Page Title
Summer 2017 Standards Institute

June 26-30, 2017 / Orlando, FL / Hilton Bonnet Creek

This summer, join educators from across the country for an intensive and transformative learning experience designed to improve, develop, and sustain instructional excellence. Come with a team from your school, district or network and study how the standards, content and systems can improve the performance of struggling students.

We now offer the next series of learning sessions to deepen understanding of instructional excellence and effective implementation for returning participants. To attend these sessions, you must have attended a prior Institute.

Please watch a short video about the Summer 2015 Institute to learn more!

This is UnboundEd

Pathways for First-Time Attendees

Teachers, Coaches, and Specialists

ELA I: Curriculum & Instruction

Math I: Curriculum & Instruction

Principals, Administrators, Principal Supervisors

Leadership I: Leadership, Systems & Structures, and Curriculum & Instruction

 

Pathways for Returning Attendees

Teachers, Coaches, and Specialists

ELA II: English Language Learners, Writing and Research, Text Sets & Practicum

Math II: English Language Learners, Practicum, and Electives

Principals, Administrators, Principal Supervisors

Leadership II: English Language Learners, Writing, Aligning Standards & Student Tasks, Electives

 

Building a Strong Community, Together  

Follow us on Twitter and Facebook and let us know who you are. What do you teach? Where do you lead? What has this past school year been like for you? What are you excited to learn at Standards Institute? Don’t forget to tag #standardsinstitute in all your comments!

Location

The Summer 2017 Standards Institute will be held at the Hilton Bonnet Creek 14100 Bonnet Creek Resort Lane Orlando, FL 32821

General Information

To access electronic content during the Institute, please bring the device of your choice - we recommend either a laptop or tablet computer. A smartphone will also work, although is less preferable. If it is not possible for you to bring a device, please let us know by emailing us at support@standardsinstitutes.org.

Please dress casually and comfortably. The meeting spaces may be cool or hot at times; we suggest you dress in layers to ensure you are comfortable.

Free Common Core Standards App

Prior to the Standards Institute, download the free Common Core Standards app by MasteryConnect. This app is available on the Apple App Store, Google Play, the Windows Store, and the Amazon AppStore. We know that many states use the Common Core Standards and others have adapted them. We will primarily use the Common Core MasteryConnect app for a shared experience, however, note that MasteryConnect has an app for all State Standards available here.

Important notes

Please bring a laptop or tablet computer with you (fully charged) for each day.

You will use your device to access websites and documents during sessions each day.

Sessions start promptly at 8:30 am each morning.

Lunch and an afternoon snack are provided each day.

Pre-work

We have a full agenda planned and there are several things we are asking you to do to prepare for the week. Click here to access the pre-work.

Attire & Weather

The Standards Institute is business casual event. We recommend wearing layers as the session rooms can sometimes feel too cold or too warm. Bring an umbrella as rain showers are not expected but always possible.

Hotel Info

Hilton Bonnet Creek

14100 Bonnet Creek Resort Lane

Orlando, FL  32821

Reservations

The Hilton hotel block has sold out. Please find the nearby hotel info below.

 

Wyndham Grand Orlando Resort Bonnet Creek

Walt Disney World Resort, 14651 Chelonia Pkwy, Orlando, FL 32821

(407) 390-2300

Distance from Hilton Bonnet Creek: 3 minute walk

 

Wyndham Bonnet Creek Resort

Walt Disney World Resort, 9560 Via Encinas, Orlando, FL 32830

(407) 238-3500

Distance from Hilton Bonnet Creek: 15 minute walk or 2 minute taxi ride

 

Hilton Orlando Lake Buena Vista

Walt Disney World Resort, 1751 Hotel Plaza Blvd, Lake Buena Vista, FL 32830

(407) 827-4000

Distance from Hilton Bonnet Creek: 3.5 miles/10 minute taxi ride

Sunday, June 25

(Registration Desk Open 5:00 -7:00 pm)

Monday, June 26

(Registration Desk Open 7:00 am - 5:00 pm)

Keynote/ Sessions 8:30 am - 4:30 pm

Lunch (provided) 12:00 - 1:00 pm

Team Planning Time 5:00 - 5:45 pm

Tuesday, June 27

(Registration Desk Open 7:00 am - 5:00 pm)

Keynote/ Sessions 8:30 am - 4:30 pm

Lunch (provided) 12:00 - 1:00 pm

Team Planning Time 4:45 - 5:30 pm

Wednesday, June 28

(Registration Desk Open 7:00 am - 5:00 pm)

Keynote/ Sessions 8:30 am - 4:30 pm

Lunch (provided) 12:00 - 1:00 pm

Team Planning Time 4:45 - 5:30 pm

Thursday, June 29

(Registration Desk Open 7:00 am - 5:00 pm)

Keynote/ Sessions 8:30 am - 4:30 pm

Lunch (provided) 12:00 - 1:00 pm

Team Planning Time 4:45 - 5:30 pm

Friday, June 30

(Registration Desk Open 7:00 am - 2:30 pm)

Keynote/ Sessions 8:30 am - 2:30 pm

Lunch (provided) 12:00 - 1:00 pm

Dismissal 2:30 pm

Knowledge Survey Pre-Test 

All Pathways (Math, ELA and Leadership New & Returning Attendees)

To help us gather information about the impact of Institute on your learning, please complete a ~10-minute confidential survey about your current knowledge of the learning objectives by Sunday, June 6. You will receive the survey link through a separate email from noreply@qemailserver.com. We do not expect that you will know the answers to all the questions right now. On Day 4 of Institute, you will be asked the same questions again to see how your knowledge has changed. At that time, you will be able to see the correct answer to each question. All results will only be shared in the aggregate and you will never be identified individually. Thank you so much for your time!

Please add noreply@qemailserver.com to your address book to ensure that the pre-test does not end up in your junk folder.

If you do not receive the pre-test within 24 hours of this email, please email research@standardsinstitutes.org and we will send you one right away.

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Pre-Work

ELA I P-3 Participants

Materials to bring along and read before the Institute:

  1. Bring a text that you would like to build a several-day read-aloud project around, ideally non-fiction and aligned with topics you currently address in your classroom. The text should be above your students' reading abilities.
  2. Read the following texts and and annotate looking for places where the text provokes ideas or questions:

ELA I 4-8 Participants

Materials to bring along and prepare before the Institute:

  1. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions:

ELA I 9-12 Participants

Materials to bring along and prepare before the Institute:

  1. Listen to the “The Place Of Argumentation In Curriculum” podcast (approximately 20 minutes) with Judson Odell and David Abel.  Bring notes with ideas and questions from the podcast.
  2. Read and annotate the following text, looking for places where the text provokes ideas and/or questions:

ELA II  K-5 Participants

Materials to bring along and prepare before the Institute:

  1. Listen to the “The Impact Of Writing, Research And Argumentation On The Development Of Students As Critical Thinkers” podcast (approximately 20 minutes) with Judson Odell, Diana Leddy, Amy Rudat and David Abel. Bring notes with ideas and questions from the podcast. 
  2. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions.
  3. Bring a unit or sequence of lessons that you would like to spend time revising on Day 5

ELA II 6-12 Participants

Materials to bring along and prepare before the Institute:

  1. Listen to the “The Impact Of Writing, Research And Argumentation On The Development Of Students As Critical Thinkers” podcast (approximately 20 minutes) with Judson Odell, Diana Leddy, Amy Rudat and David Abel. Bring notes with ideas and questions from the podcast. 
  2. Read and annotate the following text, looking for places where standards are amplified: What Conversations Can Capture
  3. Dr. Shanahan’s blog on Literacy: The Instructional Level Concept Revisited: Teaching with Complex Text
  4. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions.
  5. Bring a unit or sequence of lessons that you would like to spend time revising on Day 5

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Math I Participants

Materials to bring along and prepare before the Institute:

  1. (Required) You’ll need two artifacts from your practice to study during the training. Please bring one lesson plan and one curriculum map (scope and sequence) that you have used this year or will be using next year. You will use these several times throughout the week; these items are required even if you do not work in a school building. They do not need to be teacher created (but they can be); they may come from a commercial curriculum or textbook.
    • The lesson plan should be one day of instruction and include details like problems/exercises and recommended teacher instructions and/or dialogue.
    • The curriculum map should describe what topics and/or standards are taught and when throughout the school year. A district pacing guide is also acceptable.
  2. (Required) Please download the EngageNY module(s) listed below as you will use them during the week, depending on the grade for which you’ve registered. We will not be providing printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form. These are available here. See below for details about which grades/courses are studying which modules:
    • Grades K-2: Download Module 1.
    • For Grade 2, please also download Module 2.
    • Grades 3-4: Download Module 5.
    • Grade 5: Download Module 3.
    • Grades 6-7: Download Module 1.
    • Grade 8: Download Modules 5 and 6.
    • All High School courses: Download Module 1.
  3. (Optional) Please download and read through the Mathematics Instructional Practice Guide from Student Achievement Partners:

Math II Participants

Materials to bring along and prepare before the Institute:

  1. (Required) All returning math participants must bring a unit of instruction that they will be teaching/supporting/coaching during the 2016-17 school year. The unit must include:
    • A list of standards addressed in the unit
    • A complete set of lessons (at least five) with teacher- and student-facing materials (including problems, tasks, and activities)
    • End-of-unit assessment materials
    • The Math II sessions will have a content focus for each grade. The unit must be designed to address at least some of the clusters/topics named for each grade below:
      • Grade K K.OA.A (Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from).
      • Grade 1 1.OA.C (Add and subtract within 20).
      • Grade 2 2.OA.B (Add and subtract within 20).
      • Grade 3 3.OA.A (Represent and solve problems involving multiplication and division).
      • Grade 4 4.OA.A (Use the four operations with whole numbers to solve problems).
      • Grade 5 5.NBT.A (Write and interpret numerical expressions).
      • Grade 6 6.RP.A (Understand ratio concept and use ratio reasoning to solve problems).
      • Grade 7 7.RP.A (Analyze proportional relationship and use them to solve real-world and mathematical problems.)
      • Grade 8 8.G.A & 8.G.B (Understand congruence and similarity using physical models, transparencies, or geometry software & Understand and apply the Pythagorean Theorem).
      • Algebra 1 Linear Equations (A-CED.A; A-REI.A; A-REI.B; and A-REI.D)
      • Geometry Congruence (G-CO.A; G-CO.B; G-CO.C; and G-CO.D)
      • Algebra 2 Polynomial, Rational, and Radical Equations (A-APR.B; A-REI.A; A-REI.D; A-SSE.A; and N-RN.A)
  2. ​(Required) Please read through the UnboundEd Mathematics Guide that corresponds to your grade level.

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Leadership I K-5 Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

  • Leadership I K-5 Math  (Days 1 and 2)

  1. We will not be providing printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form.
  • Leadership I K-5 ELA (Days 3-5)

  1. Read the following texts and and annotate looking for places where the text provokes ideas or questions:

Leadership I 6-8 Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

  • Leadership I 6-8 Math (Days 1 and 2)

  1. We will not be providing printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form.
  2. The sessions are designed to build math content knowledge, and leaders will do math! To prepare, please read the following Content Guide on our website:
  • Leadership I 6-8 ELA (Days 3-5)

  1. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions:
  2. Listen to the “The Place Of Argumentation In Curriculum” podcast (approximately 20 minutes) with Judson Odell and David Abel.  Bring notes with ideas and questions from the podcast.

Leadership I High School Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

  • 9-12 Math Leadership I Sessions (Days 1 and 2)

  1. We will not be providing printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form.
  2. The sessions are designed to build math content knowledge, and leaders will do math! To prepare, please read the following Content Guides on our website. We want you to familiarize yourself with these resources to bolster your understanding and prepare you for the high school math we will be doing during the session:
  • 9-12 ELA Leadership I Sessions (Days 3 - 5)

  1. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions:
  2. Listen to the “The Place Of Argumentation In Curriculum” podcast (approximately 20 minutes) with Judson Odell and David Abel.  Bring notes with ideas and questions from the podcast.

Leadership II K-5 Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

  • Leadership II K-5 ELA  (Days 1 and 4)

  1. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions:

Leadership II 6-8 Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

“Equity Literacy for All” by Paul C. Gorski and Katy Swalwell

  • Leadership II 6-12 ELA (Days 1 and 4)

  1. Listen to the “The Place Of Argumentation In Curriculum” podcast (approximately 20 minutes) with Judson Odell and David Abel. Bring notes with ideas and questions from the podcast. 
  2. Read and annotate the following text, looking for places where the text provokes ideas and/or questions:

Cost

The cost of the Summer 2017 Standards Institute is $2,125 per person (includes registration fee, lunch/ snack daily, and materials)

*Hotel, travel and other meals not included

Payment is due by June 1, 2017.

Please Note:

  • Each participant must register for themselves, as the system does not allow for group registrations.
  • Once registered, it is possible to invoice for a group of individual registrants.
  • To ensure you receive an accurate invoice that includes all staff from your school/district, please include the names of all registrants on your purchase order (PO).

Payment Options

1. Pay by Check

Please make checks payable to: "Unbounded Learning, Inc"

Please mail checks to:

Unbounded Learning, Inc

134 N. 4th St

Brooklyn, NY 11249

2. Pay by ACH. Email ar@unbounded.org for ACH information.

3. Issue a PO to ar@unbounded.org, specify invoice and payment preferences and we will invoice you for payment within 30 days of receipt.

If another party  is covering your cost of registration, please provide that information prior to June 1st, 2017 and send to ar@unbounded.org.  

 

Monday, June 26 

All Attendees

Time: 8:30 AM

Speaker: Kate Gerson. Presentation available here

Location: Hilton Bonnet Creek Floridian Ballroom, Salons DEF

Tuesday, June 27  

Math II & Leadership I & II 

Time: 8:30 AM

Speaker: Luis Lima. Presentation available here

Location: Waldorf Astoria Grand Ballroom 1

Thursday, June 29 

ELA I and Leaders I

Time: 8:30 AM

Speaker: Tim Shanahan. Presentation here

Location: Waldorf Astoria Grand Ballroom 1

Math I 

Time: 8:30 AM

Speaker: Andrew Chen. Presentation here  

Location: Waldorf Astoria Grand Ballroom 2

Math II, ELA II and Leaders II

Time: 8:30 AM

Speaker: Crystal Gonzales. Presentation here

Location: Hilton Bonnet Creek Floridian Ballroom, Salons J&K

Friday, June 30

All Attendees 

Time: 1:00 PM

Speakers: Kristen Ehlman and Lacey Robinson. Presentation available here

Location: Waldorf Astoria Grand Ballrooms 1 & 2

 

 

The Middle School Coaching Pilot

Supports a cohort of middle school math and ELA Content Coaches to become expert in the standards and build their instructional capacity and coaching skills to support instructional change among teachers. Content Coaches will be trained to deliver UnboundEd’s Standards Institute to teachers in their districts and engage in cycles of professional learning to strengthen their ability to observe classrooms and provide feedback to teachers. Content Coaches use instructional video and the Instructional Practice Guide (IPG), to study standards and shifts and how to drive effective instruction.

ELA Content Coaches

Establishing a Solid Foundation for Instruction. Examine the relationship between the standards, shifts, and instruction to better understand how a strong scope and sequence can move students toward college and career readiness. Through work with free curricular materials, understand how to immerse students in a learning environment that engages them to build fluency, knowledge, vocabulary and comprehension in the classroom. Through collaborative video study, use of the Instructional Practice Guide (IPG) and ongoing reflection, analyze lesson planning, instructional moves, and standards-alignment in the classroom.

Complex Text and Higher Standards. Practice determining text complexity to ensure student access to grade-level complex text. Develop targeted text dependent questions that support and scaffold reading experiences for struggling students. Distinguish between close reading and a volume of reading, and understand the roles of each in and out of the classroom. Through a study of argument writing at the secondary level, learn how to engage students in writing for understanding and support their claims with text-based evidence. Learn how to work non-evaluative formative assessment into planning and instruction to achieve stronger student outcomes. 

Math Content Coaches

Understanding the Mathematical Standards and Shifts. Study the mathematical shifts of focus, coherence and rigor through examining standards-aligned tasks and activities. Understand the structure of the standards as well as the language and meaning of the standards. Gain a deeper understanding of what content is prioritized and dive into the ideas of coherence within and across grades, with a focus on identifying prerequisite standards. Examine the standards to understand what is meant by conceptual understanding, procedural skill and fluency, and application, and understand why rigor is important within the context of instruction, curriculum, and student work. Also examine how the shifts impact the practice of teachers and coaches.

Deepening Content Knowledge. Deepen understanding of grade level content by examining curriculum maps and materials for the EngageNY curriculum. Come to see how the instructional shifts are embodied in a high level curriculum map and module assessment materials. In looking at curriculum, learn about ways of making adaptations for students that are below grade level and practice making adaptations using the EngageNY curriculum. Annotate lessons according to the IPG indicators and practice teach.

Monday, June 26 Materials

Tuesday, June 27 Materials

Wednesday, June 28 Materials

Thursday, June 29 Materials

Friday, June 30 Materials

Disrupting Inequity: Having Brave Conversations About Bias

A toolkit for facilitated conversations about race, bias and prejudice so we can listen, lead and teach towards equity.

Session 1: Introducing Bias

Session 2: Historical Perspective About Race in America

Session 3: How Does Bias Manifest in Our School?

ELA Pathway I

ELA I provides an interactive and learner-driven experience that focuses on how higher standards-aligned instruction manifests itself in both theory and practice. Using a variety of resources, participants will engage in examination and design of learning experiences that support students who struggle with reading.

Establishing a Solid Foundation for Instruction: Examine the relationship between the standards, shifts, and instruction to better understand how a strong scope and sequence can move students toward college and career readiness. Through work with free curricular materials, understand how to immerse students in a learning environment that engages them to build fluency, knowledge, vocabulary and comprehension in the classroom.

Instructional Planning, Delivery & Reflection: Through collaborative video study and ongoing reflection, analyze lesson planning, instructional moves, and standards-alignment in the classroom.

Complex Text and Higher Standards: Practice determining text complexity to ensure student access to grade-level complex text. Develop targeted text dependent questions that support and scaffold reading experiences for struggling students. Distinguish between close reading and a volume of reading, and understand the roles of each in and out of the classroom. Through a study of argument writing at the secondary level, learn how to engage students in writing for understanding and support their claims with text-based evidence. Learn how to work non-evaluative formative assessment into planning and instruction to achieve stronger student outcomes.

ELA Pathway II

ELA II provides a deep exploration of the interdependence between reading and writing; how that relationship transfers to instructional design and delivery; and its impact on both native English speakers and English language learners. Participants apply their learning to curriculum and lesson design or revision.

Standards-Aligned Writing: Learn how to include a research process that balances student and class accountability, builds critical thinkers, and empowers students with a process they can apply across content areas. Practice with protocols that flesh out the interdependencies between reading and writing, and develop a proactive instructional approach with students who struggle in this area.

Knowlege, Vocabulary, and Volume: Learn how a series of short texts and media can be assembled with specific student accountability activities to efficiently build knowledge and vocabulary on a topic of study.

English Language Learners, Linguistically Marginalized Students and Complex Text in the Classroom: Unpack the language demands embedded in grade-level complex texts and tasks with attention to supporting linguistically marginalized students and English Language Learners. Practice framing tasks to build knowledge, vocabulary, and comprehension around complex text with attention to grade level standards, annotating text for instructional moves, and inserting ongoing opportunities for collaborative work and communication in the classroom.

Time to Plan and Practice: Upgrades a unit or lesson sequence using the structure and content learned throught the week with guidance from facilitators on leverage points, timelines, goals, and framework.

Math Pathway I

Math I is designed to increase the purposefulness of math instruction through deeper understanding of the instructional shifts and standards, the progression of content across grades, and the ways that these ideas play out in classrooms.

Understanding the Mathematical Standards and Shifts: Study the mathematical shifts of focus, coherence and rigor through examining standards-aligned tasks and activities. Understand the structure of the standards as well as the language and meaning of the standards. Gain a deeper understanding of what content is prioritized and dive into the ideas of coherence within and across grades, with a focus on identifying prerequisite standards. Examine the standards to understand what is meant by conceptual understanding, procedural skill and fluency, and application, and understand why rigor is important within the context of instruction, curriculum, and student work. Also examine how the shifts impact the practice of teachers and coaches.

Instructional Practice: Come to understand how students will engage with the math content standards and the math practice standards and describe the connections between them. Study the Instructional Practice Guide (IPG), a freely available tool from Student Achievement Partners, using the lens of the shifts to understand how it can drive effective instruction. Explain the implications for role-specific practice including understanding content, lesson planning and implementation, and reflection.

Deepening Content Knowledge: Deepen understanding of grade level content by examining curriculum maps and materials for the EngageNY curriculum. Come to see how the instructional shifts are embodied in a high level curriculum map and module assessment materials. In looking at curriculum, learn about ways of making adaptations for students that are below grade level and practice making adaptations using the EngageNY curriculum. Annotate lessons according to the IPG indicators and practice teach.

Math Pathway II

In MATH II, we take you beyond the Shifts and straight into practice. Using a variety of resources, participants will learn how to align, adapt, and teach math units and lessons designed for students with learning gaps. Participants will also learn how to more effectively support English language learners in math classes, as well as evaluate and dial up or down the cognitive demand of math tasks to meet students where they are and accelerate up to grade level.

Aligning Units: Dive deeply into the standards and shifts related to an upcoming unit of instruction. Through study of Parts 1 and 2 of the UnboundEd content guides, understand what the shifts of focus, coherence and rigor look like for the standards addressed in units, and develop a list of indicators of high-quality, aligned instruction. Evaluate units for alignment in terms of focus, coherence, and rigor, and identify next steps for improving alignment by the fall.

Adapting Lessons: Leverage progressions of learning in the Standards with an eye towards adapting materials for struggling students. Identify and better understand the highest-leverage progressions for specific units using the principle of Coherent Content in Context. Detect gaps in students’ learning and proactively make adjustments to their own instruction. Examine and use formative assessment strategies to develop comprehensive instructional support plans for specific units.

Teaching Lessons: Identify the "load bearing walls" (i.e., important standards-aligned aspects) in lessons. Determine what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction. Participants will apply learning and prepare a lesson from their own unit for teaching. Engage in a “buddy teaching” exercise to put new learning into practice.

Supporting English Language Learners: in the Math Classroom Through analysis and discussion of an exemplar lesson plan, participants will unpack the language demands of learning mathematics, as well as key instructional moves that support language minority students and ELLs. Participants will then turn their attention to a lesson in their own unit, applying ELL supports for purposes of adapting.

Take Control of Math Tasks: Objectives are necessary, but not sufficient. Without high quality, well aligned tasks in the math classroom, student work and progress toward meeting objectives will always be hindered. In this session, learn how to recognize and fix misaligned and low quality tasks to ensure student work informs instruction the way it needs to. Use the Smith and Stein levels of cognitive demand for tasks to both evaluate and adjust them to meet students where they are, and accelerate them up to grade level.

Orchestrating Classroom Discussion: Student discourse is a crucial contributor to learning. Yet, orchestrating effective discourse can be a challenge. In this elective, participants will learn a research-based technique to create intellectually invigorating classroom environments for students while increasing inclusion and equity.

Leadership Pathway I

Leadership I provides in-depth and hands-on learning so that leaders walk away with an understanding of what is required to lead high standards implementation for ELA and math; what they look like (and don’t look like) in a classroom setting; the appropriate pedagogical match of instructional strategies; and how to develop teachers’ capacity to plan, deliver, and assess student learning.

Building High Standards Success and Leading Instructional Practice: Leading high standards implementation requires a level of instructional leadership that is entirely new for many school leaders. In-depth and hands-on learning experiences develop understanding of the standards for both ELA and math: recognizing what they look like in a classroom setting; matching instructional strategies appropriately; and developing teachers’ capacity to plan and deliver standards-aligned curriculum.

Instructional Leadership: Participate in a cycle of learning to deepen understanding of what the standards look like - and don’t look like -in practice. Spend significant time on content-specific work to better understand what to look and listen for in classrooms and how to change practice through evidence.

Development Through Observation and Feedback: Using instructional video and artifacts, unpack what teachers need to know and be able to do to design and lead a standards-aligned classroom. Discuss how to provide feedback to teachers in order to move practice.

Systems and Structures: Identify the systems and structures that are essential for sound decision making and successful implementation of standards-aligned curriculum and instruction. Address planning and making choices based on student needs, including strategies for closing gaps in knowledge or skill.

Leadership Pathway II

Leadership II provides an in-depth and hands-on exploration of how equitable practices "show up" in ELA and math curriculum and instruction - and the resulting actions leaders can make back at school to impact student learning.

Standards-Aligned Writing: Learn how to engage students in rigorous and scaffolded text based writing that builds knowledge and vocabulary. Practice protocols that train the eye to recognize standards-aligned writing across grade levels and that can be used for professional development back at school.

Adapting Curriculum for Below Grade Level Students: Learn how to effectively adapt curriculum to accelerate students who are behind grade level while also teaching grade-level standards. Apply the concepts of Load Bearing Walls and Coherent Content in Context to increase curricular alignment and adapt and refine lessons. Practice coaching teachers to meet students where they are and get them where they need to be.

Ensuring Quality Instructional Tasks in Mathematics: Determine whether student tasks are aligned to the grade level standards. Leaders learn to use a protocol to determine alignment of tasks to standards. To support implementation of this work back at school, practice using protocols and coaching teachers in planning for lesson-embedded task alignment.

English Language Learners, Linguistically Marginalized Students and Complex Text in the Classroom: Unpack the language demands embedded in grade-level complex texts and tasks with attention to supporting linguistically marginalized students and English Language Learners. Practice framing tasks to build knowledge, vocabulary, and comprehension around complex text with attention to grade level standards, annotating text for instructional moves, and inserting ongoing opportunities for collaborative work and communication in the classroom.

Systems Thinking for Leaders Who Want Different Results: Get up on the balcony and conduct a systems analysis to diagnose the forces and interrelationships that are currently in place and contributing to student results. By analyzing one content area and looking below the surface, identify the ways in which current systems of structures, models and values are affecting students.