HS Fall Meeting October 1920, 2004

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HS Fall MeetingOctober 19-20, 2004

• What do we need to do as educators
• to ensure that students
• do authentic intellectual work?

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Marking Progress

• What did I do last year to help a student beat
  demographic predictions?

• Think and jot notes
• Share in triads
• Post (11 x 17 paper)
• Gallery Walk

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How Long Will This Take?
3-5 years to put in place 10 years to
institutionalize
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Key areas where we believe change will take place
Teaching Learning Changes (Authentic
intellectual work for each student
personalization, active engagement, in-depth
learning, performance assessments)
School Design Changes (Support personalization,
focus, equity)
High Performing, Small, Innovative HS
where virtually all students perform at high
levels
Culture Shifts (Behaviors, beliefs, assumptions,
relationships, distributed leadership)
Getting Started
Stages we believe schools are going through
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Rigor
Complex thinking
Provocative
Ambiguous
Personally/emotionally challenging

• Teaching What Matters Most

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Authentic intellectual work

• Construction of knowledge

• Disciplined inquiry
• prior knowledge
• in-depth understanding
• elaborated communication

• Value beyond school

• Authentic Intellectual Work and Standardized
  Tests
• Fred Newmann, Anthony S. Bryk, Jenny K Nagaoka

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Authentic intellectual work
Upper quartile
Lower quartile
Without authentic intellectual work
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Authentic intellectual work
Basis for SRI/AIR national evaluation
Teacher assignments
Student work
Teacher feedback
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WA schools in SRI evaluation
Clover Park Mt. Tahoma Foss Davis West
Valley Foster Port Angeles North Central (Spokane)
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The mornings work
www.consortiumchicago.org/ publications/pOaO2.html
Authentic Intellectual Work Standardized Tests
Conflict or Coexistence Newmann, et al .
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The mornings work
Thinking and learning about authentic
intellectual work
Did an assignment
Analyzed the assignment
Analyzed student response
Thought about pedagogy
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Thinking about pedagogy
Exploring ideas organizing information Looking
for patterns describing them Same/different Pre
dicting Making connections Ann Joyce, Jan Fluter
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Personalization
Performance Assessment
Powerful Learning
In-depth Learning
Active Inquiry
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Meeting materials
http//www.smallschoolsproject.org/index.asp?sitel
ocresourcesectioncohort
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Yesterday today
What do we need to do as educators to ensure
that students do authentic intellectual work?

• What role can frameworks play in moving students
  to authentic intellectual work?

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Norms for our work together

• Be here now.
• Participate actively.
• Encourage one another.
• Listen respectfully.
• Share air time.
• Avoid judgmental comments.
• Honor the process.
• Assume positive intent.

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Coachs Table Numbers

• Ann 21
• Barbara 19
• Bruce 8
• Carole C 18
• Cherlyn 5
• Christine 13
• Danny 12
• Holli 18
• Jan 10
• Jerry 9
• Joe 16
• John 4

Judith 8 Karol G 10 Kathy 7 Katy 15 Kim 21 Kimberl
y 17 Liz 17 Lois 19 Lonnie 16 Lynda 5 Mary 14
Michael 11 Michele 20 Micki 14 Monica 11 Pam 4 Sa
rah 20 Steffany 18 Susan 6 Tim 7 Vicki 9
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Thinking about feedback
Whats the best feedback you ever received, and
why was it helpful or powerful?
Jot notes What were its characteristics Share
characteristics
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Feedback scoring

• Based on How People Learn
• No feedback
• Feedback
• Suggestions for strengthening the work.
• Guidance for applying feedback to future work.