REPORT TO THE BOARD OF EDUCATION JUNE

Transcription

1 Curriculum and Instructional Program Review 1 REPORT TO THE BOARD OF EDUCATION JUNE 2, 2015 Donna Micheaux, Ph.D. Denise Collier, Ed.D. Purpose and Context PPS Vision 2 All students graduating high school Promise-Ready and completing a twoor four-year college degree or workforce certification Contexts for improving teaching and learning systems and supports: 1. Pennsylvania common core standards 2. PSSA (Pennsylvania System of School Assessment) and Keystone assessments 3. Current levels of student achievement (gaps and disparities) 4. College readiness vision 5. Feedback on current curricular systems 1

2 Theory of Action 3 Integrated components of the overall teaching and learning system Organizational Transformation Standards Curriculum Work together as a coherent whole, not as separate parts that can be taken individually or prioritized one over the other Professional Learning Student Achievement Intervention/Use of Data Assessment Culture of High Expectations and High Supports Instruction Review Process 4 Phase One: Curriculum Document/Data Review and Central Office Interviews and Focus Groups December 2014 and January 2015 Phase Two: Staff Survey, School Site Visits, Teacher and Principal Interviews February and March 2015 Phase Three: Findings and Recommendations Update to Superintendent - April 2015 Presentation to Board of Education - June

3 Central Administration 5 Superintendent Deputy Superintendent Chief Officers Assistant Superintendents Executive Directors Program Directors Content Area Supervisors Other Collaborations/Reviewers (Children s Innovation Project, Assessment) Interviews Groups Meetings Professional Development Sessions Data Review Curriculum Review Program Information External Report Review School Site Visits 6 1. Allegheny K-5 2. Banksville K-5 3. Concord K-5 4. Lincoln Pre-K Langley K-8 6. Arsenal Allderdice High School 8. Pittsburgh Science and Technology Academy 9. Westinghouse 6-12 Principals Teachers Asst. Principals Instructional Support Staff Interviews Classroom Visits Teacher Focus Group Session 3

4 Curriculum and Instructional Program Improvement Review Questions 1. To what extent are the current systems defined, designed, enacted and supported to maximize rigorous learning opportunities for all students? 7 Organizational Transformation Professional Learning Standards Student Achievement Curriculum Instruction 1. How might these systems be improved? Intervention/Use of Data Assessment Culture of High Expectations and High Supports Promising Practices Curriculum and Central Leadership 8 Standards alignment and clarification curriculum efforts Sincere desire to serve students, teachers, and principals Shift from oversight (scripted curriculum) to support Focus on principal and teacher capacity building Draft of a theory of action for teaching and learning Teaching and Learning Advisory Committee 4

5 Allegheny Elementary Innovation and Engagement Promising Practices School Site Visits 9 Banksville Elementary School-wide Culture of High Expectations, Support, and Equity Promising Practices School Site Visits 10 Concord Elementary Whole Child Focus Lincoln Elementary Science and Technology Langley K-8 School-wide Protocol for Studying Data Know your data Organize your data Use your data to support instruction Review your data with students to help them improve Display your data 5

6 Promising Practices School Site Visits Arsenal Middle School Common Core School-Based Professional Development 11 Allderdice College and Career Readiness Promising Practices School Site Visits 12 Westinghouse 6-12 Professional Learning Community Science and Technology Academy College-Going Culture 6

7 Review Question #1 13 To what extent are the current systems defined, designed, enacted and supported to maximize rigorous learning opportunities for all students? Organizational Transformation Professional Learning Standards Student Achievement Intervention/Use of Data Assessment Culture of High Expectations and High Supports Curriculum Instruction Overarching Findings Curriculum Direction and Theory of Action 14 Curriculum Systems Design and Access Curriculum Support to Schools Program-Specific Findings Over-Reliance on Standardized Testing 7

8 Review Question #2 15 With these findings in mind Organizational Transformation Standards Curriculum How might the teaching and learning systems be improved? Professional Learning Student Achievement Intervention/Use of Data Assessment Instruction Culture of High Expectations and High Supports Recommendations Establish a clear, coherent theory of action for teaching and learning direction and focus. 2. Improve coherence and quality of curriculum tools, and develop a long-term curriculum management plan and development timeline. 3. As curricular tools and programs are refined, central support staff should shift focus of curriculum and instruction leadership efforts from development to supporting classroom enactment of the curriculum across schools. 8

9 Recommendations Strengthen and accelerate efforts to improve the cultural relevance and responsiveness of curriculum, and support teachers in using responsive pedagogical practices. 5. Focus efforts to improve curriculum and instructional supports for English learners and students with disabilities. Recommendations 6. Develop systems of shared accountability for learning and tiered supports to schools Examine curriculum-based assessments for rigor, scope, and quality. (Implement recommendations listed of the assessment review report.) 8. Examine the quality of literacy and math intervention programs and the effectiveness of intervention implementation for their impact on learning. 9

10 Recommendations Focus professional development efforts on principal and teacher capacity building as part of the shift to shared accountability for learning, especially as related to new standards and assessments. 10. Develop an integrated data and information system leveraging the power of digital technologies for teaching and learning systems information management. Strategy 20 Curriculum and instructional program improvement as a twoprong strategy: Improving the common cause overall program (long-term) Addressing immediate special cause needs (short-term) 10

11 District Response Curriculum Advisory Council Theory of Action for teaching and learning Long-range plan (focus, core tools, rigor, coherence, quality) Shift focus from design to implementation support Academic foci (early literacy, algebra, biology) 21 Role of the assistant superintendent Build principal and teacher capacity Ensure implementation of curriculum Feedback loops curriculum design and school implementation People: Growing our own Structure: K-12 Vertical Articulation Culture: Leading and Learning Together Teaching and Learning in Pittsburgh Public Schools DIALOGUE 22 Standards Organizational Transformation Curriculum Professional Learning Instruction Intervention/Use of Data Assessment Dr. Donna Micheaux Culture of High Expectations and High Supports Dr. Denise Collier 11