100 Day Plan
Published on Nov 20, 2015
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MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
the big picture
- Building relationships
- Empowering teachers
- State compliance
- Building a foundation of confidence
- Change as ongoing, not static
Reviving Normandy schools is obviously a long-term project. Perhaps the best advice I've ever given a colleague was about keeping her desk organized - she would spend hours sorting piles after it was a disaster, and then wonder why it went back to the way it had been just a week later. All I said was, "It's a process, you do a little at a time so it sticks." I see change the same way.
I would hope that a lot is observed in the 2 weeks before school, but assuming that the work is done there is unwise. The hardest part, the IMPLEMENTATION is to come.
I would hope that a lot is observed in the 2 weeks before school, but assuming that the work is done there is unwise. The hardest part, the IMPLEMENTATION is to come.
Photo by Adam Melancon
Our Path:
Where are we?
Where are we going?
How do we get there?
Photo by Taylor.McBride™
Where are we?
- Working with teachers to develop personal goals
- Benchmarking students in Aug and Dec on STAR
- Visiting classrooms weekly, gathering observational data
- LISTENING - What do we do well?
- Survey of current math student/classroom tech reality
Before I can best serve the math teachers in NSC in moving forward, I WOULD FIRST DETERMINE WHERE WE'RE STARTING FROM
- current practices
- basic student performance
- observation data of saying vs. doing
- surveying environment of tech use and capabilities
- current practices
- basic student performance
- observation data of saying vs. doing
- surveying environment of tech use and capabilities
Photo by tonx
Where are we going?
- Students that read/write/publish
- Common STEM vision
- Project Based Learning
- Meeting students where they are
- Assessments that measure growth
Following the Normandy reform plan and my own goals, these are the goals I would want to get a foothold in the 1st 100 days
Assessments
- ideally, standards based grading, at least, eliminating extra credit and including writing components
Assessments
- ideally, standards based grading, at least, eliminating extra credit and including writing components
Photo by Emm Enn
STudents who read/write/publish
- Standards for Mathematical Practice as a common dialect
- Teachers collaborate on PBL units during O-Weeks
- Modeling reading/writing lessons in classrooms
- Utilizing technology for STUDENTS to share their learning
- Assessments that require supporting reasoning and argument
the first time I told students I would be sharing their work on my class facebook page, I got an unexpected question - "what if my work isn't very good?"
No one had asked that any time it was just going into my grading folder and back to their desk.
Publishing ups the ante for polish (and on the teacher end, demands space for mutiple revisions)
The region, the state is watching - lets overwhelm them with cool stuff to look at!
No one had asked that any time it was just going into my grading folder and back to their desk.
Publishing ups the ante for polish (and on the teacher end, demands space for mutiple revisions)
The region, the state is watching - lets overwhelm them with cool stuff to look at!
HOW DO WE GET THERE?
Common STEM vision
A Common stem vision
- Developing shared goals with Science and I.T.
- STEM grouping in Professional Learning Communities
- PBL units support other content areas
- Utilizing Pathways to Prosperity for relevance
One of my very favorite parts about teaching AP Statisitcs is how much we end up talking about OTHER subjects in the midst of our problems.
Relevance in super easy because every problem we do relates to another subject - EVERY problem is a word problem
FEW people end up doing math AS MATHEMATICIANS - EVERYONE does math in another field.
Relevance in super easy because every problem we do relates to another subject - EVERY problem is a word problem
FEW people end up doing math AS MATHEMATICIANS - EVERYONE does math in another field.
how do we get there?
Project Based Learning
Project based learning
- Units developed during O-Week, implemented by October
- More ideas developed through student relationships
- Business partners utilized for mentors and project settings
- Formative assessment data checks student progress
- Rubrics used to guide students, assess CONTENT
The formative assessment and rubrics may be the most important piece to ensuring success on assessments, too
without formative assessment, we wind up with students who are lost most of the project and have little to show at the end - THESE STUDENTS FEEL CHEATED
without formative assessment, we wind up with students who are lost most of the project and have little to show at the end - THESE STUDENTS FEEL CHEATED
Meeting students where they are
- PLCs making videos for classroom flipping
- Student interests/community issues drive PBL
- Identifying possible tweaks to widen technology access
- Technology used daily, not as a reward
students may not have time/space to write a paper or report after school, but more often can sit and interact with a video (because they do this all the time anyway)
for kids without mobile devices, are there opportunities to open access to district resources before/after school that aren't currently be taken?
technology as a reward becomes an add-on, technology used daily lets students mature into professional uses that they control,
the more academic uses are modeled, the more kids can innovate for themselves
for kids without mobile devices, are there opportunities to open access to district resources before/after school that aren't currently be taken?
technology as a reward becomes an add-on, technology used daily lets students mature into professional uses that they control,
the more academic uses are modeled, the more kids can innovate for themselves
Photo by Jair Alcon Photography
HOW DO WE GET THERE?
A Culture of Change and Reflection
A Culture of change and Reflection
- Making connections beyond Normandy classrooms
- Identifying teacher-leaders as idea routes
- Teacher-developed personal goals
- Formative assessment as a tool for reflection
- Data conversations with STUDENTS as well as colleagues
teacher-leaders don't have to currently be the best at something - they need to be the most willing to share and the most open to change.
WHAT WILL "SUCCESS" LOOK LIKE?
Photo by Leo Reynolds
"SUCCESS"
7 PBL units was 1 per school, excluding early childhood
6 grades/courses:
3rd year courses
geometry
algebra
8th
7th
6th
6 grades/courses:
3rd year courses
geometry
algebra
8th
7th
6th
