Transforming

Pay attention to everything we know about change, are we using that info in this work and are we helping everyone understand change? "Educator as miracle worker" - will never get to understanding about CCSS by talking at teachers about it. Now is the time for us to say and do things differently. If we tell you, you will do it. If you know about it you can do it. If we built your knowledge...you will be successful. Collaborate with stakeholders, remembering that the expertise is within the group. These changes with common core will require us to look at the assumptions people have. **Transforming Professional Learning-Kentucky Project** || Need to understand and commit what it will take for every student reaching college and career ready.
 * Session || Name || Takeaway ||
 * **B05: Transforming Professional Learning**
 * for the Common Core State Standards**
 * with Joellen Killion (Learning Forward); Kathleen Paliokas** || Jeannine || Transforming Professional Learning for the CCSSConsiderations for a Comprehensive Professional Learning System: Do we have standards for professional learning, a system for evaluating prof learning, how do we handle and work with third party providers, where is teacher voice in making professional learning decisions, etc?
 * || Phyllis || Goal for professional learning and the work is to ensure more rigorous outcomes for curricular and instructional work in order to meet the Common Core State Standards.

A systems model: Joellen working with Kentucky as a demonstration state. Chosen because decided to go into K-12 testing from the beginning. Six states serving as critical friends - as shaping policy - where the political arena is different Washington State - 3 agencies running educational agenda Georgia Illinois - implementing CCSS New Jersey New Hampshire- policy standards based professional learning - state policy Utah

What do Critical Friends do to support? analyzing, asking hard questions, and going home with the best ideas to replicate to build understanding about how context impacts implementation and outcomes

Reflection/Thoughts for KWO: what happens when a state changes it policy? How does time for professional learning affect outcomes? Who really makes decisions about professional learning? How do we think about this as we build strategies around cost-impact? || b. a guide to design pl that explains not only what the standard look like in operation, but also how to implement them - see the levels - how design pl and meet the standards right where you are working c. guide to create precise plans and access sufficient guidance for implenting the standards in all prof learning and i the work of those who are responsible for all aspects of pl d. a tool to assess implementation of standards - formative assessment and benchmark - where are we beginning our journey, check our progress, not intended to be an evalative tool although it can be a summative assessment e. A tool to improve the quality and results of pl being able to eval pl - and using this a tool - how well you\ve implemented Reflection/Thoughts for KWO: Think about how to build shared agreements about how to support and improve the quality of professional learning for all educators through the Standards for Professional Learning. || Takeaways: 1. Reflection is important and the easiest to discard in a time crunch. 2. Despite all of the things we want to do, to ensure renewal and not burn out, we can only focus in on "one window." The transformation of teacher learning happens with a clear vision from the principal and a conscious "closing" of other windows by the leadership team so that the focused, difficult work can be done. 3. Purposeful learning opportunities need to invite mirrors (reflection), offer windows (renewal) that offer a focused vision, even to the extent of closing other windows in order to allow the staff to concentrate, and promote a response (doors) that includes action and sharing out.
 * || Arianne || * Learning Forward is working with Kentucky as a demonstration state (Kentucky Project or Transforming Professional Learning). Their intention is to be transparent and to share their learning.
 * CCSS expects students to coach each other. As such, we as educators should model coaching each other.
 * In order to ensure effective professional learning aligned with CCSS:
 * We need to question how people learn, especially professionals
 * We need to revisit assumptions
 * Let teachers drive
 * Need to engage teachers in the work of learning (teachers as learners and students of the discipline) ||
 * **C06: Innovation Configuration Maps: School-Based Roles** Joellen Killion; Jacqueline Kennedy || Phyllis || 1. New Standards for Professional Learning - new innovation configuration maps for 16 role groups (from teachers to policy makers) Organized to focus on continuous improvement how to build and communicate collective responsibilities how to align strategies and resources, as well as measure quality and progress for accountability and focussing support.2. Five functions of the Innovation Configuration Maps a. A clear and richly descriptive vision of what the standards look like in action (in schools, districts, etc.) where ever pl occurs) in order to support the continuous learning of educators.
 * **A03: Mirrors, Windows, Doors: A System's Intentional Design for** **Teacher Learning**** || Cathy || The metaphor of mirrors (reflection), windows (renewal) and doors (response) was used to describe the district's intentional design for professional learning.

Reflection/Thoughts for the work ahead: A-HAs:
 * //Self-reflection on the journey, reflection on our process, as well as reflection on practice need to be stanard practice and used as our own formative evaluation before we proceed with next steps.//
 * //We need to be aware of all that we are asking of the teachers and keep in mind that their main priority needs to be to serve our students and not jump through hoops.//
 * //In order to ask teachers to transform, which means to do the heavy lifting within their own practices, then we need to close some windows.// ||
 * **Creating an Impact School: Professional Learning that Makes a Difference** Jim Knight, Ann Hoffman || Laurie || Preconference session - Description: Examine how workshops, professional learning communities, and other forms of professional learning can support implementation of school improvement targets. What principals, coaches, and central office staff need to do to accelerate professional learning, and what teaching practices have the greatest impact in the classroom. Explore high-leverage activities educational leaders can employ to design professional learning that has an unmistakable impact on teaching, based on more than 18 years of research.

1) The Complexity of Help - five points to bear in mind when embarking on new initiatives to consciously consider 2) School improvement plans will only be implemented if teachers a) understand, b) agree, and c) commit. Three descriptors regarding student engagement that could be used to describe teacher behaviors in observing/monitoring their participation a) strategic compliance, b) authentic engagement, and c) off-task (retreatism).
 * change process -
 * identity - need for autonomy,
 * thinking - for other people vs. self,
 * status - if put person in a child position, resistance to change
 * motivation - how to get people to personally care about ...

3) In the creation and implemention of an effective school improvement plan, there is a focus on a few high-leverage practices that includes professional learning as a key part of the process. || Presenters: Segun Eubanks and Maddie Fennell Eubanks, Director for Teacher Quality || Phyllis || 1.Commission of Effective Teachers and Effective Teaching  Vision for teaching profession: three guiding principles 1. student learning is at the center of everything a teacher does 2. teachers take primary responsibility for student learning 3. effective teachers share in the responsibility for teacher selection, evaluation, and dismissal  2.Strategies for Change - change the culture of teaching -embrace National Teaching Standards -build a professional career continuum -develop new forms of evaluation based on peer assistance and review -design professional and progressive compensation systems based on quality of practice; roles and responsibilities; teaching assignments; an extended working time. -needs to reflect the diversity of the work of a teacher 3. The NEA Three- Point Plan for Reform -Raising the bar for entry -Teachers ensuring great teachers -Providing Union Leadership in Transforming the Profession 4.Three Frames of Teacher Leadership -instructional leadership (designing curriculum, key dm about school -Policy leadership (local, state, federal) -union leadership Reflections/Thoughts: Focus for KWO should be on how do we successfully build a professional responsibility to the quality in the education profession and designing evaluation that amplifies what teachers are doing well and focus professional learning on areas to work on  Goal: To foster a teaching profession that embraces collective accountability for student learning balanced with collaborative autonomy that allows educators to do what is best for students. ||
 * **A Plan for Teacher-Led Transformation**