Student expectations – Skills that students need to master in order to be able to demonstrate the knowledge and skills statement Cognitive Rigor or Cognitive Demand – the verb of the standard. All TEKS are made up of these 6 components: Strand – The big umbrella or focus area Knowledge and Skills Statement – Learning and understandings students must have by the end of the year. Strand Knowledge and Skills Statement Student Expectation Cognitive Rigor Content Content Specificity Lara: Before we can begin Lesson Development, we need to have a deeper understanding of the structure of the TEKS.
Re-teach - individualize, small group, deploy, etc. Whether your team is focused on the area you’re targeting this year or any other content area, these questions should guide your work. This is how we ensure we are focused on the right things – the foundation of a PLC: All students can learn. These 4 questions guide our time together as a team. The four questions are the work of the PLC. Set SMART goal Deliver lesson Give common assessment Analyze data Plan based on common assessment results How will we respond when learning has not occurred? How will we respond when learning has already occurred? Rachel: PLC is not something we do. Lesson development Essential standard How will we know they have learned it? Develop common assessment. However, what does that look like and sound like when teachers come together? We are going to look at the first question…What do we want students to learn? (How will we enrich and extend the learning for students that already know the content?) Lara The commitments answer the 4 questions as outlined by the DuFour’s and their team. (How will we respond when students do not learn?) Provide enrichment and challenge opportunities during the regular school day. (How will we know they learned it?) Provide interventions during the regular school day. (What do we want students to learn?) Use multiple common assessments to monitor the learning of each student on all essential outcomes. We will: Create essential outcomes based on the LISD Curriculum Documents. Laraĥ Student learning as our primary purpose Performance results as our primary measure Our efforts are driven by a results-oriented mindset.
Collaborative culture as our primary practice Our actions focus on building and maintaining our interdependence. Student learning as our primary purpose Our decisions focus on positively impacting student learning. Laraģ How has the Cycle of Work in Your PLC impacted your instruction and collaboration as a team?Ĥ LISD Collaborative Team Commitments – The Work of our PLC
It is important to know this because Leander ISD believes that Professional Learning Communities are the heart of high quality instruction and strengthening core curriculum is an effective manner to ensure academic growth for all students.
We will know we are learning this by our ability to dialogue with our peers, analyze TEKS, and completing the lesson development process. We will experience this by viewing a video of teachers in action, learning common language about the TEKS, and exploring resources and protocols to help guide the conversation. We are learning more about addressing core curriculum through the PLC Cycle. Leander ISD Continuous Improvement Conference February 6, 2017 Presentation on theme: "Strengthening Core curriculum through the PLC Cycle"- Presentation transcript:ġ Strengthening Core curriculum through the PLC Cycle