3334 Chapters
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Appendix C: Sample Performance Indicators for 21st Century Skills

Jay McTighe Solution Tree Press ePub

The following figure is meant to serve as an example of a performance indicator continuum that could be developed around the skills related to a school’s transdisciplinary impacts. It is not meant to be comprehensive; rather, it is included as an example of the type of unpacking that schools can undertake. For ease of reference, the 21st century skills are listed in alphabetical order.

Figure C.1: Sample performance indicator continuum.

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Chapter 13 Starting a School Year of Deeper Learning for Teachers

James A Bellanca Solution Tree Press ePub

Lillian Hsu and Tim McNamara

Stacey returns to school eight working days before the students arrive with a lot on her mind: planning for the year, configuring her classroom, wondering about her rosters, and getting to know new colleagues. The first day back is busy, filled with professional development activities. After making and enjoying breakfast with her colleagues, Stacey and fellow staff engage in team-building warm-up activities. After this warm-up, the director briefly shares the essential question for the three-day staff retreat: How can we provide equitable access and challenge for all students through the design of our projects and daily practices?

Over the next three days, various activities and experiences help Stacey and her colleagues dig deeply into this question. No one asks Stacey to forget or even bracket the hopes and concerns she brought to the new school year. Instead, she’s asked to take action on them within the context of a deeper learning community, one in which members use a variety of tactics and modes—inquiry, authentic work, play, and community building—to support one another in pursuing the vision of creating a deeper learning environment for all students. This retreat launches this work for the year but also establishes the foundation for successful rhythms and routines for the High Tech High Chula Vista (HTHCV) adult learning community.

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Chapter 5 Establishing a Focus on Learning

Richard DuFour Solution Tree Press ePub

Principal Dan Matthews had worked successfully with a task force of committed teachers to build support for the professional learning community process among the staff of Genghis Khan High School (nickname: the Fighting Horde). The task force drafted and the staff approved a new vision statement, endorsed their collective commitments, and established school improvement goals. The vision statement called for a school in which teachers would deliver a “guaranteed and viable curriculum” in each course that provided all students with access to the same knowledge, concepts, and skills regardless of the teacher to whom they were assigned. Principal Matthews and the task force hoped to use the vision statement as a catalyst for action. He asked department chairs to help teachers work together in their collaborative teams to clarify the most essential learning for students by asking, “What knowledge, skills, and dispositions should each student acquire as a result of this course and each unit of instruction within this course?”

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Chapter 4: The Probationer Mindset

McNeece, Alexander Solution Tree Press PDF

CHAPTER 4T H E P R O B AT I O N E R M I N D S E TAdam was like a flash of lightning on the football field. He was a scrambling junior varsity quarterback who used his feet more than his arm. He scored touchdown after touchdown for the team I coached. From those first days ofAugust practice, Adam was a leader. It was not until school began in September thatI discovered the type of student Adam was.Football coaches do more than teach players a game. They are caring adults in a young person’s life—a protective factor that improves a student’s odds of resilience(Center on the Developing Child, n.d.). They help to build an affective connection between the player, team, and school—relatedness. As a coach, I had many conversations with my players, listening to their questions and difficulties, and helping where needed. This was important, because it was my job to make sure my players stayed academically eligible to play. This meant that a student had to begin the season with over a 2.0 grade point average (GPA) and stay above that mark during the season.

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Chapter 1 Setting the Stage for Curriculum Building

Susan Udelhofen Solution Tree Press ePub

To begin the curriculum-building process we needed to first create a broader “systems” viewpoint as to what foundational pieces were necessary for a sound, effective, mutually understood curriculum. I knew that by taking the time at the beginning to develop common goals and learning expectations, we would have a stronger curriculum, better teacher understanding, and ultimately higher student achievement.

K–12 Director of Instruction

• The role and responsibilities of administrators in the curriculum-building process

• The rationale for having meaningful, focused conversations about teaching and learning, called map and talk sessions

• An overview of assessment definitions and practices to guide the curriculum-building process

To build a curriculum that is meaningful, commonly understood, used, and sustained over time, three specific structures and practices need to be in place: (1) administrators need to be actively involved with the curriculum-building process, (2) teachers and administrators must have opportunities to engage in focused conversations about their work, and (3) everyone should have the knowledge and skills to effectively assess students to maximize learning. This chapter describes these three practices and offers strategies and tools for implementation that can be referred to throughout the curriculum-building process and beyond.

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