3rd+Task+-+Principles

Sara:

//Learning is formative and continuous for all - goal setting and strategic action planning at the individual, team, and organizational level is mastery-based and focused on continually increasing effectiveness.//
 * Overarching Design Principle upon which all other principles founded:**

//Design Principle 1:// //A flexible, dynamic, open school design with technology integration allows for whole and continuous learning through movement, collaboration, and choice in how to access information. (adapted from Task 2, principle 1)//
 * __Temporal and physical dimensions:__**

//Design Principle 2: Expanded learning time allows for a holistic education including arts, character education, physical education, project-based learning, standards-based instruction aligned to state and district assessments, and increased time for continuous adult collaboration and targeted professional development. (adapted from Task 2)//

//Design Principle 3:// //Concrete learning processes and practices are designed for difference to allow for relevant, meaningful tasks that promote multiple means of representation, action and expression, and engagement. (CAST, 2011, Guidelines 1, 2, 3).//
 * __Learning Environment for Adults and Students__**

// Design Principle 4: Collaborative structures and a diverse, multicultural curriculum and pedagogy supports positive recognition of difference and create a safe, nurturing, supportive learning environment for the entire school community. (adapted from Task 2, Principle 6) //


 * __Responsibility and Accountability__**

//Design Principle 5:// //Improvement efforts, teaming, common planning and strategizing, and professional learning activities at the individual, team, and organizational level are focused on the instructional core, which is holistic and mastery-based.//

Elementary schools that promote continuous learning and development for children and adults… __Temporal/Physical__ //The building contains flexible/adaptive spaces that allow for movement, choice in how to access information, staff collaboration and targeted, job-embedded professional development.//
 * Jon:**

__Learning Environment__ //(1) Learning is formative, continuous and undergirds students’ varying abilities by presenting content in a manner that allows for multiple means of representation, expression, and engagement//

//(2) Adults collaborate daily in a structured rotation involving technical planning, inquiry into an instructional problem and continuous reflections on the groups’ work as it relates to student achievement//

__Responsibility and Accountability__ //(1)// //Uniform processes are in place at the individual, team, and organizational level to ensure that an assessment of students and staff is formative, continuous and mastery-based.// //(2)// //Accountability is shared by children and adults via formative goals-setting processes and strategic action planning at the individual, team, and organizational levels//

Principle 1: The temporal and physical design of the learning environment embodies adaptability and offers the flexible timeframes and spaces needed to facilitate continuous learning among children and adults.
 * Jenna - Still playing around with them but at least this gives you an idea: **
 * Temporal and Physical Dimensions **

Principle 2: Learning is designed so that children and adults have the opportunity to work collaboratively toward goals that are relevant and contextualized. Principle 3: Learning is designed to provide children and adults with an effective balance of autonomy and support.
 * Learning Environment for Adults and Students **

Principle 4: Multiple means of expression and ongoing progress monitoring are used to assess learning and growth among children and adults. Principle 5: A sense of collective efficacy and relational trust permeates relationships and develops accountability among and between children and adults. All rituals, symbols, learning environments, physical dimensions, and accountability mechanisms are intentionally designed to represent a counter-cultural organization that challenges the existing norms of public schools in America.
 * Responsibility and Accountability **
 * Mike:**
 * General Design Principle:**


 * Temporal and Physical Dimensions**

1. The physical design of a school should promote collaboration among students and adults, as well as integrate technologies that provide multiple means of representation, action, and engagement.

2. A school designed for continuous improvement allocates resources to support an extended learning day that allows more time for faculty collaboration, professional development, individualized tutoring, and enrichment programs.


 * Learning Environment for Adults and Students:**

1. Learning for both students and adults focuses on tasks that are contextualized, relevant, and optimize choice.

2. Learning for both students and adults requires conceptual analysis that transcends discrete facts, events, or procedures.

1. Adults and students use mastery-based mechanisms to monitor their individual, team, and organizational improvement to promote a sense of collective efficacy.
 * Accountability:**

2. Schools designed for learning utilize relational trust as a powerful means of accountability.

Jessica's rough notes:

__ Temporal and Physical Dimensions __ // Warrant: // -Status report- schools must promote sharing/ not isolation/ privacy -“- trends abroad- 35% working time spent on instruction/ 15-20 hrs professional learning -Elmore (STI): PD during day, instructional core -Garet et al.: active learning, mentoring/ coaching, sustained over time -Elmore: (Doing the Right Thing/ A326) time for dev’t to occur/ Hanuscheck -Gallimore- stable settings -Excel Academy
 * Principle 1: Learning spaces of students are the learning spaces of adults, and learning time for adults is valued and accounted for as much as learning time for students. **

// Looks like: // -open doors -pods -time in day for collaboration/ reflection -leadership supported (Hackman, create conditions) -When extra practice time is needed, extra practice time is developed (Gamoran & Weinstein)

__ Learning Environment for Adults and Students __ (Task 1-3) //students must engage in authentic, rigorous, and varied practice// // Warrant: // -Gamoran and Weinstein: “teach to passions” -Little et al.: problem of practice and improvement -Hackman “real team”- emphasize actual classroom task/ practice -Status of Professional Learning- teachers dissatisfied with current PD (in Japan, teachers make decisions) Looks like: -shared task to evaluate (grade level, dept, etc.) -as a lit coach…
 * Principle 2: Adult learning opportunities emphasize teacher voice, choice, and authentic practice. **

(Task 2-2) //Schools and classrooms must be organized heterogeneously so that students can engage in peer collaboration to learn from one another// (Task 2-3) //Content and pedagogy should capitalize on students’ strengths rather than overemphasizing or ignoring special needs// Warrant: -Elmore (CS)- -Hackman- coaching support
 * Principle 3: Learning occurs in teams that are organized to offer reciprocal support and accountability where all members are both valued and challenged. **

Looks like: -lit coach- leadership building

__ Responsibility and Accountability __ (Task 2-4) //Schools must allow students multiple means to engage with content and multiple means to represent learning.// (Task 1-4) //students must develop the metacognitive skills necessary to take ownership of their learning// Warrant: -Bransford: experts v. novices (reflection- access to toolkit) -Edmunson: “break down when teams fail to reflect…” -Hackman: -Hanushek: in -Popham: chapt 7 & 8 -City- accountability in student work -portfolios -group learning/ reflection from class -Gallimore- inquiry protocol -Japan lesson study
 * Principle 4: Learning is gauged by the team through multiple measures that are aligned to shared goals and reflected upon regularly. Each [day] is part of an ongoing cycle of practice, assessment, reflection, and revision. **

Looks like: -student work and action analysis -transcript analysis -video/ collaborative observations -immediate implementation, follow-up, feedback, revisiting