Thank you for joining the first chat of our PLC mini series! I am Karen, one of the founders of #eduar Thrilled to welcome @GUEPrincipal as our guest moderator!
Good evening y’all. Elyse from North Texas. Special Ed and moderate-severe behavior teacher. Fav snocone flavor? I love cotton candy or strawberry! #EduAR
Good evening y’all. Elyse from North Texas. Special Ed and moderate-severe behavior teacher. Fav snocone flavor? I love cotton candy or strawberry! #EduAR
#eduAR Thank you for having me join you this evening! My name is Mandy Barrett, Gravette Upper Elementary Principal and Solution Tree presenter. My favorite Sno Cone Flavor is Green Apple!
Good evening y’all. Elyse from North Texas. Special Ed and moderate-severe behavior teacher. Fav snocone flavor? I love cotton candy or strawberry! #EduAR
#eduAR Thank you for having me join you this evening! My name is Mandy Barrett, Gravette Upper Elementary Principal and Solution Tree presenter. My favorite Sno Cone Flavor is Green Apple!
Kimberly, Instructional Coach, Maui, Hawaii #EduAR So excited to join all of you! FAV flavor -- Melona, Vanilla & Guava (In Hawaii we call it Shave Ice) Almost everyone orders "Rainbow" of something...
Kimberly, Instructional Coach, Maui, Hawaii #EduAR So excited to join all of you! FAV flavor -- Melona, Vanilla & Guava (In Hawaii we call it Shave Ice) Almost everyone orders "Rainbow" of something...
Kimberly, Instructional Coach, Maui, Hawaii #EduAR So excited to join all of you! FAV flavor -- Melona, Vanilla & Guava (In Hawaii we call it Shave Ice) Almost everyone orders "Rainbow" of something...
I'm Sherry and a 1st grade teacher in North TX. My favorite snow cone flavor is Blue Coconut. :) Takes me back to being a kid and checking my tongue to see if it turned blue!! #eduar
I'm Sherry and a 1st grade teacher in North TX. My favorite snow cone flavor is Blue Coconut. :) Takes me back to being a kid and checking my tongue to see if it turned blue!! #eduar
Hey friends! I’m chiming in on a basketball night! Had to say hello to my #EduAR PLN! Will jump in when I can! Thankful for my #EduSistas@nortnik and @Lindsey_Bohler!
I'm Sherry and a 1st grade teacher in North TX. My favorite snow cone flavor is Blue Coconut. :) Takes me back to being a kid and checking my tongue to see if it turned blue!! #eduar
Q1: When I hear this question it reminds me of keeping our expectations high for our students. I teach 1st - but keeping expectations high is very important. If I expect great things - it raises the bar for them! That is important! #eduar
Hey friends! I’m chiming in on a basketball night! Had to say hello to my #EduAR PLN! Will jump in when I can! Thankful for my #EduSistas@nortnik and @Lindsey_Bohler!
Q1: When I hear this question it reminds me of keeping our expectations high for our students. I teach 1st - but keeping expectations high is very important. If I expect great things - it raises the bar for them! That is important! #eduar
A1: As an IC, a goal I strive for is to support Ss learning not just the curriculum, but also the soft skills to be positive, productive community members as adults #eduAR
A1 Having specific, meaningful, measurable outcomes determined for learning. Without knowing what we're aiming for, we'll flounder around. True for students, staff, and all areas of life. Set your direction first! #EduAR
Q1: When I hear this question it reminds me of keeping our expectations high for our students. I teach 1st - but keeping expectations high is very important. If I expect great things - it raises the bar for them! That is important! #eduar
We want our Ss to be independent thinkers and problem solvers so we must teach them not just academics, but HOW to navigate this ever changing world. We need to create well rounded humans full of compassion and insight, not simply robots who have memorized facts.
#EduAR
A1: it is unpacking the standards, but also looking at soft skills as well. We can’t forget what will help them be successful adults. Content knowledge can open doors but soft skills get you the job #EduAR
A1 Having specific, meaningful, measurable outcomes determined for learning. Without knowing what we're aiming for, we'll flounder around. True for students, staff, and all areas of life. Set your direction first! #EduAR
A1 Having specific, meaningful, measurable outcomes determined for learning. Without knowing what we're aiming for, we'll flounder around. True for students, staff, and all areas of life. Set your direction first! #EduAR
A1: for too many Ts it’s “everything” I like this early and ongoing process of PLCs to ID learning as “have to know” “need to know” “nice o know” #eduAR
A1 Having specific, meaningful, measurable outcomes determined for learning. Without knowing what we're aiming for, we'll flounder around. True for students, staff, and all areas of life. Set your direction first! #EduAR
A1: Mike Mattos says "Student by Student, Standard by Standard" We say - target by target. What ALL of us understand that ss should know, do, master, apply. (I.D. ss & tchrs plus/ deltas) #EduAR
A1: it is unpacking the standards, but also looking at soft skills as well. We can’t forget what will help them be successful adults. Content knowledge can open doors but soft skills get you the job #EduAR
A1: Mike Mattos says "Student by Student, Standard by Standard" We say - target by target. What ALL of us understand that ss should know, do, master, apply. (I.D. ss & tchrs plus/ deltas) #EduAR
A1:My mission this year is to help students develop strong number sense, master critical thinking, problem solving, perseverance, and mathematical modeling (lots of learning for me here, as Robert Kaplinsky totally changed my perspective on this @ a PD yesterday!) #EduAR
A1: Identifying those “power standards” that are the big essentials; and unpacking them to better understand what they mean and what a demonstration of proficiency would look like. #EduAR
A1: Mike Mattos says "Student by Student, Standard by Standard" We say - target by target. What ALL of us understand that ss should know, do, master, apply. (I.D. ss & tchrs plus/ deltas) #EduAR
A1:My mission this year is to help students develop strong number sense, master critical thinking, problem solving, perseverance, and mathematical modeling (lots of learning for me here, as Robert Kaplinsky totally changed my perspective on this @ a PD yesterday!) #EduAR
A2. The Four Pillars of a Professional Learning Community are: Mission, Vision, Values, and Goals. Why is it important to establish those four pillars prior to beginning the work of a PLC? #EduAR@bethhill2829@nortnik@GUEPrincipal
A1: Identifying those “power standards” that are the big essentials; and unpacking them to better understand what they mean and what a demonstration of proficiency would look like. #EduAR
A1:My mission this year is to help students develop strong number sense, master critical thinking, problem solving, perseverance, and mathematical modeling (lots of learning for me here, as Robert Kaplinsky totally changed my perspective on this @ a PD yesterday!) #EduAR
A1: Mike Mattos says "Student by Student, Standard by Standard" We say - target by target. What ALL of us understand that ss should know, do, master, apply. (I.D. ss & tchrs plus/ deltas) #EduAR
A2 Every PLC varies depending on the mission and what educators hope to accomplish. Laying out Learning values & goals keeps the PLC on target and allows for everyone to stay focused on the specific purpose. #EduAR
Setting high expectations for staff is equally important. Knowing where you are going and how you want to get there is the surest way to achieve success both in and out of the classroom.
#EduAR
A2. The Four Pillars of a Professional Learning Community are: Mission, Vision, Values, and Goals. Why is it important to establish those four pillars prior to beginning the work of a PLC? #EduAR@bethhill2829@nortnik@GUEPrincipal
A2: When the work of data-informed, student-centered decision making gets tough (which it will!) having these four established can anchor the group. It's not personal, it's about doing what's best for kids. These give something to point to and hold onto when it gets tense. #EduAR
It's meant for doing with your S's. I've even seen K T's do it w/ their S's. #eduar Here's his TPT link so you can see what it looks like. https://t.co/f5AcIpr3XZ
A2: The Pillars serve to: Clarify Priorities, Sharpen Focus, Give Direction, Guide Decisions/Discussions/Questions/Behavior,Establish Priorities #EduAR
A2: The Pillars serve to: Clarify Priorities, Sharpen Focus, Give Direction, Guide Decisions/Discussions/Questions/Behavior,Establish Priorities #EduAR
A2: The Pillars serve to: Clarify Priorities, Sharpen Focus, Give Direction, Guide Decisions/Discussions/Questions/Behavior,Establish Priorities #EduAR
A2: When the work of data-informed, student-centered decision making gets tough (which it will!) having these four established can anchor the group. It's not personal, it's about doing what's best for kids. These give something to point to and hold onto when it gets tense. #EduAR
A2. The Four Pillars of a Professional Learning Community are: Mission, Vision, Values, and Goals. Why is it important to establish those four pillars prior to beginning the work of a PLC? #EduAR@bethhill2829@nortnik@GUEPrincipal
A2. The Four Pillars of a Professional Learning Community are: Mission, Vision, Values, and Goals. Why is it important to establish those four pillars prior to beginning the work of a PLC? #EduAR@bethhill2829@nortnik@GUEPrincipal
A2: I think those four pillars go back to setting that clear direction. Just like we need to make expectations and learning outcomes clear for our students, we need to make sure we are all clear and on the same page, traveling in the same direction. #EduAR
A2: with these (pillars) established, teachers are empowered to keep the entire team accountable o their norms and the work that is before them. #EduAR
I think it very important to build that trust within a PLC. This is especially true with a new team. It is just like the classroom, the work in the front end to@build relationships will pay off at the end! #EduAR
A2: When the work of data-informed, student-centered decision making gets tough (which it will!) having these four established can anchor the group. It's not personal, it's about doing what's best for kids. These give something to point to and hold onto when it gets tense. #EduAR
A3: Adam Young's blogpost on PLCs had great ?s: What are we going to do with our struggling writers? Why did the Ss in this class outperform all of the others? How can we stretch the Ss who have already demonstrated proficiency? #eduAR
A3: th focus shifts from how am I teaching it to how students are going to learn it. It is more focused on the individual student and how to move them from their point A to their point B. #EduAR
A3: How will this benefit our students from what we have previously done? Will all stakeholders in the community see the immediate benefits of a learner focused environment? #EduAR
Q3 sidenote - The best presentations, demonstrations, and activities in the world don't matter if no one learns. Who cares if I "gave an amazing lesson today" if no one learned?! #EduAR
A3: How will this benefit our students from what we have previously done? Will all stakeholders in the community see the immediate benefits of a learner focused environment? #EduAR
Q3 sidenote - The best presentations, demonstrations, and activities in the world don't matter if no one learns. Who cares if I "gave an amazing lesson today" if no one learned?! #EduAR
A3: What is happening in the Ss world that impacts their learning? What does each S need to succeed? What can the comm. do to support Ss? What do Ss already know, and how can we build on that to help them master what they haven’t yet? #EduAR
A3: We have to eliminate the words Students Can't. When we are facilitating and focusing on learning, Ss excel much farther than when we directed their learning. #eduAR
A3 What are the pieces of “soft” data we collect through formative assessments day in & day out that tell us if students are learning? How will we use that to advance our instructional plan? #EduAR
My push is always is if we are requiring this of our teachers, we need to make sure we are providing this for their learning as well. Many times we expect things of teachers and then when it comes to their PD, we give them traditional sit and get. #eduAR
A3 What are the pieces of “soft” data we collect through formative assessments day in & day out that tell us if students are learning? How will we use that to advance our instructional plan? #EduAR
A3: #eduar What do we do when S's don't learn? What support do you need for your own prof. learning? Side note: SpEd should be a part of the PLC's. Content experts w/strategy experts.
My push is always is if we are requiring this of our teachers, we need to make sure we are providing this for their learning as well. Many times we expect things of teachers and then when it comes to their PD, we give them traditional sit and get. #eduAR
My push is always is if we are requiring this of our teachers, we need to make sure we are providing this for their learning as well. Many times we expect things of teachers and then when it comes to their PD, we give them traditional sit and get. #eduAR
A4: First and foremost, work together as a team & support one another. No silos, no cliques, no exclusion. If a student needs acceleration, give it IN ADDITION TO grade level, never in place of. #EduAR
A4: First, we have to determine what the curriculum is. For ex. In some states, the state standards are the curriculum and the materials used in schools simply supplement the curriculum. Once that is established, teachers can make decisions on how to reach everyone. #EduAR
In reply to
@Lindsey_Bohler, @bethhill2829, @nortnik, @GUEPrincipal
A4: First, we have to determine what the curriculum is. For ex. In some states, the state standards are the curriculum and the materials used in schools simply supplement the curriculum. Once that is established, teachers can make decisions on how to reach everyone. #EduAR
In reply to
@Lindsey_Bohler, @bethhill2829, @nortnik, @GUEPrincipal
“Guaranteed” is the tricky word here. Many say “all” and “every” which implies “guaranteed” But, how many schools, even individual classrooms aspire to this. It’s a lot of work and beckons teachers to a higher calling #EduAR
“Guaranteed” is the tricky word here. Many say “all” and “every” which implies “guaranteed” But, how many schools, even individual classrooms aspire to this. It’s a lot of work and beckons teachers to a higher calling #EduAR
YES! I remember just being handed the standards and "going forth" to teach...there was never a real understanding to WHAT those standards meant or expected. Digging into those and truly understanding the targets is imperative!! #eduAR
A4: First, we have to determine what the curriculum is. For ex. In some states, the state standards are the curriculum and the materials used in schools simply supplement the curriculum. Once that is established, teachers can make decisions on how to reach everyone. #EduAR
In reply to
@Lindsey_Bohler, @bethhill2829, @nortnik, @GUEPrincipal
A4 I hate to say at all costs but really at all costs. Meet students where they’re at, utilize supports/RTI/sped, and never underestimate the power of the learner in front of you. Go back to what specifically do Ss need to grasp. #EduAR
Agreed! That said, if we are holding tight to an appropriate scope & sequence while having high, yet attainable, expectations for all kids, we’d be on the right track #EduAR
A4: Ensure all Ss receive first teach in the classroom, and provide extended learning time for Ss to meet individual needs (teaching foundational skills or providing extension opps.). Extended learning is IN ADDITION TO, not in place of. #eduAR
“Guaranteed” is the tricky word here. Many say “all” and “every” which implies “guaranteed” But, how many schools, even individual classrooms aspire to this. It’s a lot of work and beckons teachers to a higher calling #EduAR
A4: First and foremost, work together as a team & support one another. No silos, no cliques, no exclusion. If a student needs acceleration, give it IN ADDITION TO grade level, never in place of. #EduAR
A4 I hate to say at all costs but really at all costs. Meet students where they’re at, utilize supports/RTI/sped, and never underestimate the power of the learner in front of you. Go back to what specifically do Ss need to grasp. #EduAR
A4: I agree with Chris - so much to think about here! I think it has to come down to really knowing your kids and knowing your standards - you can’t guarantee anything without a firm grasp on those #EduAR
A4: I agree with Chris - so much to think about here! I think it has to come down to really knowing your kids and knowing your standards - you can’t guarantee anything without a firm grasp on those #EduAR
A5 My district utilizes @lead4ward to assist us in honing in on the essential statements and standards. I really like to look at the essential statement as well as where our students need to be at the end to plan and remain focused. #EduAR
A5: we have looked at essential standards, but also essential skills as well, such compare and contrast. What are the skills that enduring and have leverage? We have also looked at things through a vertical lens. Putting everyone’s essentials up and compare. #EduAR
This has been a long process for our district. We started at the grade levels, then buildings, then vertical between buildings, and now as an entire https://t.co/GdjDKEheKd is not a fast process. #eduAR
A5: As teacher-led teams, examine the standards and determine specific outcomes (back to A1 of the night). Then determine "hearts" and "arms" based on relevance, endurance, etc. #EduAR
A4: I agree with Chris - so much to think about here! I think it has to come down to really knowing your kids and knowing your standards - you can’t guarantee anything without a firm grasp on those #EduAR
A5: In my district, we have our instructional coaches work with the district curriculum dept. to identify “power standards”. Once we identify and target those heavy hitters we then shift our focus to the foundational skills that are needed to support it. #EduAR
A5: we have looked at essential standards, but also essential skills as well, such compare and contrast. What are the skills that enduring and have leverage? We have also looked at things through a vertical lens. Putting everyone’s essentials up and compare. #EduAR
A5: the development of essential outcomes has been/is the best thing our district has done in the 20 yrs I’ve been here. Too often we get wrapped up in trying to cover or deliver “all” of the content and can’t discern the absolutes. #EduAR
Q6. Identifying Learning Targets is the next step after essential standards have been identified. How do your teams use learning targets to communicate the goals for student success? #EduAR@bethhill2829@nortnik@GUEPrincipal
This has been a long process for our district. We started at the grade levels, then buildings, then vertical between buildings, and now as an entire https://t.co/GdjDKEheKd is not a fast process. #eduAR
Q6. Identifying Learning Targets is the next step after essential standards have been identified. How do your teams use learning targets to communicate the goals for student success? #EduAR@bethhill2829@nortnik@GUEPrincipal
A5: the development of essential outcomes has been/is the best thing our district has done in the 20 yrs I’ve been here. Too often we get wrapped up in trying to cover or deliver “all” of the content and can’t discern the absolutes. #EduAR
A5: the development of essential outcomes has been/is the best thing our district has done in the 20 yrs I’ve been here. Too often we get wrapped up in trying to cover or deliver “all” of the content and can’t discern the absolutes. #EduAR
A6: We create a backwards design plan starting with the learning target that we want to focus on and strategically construct goals around it as a way to monitor progress toward reaching the initial learning target. #EduAR
In reply to
@Lindsey_Bohler, @bethhill2829, @nortnik, @GUEPrincipal
More A5: we have identified essential out comes in every course in our district K 12. We have focused work how we will measure evidence of lrng outcomes- what kind of response we have for students who get it/don’t get it all of our PD involves the 4 essential questions #EduAR
A6: To me, this one requires the most cross-team collaboration. What does grade-level mastery look like in each grade? How does it build? How do we track evidence of proficiency? #EduAR
We have found the backwards design to be a great tool as well! Our teachers were surprised to see so many individual learning targets under one standard. A students could simply not understand ONE piece of that standard...so let's find it and fix it!! #eduAR
A6: We create a backwards design plan starting with the learning target that we want to focus on and strategically construct goals around it as a way to monitor progress toward reaching the initial learning target. #EduAR
In reply to
@Lindsey_Bohler, @bethhill2829, @nortnik, @GUEPrincipal
A6 I am a big picture, process kind of mindset. One we know where we’re going, I look at what specifically do students need to know and how it builds to the target. Ts assess to track progress. Watching Ss work also shows a true picture. #EduAR
More A5: we have identified essential out comes in every course in our district K 12. We have focused work how we will measure evidence of lrng outcomes- what kind of response we have for students who get it/don’t get it all of our PD involves the 4 essential questions #EduAR
A5: I think having clear expectations on what mastery of those targets is important. I also think it is challenging for a lot of educators to understand that this is process that we are not going to figure out in a year. #EduAR
