C & L Meeting Minutes 2.17.09

Curriculum and Literacy Staff Meeting Notes 2/17/09 Instructional Vignettes – Recorder Abbie • • • • • • • •

Consensus points for purpose, audience, posting to web (see handout) Include Newman’s article, questions for reflection – one set of general questions or 35 specific questions? Available in PDF and Word Deb: Is it obvious when Newman characteristics pop up in video, what those characteristics are? Include bullets to further explain. Ana: DWW format w/companion documents. Each team member to propose 3-5 questions for specific lessons. Include discussion questions regarding, “What else could this teacher have done?” or focus solely on what the teacher did effectively? Take it further (critical viewing) in PD. Timeline? – up in the next 2-3 weeks. Tasks? – Ana will craft list of responsibilities and distribute with assistance from Karen.

Framework for Effective Instruction – John and Abbie Recorder - Ana Discussion protocol, framework presented with PowerPoint 1. 2. 3. 4. 5.

Feedback solicited, Teachers of the Year to form a referent group, Refining body of research to support framework Looking at alignment: SIT, National Board Cert. of Teachers Align with other frameworks of effective instruction

Questions: 1. Definition of quantitative – hard data like MEAP scores. 2. Qualitative largely based on observation, e.g., questioning, multiple data sources is the driver here (observation without test) Questions about Soft Skills Subjective analysis question needs clarification. Question about appropriateness of term “racism”- skillful teacher or is it teacher beliefs – Ed Trust • •

Describe this against the standard ? then which groups are secondary Possible source “crucial conversations”

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Research specific to African American and Latino males.

Warm Feedback • • • • • • • • • • • • • •

Mentioned racism – didn’t back down. All reading of the group is reflected Connections piece is important Graphic representation 3 key components Cultural, social whole child Connections to technology, 21st Century Skills Color organization Research cited with the graphic Hard skills vs soft skills Focus on critical thinking strategies Already includes some re-grouping and connections Like the learning styles Color helps with remembering

Cool Feedbacks • • • • • • •

Overwhelming at first glance Questions foundation should be below More directions with arrows Consider linear approach / from chart also Connect to SI NCREL new reference Need clarification on soft skill position 1. talk soft skills throughout 2. word soft itself

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Definitions, wording clarification 21st Century Skills need to be clearly identified Need technology on the chart Need real world connections undo motivation Updated versions of research Tomlinson work – differentiation What are the lenses

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Scaffolding – needs to come back to teacher Need to be on same page with terminology Student ownership for learning Have an actual glossary Multiple data sources – where What was CR

Unanswered Questions Definitions: • • • • • • •

Soft skills Subjective Analysis Plan – More expansive than unit plan Qualitative Quantitative Differentiation Subjective analysis

Updates: KT Financial planning meeting VanDyke 5 Star project Deb Interviews Ana Arts Assessment Lyn Reading 1st Reviews • PSA Reviews • UBD Institute • Science Clarifications • Math – WAC project contract in negotiations • S/F Conference planning – April 21 – 22, still accepting proposals. Abbie – Strategies for Instruction Personal Curriculum – decision tree Interactive, web-based All Means All Curriculum Council Meeting • Disappointed working toward common goal, instead locals and ISD’s stay away • Not enough “right” people • Opening up conversation without a ????? – Larger districts are there, smaller districts need to be there too. • No sense of what mix is

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HS not represented, Alternative Ed, Special Ed. Identifiable leaders not present Contracted facilitator did not bring group back to the task. Start time too late, if working lunch, start within 15 min.