Revisited

Dr. Charles Young, Palo Alto Unified School District Dr. Lisa Gonzales, Portola Valley School District

Jason Borgen, Santa Cruz County Office of Education bit.ly/techlearningjan2014

Outcomes

•  Learn strategies on how to sustain quality professional learning

•  Explore options to personalize learning for staff •  Share with colleagues what you are doing and what we

can further learn from each other

DAY OF GLASS 2 - edited

https://www.youtube.com/watch?v=NMkHtwnYVOg

Working from a Vision for High Quality Professional Development -

PAUSD

Professional Learning is a Comprehensive, sustained and intensive approach to improving teachers’, principals’ and support staffs’ effectiveness in raising student achievement. In order to provide all students the highest quality learning environment in every Palo Alto School, all certificated and classified staff must be continuously engaged in Professional Learning.

Professional Learning in PAUSD will… •  be focused on student learning goals and evidence (data) •  strengthen content knowledge and instructional strategies to meet

the needs of all students •  be collaborative and foster a sense of collective responsibility

focused on improved student performance, PK-12 •  be ongoing, embedded in our daily work, with an emphasis on

inquiry and reflection to improve practice •  be regularly evaluated to ensure experiences are high-quality,

research-based, and effective in meeting intended goals •  be in alignment with site and district goals.

Effective Schools Maximize Time...and People! •  Ensure systematic collaboration by identifying teachers with similar goals

and interests •  Encourage experimentation to determine best practices •  Expand the learning of teams to full faculty through multiple and open

methods of communication and dialogue •  Create a shared vision, educational strategy, goals and benchmarks

among the teams •  Identify and make available team members, the people, research and

materials necessary to inform group learning and decision making •  Use data to open communication and problem solving, while avoiding

blame “Effective Schools.” Childs-Bowen, Deborah. (2007). NSDC. Oxford, OH.

Developing the PD Calendar •  Does is reflect staff interests and needs? •  Does is support the strategic plan? •  Does is work from clearly identified themes? •  Does it convey long term planning? •  Does it highlight milestones? •  Does it make sense when mapped backward from the targeted end? •  Does it note what quarterly formative assessments will be collected? •  Does it convey flexibility? •  Does it show how staff learns in different ways and learns during the work day? •  Does it build staff ownership? •  Does it show when specific evaluation tasks must be completed? •  Does it emphasize commitment to significant follow up? •  Is it part of the ongoing program planning and evaluation?

“10 Questions to Help Reshape the PD Calendar.” Champion, Bobby. (2004). NSDC. Oxford, OH.

Summer Focused Institutes •  Power-up Technology Institute •  Next Tech Institute •  Equity Institute •  New Teacher Orientation

Institute •  Writer’s Workshop-Columbia

Teacher’s College Institute •  Hybrid Learning Institute

Keeping the Learning Going: •  one day institute •  ongoing follow-up sessions and

workshops during the course of the year

•  use of TOSA’s •  after school workshops •  site collaboration

Partnering with local universities: Constructive Classroom Conversation - watch videos, read articles, peer feedback on articles, work in teams, no grade from instructor\certificate of accomplishment

Creative Phrasing for Collaboration Move from…. •  It takes time I don’t have •  We’re doing too much already •  I don’t want to waste all my time

in that session •  I don’t have time to think about

next year •  I can’t handle one more thing to

do •  I’m already changing my

instruction and assessments. Now I have to do this?

To this… •  We use a lot of time for our own

learning, but its important. •  Let’s try this out. I think it might

help me a lot in the classroom. •  If we fit this workshop in, it will

help us for next year. •  It didn’t work the last time we

tried it, but times have changed and we can learn from mistakes.

•  This is important to our efforts. Let’s put our time into it.

PVSD Tech Institute - Day One Google Suite - Intermediate Level •  AM - Deep dive with Google,

especially docs, sites, forms, and presentations

•  AM - Also organizing yourself and your own work / email in Google

•  PM - Updated to Sites and Forms

Google Suite - Advanced Level •  AM - Teacher Dashboard and

work with students •  AM - Opportunity to review Docs

and Blogger •  PM - Project Development -

create a new or revised for CCS project to include Google Docs

PVSD Tech Institute - Day Two/Three DAY TWO •  Voicethread & The Flipped

Classroom and work with Google Sites (includes practice and project development)

OR •  Rediscover New and Improved

Online Resources - Discovery Streaming / Ed1Stop (includes project development)

DAY THREE •  Ormondale Staff - Content

Creation on iPad & Web (Includes practice and project development)

OR •  Corte Madera Staff - The Cloud

& Your Devices (includes practice and project development)

Staff Meetings and Then Some... •  The flipped staff meeting •  Dedicated time to PD in every

meeting for those with traditional set-ups

•  Districtwide - Google Hangout with leadership from DO and support from principals at sites

•  Use of Edmodo to focus work, meet in between, frontload, follow-up

Flipped PD •  Brokers of Expertise on CCSS (or The

Teaching Channel videos) - watch video, complete activities, live 90 minute group facilitated meeting, counts toward PD hours

•  Positive mindset - must trust people, let go of compliance, build trust, be flexible, entertain proposal

•  Use of Schoology as a Leadership Team - assigned chapters between meetings, communication feature on Schoology to share

Google Hangouts

Virtual Meetings, Webinars, and More!

•  Classroom 2.0 •  EdWeb Webinars •  Simple K12 •  ACSA/TICAL Leading

Digitally •  Online Conferences via

Learning Revolution

On Demand Learning via Social Bookmarking and Diigo •  Traditional website bookmarks are stored on ONE

computer •  Social bookmarking allows you to bookmark and share

immediately

Diigo Allows You to SHARE o  Bookmarks o  Highlights o  Annotates o  Screenshots

Example: Go to: http://diigo.com/0glz0

Exploring the Twitterverse Searching Hashtags Common Hashtags (http://bit.ly/comhash)

Twitter Chats Following Educators

Finding Common Ground - Blogging •  Relationship building •  Focused conversations •  Formal/informal - eliminates the rules •  Can safely address teachable moments in

the classroom •  Becomes a teachable moment outside

the classroom - worldwide consumption (or not) •  Find yourself...and your voice •  Size matters...it’s the rule of 1000

Entry by Middle School Principal My most recent visit before winter break and your last two posts fit

together so well, especially within the context of discussions we’ve started to have about vocabulary and grammar in our new world of common core. I appreciate your growth perspective for the students and use of the data to guide your instruction and intervention.

I think we are poised to have deeper conversations together amongst the language arts and 4th and 5th grade teachers about the essential vocabulary and grammar we want for our students to learn. We briefly started it last year after the CLMS conference in Monterey and I think we were just not ready to go much deeper at the time because we didn’t know what the full transition to common core was really going to look like at the time. Now, however, we in a better position to come back together as a group and articulate what students need to know to a much fuller and deeper extent. I look forward to continuing those conversations with you and the group as a whole.

8th grade teacher’s blog Results of the FIRST Exit Ticket on Central

Idea, Author's Purpose, and Vocabulary "Is Humanity a Special Threat" (Exxon

Valdez) Society theme CCSS RI 7.1, 7.2, LL7.4a, LL7.4b

December 12, 2013

Results of the SECOND Exit Ticket on Central Idea, Author's Purpose, and

Vocabulary "Battle for the Rain Forest" (Texaco/Chevron

in Ecuador) Society Theme CCSS RI 7.1, 7.2, LL7.4a, LL7.4b

December 19, 2013

Her Reflections & Conversations “Adding new visuals on how to view the data I am

collecting. We continue to focus on central idea, theme, and author's purpose. The exit tickets are also providing valuable discussions as we go over the answers.

Reading Success: They are not just glossing over words

they do not understand. Many are first looking at context and then raising their hand with a vocabulary question - FINALLY. I have been emphasizing this all year, and, apparently, it has SUNK in! Hopefully, it will last.”

Blogging: What Teachers Said… •  Blogging was a “positive experience” •  Use of the technology was “easy” after the initial period

to “overcome their discomfort” •  Helped reflect on practice •  Assisted with data collection and analysis •  Helped monitor work by colleagues/supervisors

Mills, G.E. (2003). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill/Prentice Hall.

Cavanaugh, T., Cavanaugh, C. (2005). Blogging as a Professional Tool. Paper presented at eLearn Conference 2005 in Vancouver, CA.

West, R. E., Wright, G. A., Graham, C. R. (2005). Blogs, Wikis, and Aggregators: A New Vocabulary for Promoting Reflection and Collaboration in a Preservice Technology Integration Course. Paper presented at SITE conference 2005 in Phoenix, AZ.

Mentoring

•  Formal programs where new employees and those wanting to grow in an organization can receive PD - leading visioning, strategic plans, crucial conversations, leadership skills, etc.

•  Improvement plans available for those in need to focus on specific areas - check in’s from other sites using a variety of technologies

•  TOSA approach (Teachers on Special Assignment)

What Can You Add…?

Outcomes •  Learn strategies on how to sustain quality professional

learning •  Explore options to personalize learning for staff •  Share with colleagues what you are doing and what we

can further learn from each other

Leadership from a Dancing Guy –

bit.ly/dancingguy2014