Compliance? or Empowerment?

 "Many students are smart enough that they know how to meet the objectives of a rubric and still not grow much in their learning.  A master teacher sets the goals based on learning not on receiving a grade."

I pulled this quote from a recent George Couros blog that highlighted the difference between performance and learning goals and how to make the shift from compliance to engagement to empowerment.  Ownership in learning is not a new concept, we know that when we are engaged and have opportunities to process, learn with others, study, productively struggle, and have the opportunity to teach others that we become knowledge users rather than just knowledge consumers.  As we think about instructional leadership at the classroom level, how often are these opportunities provided to our students?

This last week, principals and teachers shared some examples with me and I also did some scanning of twitter for evidence and here are some examples of where students (and teachers) were being empowered.

.  Kindergarten students could explain the success criteria for learning new words.  They were explaining the criteria they used to figure out the words.

Walnut progress monitoring how well students know, understand the learning targets and the use of collaborative groups to provide opportunities for students to process and own the learning.

Dodge teachers collaborating in their PLC around student data (designing instruction).

GISH students analyzing multiple texts to synthesize background understandings of a particular era.  Students talked about connections of the text to current happenings in today's news.

 We have to move away from a focus on compliance to a focus on growth! I know there are so many more examples, so be sure to recognize and celebrate growth with your colleagues and your students! So excited about the opportunities for our GIPS students!  

What's happening in our Demonstration Schools?

At our Back to School Welcome, Michael Toth and Dr. Grover briefly referenced and recognized Starr, Jefferson and Walnut campuses as our three schools taking on the work of becoming Demonstration Schools of Rigor.  (If you are interested in learning more about what a Demonstration School of Rigor is, please check out this video.)  This professional learning around this work is intense and will take approximately 2-3 years, but will change pedagogy and transform classrooms to focus on preparing students to be successful in the new economy. 

The learning that is happening at all three schools will benefit all of our schools as we build and develop instructional leadership at the student level, classroom level, campus level and district level!  We are all learning and growing through this work!  In addition to this, by the end of the second year, our Demonstration Schools will become learning laboratories for all GIPS!  

This work is not easy! Professional learning for these schools started July 24th!  

Teams sharing and describing the instructional vision during the Designing Implementation Training              

Learning about the new economy and what it means to have a student centered classrooms with rigor.

 What is a PLC 2.0 and how do we collaboratively work together and use student learning evidence to inform planning that addresses student needs?

                              What do we know about student readiness to learn and how it impacts how we plan?

What is the connection to the district strategic plan? Here is an example of how a team made the connection.....

In addition to all of this, all three schools are receiving coaching through our Learning Science Partners around the implementation of Marzano strategies.  Monitoring progress is occurring through rigor walks looking for systems that impact outcomes.

Teachers are trying different strategies to move on the continuum to creating student centered classrooms with rigor.
 
For example:  Using the strategy...Organizing students to work in groups. It's important to structure groups with assigned roles and responsibilities, and for a purpose.  We learned about the difference between organizing students in furniture groups vs. organizing students in groups to engage in cognitively complex tasks.

Some teachers have also just started implementing the use of Standards Tracker to monitor "minute by minute" learning.  Having success criteria for the intended targets (aligned to standards) is important so they, and students, can track progress along the way.

This is a huge commitment for our Jefferson, Walnut, and Starr faculty and staff to take the lead with this work!  They are to be commended for their willingness and dedication to this learning.  As you interact with staff from theses three schools, please be a cheerleader, a supporter, and thank them for taking risks, practicing new strategies, and transforming their classrooms into student centered learning environments!

It's an exciting journey and I'm so thankful we are able to engage in the work in GIPS!

Preparing Our Students to Thrive? Where do we start? How do we know?

During our welcome back event Michael Toth presented research, evidence, and examples of how the education that we provide and offer our students everyday needs to transform in order to prepare them to thrive in an ever changing world! This visual explains and aligns with his definition of the old vs. the new economy:

I understand the "why" we have to transform what education looks, sounds and feels like and I feel a sense of urgency to accomplish this quickly, however, growing up in the "old economy" I find myself grappling with the "how".  What is the first step? What supports do I/we need?  Where is my mind spending its time and is it helping me or hurting my progress and ability to lead? 

I've resolved to fact that "we have to move"!  So what does this mean for us?  For our students?

The GIPs strategic plan explains through our theory of action, eight objectives and strategic initiatives just how to accomplish this.  Empower, Personalize, Design and Partner!

This transformation cannot be accomplished alone!  One of our priorities this year is to engage in professional learning communities where team members know and understand what is critical for students to know and be able to do, are focused on student evidence that aligns with those standards, and where teams collaborate to plan with clear learning goals and aligned lessons that incorporate ways for students to take ownership of the learning!  Think about how our classrooms will look different if this is occurring on a weekly basis!  

Teachers are already trying new approaches--building student teams with defined roles and responsibilities, posing problems and allowing students to question, research and learn from each other!  These are just a few examples of what is "transforming" in classrooms across the district! 

Tweet by Jenifer A

Dani Ryan

This year on Wednesday Walks, the executive leadership and central office team members will be in many classrooms and collecting evidence of our progress with standards based planning through first observing how teachers are using, displaying and communicating learning targets.  District data will be shared on my blog and with principals to keep you all informed about our progress!  We are excited to be in classrooms, get to know you all better and be a support throughout the transformation of the work that will benefit all of our students!