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School organization and management, learning communities in the teaching and learning of English UNIDAD 3 Strategic Management Autor: MSc. Lourdes Bravo Pineda  ÍNDICE 1. Unidad 3: Strategic Management..........

School organization and management, learning communities in the teaching and learning of English UNIDAD 3 Strategic Management Autor: MSc. Lourdes Bravo Pineda  ÍNDICE 1. Unidad 3: Strategic Management..................................................... 3 Tema 1: Supporting change to facilitate quality education............................. 3 Objetivo:.......................................................................................................... 3 Introducción:................................................................................................... 3 2. Información de los subtemas........................................................... 4 2.1 Subtema 1: Thinking differently about instructional strategies.............. 4 2.2 Subtema 2: Thinking differently about time........................................... 5 2.3 Subtema 3: Thinking differently about student groups........................... 8 2.4 Subtema 4: Choosing the best strategies …………………………………………………………………………………………..7 3. Preguntas de Comprensión de la Unidad........................................ 14 4. Material Complementario.............................................................. 15 5. Bibliografía.................................................................................... 16 2  Nombre de la Unidad 1. Unidad 3: Strategic Management Tema 1: Supporting change to facilitate quality education Objetivo: Reflect on the issues of traditional teaching and planning Introducción: Education is constantly evolving and it is often referred to as a pendulum that swings back and forth (Sinek, 2009). Teachers have grown accustomed to this constant change, which has resulted in them only embracing changes that align with their personal beliefs. In order to help teachers embrace changes in education, district, schools, and teams must first understand the reasoning behind the change (Sinek, 2009). For instance, the emphasis on college and career readiness in the Common Core State Standards (CCSS) is crucial given that 63% of all jobs require more than a high school diploma (Carnevale, Smith, & Strohl, 2010). © Universidad Estatal de Milagro – UNEMI FORMATO CONTROLADO: FR0018/ v3.01 3  Nombre de la Unidad 2. Informacion de los subtemas 2.1 Subtema 1: Thinking differently about instructional strategies The importance of 21st-century skills is widely discussed in education but many teachers still feel as if they haven't had enough time or training to change their teaching methods to prepare students for the future (Kay, 2010). The future is uncertain, and it is challenging to prepare students for a world that is likely to be vastly different from the present. It is widely recognized that the amount of information available is rapidly increasing, and by 2020, it was expected to double every seventy-two days (Kay, 2010). As such, it is crucial for students to develop the skills to navigate constant change and adapt to new situations in order to succeed in the future (Kay, 2010). Gene Hall and Shirley Hord (2006) indicate that individuals at the beginning of a change often become focused on self-concerns and how the change will affect their personal practices. This is a common reaction among teachers who are being introduced to the Common Core standards and are worried about the increased rigor of the standards and their ability to help students learn at this higher level. To overcome these self-concerns, it is important to provide teachers with a supportive and collaborative environment. The collaborative team structure allows teachers to rely on each other and have the necessary time and resources to successfully implement the Common Core. Leaders should provide teachers with information on the nature and structure of the CCSS, a draft timeline for the transition, and assurance that they will have © Universidad Estatal de Milagro – UNEMI the necessary information and training. Some schools and districts have shifted the roles of instructional specialists into coaching roles to provide support during the transition. Teachers need to understand the role of these coaches and how they will be helpful for the adult learning that needs to occur. However, self-concerns may lead to task concerns in the next stage. FORMATO CONTROLADO: FR0018/ v3.01 4  Nombre de la Unidad Some facts about careers and workforce demands It takes longer for young adults to secure a good job nowadays compared to the past, a higher proportion of young adults at the age of 30 have a good job compared to their previous generation. The reason for the delay in finding a good job is the need for additional education and job experience to be obtained. Gaining access to good employment opportunities today requires completion of higher education and acquiring job-related skills. The statistics show that 80% of older millennials with a bachelor's degree or higher had a good job at age 35, while the percentage decreases as the level of education goes down. For example, only 56% of those with some college or an associate's degree, 42% of those with just a high school diploma, and 26% of those without a high school diploma had a good job. 2.2 Subtema 2: Thinking differently about time During the stage of transitioning to the Common Core State Standards, teacher teams may feel overwhelmed by the amount of work ahead of © Universidad Estatal de Milagro – UNEMI them, including the development of new curriculum, instructional strategies, common formative assessments, and intervention and extension strategies. To help them manage the change process, it is important for administrators to provide assurance that the plan for this transition is attainable and manageable. By having a clear and well-defined FORMATO CONTROLADO: FR0018/ v3.01 5  Nombre de la Unidad timeline, teacher teams can stay focused on the work they need to do without feeling overwhelmed by the entire process. Leadership teams for the school and district must also meet regularly to discuss and share successes and roadblocks. Teachers must feel that they have a say in the process and some control over the timeline, as the issues of loose and tight relationships become critical in this stage. Plan – and perfect – into the future: Document their own progress: Daily lesson planning is demanding. It requires a repeated Lesson plans provide a full and ongoing picture of all the upfront investment of time and effort. Even after the learning that’s occurring in a classroom, as well as a quick lesson, teachers should gather feedback and practice self- reference of learning that has happened in the past, making reflection to identify things they can improve for next time. them a perfect resource for teachers to share with However, once a teacher creates a plan, they have a solid administrators and supervisors who need a front-line view foundation upon which they can create future lessons – for of classroom progress. They can even help measure their current class and the next – with only minor iterations teachers’ professional performance and even become needed. portfolio pieces when looking for teaching jobs. The Professional Learning Communities at Work model explains the relationship between leadership and teachers as one where leaders encourage autonomy and creativity within well-defined parameters and priorities that must be © Universidad Estatal de Milagro – UNEMI honored. There may always be some tension between leadership and teachers regarding what a realistic timeline will look like, but the leadership team must maintain the focus on student learning and ensure that the transition occurs smoothly. The big picture of the transition process should be presented to help teacher teams see the purpose of each step and the importance of moving forward in order to complete the implementation. FORMATO CONTROLADO: FR0018/ v3.01 6  Nombre de la Unidad Set SMART objectives for each lesson What should students know or be able to do at the end of each lesson? Each lesson plan should start by considering what students will learn or be able to do by the end of class. The best objectives are action-oriented and focus on the most important and essential learning needs of the class. They should be measurable, so teachers can track student progress and ensure that new concepts are understood before moving on, and achievable considering the time available. Those objectives need to be SMART ones – meaning they’re specific, measurable, attainable, relevant, and time-based. Comparing: a good vs bad lesson plan A good lesson plan… A bad lesson plan… Has a clear objective stated at the Is planned around a topic only, beginning to keep the learning without student learning activities focused objectives in mind Outlines learning activities in a Is a laundry list of activities in no thoughtful flow particular order Is easy to scan and read for easy Is a collection of paragraphs or reference during class, using bullet points, without visual headings, color, etc. organization Pairs each activity with a time Lists activities without indicating allocation to keep the class on how long each will take pace Uses just one or two activities to Uses a variety of activities to deliver the lesson, or uses support the lesson objective and © Universidad Estatal de Milagro – UNEMI activities that aren’t well suited to keep students engaged the material Anchors learning in relevant, real- Doesn’t consider the broader life ways that students experience, context around learning and its like current events or topics of connection to students’ everyday particular interest experiences Includes a plan for assessment to Lacks a method to check in on measure progress toward the student learning in a measurable lesson objective way Provides space for self-reflection Is a one-and-done plan, without so teachers can make continuous reflection of what worked well improvements and what didn’t Source: https://www.chalk.com/introduction-to-lesson-planning/great-lesson-plan/ FORMATO CONTROLADO: FR0018/ v3.01 7  Nombre de la Unidad 2.3 Subtema 3: Thinking differently about student groups There are teacher teams able to adjust their instruction to cater to the needs of all learners, even in the absence of support staff. One team of teachers emphasizes the importance of differentiation, especially for students who required additional challenges. During team meetings, teachers should share the strategies they had tried, evaluate their effectiveness, and discuss how they could be improved. They can realize that they possessed a wealth of knowledge and ideas on how to engage © Universidad Estatal de Milagro – UNEMI and challenge their students. By focusing on specific learning targets and identifying the students who could benefit from differentiated instruction, they felt more confident in their ability to respond appropriately. Many other teams may discover innovative ways to group students within their classrooms and schedules, using only their classroom teachers. Effective teams, regardless of resources, are motivated to act when they analyze student data and use it to inform their instructional decisions. Although not every pre- assessment will produce such varied results, teams have observed the benefits of carefully planned instruction designed to meet individual student needs. FORMATO CONTROLADO: FR0018/ v3.01 8  Nombre de la Unidad Assessment data reveals the learning progress of each student after instruction. Teams can determine if the students have a clear understanding of the simpler concepts and skills, but not the expected concepts and skills, or if they have a proficient understanding of both the expected and more difficult or extended concepts and skills. Based on this information, teams can work together to determine the most appropriate response. It is crucial that teams allocate instructional time to address the needs identified from the assessment. One teacher described her experience, stating that the needs of students in each classroom are very different and it is essential to respond to those needs. Instead of assuming that the answer would come from somewhere else, the teachers have to realize that they already have lots of knowledge and ideas about how to challenge students. There are teachers who did not have any support staff available to them but still found ways to adjust instruction to meet the needs of all learners in their classrooms. Once the school staff knows where the students are in their learning, they can work together to determine how to respond. It will still be essential that each team builds in instructional time to respond to the student needs identified from the assessment. © Universidad Estatal de Milagro – UNEMI FORMATO CONTROLADO: FR0018/ v3.01 9  Nombre de la Unidad One teacher describes her experience this way, “It is obvious that in all classrooms, the needs of students are very different.” There will be times when it will not be necessary to differentiate before instruction begins, as it is likely that the majority of students will not be able to demonstrate proficiency on the preassessment. Most importantly, effective teachers, regardless of resources, feel compelled to act when they focus on student data and use them to make instructional decisions. © Universidad Estatal de Milagro – UNEMI FORMATO CONTROLADO: FR0018/ v3.01 10  Nombre de la Unidad 2.4 Subtema 4: Choosing the best strategies “Only people who have the knowledge and skills to negotiate constant change and reinvent themselves for new situations will succeed” (Kay, 2010 - President of the Partnership for 21st Century Skills) What would help teachers move through their self-concerns as they embrace and work on new curriculum and instructional strategies? © Universidad Estatal de Milagro – UNEMI FORMATO CONTROLADO: FR0018/ v3.01 11  Nombre de la Unidad © Universidad Estatal de Milagro – UNEMI A lot of schools and districts have reclassified the positions of instructional specialists into coaching positions as they formulated plans for professional development. Teachers need to understand how these coaches will assist in FORMATO CONTROLADO: FR0018/ v3.01 12  Nombre de la Unidad adult learning, or else their own worries will impede the next phase of the process. By presenting the entire picture, teams can comprehend that every aspect of the change has a reason and that it is crucial to keep moving forward to finish the implementation. During this phase, the leadership teams from both the school and district must meet frequently to share their experiences, both positive and negative. Conclusion Using an integrated approach to provide information to learners, employees, families, colleges, employers, and policymakers can enhance the economy and improve the quality of life for citizens. Connecting education to careers has the potential to make the use of public education and training funds more effective, promote economic growth, and revitalize the Ecuadorian education system as a path to economic opportunity. © Universidad Estatal de Milagro – UNEMI FORMATO CONTROLADO: FR0018/ v3.01 13  Nombre de la Unidad 3. Preguntas de Comprension de la Unidad 1. Why is it important for students to develop 21st century skills? it is crucial for students to develop the skills to navigate constant change and adapt to new situations in order to succeed in the future (Kay, 2010). 2. What is a common reaction among teachers and how to overcome it? Teacher teams may feel overwhelmed by the amount of work ahead of them, including the development of new curriculum, instructional strategies, common formative assessments, and intervention and extension strategies. To help them manage the change process, it is important for administrators to provide assurance that the plan for this transition is attainable and manageable. 3. What is the best way to design class objectives? The best objectives are action-oriented and focus on the most important and essential learning needs of the class. Those objectives need to be SMART ones – meaning they’re specific, measurable, attainable, relevant, and time-based. 4. What can help teachers determine failure or success at the learning process? Assessment data reveals the learning progress of each student after instruction. 5. What would help teachers move through their self-concerns as they embrace and work on new curriculum and instructional strategies? Curriculum alignment with workforce requirements © Universidad Estatal de Milagro – UNEMI Counseling and career pathway Job placement and skills gap analysis FORMATO CONTROLADO: FR0018/ v3.01 14  Nombre de la Unidad 4. Material Complementario Los siguientes recursos complementarios son sugerencias para que se pueda ampliar la información sobre el tema trabajado, como parte de su proceso de aprendizaje autónomo: Videos de apoyo: START WITH WHY BY SIMON SINEK | ANIMATED BOOK SUMMARY https://youtu.be/Wb8KpHqU5tg About CEW https://youtu.be/nj6caVbtM_g Reteach and Enrich: How to Make Time for Every Student https://youtu.be/J8DQugVxHv0 Bibliografía de apoyo: Carnevale, A.P. and Nicole Smith (no date) Help wanted: Projections of jobs and education requirements through..., Center of Education and The Workforce. CEW. Available at: https://cew.georgetown.edu/wp- content/uploads/Help_Wanted_Technical_Appendix.pdf (Accessed: February 12, 2023). Links de apoyo: © Universidad Estatal de Milagro – UNEMI https://cew.georgetown.edu/cew-reports/pathway/ https://www.chalk.com/introduction-to-lesson-planning/great-lesson-plan/ https://www.chalk.com/introduction-to-lesson-planning/why-lesson- plan/#:~:text=Planning%20lessons%20ahead%20of%20time,of%20what%20to %20do%20next https://cew.georgetown.edu/cew-reports/pathway/ FORMATO CONTROLADO: FR0018/ v3.01 15  Nombre de la Unidad 5. Bibliografía » Carnevale, A.P. and Nicole Smith (no date) Help wanted: Projections of jobs and education requirements through..., Center of Education and The Workforce. CEW. Available at: https://cew.georgetown.edu/wp- content/uploads/Help_Wanted_Technical_Appendix.pdf (Accessed: February 12, 2023). » Fisher & Frey. (2008) Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. » Frey, Fisher, & Everlove. (2009) Productive Group Work: How to Engage Students, Build Teamwork, and Promote Understanding. » Hattie. (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement » Marzano, Pickering, & Pollock. (2001) Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement » Marzano. (2007) The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. » Wiggins & McTighe. (2005) Understanding by Design. » © Universidad Estatal de Milagro – UNEMI FORMATO CONTROLADO: FR0018/ v3.01 16  School organization and management, learning communities in the teaching and learning of English UNIDAD 3 Strategic Management Autor: MSc. Lourdes Bravo Pineda  ÍNDICE 1. Unidad 3: Strategic Management....................................................................................................3 Tema 2: Strategic planning.............................................................................................................................. 3 Objetivo:......................................................................................................................................................... 3 Introducción:................................................................................................................................................... 3 2. Información de los subtemas..........................................................................................................3 2.1 Subtema 1: Understanding the standards........................................................................................... 3 2.2 Subtema 2: The importance of developing proficiency scales.............................................................. 9 2.3 Subtema 3: The process of developing proficiency............................................................................ 11 2.4 Subtema 4: Incorporating the expectations into the system …………………..………………………………………….7 3. Preguntas de Comprensión de la Unidad......................................................................................20 4. Material Complementario.............................................................................................................21 5. Bibliografía....................................................................................................................................22 2  Nombre de la Unidad 1. Unidad 3: Strategic Management Tema 2: Strategic planning Objetivo: Reflect on the issues of traditional teaching and planning. Introducción: The Common Core Standards (CCS) have been thoroughly researched and developed with input from numerous experts. These standards have been deemed essential and are based on the skills necessary for success in the 21st century, as well as international benchmarks and cutting-edge educational theories. They incorporate the best elements of existing successful standards. 2. Informacion de los subtemas 2.1 Subtema 1: Understanding the standards The Common Core Standards (CCS) have been thoroughly researched and developed with input from numerous experts. These standards have been deemed essential and © Universidad Estatal de Milagro – UNEMI are based on the skills necessary for success in the 21st century, as well as international benchmarks and cutting-edge educational theories. They incorporate the best elements of existing successful standards. FORMATO CONTROLADO: FR0018/ v3.01 3  Nombre de la Unidad Learn the Structure of the CCSS ELA/Literacy The English language arts/literacy Common Core State Standards (NGA & CCSSO, 2010a) consist of three main components: (1) standards for grades K-5 English language arts, (2) standards for grades 6-12 English language arts, and (3) standards for grades 6-12 literacy in history/social studies, science, and technical subjects. The main document is accompanied by three appendices: (1) "Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms," (2) "Appendix B: Text Exemplars and Sample Performance Tasks," and © Universidad Estatal de Milagro – UNEMI (3) "Appendix C: Samples of Student Writing" (NGA & CCSSO, 2010b, 2010c, 2010d). For your teams to be effective, it is important that they are familiar with the organization of these standards, and understand the definitions of key terms such as strands, anchor standards, domains, grade-specific standards, and grade bands. FORMATO CONTROLADO: FR0018/ v3.01 4  Nombre de la Unidad The strands are the primary categories for grades K-5 and 6-12, which include Reading, Writing, Speaking and Listening, and Language. In these grades, the Reading strand has two components: The Reading Standards for Literature (RL) and the Reading Standards for Informational Text (RI). For grades K-5, there is also a third set of standards in the Reading strand known as the Foundational Skills (RF) (NGA & CCSSO, 2010a, pp. 15-17). The Literacy standards for history and social studies, science, and technical subjects have two strands - Reading (RH and RST) and Writing (WH and WST) (NGA & CCSSO, 2010a, pp. 60-66). Anchor standards define the expectations for college and career readiness (CCRA). These standards outline general, cross-disciplinary expectations for each of the four strands (Reading, Writing, Speaking and Listening, and Language) as well as the two strands in the Literacy standards. The anchor standards are numbered consecutively for each strand. For example, CCSS ELALiteracy.CCRA.R.1 represents the College and Career Readiness Anchor Standard (CCRA), the Reading strand (R), and Anchor Standard one (1). The Reading and Writing strands for literacy in history and social studies, science, and technical subjects also have anchor standards. For example, WHST.9-10.4 represents the Writing strand (W), history (H), science (S), technical subjects (T), grade band (9-10), and Anchor Standard four (4). Domains categorize the anchor standards for each of the English language arts/literacy strands. They are consistent across grades and ensure a smooth progression as the standards become more rigorous and complex. The Writing © Universidad Estatal de Milagro – UNEMI strand has four domains: (1) Text Types and Purposes, (2) Production and Distribution of Writing, (3) Research to Build and Present Knowledge, and (4) Range of Writing (refer to NGA & CCSSO, 2010a, page 18). FORMATO CONTROLADO: FR0018/ v3.01 5  Nombre de la Unidad The grade-specific standards outline what students should have learned and be able to do at the end of the school year. These standards align with the anchor standards that have the same numerical designation. For example, RL.6.1 represents the Reading Standards for Literature (RL), grade six (6), and standard one (1) in the Key Ideas and Details domain. Similarly, SL.6.1 represents the Speaking and Listening (SL) standards, grade six (6), and standard one (1) in the Comprehension and Collaboration domain. The grade bands are groupings of standards by grade levels: K-2, 3-5, 6-8, 9-10, and 11-12. Additionally, teams may also consider the use of various instructional strategies and approaches to best meet the needs of their students and help them achieve the identified learning targets. This might include using hands-on activities, project-based learning, differentiated instruction, and technology integration, among others. Teams should also consider the use of formative assessments to monitor student progress and adjust their instruction as needed. It is also important for teams to think about the role of summative assessments in the learning process. Summative assessments provide a way to evaluate student mastery of the learning targets and can inform decisions about student grades and placement. Teams may choose to use a variety of assessment methods, such as traditional tests, performance tasks, portfolios, and others, to get a comprehensive understanding of student learning. Ultimately, the goal of the unwrapping and instructional planning process is to ensure that students have the necessary knowledge and skills to meet the expectations set by the standards and succeed in college and their future careers. © Universidad Estatal de Milagro – UNEMI Consider this first-grade Literature standard: 1. Ask and answer questions about key details in a text. (RL.1.1) (NGA & CCSSO, 2010a, p. 11) You might unwrap this standard into two separate learning targets: (a) Ask questions about key details in a text and (b) Answer questions about key details in a text. FORMATO CONTROLADO: FR0018/ v3.01 6  Nombre de la Unidad However, it is likely that both learning targets will be taught together when instruction about main ideas and details occur. 2. On the other hand, consider this seventh-grade Literature standard: Determine the theme or central idea of a text and analyze the development over the course of the text; provide an objective summary of the text. (RL.7.2) (NGA & CCSSO, 2010a, p. 36). As a team unwraps this standard, the members find three learning targets: (a) Determine the theme or central idea of a text, (b) Analyze the development of the theme or central idea over the course of the text. (c) Provide an objective summary using the theme or central idea of the text. In this case, the team may decide to teach the learning targets separately throughout the year, building on students’ previous knowledge as each unit of instruction takes place. Furthermore, having this information provides the foundation for aligned assessment, as well as for designing a learning progression and a scale for monitoring student attainment. The Natural Next Step: Identify Assessment Ideas As a part of their conversation around the learning targets, team members naturally begin identifying possible assessment ideas which would ensure student understanding. © Universidad Estatal de Milagro – UNEMI We strongly believe that the way to provide all students with a guaranteed and viable curriculum is by engaging teams in a process to build collective clarity about the context, content, and intent of the Common Core State Standards. FORMATO CONTROLADO: FR0018/ v3.01 7  Nombre de la Unidad Pros Cons The Common Core Standards The Common Core Standards do prepare students for a not guarantee improvements in competitive global economy. testing on the global scale. The Common Core Standards The Common Core Standards provide national continuity in straddle the middle ground of education. education – either better than some states or worse than others. The Common Core Standards The Common Core Standards is a are not finding the lowest program pushed by the common denominator to build government – Adopt the on, but are in fact designed to program or no money. build upon the best standards so that even states with successful standards will be taking a step forward in education. The Common Core Standards The Common Core Standards have been designed to leave cannot be tailored to all of the room for tailoring to specific diverse populations of our state populations (states must nation. adopt at least 85% of the standards, leaving 15% to tweak). The Common Core Standards The Common Core Standards is a were designed by a diverse program created on ideal group of teachers, experts, situations/aspirations in © Universidad Estatal de Milagro – UNEMI parents, and school education by people who have administrators to reflect funding and students already aspirations for student ahead of the learning curve. achievement and an Figure 1.Pros and Cons of CCSS FORMATO CONTROLADO: FR0018/ v3.01 8  Nombre de la Unidad 2.2 Subtema 2: The importance of developing proficiency scales What is a proficiency scale? A proficiency scale involves teams taking into account what learning looks like at different stages, including when a student is just starting to show knowledge of the target, when they have become proficient, and even when they are able to demonstrate knowledge at a level beyond what is expected. The use of proficiency scales offers teachers an insight into a student's understanding and mastery of each learning objective they are expected to achieve. The scale, with levels ranging from 0.0 to 4.0, provides information on whether the student is struggling to understand the standard or target, has met the expectation, or is capable of demonstrating a more advanced level of knowledge. With this information, teachers can tailor their teaching methods to address the specific needs of individual students or groups and take appropriate action when initial instruction does not result in learning. © Universidad Estatal de Milagro – UNEMI Margaret Heritage (2008) explains how teachers can employ formative assessments based on scales to determine the next steps when students require additional time and support. Formative assessment serves to give both teachers and students feedback on the gap between their current and desired performance so that steps can be taken to bridge this gap. To achieve this effectively, teachers need a clear understanding of how learning progresses in a specific knowledge area, allowing them to determine the students' current level of learning and choose appropriate instructional strategies to advance their learning. A learning progression that outlines the steps of learning in a particular domain can provide an overview of the desired FORMATO CONTROLADO: FR0018/ v3.01 9  Nombre de la Unidad learning outcomes, aid in instructional planning, and serve as a reference for formative assessment. (Heritage, 2008, p. 2) Formative assessment data is crucial in helping students to understand their level of knowledge and understanding of a specific learning target, and what needs to be done to either meet or surpass the expectations. One teacher described the benefits of using proficiency scales in the classroom as, “They can tell you, ‘I’m at a 2.0 because I didn’t explain my text example and relate it back to my inference.’” The teacher added, “I love when students can tell me exactly what they can and can’t do. It makes them more comfortable with the targets, and it allows me to focus on the areas with which I know they are struggling. No longer do they come in for help on inferences. They come in for help to find text support for their inferences or to help them determine how a character is motivated by what they say.” The implementation of proficiency scales has been seen to have a profound impact on teaching and learning. By using a scale that ranges from 0.0 to 4.0, teachers can determine if a student is performing below the expected standard, at the expected level, or exceeding it. Teachers have reported that they have a better understanding of their students, and students have expressed that they have a deeper comprehension of their learning. Moreover, teachers have stated that students are motivated to improve as they strive to reach the next level on the scale. “We have seen the power of proficiency scales to transform teaching and learning,” the authors noted. The scaling process advances by giving clear guidelines for what teams can offer © Universidad Estatal de Milagro – UNEMI to students who exhibit mastery quickly and may require more difficult tasks. The proficiency scales also lay the foundation for standards-based reporting, as the mastery levels can be matched to the grading scale when reporting by standard or goal. For instance, if a student demonstrates a thorough understanding of the learning objective at the "proficient" level, they would be fulfilling the standard on the report card. This process, as explained in this chapter, is one that we have employed with teams who aim to have a more precise definition of proficiency. FORMATO CONTROLADO: FR0018/ v3.01 10  Nombre de la Unidad 2.3 Subtema 3: The process of developing proficiency Table 5.1 in Marzano's (2009) work outlines five proficiency levels. This generic scale will be adapted for use with the Common Core State Standards (CCSS) and the recommended formative assessment process. (Marzano, 2010) Source: Adapted from Marzano, 2009. The Methodology The methodology employed for creating proficiency scales for learning is derived from Marzano's (2009) approach with some adaptations that have proven effective. This approach entails four key steps: first, we insert the unwrapped learning targets into the proficiency scale template. Second, we determine the complexity level of the 3.0 learning target. Third, we write the 4.0 learning target, and lastly, we write the 2.0 learning target. © Universidad Estatal de Milagro – UNEMI Before initiating this process, the team must select a recognized taxonomy for describing levels of thinking or complexity, such as Bloom's Revised Taxonomy (Anderson & Krathwohl, 2001), Webb's Depth of Knowledge (Webb, 2005), or the New Taxonomy (Marzano & Kendall, 2007), which can be applied easily to the Common Core State Standards (CCSS). We recommend that teams work collaboratively to develop proficiency scales for the CCSS since they are new to everyone. As teams progress through the process of writing scales, they deliberate what they believe proficiency means, what it FORMATO CONTROLADO: FR0018/ v3.01 11  Nombre de la Unidad looks like when students achieve the learning target, and the simpler concepts that a teacher may address to facilitate learning for students who are experiencing difficulties. The thoughtful analysis required for this process will offer the team additional clarity concerning each standard, particularly when dealing with the unfamiliar Common Core standards. Figure 2. Comparison of taxonomies © Universidad Estatal de Milagro – UNEMI Description of each step Step One involves the team preparing the scaling template by inserting the unwrapped learning target into the proficiency level 3.0 section. This serves as a foundational step, allowing the team to move on to more intricate tasks in steps two through four. The unwrapped target then becomes the proficiency level 3.0 scaled learning target, which represents expected mastery for all students in the class. FORMATO CONTROLADO: FR0018/ v3.01 12  Nombre de la Unidad Step Two requires the team to determine the complexity level of the 3.0 learning target using their selected taxonomy. This step is crucial in identifying the level of thinking required for students to master the 3.0 learning target, which serves as the foundation for developing the 2.0 and 4.0 learning targets. Once the team has determined the appropriate taxonomy level, they can integrate it into their scaling template and discuss assessment strategies and items. Figure 3. Scaling Form Step Three entails developing the proficiency level 4.0 learning target, which is © Universidad Estatal de Milagro – UNEMI more complex than the 3.0 learning target. The team will need to continue using their selected taxonomy to consider what proficiency will look like with increased rigor. They may consider moving up at least one level in the taxonomy from the thinking level expected in the proficiency level 3.0 learning target. Proficiency level 4.0 learning targets typically require students to extend their thinking and perform more complex tasks, while maintaining the same learning content. FORMATO CONTROLADO: FR0018/ v3.01 13  Nombre de la Unidad Step Four involves designing the proficiency level 2.0 learning target, which is subordinate to the proficiency level 3.0 learning target. If the team used a leveled approach in the unwrapping process, the simpler content and skills from that process can be useful in writing the proficiency level 2.0 learning target, as some of the simpler expectations may have already been defined. Applying the scales in Practice The use of scales in the classroom allows for the application of learning progressions in various ways. Teachers can use the scales to plan their instruction, determining what content is simpler and what is more complex. They can then scaffold their lessons, using instructional strategies that make the progressions clearer for students, and challenge the most capable learners. By © Universidad Estatal de Milagro – UNEMI keeping track of their own learning progression, students are more likely to feel empowered in their own learning. Peer tutoring can be more effective, as students who have reached higher levels can help those who are still at lower levels. Scales also help teachers write assessments that provide better diagnoses of student needs, allowing for more precise and accurate grading. With scaled learning targets, teachers have greater clarity about what they mean, and this allows for intentional planning related to assessment and instruction. FORMATO CONTROLADO: FR0018/ v3.01 14  Nombre de la Unidad 2.4 Subtema 4: Incorporating the expectations into the system The key to successful conversations is taking action and producing results. It's important to remember that dialogue is not the same as decision-making. The beginning and end of a crucial conversation can be risky, as it requires creating a safe environment and ensuring that decisions are clearly communicated. To avoid misunderstandings and lack of decision-making, it's essential to decide how decisions will be made before engaging in dialogue. The line of authority for decision-making should be established and made clear to all parties involved. In cases where the line of authority is unclear, open dialogue is crucial to ensure that everyone's perspectives and opinions are taken into consideration. It's important to have an honest and healthy discussion about the subject at hand and to involve experts as needed. The final decision- making process should be agreed upon by all parties through dialogue. The goal is to have an open and constructive conversation, not to threaten or impose authority. © Universidad Estatal de Milagro – UNEMI Take the time to hear out the opinions of the professionals present and explore how and why their input is important. If there is ambiguity about who holds decision-making authority, use your interpersonal skills to bring clarity to the conversation. Work together to determine the best way to make decisions. The Four Approaches to Decision-Making When figuring out the best approach to decision-making, it is helpful to have a terminology for the different decision-making methods available. FORMATO CONTROLADO: FR0018/ v3.01 15  Nombre de la Unidad command The four consultation common voting methods are: consensus These four methods reflect a range of levels of involvement. Greater involvement leads to higher levels of commitment, but also results in a slower decision-making process. When deciding on the appropriate approach, wise individuals choose the method that best fits their specific situation among the four methods of decision-making. Command decisions The majority of decisions in life are made through the command method. An individual or someone else writes an email, approves a purchase order, or creates a presentation. When someone is in a position of authority, they often make command decisions for the sake of efficiency. This is how it should be. A crucial aspect of being an effective leader is recognizing which decisions require slowing down the process and allowing for a different method of decision-making, such as consultation, voting, or consensus. Although employees may believe their superiors have a significant level of discretion in making choices, they are typically just carrying out the demands of the situation. These are instances of command decisions. In such cases, it's not © Universidad Estatal de Milagro – UNEMI our role to decide what should be done, but rather how to effectively implement the decision. Consultation Consultation is a method of decision-making in which the person or persons responsible for making a decision ask input from others before making their final choice. This can involve consulting with experts, a representative sample of people, or anyone who wants to share their thoughts. Consulting is an effective way of obtaining new ideas and building support without significantly slowing FORMATO CONTROLADO: FR0018/ v3.01 16  Nombre de la Unidad down the decision-making process. Many leaders, parents, and couples use this method of decision-making by gathering information, assessing different options, making a decision, and then communicating it to a wider audience. Voting Voting is an appropriate method of decision-making when efficiency is of the utmost importance and a decision needs to be made from a number of good options. In these situations, team members understand that they may not get their first choice, but they don't want to spend an excessive amount of time discussing the issue. They may have a brief discussion about the options and then call for a vote. Voting is an efficient way of making a decision when there are several suitable options, but it should not be used when team members are not willing to support the final decision. In such cases, consensus is necessary. Consensus Consensus decision-making can be both a blessing and a curse. It means that everyone continues to talk until all members are in agreement on a decision. This method can result in high-quality decisions and strong unity, but if used improperly, it can be a waste of time. Consensus should only be used in situations where the stakes are high and the issue is complex, or when everyone must fully support the final decision. FOUR IMPORTANT QUESTIONS When deciding which decision-making method to use, consider the following: © Universidad Estatal de Milagro – UNEMI How many people is it necessary to involve? The Who needs to agree? Who has the relevant goal should be to involve Who is affected or Consider those who may expertise? Involve the minimum number of interested? Only involve have a say in the decision individuals who have the people needed to make a those who truly want to or those whose support is knowledge needed to high-quality decision and participate and will be needed. It's better to make a well-informed gain support. Consider impacted. involve them upfront to decision. the quality of the decision avoid resistance later on. and the level of support required. FORMATO CONTROLADO: FR0018/ v3.01 17  Nombre de la Unidad Make assignments—Put decisions into action Not necessarily does every crucial conversation have to end with a decision. However, if the aim of the conversation is to make progress and enhance outcomes, then the outcome usually has to be a decision. Conversations do not necessarily have to end with a decision, but they must end with a commitment. This can either be a commitment to take action or make a change, or simply a commitment to contemplate on the new information shared. When closing conversations with commitments, make sure to consider the following four elements, known as WWWF: Who will do what, by when, and how will follow-up be done? Who? "Everybody's business is nobody's business." A crucial aspect to remember when assigning responsibilities is to assign a name to each task. "We" often means "not me", and the term can lead to a lack of responsibility. Ensure that you assign specific tasks to specific individuals, both in the workplace and at home. If multiple people are assigned to a task, appoint one person as the responsible party to avoid confusion and finger-pointing in the future. Does what? Make certain to explicitly state the specific outcomes you envision. Vague expectations increase the chance of dissatisfaction. At the beginning of a project, clearly define the parameters of what is desired. Utilizing contrasting can assist in defining deliverables. If you have previously witnessed a misunderstanding of a task, illustrate the frequent error as a demonstration of what you do not desire. © Universidad Estatal de Milagro – UNEMI If feasible, provide a concrete example. Instead of discussing in theoretical terms, bring a model or illustration. By when? It's surprising how frequently individuals neglect to include a deadline in a task. Rather than specifying a due date, they simply indicate a nebulous "someday." With indefinite or unstated deadlines, other pressing matters arise and the task is relegated to the bottom of the list, where it is eventually forgotten. Assignments without deadlines are more likely to elicit feelings of guilt rather FORMATO CONTROLADO: FR0018/ v3.01 18  Nombre de la Unidad than prompting action. Objectives without deadlines are not truly goals; they are simply guidelines. How will you follow up? It is crucial to establish an agreement on the frequency and method of follow-up for a task. It could be a straightforward email confirming the project's completion or a comprehensive report presented in a team or family meeting. Typically, it involves regular progress checks. Incorporating follow-up methods into the task is relatively simple. For instance: "Give me a call on my cell phone when you have finished your homework, and then you can go play with friends. Deal?" To foster a sense of accountability, it is important to provide individuals with the chance to report on their progress. Ensure that follow-up is built into every assignment as an expectation. Here are three suggestions for taking action at the conclusion of a crucial personal conversation: Recap for clarity. It is always a wise idea to review the conversation to ensure both parties are on the same page. It can be useful to explain why you are summarizing, for example: "This has been a productive conversation, and it seems like we have reached a positive outcome. I just want to review what we discussed to make sure I have everything correct." Confirm identified action. What will be changed as a result of this conversation? Sharing the reason behind this can also be helpful: "I am glad we had this conversation. I feel like we are making progress. I want to ensure I am clear on what each of us needs to do differently moving forward. In terms of my commitments, I will..." © Universidad Estatal de Milagro – UNEMI Establish a follow-up plan. No one is perfect, and it is likely that one or both parties may not perfectly follow through on their commitments. That is normal. However, having a plan in place for follow-up helps to catch and correct any issues early on. FORMATO CONTROLADO: FR0018/ v3.01 19  Nombre de la Unidad 3. Preguntas de Comprension de la Unidad 1. What are the strands in the CCSS? The strands are the primary categories for grades K-5 and 6-12, which include Reading, Writing, Speaking and Listening, and Language. 2. What are domains? Domains categorize the anchor standards for each of the English language arts/literacy strands. 3. What is a proficiency scale? A proficiency scale involves teams taking into account what learning looks like at different stages, including when a student is just starting to show knowledge of the target, when they have become proficient, and even when they are able to demonstrate knowledge at a level beyond what is expected. 4. What are the steps to develop a proficiency scale? This approach entails four key steps: first, we insert the unwrapped learning targets into the proficiency scale template. Second, we determine the complexity level of the 3.0 learning target. Third, we write the 4.0 learning target, and lastly, we write the 2.0 learning target. 5. What are four approaches to decision-making? command © Universidad Estatal de Milagro – UNEMI consultation voting consensus FORMATO CONTROLADO: FR0018/ v3.01 20  Nombre de la Unidad 4. Material Complementario Los siguientes recursos complementarios son sugerencias para que se pueda ampliar la información sobre el tema trabajado, como parte de su proceso de aprendizaje autónomo: Videos de apoyo: The Importance & Value of the CHECK LIST https://youtu.be/55Nc8nccPa0 Fair & Consistent Grading: Proficiency Scales in Action https://youtu.be/OeDvaycg8NQ How to Teach Proficiency Scales to Your Class https://youtu.be/p-zfV8WLnXE Bibliografía de apoyo: Critical Issues for team consideration https://drive.google.com/file/d/1n62VGNBD2zhcm_HYQNq4jcJY- GUbEDqB/view?usp=share_link Links de apoyo: https://lomaportal.sandiegounified.org/grade_level_info/grade_2/common_co re/the_ela_standards © Universidad Estatal de Milagro – UNEMI https://sites.google.com/usd259.net/standardsreferencedgrading/proficiency- scales?pli=1 https://mrslsleveledlearning.com/wp-content/uploads/2022/04/SP-Immersion- Scale-2022.jpg FORMATO CONTROLADO: FR0018/ v3.01 21  Nombre de la Unidad 5. 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(2008) Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. » Frey, Fisher, & Everlove. (2009) Productive Group Work: How to Engage Students, Build Teamwork, and Promote Understanding. » Hattie. (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement » Marzano, Pickering, & Pollock. (2001) Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement » Marzano. (2007) The Art and Science of Teaching: A Comprehensive © Universidad Estatal de Milagro – UNEMI Framework for Effective Instruction. » National Association of Elementary School Principals. Leading Learning Communities: Standards for What Principals Should Know and Be Able to Do. Alexandria, Virginia: Author, 2001. 105 pages. ED 459 518. » Wiggins & McTighe. (2005) Understanding by Design. FORMATO CONTROLADO: FR0018/ v3.01 22  School organization and management, learning communities in the teaching and learning of English UNIDAD 4 Educational Administration Autor: M