Tag Archives: Marsha Harris

Lesson Study: different teachers, common lesson plan, guaranteed and viable curriculum

What if we share common mission and vision? How might we express our style, individuality, and personality while holding true to a plan and the essentials to learn?

My team, the Academic Leadership Team, includes the Head of School, both Division Heads, the Director of Curriculum, the Director of Technology, and me. We strategically plan using our agreed upon essential learnings.

This week, I had the honor and privilege of observing members of my team launch learning based on our goals and plans.  Can you see our connectedness, themes, and common language?

All School Meeting
with Joe Marshall, Head of School

Upper Elementary Division Meeting
with  Sarah Barton Thomas, Division Head

Early Elementary Division Meeting
with Rhonda Mitchell, Division Head

Instructional Core Meeting
with Jill Gough, Director of Teaching and Learning
and Marsha Harris, Director of Curriculum

Early Elementary Division Meeting
with Rhonda Mitchell, Division Head

Upper Elementary Division Meeting
with  Sarah Barton Thomas, Division Head

How might we team to meet the needs of our diverse learners? What if teaching teams plan common lessons based on guaranteed and viable curriculum? And, what can we learn when we observe each other?

#BeTogetherNotTheSame
#GrowAndLearnTogether

Focus on Instructional Core: establish goals to focus learning

As part of our school’s Pre-Planning, Marsha Harris and I facilitated a faculty-teams workshop to continue our work and learning in the Instructional Core.

Here are my notes from the session.

The agenda, shared ahead of the meeting, looked like this:

The slide deck that accompanies this plan looks like this:

As seen in the slides, we checked in with John Hattie’s research around teacher clarity.

Teacher clarity involves the instructional moves a teacher makes that begin with carefully planning a lesson and making the learning intentions for that lesson or unit clear to herself and her students. 

It extends to consistently evaluating where students are in the learning process and describing the success criteria on which students can assess their own progress and on which the teacher bases her evaluation of a student’s progress with a idea or concept. (Hattie, 38 pag.)

To model teacher clarity, we looked at two drafts for

I can establish goals to focus learning.

First, establish goals:

Then, focus learning:

How might we partner together to establish learning goals? What if we by “do the task as a learner” to notice and note needed prerequisites and anticipate potential learning obstacles? Can we deepen learning experiences by connecting to prior learning standards and strategies?

What if we make learning goals visible so that learners are able to identify what they know and need to know next?  How might we team to anticipate needed questions to assess and advance learning? What if we teach learners to ask more questions to forward and deepen learning? How might we empower learners to level up?

When we focus on learning,
we strengthen the Instructional Core.


Hattie, John A. (Allan); Fisher, Douglas B.; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William L.. Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series) (p. 38). SAGE Publications. Kindle Edition.

Overview: Embolden Your Inner Mathematician

Taking action on known national goals, 15 Trinity School teacher-learner-leaders will begin a semester-long professional learning journey to deepen our understanding of NCTM’s Effective Mathematics Teaching Practices.

We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.

Goals:

At the end of the semester, teacher-learners should be able to say:

  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.
  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of tasks and persevere in solving them.

Facilitators:

Weekly schedule of topics:

Sep. 6 Subitizing and Number Talks:
 Elicit and use evidence of student thinking
Sep. 13 Numeracy and Visual Learning:
 Elicit and use evidence of student thinking
Sep. 20 Make sense of tasks and persevere in solving them:
 Facilitate meaningful mathematical discourse
Sep. 27 Attend to Precision and Construct a Viable Argument:
Facilitate meaningful mathematical discourse
Oct. 4 Strengthen Mathematical Flexibility:
Use and connect mathematical representations
Oct. 11 Visual Patterns – Strength Mathematical Flexibility:
Use and connect mathematical representations
Oct. 18 Mathematizing Children’s Literature (part 1):
Implement tasks that promote reasoning and problem solving
Oct. 25 Mathematizing Children’s Literature (part 2):
Implement tasks that promote reasoning and problem solving
Nov. 1 Designing Intentional Number Strings:
Building Procedural Fluency from Conceptual Understanding
Nov. 8 Using Appropriate Tools Strategically:
Building Procedural Fluency from Conceptual Understanding
Nov. 15 Empowering Learners:
Establish mathematical goals to focus learning
Nov. 22 Thanksgiving
Nov. 29 Deep Practice – challenged and learning
Support productive struggle in learning mathematics
Dec. 6 The Art of Questioning or Making Sense of Tasks part 2
Support productive struggle in learning mathematics
Dec. 13 14 Review and Reflection:
Pose purposeful questions

Anchor Resources:

Norms:


Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-. The National Council of Teachers of Mathematics, 2017.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 6-8. The National Council of Teachers of Mathematics, 2017.

Stein, Mary Kay., and Margaret Smith. 5 Practices for Orchestrating Productive Mathematics Discussions. N.p.: n.p., n.d. Print.

Summer PD: Literacy and Numeracy

As part of our practice, we offer in-house summer professional learning around literacy and numeracy.

There are two strands that both focus on the workshop model and conferring with students in literacy and in math.  Tiffany Coleman (@TColemanReads)and Lisa Eickholdt (@LisaEickholdt) will each join us on June 5th and 6th, respectively, to further our work in conferring.  On June 7th, Marsha Harris (@MarshaMac74) will round out the literacy work with a session on differentiation.  Jill Gough (@jgough) and Becky Holden (@bholden86) will facilitate three days of interactive math learning so that it parallels the work in literacy.
Here’s the big picture view of the professional learning days:
 Our essential learnings are based on ALT’s goal for all faculty-learners:

Fall PD Opportunity: Embolden Your Inner Mathematician #TrinityLearns

How do we effectively lead mathematics education in the era of the digital age?  We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.  

To build confidence as well as a more visual approach to elementary mathematics learning and teaching, we have designed ongoing, early morning, job-embedded professional learning around teaching practices and current research. 

Goals:

At the end of the semester, teacher-learners should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of tasks and persevere in solving them.
  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.

Details:

Facilitators:

The weekly schedule of topics are as follows:


If you are  interested in emboldening your inner mathematician and would like to join us, please contact us for additional details.

Jill Gough | Director of Teaching & Learning
Experiments in Learning by Doing | Jill Gough notes
jgough@trinitatl.org | @jgough

Trinity School | www.trinityatl.org
4301 Northside Parkway | Atlanta, GA 30327
Phone 404.240.6220 | Fax 404.231.8111

Goal Work: design and implement a differentiated action plan

As an Academic Leadership Team, Maryellen BerryRhonda MitchellMarsha Harris, and I continue to work on our common goal.

By the end of this year, all teachers should be able to say We can design and implement a differentiated action plan across our grade to meet all learners where they are.

To highlight our commitment to empowering learners to act as agents of their own learning, we continue to share the following progression as a pathway for teams to learn and stretch.

You can see our previous plans here and here. For today’s Wednesday Workshop, we only had about 45 minutes to work and learn together.  As the Academic Leadership Team, we asked ourselves how we might make time for faculty to learn in targeted ways?  We challenged ourselves to model what we want to see from our faculty. So today’s goal is

We can design and implement a differentiated action plan across our divisions to meet all teacher-learners where they are.

Here is the big picture for our plan.Here are the details from the Pre-K – 6th literacy PD:

Here are the details for Early Leaners PD: Here are the details for Math PD:

Teachers of Specials and Learning Team also had different learning plans to differentiate for our readers and the social-emotional and character building work.

We hope our faculty can see that we strive to serve as their teacher team and that we embrace the norm be together, not the same.

We can design and implement a differentiated action plan across our grade to meet all learners where they are.

We can design and implement a differentiated action plan across our divisions to meet all learners where they are.

Teaming: Deepen Understanding to Strengthen Academic Foundation part 2

How might we learn and grow together? How do we connect ideas and engage in productive, purposeful  learning experiences (aka professional development) around common mission, vision, and goals? What if we model what we want to see and experience in our classrooms?

Continuing to work on our common goal, Maryellen BerryRhonda MitchellMarsha Harris, and I facilitated a half day learning session for base classroom teachers.

In August, we introduced our goal for teacher-learners and began our work and learning with the faculty.
screen-shot-2017-03-04-at-7-52-14-am

Throughout the semester, we have been working with teacher-teams in many ways. We hope our faculty notice how we are modeling be together, not the same  taught during Pre-Planning. We have worked and learned with teams to design and implement common assessments and analyze the results to understand what students know in reading, writing, and mathematics.

screen-shot-2017-03-04-at-7-52-02-am

Based on our observations and conferring with teams and individual teachers, we know that we are ready to move to the next level of our work.  Here is a copy of our plan:

Goal:

We can design and implement a differentiated action plan across our grade to meet all learners where they are.

9:00 Intro to Purpose:  Instructional Core: Relationship between content, teacher, student

  • Brightspot observed Instructional Core teamwork
9:30 Movement to Grade Level Teams and spaces
9:35

15 min

40 min

45 min

Analyze Student Work Together (a la Norming Meeting)

  • Use PAST assessment (Pre-K), Founts & Pinnell winter running records (K-6th) as common assessment.
  • Sort student records (1-4) using TCRWP Benchmark Reading Levels and Marking Periods and identify at least one teaching point for each learner (on a Post-it on the folder)
  • Partner up to do a deep dive into one of the levels
  • Using the Continuum of Literacy, note and note the following
  • Develop a plan for this level of reading and the necessary strategy groups
11:25 Q&A and transition
11:30 Closure: Planning, Reflection, Next Steps

Here’s what it looked like:

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As we learn more about our learners, we are better equipped to help them as they learn and grow.

Based on outcomes from today, Maryellen, Marsha, Rhonda, and I will adjust our pacing guide and plans to find more time for teachers to do this important learning.

We can design and implement a differentiated action plan across our grade divisions to meet all learners where they are.