RESULTS NOW: How We Can Achieve Unprecedented Improvements in

Teaching and Learning – A Conversation and Book Study

Partners

Alaska Comprehensive Center @ SERRC

ASDN and the Alaska Coaching Project

Dr. Mike Schmoker Alaska Department of Education

and Early Development Alaskan educators

Course Facilitators

Gerry Briscoe and Teri Regan, School Improvement Specialists with the Alaska Comprehensive Center @ SERRC www.alaskacc.org

Adobe Breeze presentation

Welcome remarks by Les Morse, Deputy Commissioner, Alaska Department of Education and Early Development

Purpose

To create an opportunity for a statewide professional learning community

To engage in conversations with Dr. Mike Schmoker

To set the stage for EED’s Conference

Online Learning Community

“the key to successful online learning is the formation of an effective learning community as the vehicle through which learning occurs online.” Pallof & Pratt in Building Online

Learning Communities, 2007

Online Learning Community

“Key to the learning process are the interactions among students themselves, the interactions between faculty and students, and the collaboration in the learning that results from these interactions.”

“In other words, the formation of a learning community through which knowledge is imparted and meaning is co-created sets the stage for successful learning outcomes.”

Book Study powerpoint

Book study powerpoint to use as a resource with your local professional learning community.

Credit Options

2-credit - attending 6 webinars and Winter Conference

1-credit – Winter Conference only 1-credit – 6 webinars only

All assignments need to be submitted to: Teri Regan @ terir@serrc.org or fax to me @ (907) 349-0652

2-credit Course Requirements

Actively participate in discussions during webinar sessions and both days of the Winter Conference

Complete a journal entry after each class (6) reflecting on the learning from that session

2-credit Course Requirements cont’d

(4) 1-page response papers based on “out of class” readings (separate from Schmoker’s book)

Final Project – Identify need, develop and implement action steps, and evaluation of any change – present during final class

1-credit Webinar Course Requirements

Webinar participants will actively participate in discussions during class sessions

Webinar participants will complete a journal entry after each class (6) reflecting on the learning from that session

1-credit Webinar Course Requirement cont’d

Webinar participants will complete (2) 1-page response papers based on “out of class” readings (separate from Schmoker’s book)

Webinar participants will create an action plan around implementation of one school improvement strategy discussed during the webinar sessions

Timeline

6 Webinars December 2, 2008 December 16, 2008 January 27, 2009 February 10, 2009 February 24, 2009 March 10, 2009

EED’s Winter conference – January 15 & 16, 2009 at the Hilton in Anchorage

Course Goals

Participants will build background knowledge of concepts presented in Schmoker’s book

Participants will be able to identify strengths and weaknesses of their school, district and/or state with regard to the current environment for improving teaching and learning

Participants will build knowledge and skills to facilitate incorporation of best practices for improving teaching and learning through development of an action plan

Session 1 Objectives

To inform participants of logistics for this statewide professional learning community

Each participant will become familiar with and apply the KASAB Model in the Theory of Change

To engage participants in critical conversations around teacher isolation, interrupted leadership, and curricular chaos and identify those barriers in your school/district or state environment

Setting the World on Fire

“Good stuff” turns up when we need it most.

We need it now.

Let’s unleash what is already here, without setting a fire to it.

Group Activity – Chapter 1 – The Buffer

Read Chapter 1

Prepare a simple explanation using layman’s terms of what the “buffer” really is

Time to share

Big Areas

Professional Learning Communities Guaranteed and Viable Curriculum Radical changes to Instruction Instructional Leadership

Improvement is not a Mystery

We don’t need more studies. Put our heart, time, and energy into

what we know works. Unnecessary deficiencies in

curriculum, instruction, supervision, and student engagement will continue being dreary until we alter the status quo.

Ranking Activity

Teams will collectively rank items from the biggest obstacle to the smallest obstacle confronting your school or district or state environment with with regard to improving instruction.

Big Idea/ Essential Question

1. Research-based instructional practices are not consistently used in classrooms.

2. Administrators do not monitor or confront instructional change and improvement.

3. Teachers are most comfortable working independently in their own classroom.

4. The curriculum (standards, strategies/ resources, assessment) is not aligned.

5. No accountability for the implementation of the school/district improvement plan.

6. Data is not used to determine why some students are successful and some are not.

7. Staff does not meet to discuss standards and to improve quality of their lessons.

How to Sign On

http://educate.intel.com/en/ThinkingTools/VisualRanking/1. Click on Student Log-In under Sign-In

2. Teacher ID: AK Book Study

3. Team ID: (see next slide for your team’s #. Insert the #.)

4. Password: winter (sign in)

5. Read the prompt, then Click on: Barriers to Improving Teaching and Learning

6. Read the 7 statements in the colored boxes.

How to Sign On (cont.)

8. As a group, arrange these 7 statements in order from top to bottom, biggest barrier to smallest barrier that impedes progress for improving teaching and learning in your environment. (Click, drag, drop)

9. Double click on any colored box to pull up a comment box. Fill in the comment box with explanations. Then click ok to save comment.

10. When your team has arranged them in an agreed order, click on the icon on the left (disk) to save your order.

11. Now go back to the webinar session and wait for further instructions.

Types of Change

Knowledge Attitude Skill Aspiration Behavior

IN THE BOOK

KASABKnowledge

Conceptual understanding of Conceptual understanding of information, theories, principles, and information, theories, principles, and researchresearch

Attitude Beliefs about the value of particular Beliefs about the value of particular information or strategiesinformation or strategies

Skill Strategies and processes to apply Strategies and processes to apply knowledgeknowledge

Aspiration

Desires, or internal motivation, to Desires, or internal motivation, to engage in a particular practiceengage in a particular practice

Behavior Consistent application of knowledge Consistent application of knowledge and skills driven by the attitudes and and skills driven by the attitudes and aspirationsaspirations BOOK

Sample KASAB Worksheet

Type of Change

Example

KnowledgeKnowledge

AttitudeAttitude

SkillSkill

AspirationAspiration

BehaviorBehavior

Theories of language acquisitionTheories of language acquisition

All students can learn to readAll students can learn to read

Diagnosing studentsDiagnosing students

Desire to teach all students to readDesire to teach all students to read

Daily application of research-based Daily application of research-based strategiesstrategies

KASAB Individual Activity

Write your most impacting barrier to improving teaching and learning

Identify, for yourself, what you need to change in regard to this barrier

What action steps will I talk to achieve my desired outcome?

What support do I need? Where can I get it?

KASAB WORKSHEET BIG IDEA/ ESSENTIAL QUESTION

My intended result is a change in: (choose one or more; give specifics)

Knowledge (conceptual understanding of theories, principles, research)

Attitude (beliefs about value of the information or strategies)

Skill (strategies or processes to apply knowledge)

Aspiration (desire, or internal motivation to engage in particular

practices)

Behavior (consistent application of knowledge/skill)

What action steps will I take toward achieving my intended result and the desired outcome? What support do I need? Where could I get it?

Session Reflection and Application Matrix This matrix is intended to guide your thinking about the following:

The content of what you learned during the online book study sessions. The ideas or information you gained from other participants during the conversations. The additional research needed to fully understand the quality and substance of instruction issues and

schools/district with which you can network to gain knowledge and strategies to support the issues. The ways you might apply the content of the sessions to help your school/district/ region/state address the

quality and substance of instruction issues. The opportunities for school/district/ region/state collaboration on these issues.

Content Connections Research Application Collaboration

Conference Sessions

What were the key points of the presentation?

What did I learn from other participants during the conversations?

What further information is needed on this topic?

How can we apply this knowledge to improve the quality and substance of instruction in our school/ dist/ state?

How can we collaborate as a school/ dist/ state to improve the quality and substance of instruction?

Dec. 2, 2008

Dec. 16, 2008

Results Now Discussion Forum

http://www.alaskacc.org/bookstudy

Use the above link to post comments, questions, suggestions and/or thoughts regarding course content – to be used between course sessions

ANCHORAGE1016 W. 6TH Avenue, Suite 401

Anchorage, Alaska 99501907-349-0651 Phone – 907-349-0652 Fax

JUNEAU210 Ferry Way

Juneau, Alaska 99801907-586-6806 Phone – 907-463-3811 Fax

Alaska Comprehensive Center