Welcome and Congratulations! This morning we will do brief introductions so I can put names with faces! Be prepared to share your name, your teaching assignment (grade and building), the best thing you’ve learned about South Lyon so far, and the topic of one of your most recent Pinterest searches. 2018-19 1
Structure of SLCS Administration Building Departments Superintendent - Melissa Baker Assistant Assistant Assistant Superintendent for Superintendent, Superintendent for Administrative Services- CITA Services- Business/Finance- Amy Dagenhardt Benjamin Kirby Lisa Kudwa 2
Introductions Name, T eaching Assignment, School(s) ◦ Did anyone grow up in the district? ◦ Is anyone a current resident in the district? Have children who are students here? ◦ Is anyone joining us from out of state? ◦ Veteran staff- how long have you been a part of our district? 3
Norm Setting Count on us to … We’ll count on you … To welcome you to To be active the district warmly participants To provide you with To voice your needs necessary To keep track of foundations to be questions for your successful mentor or principal To give you a good sense of our culture and expectations 4
Culture 5
Mission Statement In support of our community, the mission of South Lyon Community Schools is to provide the highest quality educational process, so that all students can excel as individuals, and become contributing and productive members of society. 6
Our mission statement points out our shared end goal: “… so that all students can excel as individuals, and become contributing and productive members of society.. . ” It’s our job then, to focus on “… providing the highest quality educational process… ” to make that happen! Which is why we have guiding principles… 7
Guiding Principles: Continuous Learning for All, Whatever it Takes All students can and Standards-based will achieve Instruction changes Constructivist learning over time Reflective practice Time, hard work, trust, and commitment Decisions are grounded in best Utilize all resources practices and research Staff as a community of Instructional approach learners, experiencing designed to meet personal growth, student needs contributing to a shared vision and Data informs mission instruction Results-driven 8
Instruction- Overarching Understandings 9
How do we define academic achievement? The Authentic Academic Achievement Model 10
What is the Authentic Academic Achievement Model? A model for instruction in which students are engaged in tasks, projects or other learning activities that require them to think, to develop in-depth understanding and to apply academic learning to important, real-life problems. 11
What is the Authentic Academic Achievement Model? Criteria: Students are constructing new knowledge (constructivism). The learning is inquiry-based. The tasks have real-world application. 12
What is the Authentic Academic Achievement Model? Common Elements: Higher Order Thinking Greater Depth of Knowledge Engagement in Substantive Conversation Connectedness to the World Beyond the Classroom School to Home Connections Social Support for Student Achievement 13
How do we define effective teaching? Robert Marzano’s Effective Educators Model 14
Work of Dr. Robert Marzano Meta-analysis of educational research Identified high-leverage strategies for improving teaching and learning His book, The Art and Science of Teaching , breaks down qualities of effective teaching into: ◦ 4 Domains ◦ 10 Design Questions within the Domains ◦ 60 Elements 15
Marzano’s 4 Domains Domain 1: Classroom Strategies and Behaviors (contains 9 of the Design Questions or “DQ’s”) Domain 2: Planning and Preparing (contains the 10 th Design Question) Domain 3: Reflecting on T eaching Domain 4: Collegiality and Professionalism 16
Robert Marzano talks Effective Educators: YouTube clip of Robert Marzano 17
How do we define critical habits? Art Costa’s Habits of Mind 18
What are Habits of Mind? Habits of Mind (HOM) are the residuals left over once our students leave school. They are the dispositions we foster in our students to help them be successful as students, but the ultimate goal is creating successful adults. These define who we want our students to become as a result of their time with South Lyon Community Schools. 19
What are Habits of Mind? Thinking skills, or work habits and attitudes, that you need when faced with a problem or situation where you don’t know what to do Helpful behaviors that promote success Different than “citizenship” grades Academics, without these habits, will not lead to success Separate grade category for students 20
How to T each Habits of Mind You’ll embed the HOM into discussions about text in Reading, Writing, Science and Social Studies You’ll recognize and celebrate HOM success in your classroom management You’ll coach students who struggle on improving their HOM You’ll help all students attach language to these habits 21
“We are what we repeatedly do. Excellence, then, is not an act but a habit.” -Aristotle 22
Art Costa talks HOM: YouTube clip of Art Costa 23
Habits of Mind Work Habits Works Independently ◦ Manages Impulsivity ◦ Persistence ◦ Strives for Accuracy and ◦ Use of Past Knowledge Precision ◦ Metacognition ◦ Is Organized ◦ Participates and ◦ Stays on Task, Stays Contributes in Class Focused Initiative Teamwork ◦ Thinks Flexibly ◦ Listens to Others ◦ Questions and Poses Problems ◦ Thinks and Communicates ◦ Is Creative, Imaginative, and Clearly Innovative ◦ Finds Appropriate Humor ◦ Takes Responsible Risks ◦ Thinks Interdependently ◦ Is Motivated 24
Habits of Mind are on report cards! Determine a way to collect some sort of evidence, in particular documenting events that may lead to a comment of “area of concern.” Some teachers have older students complete self-assessments. Some teachers fill out charts for each student. 25
Habits of Mind are on report cards! For elementary: Scored as ◦ Meets expectations ◦ Approaching expectations ◦ Area of concern You have sample report card copies. 26
How do we define our approach to thinking? Ron Ritchhart’s Cultures of Thinking 27
What is a Culture of Thinking? Cultures of Thinking are places in which a group’s collective, as well as individual, thinking is valued , visible and actively promoted as part of the regular, day-to-day experience of all group members. 28
What is a Culture of Thinking? If Effective Educators is how we define good teaching and Habits of Mind are how we define the important traits we want our learners to develop, then Cultures of Thinking is how we define the types of questions we want students to ask, the way they structure their rationales and the processes, both independent and collaborative, that they use to develop their thoughts. 29
What is a Culture of Thinking? The development of an understanding that simple teacher strategies can have a big impact on student engagement and how students approach the thinking process A thoughtful consideration of the 8 cultural forces that impact classrooms and schools 30
Ron Ritchhart talks CoT: YouTube clip of Ron Ritchhart 31
Foundational T exts Provided to You Art and Science of Teaching * Making Thinking Visible 8 Cultural Forces Learning and Leading with the Habits of Mind First Days of School Getting to Know Special Education (General Ed staff) The Survival Guide for New Special Education Teachers (Special Ed staff) Managing Your Classroom with Restorative Practices: Quick Reference Guide ◦ * Reminder: the teacher evaluation model is based on The Art and Science of Teaching so you will want to read or skim this as soon as possible! ◦ Learning and Leading with Habits of Mind is the updated version of Activating and Engaging Habits of Mind. Teacher Toolkit Document- Additional Texts 32
Curriculum 33
Michigan’s Standards Michigan adopted the Common Core State Standards for ELA and Mathematics in 2010. Michigan adopted the Michigan Science Standards (MSS) in the Fall of 2015. SLCS has been working on alignment since that time. 34
District Alignment - Math New units and assessments in 8 th grade- HS were implemented in 2012-13. New units and assessments in grades 2-4 were implemented in 2014-15. New units and assessments in grades 5-7 were implemented in 2015-16. Kindergarten and Grade 1 made tweaks in 2012-13 and updated in 2016-17. 35
District Alignment - ELA Rather than overhauling the full course at once, units of study are being implemented over time as this was the structure used by the local ISD. High school ELA implemented new units in the 2015-16 school year. Middle school ELA was fully aligned in 2014- 15. Units of study are being reviewed and adjusted during the 2018-19 school year to better align with the new assessment expectations. 36
Recommend
More recommend
