EOC US History W NOTES.pptx

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Overview Professional Learning Community Development Timeline

Adjunct Faculty University of Phoenix, Adjunct Faculty Southern New Hampshire University

Gamboa Leads U.S. History PLC Full ImplementaQon/ Engagement

Miguel Rivera, M. Ed. InstrucQonal Officer Secondary Social Studies Socorro I.S.D, Adjunct Faculty Southern New Hampshire University

Region 19 C-‐I-‐A Conference October 11-‐12, 2013 ©2013 Thomas Gamboa Jr. & Miguel A. Rivera

©2013 Thomas Gamboa Jr. & Miguel A. Rivera

Conditions Leading to Our Success ¨ 

Group of People willing to have the dialogue ¤ Establish culture of collaboraQon n Check egos at the door


Availability of Technology ¤ IWB in every classroom ¤ Internet Access ¤ Sharing of Web 2.0 tools

n No I everything is WE

n Edmodo

n Agreement to share workload,

n Webquest

experiences, and resources


© 2013 Thomas Gamboa Jr. & Miguel A. Rivera

2012 2013

2010 2011

2009 2010

Thomas Gamboa, M. Ed.-‐ Social Studies Teacher Socorro High School,

2011 2012

PLCs Development as InstrucQonal Coach

Beginning of PLCs

n Quizlet


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Understanding and Valuing the Lesson Plan Process



Know Your Team # 1 Technology, EducaQonal Background & Experiences ¨  # 2 Curriculum Development ¨  # 3 Special EducaQon Focus ¨  # 4 Ability to Bring Lesson Home-‐ Relevance ¨  # 5 IniQally idenQfied as one of teachers in department needing focus for growth ¨  # 6 Assessment Development and connecQons to the curriculum ¨ 




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Driving Questions: Assumptions

Assumptions ¨ 

Time and Resources

¤  Investment in built in PLC planning into your schedule

How do we make sure that lesson plans are effecQvely implemented? ¨  How do you structure your units? ¨ 

¤  35 Minutes twice a week ¤  Began meeQng other dates voluntarily iniQally then

supported by administraQon by extra duty pay

¨ 

InstrucQonal Core ¤  Content, Teacher behavior & Student behavior (Elmore, 2009) ¤  3 EssenQal Components n  Planning n  ImplementaQon

Planning

n  ReflecQon

ReflecQon



Comparative View

EvoluQon of Texas State Assessment Design

R AA 2 ST 201

Inclusion of Students and Subjects Tested

S AM 2 TE 198

AS TA 990 1

KS TA 003 2

BS TA 980 1

Source: State of Texas Instructional Leadership and Development Certification Training

ImplementaQon

TAKS Factual ¨  Base Academic Language ¨  Content Prior Knowledge Not EssenQal ¨ 

EOC Conceptual ¨  Extension of Academic Language ¨  Content Specific Prior Knowledge EssenQal ¨ 

(Texas EducaQon Agency, 2009, 2011) Level of Difficulty



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Process

Process ¨ 

¨ 

PLCs growth developed in stages cont’d ¤ 

PLCs growth developed in stages ¤ 

IniQally focused on creaQon of common assessments Data Driven n  Establish common pacing n 

¤ 

Focused team leadership driven from belief and fidelity to the same process n 

Lead by example

n 

Hold yourself accountable

n 

Open yourself to peer feedback and reflect Maintain the course even when process is slow or struggling early

n 

VerQcal alignment through content and use of similar strategies n 

Academic Language n  n  n 

n 

Frayer Models Word Walls Quizlet

n  n  n 

Early Common Assessment Scores

n 

Push back about process Resist urge to go back to comfort zone

n 

¤ 

Conceptual Thinking/Ideas n 

n 

SPRITE PEPSI Graphic Organizers Mind-‐mapping

Working on the new TEKS ad SE’s in depth to create true understanding of content n 

Spend Qme as team reviewing the TEKS and SE

n 

Make connecQons between TEKS/SE and InstrucQonal PracQces

n 

Reflect on changes from prior standards and pracQces n 

What is new?

n 

What has been eliminated? What worked?

n  n  n 


Process ¤  Focus on the Process n  Unit Planning n 

This is the foundaQon for backward design process, everything build on this.

What did not work? What requires adaptaQon?


Process ¤  Focus on the Process n  InstrucQonal Coaching

Must establish trust between the parQcipants Requires open and non-‐evaluaQve dialogue about the improvement of instrucQonal pracQces. n  It is a shared responsibility between the individual coaching and the individual receiving coaching n  n 

n  Peer Coaching and Support

Peer Coaching can be as effecQve method possibly more effecQve Establishment of peer support creates effecQve PLC environment n  Sharing of the workload and resources creates opportunity be creaQve and innovaQve in instrucQonal pracQces n  n 




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PLC in Action

PLC in Action ¨ 

Year at Glance (YAG)

True Backwards Planning essenQal ¤  Year at a Glance n  Establishes Pacing

Re-‐Evaluate Pacing

Unit Plans

n  Is a living document that can and will be adjusted n  We added weekly common lesson plan responsibility n  n 

Weekly Shared Lessons (Framing)/ Points to Remember

Common Assessment

HesitaQon on common lesson plan Benefits of common lesson plan n  Shared workload n  Sharing of resources n  Created posiQve peer pressure n  Exposed us to new ideas and strategies




PLC in Action ¤  Unit Plan

Unit Plan ¤  Based on YAG units are planned and are foundaQon

n  Team Leads Experiences in Unit Plan Development

for all instrucQonal decisions

n  Unit Plan development process must be experienced by

each individual

n  The sharing and refining of unit plan based PLC

discussions

n  Established the importance of depth and conceptual

instrucQonal pracQces

n  Opened the discussion for importance of sharing

resources and workload




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Process

Process

¤  Unit Planning

¤  Unit Planning




Process ¤  Finding Value in the Process



Common Assessment Development ¤ TEKS driven-‐ Unit Plan ¤ Rigorous ¤ Do not focus on the grades ¤ Use to target student achievement gaps ¤ Develop focused IntervenQons adapt

instrucQonal pracQces




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Framing ¤  Shell of the weekly common lesson plan ¤  Provides all necessary resources ¤  Establishes pacing and academic tasks for the

week ¤  Each teacher adapts to their personal teaching style ¤  Exposes PLC to new ideas and instrucQonal pracQces ¤  Creates fidelity to the established pacing and process (Texas EducaQon Service Center Curriculum CollaboraQve, 2012) ©2013 Thomas Gamboa Jr. & Miguel A. Rivera


Resources ¤ Points to Remember ¤ Handouts (e.g. Quiz Quiz Trade Cards) ¤ Websites-‐ PBL AcQvity ¤ Electronic Resources n Quizlet Link for Students n  Ebook ©2013 Thomas Gamboa Jr. & Miguel A. Rivera

Engaged Participation/Investment

O U T C O M E S

¨ 

¨ 

¨ 

¨ 

¨ 

Struggling and hesitant team members became more willing to work voluntarily. Bringing together of resources created SE targeted instrucQonal pracQces True implementaQon of common lesson plan ReflecQve planning improved differenQated instrucQon based on student needs Create true backward planning design ©2013 Thomas Gamboa Jr. & Miguel A. Rivera



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References

References

Archambault,,L.,,Wetzel,,K.,,Foulger,,T.,,&,Williams,,M.,(2010).,Professional, development,2.0:,Transforming,teacher,education,pedagogy,with,21,Century, tools.,Journal(of(Digital(Learning(in(Teacher(Education,(27(1),,4K11.,, Avolio,,B.,,&,Yammariono,,F.,(2001).,Transformational(and(charismatic(leadership:( The(road(ahead.,San,Diego,,CA:,Emerald., Banning,,M.,,&,Stafford,,M.,(2008).,A,hermeneutic,phenomenological,study,of, community,nurses',CPD...,Continuing,professional,development.,British( Journal(of(Community(Nursing,(13(4),,178K182.,, Barron,,A.,,Dawson,,K.,,&,YendolKHoppey,,D.,(2009).,Peer,coaching,and,technology, integration:,An,evaluation,of,the,Microsoft,peer,coaching,program., Mentoring(&(Tutoring:(Partnership(in(Learning,(17,,83K102.,doi:, 10.1080/13611260802658561, Bass,,B.,M.,(1974).,Concepts,of,leadership:,The,beginnings.,In,J.,T.,Wren,(Ed.),,The( Leader’s(companion:(Insights(on(leadership(through(the(ages,(pp.,49K52).,New, York,,NY:,The,Free,Press., Bates,,S.,,&,Poole,,G.,(2003).,Effective(teaching(with(technology(in(higher(education:( Foundations(for(success.,San,Francisco,,CA:,JosseyKBass., Beattie,,M.,(2002).,Educational,leadership:,Modeling,,mentoring,,making,and,reK making,a,learning,community.,European(Journal(of(Teacher(Education,( 25(2/3),,199K221.,, Blachowicz,,C.,,Bates,,A.,,Berne,,J.,,Bridgman,,T.,,Chaney,,J.,,&,Perney,,J.,(2009)., Technology,and,AtKRisk,Young,Readers,and,their,Classrooms.,Reading( Psychology,(30(5),,387K411.,doi:,10.1080/02702710902733576,

Bogner,(L.((2008).(Using(lesson(study(as(an(instrument(to(find(the(mental(models(of( teaching(and(learning(held(by(career(and(technical(education(instructors.( International*Journal*of*Learning,*15(1),(239A244.(( Burns,(J.(M.((1987).(Transactional(and(transformational(leadership(leader’s* companion:*Insights*on*leadership*through*the*ages((pp.(100A101).(New(York,( NY:(The(Free(Press.( Cantrell,(S.,(&(Hughes,(H.((2008).(Teacher(efficacy(and(content(literacy( implementation:(An(exploration(of(the(effects(of(extended(professional( development(with(coaching.(Journal*of*Literacy*Research,*40(1),(95A127.(doi:( 10.1080/10862960802070442( Cassidy,(J.,(Garrett,(S.,(Maxfield,(P.,(&(Patchett,(C.((2009).(Literacy(Coaching:( Yesterday,(Today,(and(Tomorrow.(In(J.(Cassidy,(S.(D.(Garrett,(&(M.(Sailors( (Eds.)(Literacy*coaching:*Research*&*practice:*2009*CEDER*Yearbook,*15A27.(( Chemers,(M.(M.((1984).(Contemporary(leadership(theory.(In(J.(T.(Wren((Ed.),(The* leader’s*companion:*Insight*on*leadership*through*the*ages((pp.(83A99).(New( York,(NY:(The(Free(Press.( Clawson,(J.((2006).(Level*three*leadership;*Getting*below*the*surface((3rd(ed.).(Upper( Saddle(River,(NJ:(Pearson.(


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