

Policies - Foundational Beliefs (standards for PL)

Shared Definition of PL

Nothing Adopt Vision, Standards and definition for professional learning (integrate into funding requirements, program designs, etc.)

Resources: time and funding

Debating time and funding

Reconfiguring time Allocating and focusing resources

Professional learning Site-based or individual decisions

Systemic approach based on dataCross-subject / program / grade PLCs

Capacity building Needs focusedMenu drivenAcademies, conferences, etc.

Standards focusedTargeted providers and partners

46WA TPL Kick Off 6/2/2014

Examples, cont.

Component / Policy Lever

From To

Leadership:- Teacher Leaders (coaches, NBCTs, master teachers)

Salary advancements as award

recognition and compensation for responsibilities and leadership; integration into district-wide PL structures

Planning requirements District, school Integrated into overall program support system at district level

47WA TPL Kick Off 6/2/2014

What might be opportunities in your district to consider for WA

TPL focus?

Problem of Practice

District Problem of Practice

ESD Region:

________________

Problem ofPractice

BACK IN 10 MINUTES

Project Evaluation and Data CollectionSeattle Pacific UniversityStandards Assessment Inventory 2

Program Evaluation• External and Independent –

• Conducted by faculty in the School of Education at Seattle Pacific University

• Significant background in the design and effective implementation of professional learning initiatives

• Significant background in large scale program evaluation

• Purpose – • To evaluate the impact of the Transforming Professional Learning

program on educators and student learning• To evaluate the effectiveness of the TPL implementation process

Evaluation Process• Identify evaluation questions

• Identify evaluation instruments

• Establish the timeline for data collections

• Analyze the data

• Report the finding

Evaluation Questions• What is the impact of the project on student achievement?

• How are teachers’ knowledge and skills impacted by the project?

• How do teachers use student growth data to influence their practices?

• What structures and processes are needed to support the professional learning of teachers?

• How do leaders engage with data sources to make decisions about professional learning and support systems?

• What professional behaviors and actions are supportive of teacher collaboration and student learning?

Data SourcesQualitative and Quantitative• State and district assessment of student learning

• Educator survey data

• Structured interviews

• Observations

Data QualityWe need your help!• Quality data = Quality analyses

• Consistency in data collection• When• How• From whom

Contact InformationPrincipal Investigators

Dan Bishop, EdD

Associate Dean,

Assistant Professor

School of Education

Seattle Pacific University

(206) 281-2593

bishod@spu.edu

Andrew Lumpe, PhD

Professor

School of Education

Seattle Pacific University

(206)281-2369

lumpea@spu.edu

Robin Henrikson, PhD

Assistant Professor

School of Education

henrir@spu.edu

TPL Professional Learning System Data Collection

• Standards Assessment Inventory 2(SAI2)

• Revised to align with the 2011 Standards for Professional Learning, SAI2 is a valid and reliable instrument designed to ensure that a school system’s professional learning has the essential attributes to change educator practice and student results.

SAI2 is intended to:• Provide information to systems that need to understand

teachers’ perceptions of professional learning;

• Reveal the degree of success or challenges systems face with professional learning practices and implementation;

• Provide decision-makers with data on the quality of professional learning as defined by the Standards for Professional Learning, a system’s alignment of professional learning to the standards, and the relationship of the standards to improvements in educator effectiveness and student achievement

SAI2 • 50-item web-enabled survey to assess the presence of

behaviors at the school level associated with the seven Standards for Professional Learning;

• May be taken from any computer with internet access, at school or home;

• Completed by teaching staff in buildings

• Average completion time is 20 minutes

SEPTEMBER

20TH,2014

SAI2 SampleDirections: Thank you for taking the time to complete this survey. It is best to complete this survey alone. Completing this survey will take approximately 15 – 20 minutes.

Please mark the responses that most accurately reflect your experience at your school.

1. My school’s learning communities are structures for teachers to engage in the continuous improvement cycle (i.e., data analysis, planning, implementation, reflection, and evaluation).

5 4 3 2 1 0

Always Frequently Sometimes Seldom Never Don‘t

Using the SAI2• For school improvement planning

• For identifying clear expectations and actions

• For benchmark data

• For dialogue and reflection

• For program evaluation

Next StepsJune – October 2014

State-Level Next Steps• Round out Cohort 1 WA TPL Districts (by end of June)

• Establish online collaboration and resource-sharing platform for WA TPL districts

• Solidify WA TPL Prof. Learning Coaches & assignments

Planning for Next Steps• Statewide WA TPL Professional Learning

• Regional Collaboration Schedule / Structure

• District coordination plan

THINGS TO CONSIDER…• SAI2 Administration• Professional Learning Resources• Scheduled support at a state level• Scheduled support at a regional level• Scheduled support at a district level• Ad hoc support at each school• Coaching support• Other….

Statewide WA TPL Professional Learning Opportunities

• October 1 & 2, 2014 – Spokane• Red Lion Inn at the Park

• May/June 2015 - Seattle area

• October 2015 (TBD)

• May/June 2016 (TBD)

• October 2016 (TBD)

Required for all WA TPL Core Teams

Regional Schedule (Draft) ESD #:______2014/2015 2015/20

16Possible Location

Comments

Planning Time

BACK IN 15 – 20 MINUTES

Questions? Reflections?

What else do you need for support between now and October?

Contact Information

Daniel J. Bissonnette, Ed.D

Manager, Transforming Professional Learning

Office of Superintendent of Public Instruction

Dan.Bissonnette@k12.wa.us

Contact InformationOrganization

Name Phone Email

NEWESD 101

Helene Paroff 509-456-7685

hparoff@esd101.net

Eric Wolfrum 509-456-7685

ewolfrum@esd101.net

ESD 105 Ian Grabenhorst 509-454-3138

Ian.grabenhorst@esd105.org

ESD 112 Barbara Lomas 360-750-7514

Barbara.lomas@esd112.org

Kathy Whitlock Kathy.whitlock@esd112.org

ESD 113 Andrew Eyres 360-464-6721

aeyres@esd113.org

ESD 114 Stephanie Parker 360-405-5824

sparker@oesd.wednet.edu

Contact InformationOrganization

Name Phone Email

PSESD 121 Julie Rolling 425-917-7806

jrolling@psesd.org

ESD 123 JoAnn Henderson 509-544-5751

jhenderson@esd123.org

NCESD 171 Cindy Duncan 509-665-2649

cindyd@ncesd.org

NWESD 189 Dr. Kathy Shoop 360-299-4036

kshoop@nwesd.org

Learning Forward WA

Ellen Hopkins 509-688-7579

learningforwardwahopkins@gmail.com

Thank you!

Washington’s 1 million students are counting on us!

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