6. Cha-Cha-Changes. . .
Change initiatives are not typically centered around a
single innovation but rather a bundle of innovations
(Zmuda, Kuklis, & Kline, 2004; Hall & Hord, 2001)
The goal, then, is to bundle a handful of innovations
and implement them simultaneously rather than
sequentially. (Zmuda, Kuklis, & Kline, 2004)
7. Dig Down to the Root Cause
Analyze the “big rock”/summative
data
Identify specific group(s) of students
whose learning needs are not
currently being met
Ask WHY question about the
performance of the identified
students
Brainstorm responses to the WHY
question
8. Dig Down to the Root Cause
Eliminate responses that are not
within control of the school
Gather data concentrating on the
students identified
Analyze data to determine
correlation between response and
WHY question
Identify an instructional focus to
address student needs
9. Instructional Focus
Students need daily opportunities for
explicit, small group writing instruction
tailored to their individual needs, across
content areas.
11. Embedded Professional Learning in
Writing
Effective professional development is “ongoing,
with a sustained focus; job-embedded, with
teachers learning as they engage in their daily
work; and results oriented, with activities directly
linked to higher levels of student learning”
(Dufour, Educational Leadership, 2014)
13. Collaboration
The most valuable resource that all teachers
have is each other. Without collaboration our
growth is limited to our own perspectives.
~ Robert John Meehan
20. Formative Assessment
Formative assessment is a process used
by teachers and students during
instruction that provides feedback to
adjust ongoing teaching and learning to
improve students' achievement of
intended instructional outcomes
(Popham, 2008).
Formative
Assessment
Formative
Assessment
21. Formative Assessment
Why did the northern colonies develop differently than southern colonies?
What evidence do we have of rapid or slow changes to Earth’s surface? How has the Earth’s surface changed
over time?
22. Study Student Work
We need the perspective of others. . . to help
us to see aspects of the student and the work
that would otherwise escape us, and we need
others to help us generate ideas about how to
use this information to shape our daily practice
(Brown Easton, 2009)
Study
Student
Work
25. Staff Meetings
Macro learning experiences are those
that occur at the broad level. . . Staff
engages in these experiences to
acquire knowledge and skills. (Curry
and Killion, 2009)
Staff
Meetings