1. sports
2. boxing

Washington State Career- and
College-Ready
Standards Implementation
Transforming Professional Learning
Systems for Reform: Common Core
and More District Network Project
(WA-TPL)
A Gates Foundation funded
opportunity for
Washington School Districts
District Orientation
June 2, 2014
WA TPL Kick Off 6/2/2014
“The dramatic shift in teaching prompted by the common
core will require practical, intensive, and ongoing
professional learning – not one-of “spray and pray” training
that exposes everyone to the same material and hope it
sticks”
~Stephanie Hirsh, Learning Forward (2011)
“Current teachers must receive extensive professional
development on the Common Core standards, curricular
materials, and strategies on teaching that now require
students to delve deeper and develop critical thinking and
analytical skills that previous standards did not adequately
address…”
~ National Association of State Boards of Education (2011)
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“…today, however, there is little systemic attention to
professional learning as a core strategy for educator
reform…”
~Stephanie Hirsh & Joellen Killion, Learning Forward
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Learning Targets for Today
•
Participants will gain an overall perspective of statewide
standards implementation approach and WA TPL project.
•
Participants will learn about specific project objectives
related to their role as lab or critical friend district.
•
Participants will gain an understanding of the project
evaluation and data collection process (Standards
Assessment Inventory 2 (SAI2))
•
Participants will discuss next steps: June - October
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Agenda
Welcome & Introductions
-WA TPL Team (OSPI, LFWA, ESD partners)
-WA TPL Districts
State Context and Overview
TPL Overview
Lab and CF commitments
Professional Learning Foundations & Support System
Project Evaluation & Data Collection
Planning & Next Steps
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WA-TPL Core Leadership
•
OSPI Team:
•
•
Jessica Vavrus, Assistant Superintendent, Teaching &
Learning, OSPI
Dan Bissonnette, Project Manager, WA-TPL, OSPI
•
WA-TPL Design/Leadership Team
•
Learning Forward Washington
•
•
AESD Network
•
•
Ellen Hopkins
Assistant Superintendents for Teaching & Learning and
representatives
Bill & Melinda Gates Foundation
•
Edie Harding, Project Officer
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Regional Introductions
•
ESD key representatives
•
District core team members
•
School leadership team members
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Who Is In Your Room?
PENNY IN YOUR POCKET
WA TPL Kick Off 6/2/2014
•
Find a penny from your pocket.
•
Note the year it was minted.
•
Take a few minutes to identify events
in your life (personal or professional)
that were important during that year.
•
Go around the room introduce and
share
•
Back in 15 minutes
8
Penny
In Your
Pocket
BACK IN 15 MINUTES
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State Context TPL Project
Implementing Career- and College-Ready
(CCR) Learning Standards…
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Washington’s Vision for Education
Every Washington public school student
will graduate from high school globally
competitive for work and postsecondary
education and prepared for life in the
21st century.
11
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Class of 2011: Bridgeport High School
Basic Education Act: State Learning Goals
McCleary Court Decision &
Fully Funding Basic Education
Aligned System – Common Language and Common Vision
Student and School
Success
Career and College Ready State
Learning Standards for ALL
Students (CCSS/NGSS)
Assessment &
Accountability Systems
(SBAC)
Aligned Federal and State
Programs
National Board Certification
Comprehensive Mentor &
Induction Programs (BEST)
Pre-Service Programs
12
BEA Funding and Policy
Recommendations
District-directed
professional learning
structures
Educator Effectiveness
Systems (TPEP)
Professional Learning
Aligned to Standards
Regional Support Systems (ESDs)
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Implementing Career- and College- Ready
Standards in Washington State
Our Vision: Every student will have access to CCR standards
through high quality instruction aligned with the standards every
day; and every educator is prepared and supported to implement
the standards in their classrooms every day.
Our Purpose: To develop a statewide system with resources that
supports all school districts in their preparation of educators and
students.
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Bringing the CCR System Together
All students
leave
high school
career and
college
ready
• https://wacore2col
lege.wikispaces.co
m/Project+Overvi
ew
• http://www.washingtonesds.org/site/def
ault.aspx?PageID=1
• http://www.k12.wa.us/CoreStandards/P
rofDev.aspx
14
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Moving toward Career and College
Ready Standards
“These standards are
not intended to be new
names for old ways of
doing business.”
CCSS-M, page 5
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Career and College Readiness for EVERY
Student
What role do district leaders and structures have in
supporting and sustaining professional learning to
support every teacher and ultimately, every
student?
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Our guiding beliefs and approach for
CCR Standards Implementation in WA
2-Prongs:
1.
The What: Content Shifts (for students and educators)
•
2.
Belief that past standards implementation efforts have provided a
strong foundation on which to build; HOWEVER there are shifts that
need to be attended to in the content.
The How: System “Remodeling”
Belief that successful implementation will not take place top
down or bottom up – it must be “both, and…”
• Belief that districts across the state have the conditions and
commitment present to engage wholly in this work.
• Professional learning systems are critical
•
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The “What”:
Key Content Shifts – ELA, Math, Science
Shifts in ELA
1.
Building knowledge through contentrich nonfiction and informational texts
in addition to literature
2.
Reading and writing grounded in
evidence from the text
3.
Regular practice with complex text
and its academic vocabulary
These apply to content area (social studies,
science, and technical subject) teachers as
well as to English teachers.
Shifts in Mathematics
1.
Focus: fewer topics focused on
deeply in each grade
2.
Coherence: Concepts logically
connected from one grade to the
next and linked to other major
topics within the grade
3.
Rigor: Fluency with arithmetic,
application of knowledge to real
world situations, and deep
understanding of mathematical
concepts
Shifts in Science
1.
The NGSS Reflect the Interconnected Nature of Science through Focus,
Understanding, and Application of Content
2.
The Science Concepts in the NGSS Build Coherently from K–12.
3.
Science and Engineering are Integrated across K–12 in the NGSS.
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The “What” - Power of the Shifts
•
Know them – both the what and the why
•
Internalize them
•
Apply them to decisions about
•
•
•
•
Time
Energy
Resources
Conversations with parents, students, colleagues, partners
This effort is about much more than implementing the next version of the
standards. It is about preparing all students for college and careers.
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1. What do all students need to know and be
able to do as a result of the CCSS?
2. What do the adults in the system
need to know and be able to do to
support all students?
20
3. How do we design a
professional learning
system to support
them?
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The “How”: Connecting Multiple Avenues, Providers, and Directions
for Professional Learning
Washington
Including:
• School Districts
• Higher Education
• Education and Educator Associations
• Private Partners
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CCR Implementation – through a district,
building, and classroom lens
Phase 1: CCR Standards Exploration
Phase 2: Build Awareness & Begin
Building Capacity
Phase 3: Build State & District
Capacity and Classroom Transitions
Phase 4: Statewide Application and
Assessment
Ongoing: Coordination and
Collaboration to Support
Implementation
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Through the lens of district, building, &
classroom educators…
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WA TPL Overview
Dates, Commitments, Systems of Support
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WA-TPL Vision
•
The project will focus on enhancing critical state
and regional-level infrastructures and capacity for
sustained, results-driven, standards-based
statewide and regional professional learning so…
•
School district and building leaders have the
knowledge and skills to create the conditions
necessary for every educator within their districts
to increase their instructional capacity to make
the instructional shifts that new Career- and
College-Ready learning standards entail.
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Theory of Action
(Professional Learning in the Learning Profession)
“Effective
professional learning
enables educators to
develop the
knowledge, skills,
practices, and
dispositions needed
to help students
learn and achieve at
higher levels.”
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1. Standards-based
professional learning
2. Changes in
educator knowledge,
skills, an dispositions
4. Changes in student
results
3. Changes in
educator practice
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TPL Design/Leadership Team
•
OSPI partners
 Teaching and Learning
 ELA, Math, Science, etc.
 Student and School Success
 Teacher and Principal Evaluation
 Information Technology
 Education Technology
 Digital Learning
 Federal & Special Programs
 Migrant Bilingual
 Title I/LAP
 Title II
•
Statewide partners











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Association of Washington
Principals
Center for Strengthening the
Teaching Profession
Learning Forward Washington
Northwest ESD 189
Olympic ESD 114
Puget Sound ESD 121
State Board for Community &
Technical Colleges
Washington Association of
School Administrators
Washington Education
Association
Washington STEM
Washington Student
Achievement Council
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Professional Learning Coaches
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LABORATORY/CRITICAL
FRIENDS RELATIONSHIP
Critical
Friend
District
OSPI
Laboratory
District
AESD
Critical
Friend
District
LEARNING
FORWARD WA
STATE/REGIONAL/COACHING
SUPPORT
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Critical
Friend
District
Critical
Friend
District
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Washington Transforming Professional
Learning Support System
•
OSPI
•
•
WA TPL Design/Leadership Team
Learning Forward WA
•
TPL Professional Learning Coaches
•
Educational Service District (ESD) WA TPL Leads
•
Seattle Pacific University – evaluation team
•
•
Data analysis and goal setting support (Standards Assessment
Inventory 2 (SAI2)
WA TPL Lab and CF Participating Districts +
•
TPL collaboration platform
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The Basics
•
3 years (November 2013 – November
2016)
•
$2.4M
•
Phase 1 – 15 district grantees
•
•
•
8 Lab districts
7 Critical Friends districts
Phase 2 – 18 additional districts
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Primary Project Focus
•
To enhance critical state and regionallevel infrastructures and capacity
School district and building leaders will have
knowledge and skills to create conditions
necessary for every educator within their
districts to increase their instructional
capacity to make the instructional shifts that
new Career- and College-Ready learning
standards entail
• Sustained, results-driven, standards-based
statewide and regional professional learning
•
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Project Outcomes (separate handout)
Outcome
1. Student Achievement
Description
80% of students (~75,000) in 33 WA-TPL districts will demonstrate growth on state and district-identified ELA, math,
and science assessments
2. Professional Learning
Opportunities and
Resources
3. Structures and Processes
to Support Professional
Learning
Administrators, teacher leaders, and classroom teachers from 33 WA-TPL districts and at least 90 non-WA-TPL
districts actively engage in and benefit from professional learning grounded in the shifts within CCR standards.
XX% report professional learning resources to be effective in building capacity with educators and teams at the
local level.
4. Leadership
State WA-TPL partners and members of WA-TPL leadership/design team demonstrate established infrastructures
that show increased capacity to lead and support high quality, standards-based professional learning. Five
hundred-four district, school, and teacher leaders actively engage professional learning opportunities and
networks through WA-TPL and regional professional learning that supports a comprehensive professional learning
system for across 33 WA-TPL districts and within 150 WA-TPL schools. 90% of district, building, and teacher leaders
report participation has a positive impact on their practice and professional learning
structures/processes/practices will be sustained.
WA-TPL state and district partners access, analyze, and interpret student, educator, and system data from
multiple sources to make decisions about professional learning and that uses formative and summative,
qualitative and quantitative student, educator, and system data to articulate professional learning needs and
support system improvements.
100% of WA-TPL state partners and districts demonstrate alignment of behaviors and actions grounded in trusting
relationships at all levels that are focused on student and educator learning and collaboration.
5. Data
6. Culture
A framework is created (or modified) for the state and districts to utilize to develop comprehensive systems of
professional learning that includes a vision and definition of professional learning that aligns with research-based
practice, standards for quality and expectations for results of professional learning, policies that support equity of
access to professional learning, and resources to develop individual, school, team, school system capacities
needed to ensure success for all educators and their students.
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Laboratory Districts
•
Camas
•
Granite Falls
•
Highline
•
Medical Lake
•
Prosser
•
Seattle
•
Sunnyside
•
Wenatchee
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Lab Districts
•
The project will fund nine “laboratory” districts, one in
each ESD region.
•
•
To serve as part of the AESD network as regional learning
laboratories for critical friend and other districts wishing to
create similar comprehensive professional learning systems.
Lab Districts will receive coordinated support from OSPI, LF
WA, and the ESDs guided by comprehensive professional
learning plans developed and revisited throughout the
project period.
•
Will develop and implement
•
•
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a vision for professional learning for full and deep implementation
of CCSS
a comprehensive professional learning plan based in professional
learning standards
35
Lab District Deliverables
•
All district core team members will attend
2x/year 2-day meetings.
•
Administration of Standards Assessment
Inventory 2 (SAI2)
•
Districts/buildings will commit to align
professional learning practices to professional
learning standards
•
Core team members will attend monthly virtual
or in-person regional professional learning
sessions
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Critical Friends Districts
•
Brewster
•
Colfax
•
Eatonville
•
Mary Walker
•
In consortium with Chewelah, Curlew, Loon Lake, & Republic
•
Riverview
•
Sedro-Woolley
•
Stanwood-Camano
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Critical Friend Districts
•
Participate in support of the regional Lab District in
development of a comprehensive professional learning
plan that is based in professional learning standards.
•
Will receive project funding and engage in professional
learning opportunities, and will be invited to participate in
Lab District workgroup meetings and task forces.
•
Implement processes, products, resources and tools within
the Critical Friend District, as appropriate, and provide
feedback.
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Critical Friend District
Deliverables
•
Core team members will attend 2x/year 2-day
meetings.
•
Core team members will attend monthly virtual
or in-person regional professional learning
sessions
•
Administration of Standards Assessment
Inventory 2 (SAI2)
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-Granite Falls SD
-Sedro-Woolley SD
Stanwood-Camano SD
-Medical Lake SD
-Colfax SD
-(Consortia)
Mary Walker SD
Republic SD
Curlew SD
Loon Lake SD
Chewelah SD
-Wenatchee SD
-Brewster SD
-Highline SD
-Seattle SD
-Riverview SD
-Eatonville SD
-Sunnyside SD
-Prosser SD
-Camas SD
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Professional Learning
Support System
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Professional Learning Structures
WA-TPL districts will participate in three
types of face-to-face and virtual
professional learning opportunities that
will foster cohesive, sustained, and shared
learning with their peers across the state.
1.
2.
3.
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Statewide Professional Learning (face to
face, 2x/year)
Regional and Local Professional Learning
Collaborations within and across districts
42
Regional and Local Professional
Learning
Monthly face-to-face & virtual PL meetings for districts
within each region.
• Lab districts (9) will receive coordinated support from
OSPI, LF WA, Professional Learning Coaches and the
ESDs based on comprehensive PL plans.
• Critical Friend districts (~24) will engage in regional
PL opportunities and will be invited to participate in
Lab District workgroup meetings and task forces.
• Each ESD, in partnership with LF WA, will engage WATPL districts in their region as models for non-funded
districts engaged in already-established regional
learning communities.
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1.
Learning Communities
2.
Leadership
3.
Resources
PROFESSIONAL
4.
Data
LEARNING
5.
Learning Designs
6.
Implementation
7.
Outcomes
STANDARDS
FOR
(Learning Forward, 2011)
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Components of a
Comprehensive Professional Learning System
Standards
Leadership
Evaluating
and
Monitoring
PL Provider
Criteria
45
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Policies
Foundational
Beliefs
Alignment
Clear
Definition
Ongoing PL
Opps. For
Every
Educator
Protected
Time
Sources:
KY Professional Learning Task Force
Report, 2012
Learning Forward, 2012
Some examples….
Component / Policy
Lever
From
To
Policies - Foundational
Beliefs (standards for PL)
Nothing
Adopt Vision, Standards and
definition for professional learning
(integrate into funding requirements,
program designs, etc.)
Resources: time and
funding
Debating time and
funding
Reconfiguring time
Allocating and focusing resources
Professional learning
Site-based or individual
decisions
Systemic approach based on data
Cross-subject / program / grade PLCs
Capacity building
Needs focused
Menu driven
Academies,
conferences, etc.
Standards focused
Targeted providers and partners
Shared Definition of PL
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Examples, cont.
Component / Policy Lever
From
To
Leadership:
- Teacher Leaders (coaches,
NBCTs, master teachers)
Salary advancements as
award
recognition and compensation
for responsibilities and
leadership; integration into
district-wide PL structures
Planning requirements
District, school
Integrated into overall program
support system at district level
What might be opportunities in your
district to consider for WA TPL focus?
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District
Problem of Practice
Problem of
Practice
ESD Region:
________________
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Problem
of
Practice
BACK IN 10 MINUTES
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Project Evaluation and
Data Collection
Seattle Pacific University
Standards Assessment Inventory 2
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Program Evaluation
•
External and Independent –
•
•
•
•
Conducted by faculty in the School of Education at Seattle Pacific
University
Significant background in the design and effective implementation
of professional learning initiatives
Significant background in large scale program evaluation
Purpose –
To evaluate the impact of the Transforming Professional Learning program
on educators and student learning
• To evaluate the effectiveness of the TPL implementation process
•
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Evaluation Process
•
Identify evaluation questions
•
Identify evaluation instruments
•
Establish the timeline for data collections
•
Analyze the data
•
Report the finding
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Evaluation Questions
•
What is the impact of the project on student achievement?
•
How are teachers’ knowledge and skills impacted by the
project?
•
How do teachers use student growth data to influence their
practices?
•
What structures and processes are needed to support the
professional learning of teachers?
•
How do leaders engage with data sources to make decisions
about professional learning and support systems?
•
What professional behaviors and actions are supportive of
teacher collaboration and student learning?
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Data Sources
Qualitative and Quantitative
•
State and district assessment of student learning
•
Educator survey data
•
Structured interviews
•
Observations
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Data Quality
We need your help!
•
Quality data = Quality analyses
•
Consistency in data collection
•
•
•
When
How
From whom
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Contact Information
Principal Investigators
Dan Bishop, EdD
Andrew Lumpe, PhD
Associate Dean,
Professor
Assistant Professor
School of Education
School of Education
Seattle Pacific University
Seattle Pacific University
(206)281-2369
(206) 281-2593
[email protected]
[email protected]
Robin Henrikson, PhD
Assistant Professor
School of Education
[email protected]
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TPL Professional Learning System Data
Collection
•
Standards Assessment Inventory 2
(SAI2)
•
Revised to align with the 2011 Standards for Professional
Learning, SAI2 is a valid and reliable instrument
designed to ensure that a school system’s professional
learning has the essential attributes to change
educator practice and student results.
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SAI2 is intended to:
•
Provide information to systems that need to understand
teachers’ perceptions of professional learning;
•
Reveal the degree of success or challenges systems face
with professional learning practices and implementation;
•
Provide decision-makers with data on the quality of
professional learning as defined by the Standards for
Professional Learning, a system’s alignment of professional
learning to the standards, and the relationship of the
standards to improvements in educator effectiveness and
student achievement
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SAI2
•
50-item web-enabled survey to assess the presence of
behaviors at the school level associated with the seven
Standards for Professional Learning;
•
May be taken from any computer with internet access, at
school or home;
•
Completed by teaching staff in buildings
•
Average completion time is 20 minutes
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SEPTEMBER
20TH,
2014
59
SAI2 Sample
Directions: Thank you for taking the time to complete this survey. It is best to complete this survey
alone. Completing this survey will take approximately 15 – 20 minutes.
Please mark the responses that most accurately reflect your experience at your school.
My school’s learning communities are structures for teachers
to engage in the continuous improvement cycle (i.e., data
analysis, planning, implementation, reflection, and
evaluation).
1.
5
4
Always
Frequently
3
Sometimes
2
1
Seldom
Never
0
Don‘t
Know
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Using the SAI2
•
For school improvement planning
•
For identifying clear expectations and actions
•
For benchmark data
•
For dialogue and reflection
•
For program evaluation
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Next Steps
June – October 2014
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State-Level Next Steps
•
Round out Cohort 1 WA TPL Districts (by end of June)
•
Establish online collaboration and resource-sharing
platform for WA TPL districts
•
Solidify WA TPL Prof. Learning Coaches & assignments
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Planning for Next Steps
•
Statewide WA TPL Professional Learning
•
Regional Collaboration Schedule / Structure
•
District coordination plan
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THINGS TO CONSIDER…
• SAI2 Administration
• Professional Learning Resources
• Scheduled support at a state level
• Scheduled support at a regional level
• Scheduled support at a district level
• Ad hoc support at each school
• Coaching support
• Other….
•
Statewide WA TPL
Professional Learning
Opportunities
October 1 & 2, 2014 – Spokane
•
Red Lion Inn at the Park
•
May/June 2015 - Seattle area
•
October 2015 (TBD)
•
May/June 2016 (TBD)
•
October 2016 (TBD)
Required for all WA TPL Core Teams
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Regional Schedule (Draft) ESD #:______
2014/2015
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2015/2016 Possible
Location
Comments
67
Planning
Time
BACK IN 15 – 20 MINUTES
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Questions? Reflections?
What else do you need for support
between now and October?
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Contact Information
Daniel J. Bissonnette, Ed.D
Manager, Transforming Professional Learning
Office of Superintendent of Public Instruction
[email protected]
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Contact Information
Organization
Name
Phone
Email
NEWESD 101
Helene Paroff
509-456-7685 [email protected]
Eric Wolfrum
509-456-7685 [email protected]
ESD 105
Ian Grabenhorst
509-454-3138 [email protected]
ESD 112
Barbara Lomas
360-750-7514 [email protected]
Kathy Whitlock
[email protected]
ESD 113
Andrew Eyres
360-464-6721 [email protected]
ESD 114
Stephanie Parker
360-405-5824 [email protected]
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Contact Information
Organization
Name
Phone
PSESD 121
Julie Rolling
425-917-7806 [email protected]
ESD 123
JoAnn Henderson
509-544-5751 [email protected]
NCESD 171
Cindy Duncan
509-665-2649 [email protected]
NWESD 189
Dr. Kathy Shoop
360-299-4036 [email protected]
Learning
Forward WA
Ellen Hopkins
509-688-7579 learningforwardwahopkins@
gmail.com
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Email
72
Thank you!
Washington’s 1 million students are counting on
us!
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