ILASCD - Student-Centered Leadership

PJ Caposey's March 15 Presentation to ILASCD on Strategies to Support Student-Centered Instruction

1. Dr. PJ Caposey @ MCUSDSupe [email protected] Superintendent Meridian 223 Author

2. What truly drives instruction?

3. What if you had to attend class like a kid for a FULL week?

4. From a Washington Post Article Key Takeaways Students sit all day, and sitting is exhausting. High school students are sitting passively and listening during approximately 90 percent of their classes . You feel a little bit like a nuisance all day long .

5. Eric Sheninger

6. “What is Student-Centered Instruction and How Do I Lead It?

7. MY JOURNEY

8. Creating a student-centered culture is a monumental shift – taking time, effort, and energy.

9. COACHING SESSIONS, PRE-CONFERENCE SESSIONS, EVALUATORY LENS, RELATIONSHIP, SUPPORTS PROVIDED, GOALS ESTABLISHED, ENERGY SPENT, BEHAVIOR TOLERATED, etc.

10. C B D

11. Pre-Conference Direction?

12. FIVE GREAT PRE-CONFERENCE QUESTIONS

13. Teacher demonstrates solid understanding of the content and its prerequisite relationships and connections with other disciplines. Teacher’s instructional practices reflect current pedagogical knowledge.

14. Teacher demonstrates thorough knowledge of students’ backgrounds, skills, and interests, and uses this knowledge to plan for groups of students

15. Student-Centered Mindset Sit to view the children Pick a random student or two and put yourself in their shoes Did I get to think critically? Did I interact with a peer about something important? Did the teacher do anything to check if I could accomplish the daily goals? Did the lesson meet my needs – was enrichment or support provided?

16. Engagement: The Heart of Instruction

17. Make Danielson Work For You Description The learning tasks and activities are fully aligned with the instructional outcomes and are designed to challenge student thinking, inviting students to make their thinking visible. This technique results in active intellectual engagement by most students with important and challenging content, and with teacher scaffolding to support that engagement. The groupings of students are suitable to the activities. The lesson has a clearly defined structure, and the pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged. Critical Attributes Most students are intellectually engaged in the lesson. Most learning tasks have multiple correct responses or approaches and/or encourage higher-order thinking. Students are invited to explain their thinking as part of completing tasks. Materials and resources support the learning goals and require intellectual engagement, as appropriate. The pacing of the lesson provides students the time needed to be intellectually engaged. The teacher uses groupings that are suitable to the lesson activities.

18. #1

19. Seeking consensus: 5 most ‘Typical’ Opening Day activities

20. Elements of Learner-Centered Practice Associated with this Strategy Community building Student Sharing Surveys Norms Dual-Purpose Products Purpose of Class Dual Ownership of Success

21. Dual-Purpose Products Measure skill or skills Allow you to gain knowledge about: The learning preferences of a student Personal characteristics and hobbies Summer activities Etc

22. Meaningful Feedback for Teachers

23. Communicate For Your Audience #2

24. Louder and Slower Does Not = Better

25. Elements of Learner-Centered Practice Associated with this Strategy Learner-Centered Practice Clearly stated outcomes Responsive to Student Needs Diverse Methodologies Multiple Modalities Infusion of Technology when Appropriate Typical Practice Discuss what will be done Dictated by time more than student needs Preferred methodology of the teacher used consistently over time We expect them to conform to what we want

26. Meaningful Feedback for Teachers

27. Provide A Roadmap To Learning #3

28. Meet Simon Sinek

29. Elements of Learner-Centered Practice Associated with this Strategy Pre-Assessments Daily What, Why, and How Five Why’s Student-Centered Study Guides

30. Meaningful Feedback for Teachers

31. GIVE THE WORK BACK #4

32. You have 5 minutes to . . . Create a one minute speech answering the following questions: How old should a child be before they do the dishes or laundry Why What is the best way to teach them Do most kids learn too young or too old What prevents most adults from teaching that skill to their kids

33. Elements of Learner-Centered Practice Associated with this Strategy Monitor Airtime Student Created Assessment/Assessment Review Student Work Portfolio Student-Led ID of Skills to be re-taught Student-Led Communication with Home

34. Meaningful Feedback for Teachers

35. #5 DIFFERENTIATE DAILY

36. RtI

37. This is what RtI should look like Kids who need supplementation or remediation beyond general curriculum to have their needs met Kids who need supplementation or remediation beyond general curriculum to have their needs met Need Different Education program to meet needs Need Different Education program to meet needs Kids whose needs are met with General Curricula

38. Elements of Learner-Centered Practice Associated with this Strategy Multiple Assessments of Progress Enrichment!!! Remediation outcomes must align to standard and be scaffolded Activities pre-planned

39. Meaningful Feedback for Teachers

40. #6 Students Must Have

41. Elements of Learner-Centered Practice Associated with this Strategy Skills-Driven Assessment Flexible Product Options Flexible Content for Students to Study High Rigor for All Students

42. Meaningful Feedback for Teachers

43. How does this relate to Homework? #7

44. Read and React “There is no evidence that any amount of homework improves the academic performance of elementary students.” Harris Cooper, Duke University,

45. Elements of Learner-Centered Practice Associated with this Strategy Mastery over grades Purposeful homework Homework aligned to outcomes Feedback that informs actions of ALL parties

46. Meaningful Feedback for Teachers

47. QUESTIONING FOR KIDS #8

48. 4 questioning strategies: Nothing too simple

49. Elements of Learner-Centered Practice Associated with this Strategy Scripted Questions Higher-Order Questions Teacher controls who responds Mandatory Participation Every student talks, every lesson Student-Created Questions

50. Meaningful Feedback for Teachers

51. INTENTITIONAL ENGAGEMENT #9

52. PERSONAL ENGAGEMENT

53. Elements of Learner-Centered Practice Associated with this Strategy Planning Interaction Culture of Creativity Shift from Instructor to Facilitator Exploration of Different Mediums

54. Meaningful Feedback for Teachers

55. CONNECTION, NOT COMPLIANCE: KID-CENTERED CLASSROOM MANAGEMENT #10

56. Favorite Teacher

57. Elements of Learner-Centered Practice Associated with this Strategy Collaboratively-established guidelines Citizenship and Character Independent System of Rewards and Consequences Administrative Partnership

58. Meaningful Feedback for Teachers

59. #11

60. Sample Questions I had a chance multiple opportunities to demonstrate whether or not I REALLY knew the material – T or F I had some choice or control of my own learning in this unit? The teacher had different opportunities in place throughout the unit to make sure all kids were being challenged? I knew how I would perform on the assessment because of the feedback I had received previously from my teacher? How could the teacher make this unit better?

61. Elements of Learner-Centered Practice Associated with this Strategy Naturally created data Assessment results pre and post instruction Intentionally created data Colleagues Observation Informal and anonymous what have you heard surveys Grade/Behavioral Comparison Students Survey Suggestion Box Parents Survey Social media prompts Self-Created data VIDEO, VIDEO, VIDEO

62. The next frontier: Personalized Learning

63. Education 2031

64. Everything was made up by people that were no smarter than you 

65. DID I DO MY BEST TO: Set clear goals for myself Make progress toward goal achievement Be happy Find meaning in my work Build positive relationships Be fully engaged

66. one person with a belief is equal to a force of ninety-nine who have only interest. REMEMBER THE WHY!!

67. Dr. PJ Caposey @ MCUSDSupe [email protected] Superintendent Meridian 223 Author