Today’s story is the final installment in this week’s recounting of a focused professional development opportunity that our literacy team developed and delivered that included Quality Instructional Practices, ELA Iowa Core Standards and Assessment for Learning.  To recap, the first post began with much Anticipation on Day 5.

And then based on learning with Dave Burgess, Teach Like a Pirate, I shared the Instructional Strategies Bracket on Day 6 that Dyan Sundermeyer created and used to refocus attention on common strategies in a building.

On Day 7 I shared the work that we did around Quality Instructional Practices based on scenarios in Chapter 1 of Dr. Mary Howard’s Book.

So for those of you that live and breathe in the world of professional development or coaching, here are a few more details to whet your appetite.

Modeled Grade 5 Scenario 

The scenario you read about yesterday was used on our second day with leadership teams.  The thinking behind the grade 5 scenario was modeled after everyone had a chance to read and reflect (gradual release of responsibility) Then participants had a choice – scenarios from first grade, third grade or even title 1.  Their task was to read the initial scenario and record the “Great, Good and Bad”, reflect on some questions, read the follow-up teaching scenario and consider the deliberate changes made by the teacher to move more actions to “Great”. At that point the teachers and administrators found a partner in the room and talked about the scenario and their understanding of the teaching sequence, student learning, and teacher changes.  (Each scenario was color coded so it was easy to find a partner with the same color pages.)

Deepened Understanding of the Iowa Core ELA Standards

Our PD work continued with looking at two specific ELA standards through the K-5 range and considering these questions. How do they build on the previous grade level learning? What do they require of teachers?  What do they require of students?

• Anchor Standard RL.3:  Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
• Anchor Standard RL.7:  Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Close Reading of the Scenarios

Participants ended the “Standards Learning” portion with an application piece.  Here was their task:

The teachers and administrators reread the scenario through the lens of “which standards” and then checked for grade level standards on those color coded documents.  Possible answers for grade 5 include: RL.5.10, W.5.10 and SL.5.1.

Assessment for Learning – Learning Targets

Time was going to be an issue so our plan was to just begin with Learning Targets and provide an opportunity for our participants to work on those before we meet again.  I’m going to stay with the “plan” as time did necessitate some shifting. We had some learning around the big definition of “Assessment for Learning” including Learning Targets and the fact that “clear goals” is .75 Effect Size (Hattie). Clear learning goals are absolutely essential for learning and assessment but we did not go into the difference between “goals” and “targets” at this time.  Here is how the scenarios were used for the third time (close reading).

And the finale learning activity for the session involved watching a video of classroom instruction and in a triad looking for 1) “Great, Good and Bad; 2)Iowa Core ELA Standards and 3) Learning Targets. Can you identify the iterative nature of our work?

How do you have teachers grapple with the HOW – Quality Instruction and the  WHAT – ELA Core Standards simultaneously?

How important is our design of GREAT work?

How do you model GREAT work in your PD?

Professional Development – Always a work in progress . . . Our state model