DEEPER STUDENT LEARNING THROUGH DEEPER TEACHER LEARNING
CLAIM #1 -- Students deeply learned due to leveraged Leadership Core Practices targeted at deeper teacher learning.
Over the course of the past five years, school leaders have intentionally implemented the EL Leadership Core Practices to create a climate for professional learning where teachers learn to apply not just the content of their learning but the deep processes they’ve engaged in as learners to their work with students. As the elements of deeper learning--mastery of core academic content, critical thinking and problem solving, collaboration, effective communication, learning how to learn, and academic mindsets--have become more evident in teacher work, the depth of student learning has increased.
Over the course of the past five years, school leaders have intentionally implemented the EL Leadership Core Practices to create a climate for professional learning where teachers learn to apply not just the content of their learning but the deep processes they’ve engaged in as learners to their work with students. As the elements of deeper learning--mastery of core academic content, critical thinking and problem solving, collaboration, effective communication, learning how to learn, and academic mindsets--have become more evident in teacher work, the depth of student learning has increased.
LEADERSHIP EVIDENCE -- Principal Erin Gutfreund explains in EL's Signpost why and how she laid the foundations for the school’s focus on deeper student learning through deeper teacher learning. The groundwork discussed in this article is what set the trajectory for delving into the Deeper Lesson tool in later years. Additionally, the school's improvement plans are included below to show the direct ties to the EL Core Practices.
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PROFESSIONAL DEVELOPMENT EVIDENCE -- After developing teacher understanding around the concept of deeper learning and its connections to the Common Core, Clairemont teachers began to use the Deeper Lesson tool to put their learning into practice. Their guiding question for 2014-15 professional learning was “How do we take our understanding of Deeper Learning--the big picture definition--and make it more concrete in how we 1) develop lessons and meaningful learning experiences for our students and 2) develop students who persevere, collaborate, and honor craftsmanship?"
deeper_learning_pd_201506220927.pdf | |
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deeper_lessons_tool_el.pdf | |
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TEACHER EVIDENCE -- Third grade students studied nutrition as part of a health and wellness unit, designed by teachers using the Deeper Lesson tool. They were given opportunities to investigate and graph the nutrition information of many common foods found in their households. In conjunction, students closely read a nutrition article in order to learn about the effects of diets high in sugar and fat, as well as childhood obesity. Students invited a nutritionist to guide them in using their knowledge to advocate for healthier school lunches.
battle_lesson_planning_201506220932.pdf | |
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STUDENT EVIDENCE -- Thoughtfully scaffolded teacher plans resulted in students mastering core academic content, using critical thinking and problem solving skills to analyze and represent data. They worked collaboratively to construct and communicate new understanding.
nutrition_proj_201506231502.pdf | |
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Claim #2 -- Clairemont has shown long-term, steady growth on standardized tests. Particularly impressive is the growth of students served in intervention programs such as Special Education. Due to thoughtful and strategic delivery of interventions, all Clairemont students are supported to achieve at high levels. In addition, our outstanding CCRPI (Career and College Ready Performance Index) score from the state accountability system also reflects particularly high achievement in science and social studies. We believe this is due to our focused, standards-driven, meaningful expeditions and learning experiences.
EVIDENCE -- Below are a) five years of state standardized testing scores broken down by subject and subgroup b) CCRPI calculation that includes points for high socials studies and science student achievement c) student evidence of a close read for a science-driven expedition. Specifically in the first attachment below, the assessment data is related to 3rd grade math and reading. At the “all” student level the percentage of students reaching proficiency and above in math went from 86% in 2009-10 to above 90% in 2010-11 and 2012-13, all the way to 100% in 2013-14. In reading the percentage of “all” students scoring at the proficient and above level went from 95% in 2009-10 to 100% in 2010-11 - 2013-14. However, our greatest story is the percentage of African American students and students who are economically disadvantaged who perform at the “advanced” level. In 2009-10 only 18% of African American students and 21% of students who are economically disadvantaged were achieving at the “advanced” level in math. By 2013-14, 60% of African American students and 64% of students who are economically disadvantaged were achieving at the “advanced level.
standardized_tests_historical_data_201508071117.pdf | |
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ccrpi_201506231537.pdf | |
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spec_ed_deeper_learning_201508071305__1_.pdf | |
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