|
Professional
Learning Opportunity
|
Outcome
|
Changes
in practice
|
| Use
an hour or two hour planning session with the coaches/other
teachers and the principal to thoroughly review the framework
overview layer. Look at the various forms - poster, print
and web version. Clarify ways in which these versions relate
to the cube model. |
Coaches,
the critical friend and the principal understand the key terminology
including deep and surface structures, crafting, invitational
groups, composing, reflection, grapho-phonic, lexical, syntactic,
semantic, schematic, and pragmatic. |
Coaches
and the principal begin to share the language of the framework
with colleagues and with their own students in their daily literacy
block. The children are introduced to and taught how to use
appropriate terms to support their conversations about literacy
and how language works. |
| Set
aside a half-day planning session with coaches and other teachers
to discuss the teaching intentions and children's learning
outcomes levels of the framework. |
Ensure
that everyone understands the direct correlation between the
teaching intentions and children's learning outcomes -
Coaches can clarify definitions of terminology and discuss what
is implied by particular teaching intentions -- they can
relate teaching intentions to content they have always taught
or referred to using different terminology. |
Learning
outcomes are made clear at the beginning over every lesson and
are shared with the children throughout the school. The learning
outcomes are used to support reflection and review at the end
of lessons and units of work. Teachers share strategies and
solve problems by discussing particular teaching intentions. |
| During
any planning session with coaches/other teachers discuss ways
in which state/local standards documents use similar or different
language to describe the same intention from the Cornerstone
Framework. |
Coaches'/teachers'
questions about duplication or omissions between state/local
standards and Cornerstone teaching intentions are answered -
a common language is agreed upon and communicated to the rest
of the faculty. |
The
faculty begins to use the Cornerstone quarterly and weekly planning
protocols in order to address teaching intentions from the Framework.
|
|
Meet with grade
level teams to begin specific planning that will focus on
surface and deep structure strategies, use the Cornerstone
planning protocols - encourage the coaches/teachers to
focus on at least three to six surface structure strategies
in a month and one deep structure strategy every two months
to nine weeks.
Think together
about observed children's needs for surface structure
instruction and contrast it with and the need for all children
to have instruction in a deep structure strategy.
|
Coaches and other
teachers will understand the balance needed to provide instruction
in deep and surface structures simultaneously.
Coaches and other
teachers will have an opportunity to discuss differentiation
of instruction in deep and surface structure instruction.
Teachers understand
differentiation of surface structure skills based on children's
demonstrated use or lack thereof of the skill contrasted with
differentiation of deep structures which is based on different
applications (books, genres, writing).
|
Planning and allocation
of classroom time demonstrates range and balance and a coherent
match between selected deep and surface structures.
Teachers help children
to understand and articulate ways in which being skillful
in surface structure strategies enhances their ability to
understand and create meaning using deep structures.
All teams use a
planning protocol, whether it is one of their own invention
or the Cornerstone weekly or quarterly planning protocols.
|
| In
grade level planning sessions, discuss instructional practices
for each surface strategy and the deep strategy --- use the
effective instructional practices handout from the summer institute
notebook to guide the discussion. |
Coaches and teachers
will have an opportunity to discuss which instructional strategies
are likely to be most effective in addressing particular teaching
intentions.
Teachers should
determine on which instructional strategies they would like
to focus as they refine their practice.
|
Teachers become
increasingly agile in selecting instructional strategies based
on children's needs and matched to their teaching intentions.
The teachers use
a common language to discuss and evaluate changes in their
teaching practice as a result of ongoing professional learning.
Teachers begin
to identify specific professional learning needs based on
reflection on their practice.
|
| In
a faculty meeting or study group, talk about ways in which coaches
can gather data and assess student success related to the surface
or deep strategy being taught. |
Coaches/teachers
will understand and develop new strategies for gathering, collecting
and analyzing student data to inform instruction and/or assess
student progress on teaching intentions recently taught. |
Coaches/teachers
will use a wide range of strategies to collect and analyze student
data and will review those sources frequently to determine instruction
for Crafting sessions, Invitational Groups and individual conferences
held during Composing time. Coaches/teachers will be able to
describe student progress on surface and deep strategies clearly
to parents, colleagues and students. |
