How Principals Can Support Project-Based Learning as an

How Principals Can Support Project-Based Learning as an Instructional Shift? Randy Gooch Career Technical Director Columbia Area Career Center, MO Marty Sugerik TCTW School Improvement Consultant

Problem-Solving Design Process & Sample Workforce Comparisons SREB Design Process Engineering Design Process Troubleshooting Process Web Design Process Ask/Inquire Nursing Process Life Cycle Design Assess Identifying the problem Diagnose the Problem Scientific Method Define Question Measure Research Analyze Hypothesis Define Requirements Initialization Imagine Business Methodology Diagnosis Plan Relevant Information Find Possible Solutions Visualization Planning Design Create Conceptualization Take Action Implementation Intervention Build Test Experiment/ Evaluate Develop Evaluation and Analysis Evaluate and Analyze Verification Evaluate Improve Communicate Test Implementation Implementation Deliver Final Product Gratification Analyze Report Evolution Deliver Communicate SREB Leadership Forum/Sugerik and Gooch 2

Project-Based Learning in Career Pathway Courses Guiding Principles Authentic and Relevant Projects: Projects are based on real workplace problems and require ongoing in-depth inquiry completed over an extended amount of time. Business/industry and postsecondary partners should be involved in the design of the project and in the review of project results. Authentic Audiences: Projects should include various opportunities for students to interact with an authentic audience or as a mentor either through technology or in person. The audience should involve representative from a real workplace. Teacher Collaboration: Projects should be planned collaboratively by CTE and academic teachers and planning should be continuous to link core academic content to math and science to completion of the project and delivered both by academic and career pathway teachers. Project Design: Project design is based on three major areas of standards and skills: 1. Technical standards and skills — standards and skills are unique to the career field and mastered in career pathway courses. 2. State Academic college- and career-readiness standards (SCCRS) — state college- and career-readiness standards are embedded in the project with a focus on literacy, mathematics and science. 3. College and Career Ready Success Skills: mastery of essential skills necessary for success such as 21st-century skills, all aspects of industry and employability skills, etc. Problem-solving/Design Process: Students follow the problem-solving process used by the career field to complete the assigned project and are able to explain the steps of the problem solving/design process they are using. Buck Institute’s PBL Gold Standard: Professional development is designed as a PBL project and includes follow-up coaching to further refine teachers’ projects. Teachers apply the seven essential design elements from the PBL Gold Standard Design. Formative and Summative Assessments: Formative assessments are used to provide both teacher and student feedback on the project development. Summative assessments are made up of the written document, project presentation, product and a rubric to evaluate students’ mastery of soft skills. Systematic Approach to Support for Sustainability: Plan for administrative support, time and organizational structure that allow teachers to collaborate across disciplines — academic and career pathway courses, receive/give feedback on project plans and develop teacher leaders who can assist other teachers to use the project-based approach to assignments. HSTW Criteria for Good Assignments: Project-Based Assignments in Career Pathway Courses Meet the Criteria for good assignments developed by HSTW. SREB Leadership Forum/Sugerik and Gooch 3

Columbia ACC Model Whole Staff First Semester Year 1 PBL Overview to Staff & Training PBL Lead Team Identified Training/Coaching Whole Staff SREB Coach Leads “Start Training My Replacement” US Navy Second Semester Year 1 Begin Training PBL Lead Team SREB Coach Share Coaching and Training First Semester Year 2 Co-Facilitate Training and Coaching Coach PBL Lead Team Second Semester Year 2 PBL Lead Team Leads SREB Leadership Forum/Sugerik and Gooch 4

Driving Question: How can we support project-based learning as an instructional shift? SREB Driving Principles Stage 4 Sustainability Stage 3 Management Stage 2 Implementation Stage 1 Project Design SREB Design Process SREB Leadership Forum/Sugerik and Gooch 5

Project Scenario You are leaders in public education. You are faced with leading teachers to provide a student experience that connects the classroom with the employment opportunities and future education. You must design, implement, manage, and sustain a model that challenges all stakeholders to “move the needle” in shifting instruction. SREB Leadership Forum/Sugerik and Gooch 6

SREB Design Process Ask/ Inquire Improve Imagine Experiment/ Evaluate Plan Create SREB Leadership Forum/Sugerik and Gooch 7

Project-Based Learning Assignments Standards Based focusing on essential standards needed to master the project. Enabling activities, just-in-time instruction and assessments are planned around a design process. Assignments should involve Business/ Industry Partners when possible and based on authentic problem solving in the workplace. CTE and Academic teachers collaborate on the project planning, feedback, delivery and reflection SREB Leadership Forum/Sugerik and Gooch 8

Leaders Supporting Design SREB Leadership Forum/Sugerik and Gooch 9

Leadership facilitates the following during the design process. Teachers self-assess current projects to identify initial conditions. 1) Transform activities to projects. 2) Modify and enhance existing projects. 3) Create new projects. Protected time to design in a collaborative setting. Business and Industry Partnerships Public Products SREB Leadership Forum/Sugerik and Gooch 10

Leadership Facilitating Self & Peer Assessment SREB Leadership Forum/Sugerik and Gooch 11

Tours and Networking Extraction 1. Researching tours prior to visit. http://maritime.aidt.edu/ http://www.columbiaredi.com/ http://www.boeing.com/principles/education/resources.page http://www.fluidpowersupport.com/ 2. Meeting to share vision and customize tour. Partnership Options 1. Co-Design 2. Co-Implementation (Project Launch, Critique/Revision, Presentation) 3. Mock Interviews with Project to better Articulate Skills & Knowledge 3. Review aspects of industry with teachers prior to tour. https://education.alaska.gov/tls/cte/docs/curriculum/all-aspects-of-industry.pdf 4. Interactive Notes for Industry Tours as part of a Professional Notebook https://www.forbes.com/sites/dorieclark/2012/05/01/the-1-productivity-tool-you-arent-using/#23812bd13d00 5. Tour Debrief: Simulated Workplace https://wvde.state.wv.us/simulated-workplace/ What can we mirror in the project? What can we use in our classroom? SREB Leadership Forum/Sugerik and Gooch 12

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Public Product SREB Leadership Forum/Sugerik and Gooch 15

Leaders Supporting Implementation SREB Leadership Forum/Sugerik and Gooch 16

Structured Critique, Reflection, and Revision Identify Instructional Team: Differentiated Coaching 3 Iterations: Critique, Revision, Reflection Descriptive not Evaluative Feedback based on Rubric and Evidence Front-loading and Scaffolding Instruction Overtly Teaching and Assessing Employability Skills Public Product: Open Mic Night Cross-Pollination SREB Leadership Forum/Sugerik and Gooch 17

Leaders bring all the experts and practitioners to the table. CTE Teachers Business/Industry and Postsecondary Partners Core Academic Coaches/Teachers Authentic Projects District and School Leadership and Support SREB Leadership Forum/Sugerik and Gooch 18

Descriptive Feedback Constructive Feedback Prompts “Gold Standard” Design Elements Evidence I like that ! Have you considered .? SREB Leadership Forum/Sugerik and Gooch 19

Frontloading and Scaffolding Teaching Methods How can I overtly teach and assess employability skills from day 1? How can I change or modify my instructional methods to better prepare students to complete a student-centered project? “Just-in-time instruction” but must be out of context. SREB Leadership Forum/Sugerik and Gooch 20

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Leaders Supporting Management and Sustainability SREB Leadership Forum/Sugerik and Gooch 22

Instructional Coaches: Essential Roles and Responsibilities Practitioner Walk the Walk: You must design projects individually and collaboratively. This allows the coach to share and model the journey. Research Theory to Practice: Share strategies and where they are connected to research. Document your sources. Modeling During training and coaching, we must be willing to model and strategies in the classroom for teachers. Co-teaching. Reciprocity We need to listen to our participants. We expect them to share tools, strategies, and resources as well. Differentiate Just like we expect teachers to differentiate with students. Not all teachers will be at the same place. We need to meet them where they are at. Data Driven Descriptive and NOT Evaluative. We are coaches and support a learning progression. We use rubrics to assess projects designs. Other Each school and district is unique. There may be other areas for coaching beyond these essential areas. Practitioner Other Research Data Driven Modeling Differentiate Reciprocity The pie chart below represents a sample of roles and responsibilities to effectively coach project-based learning. Although each pie slice is equal in size, we may need to emphasize specific slices depending on the needs of our teachers, school, and district. SREB Leadership Forum/Sugerik and Gooch 23

Why Do Teachers Need Instructional Coaches? By Peter DeWitt Working with an instructional coach doesn't mean that teachers are weak, it actually shows how strong they are because they believe they can always get better. Great instructional coaches that have an impact on teaching and learning in the classroom learn as much from the teacher they work with as the teacher learns from the coach. SREB Leadership Forum/Sugerik and Gooch 24

What Good Coaches Do by Jim Knight http://education.ky.gov/teachers/PGES/TPGES/Documents/What%20Good%20Coaches%20Do.pdf Actions of Good Coaches Seven Partnership Principles 1. 2. 3. 4. 5. 6. 7. Equality Choice Voice Reflection Dialogue Praxis Reciprocity They enroll teachers. The identify teacher goals. They listen. They ask questions. They explain teaching practices (modeling and co-teaching) Observations only on teacher request. To ensure trust, the teacher-coach relationship avoids observation, evaluation, and judgement. SREB Leadership Forum/Sugerik and Gooch 25

Project Library 24-7-365 access Virtual design (google docs) Rigorous Assignments SREB Leadership Forum/Sugerik and Gooch 26

Differentiated Support Targeted Professional Develop Tier 3 Simulated Workplace & Cross-CTE Projects Tier 2 Design and Implement a Sequence of Projects Tier 1 Tier 2 Tier 3 Tier 1 Design and Implement a Project SREB Leadership Forum/Sugerik and Gooch 27

Building a Depth Chart Coaching your Replacement Vertical Alignment to Build Pathways Practical Arts and Feeder Schools Moberly Community Colleges Hiring Practices and New Teacher Training Data Collection to Drive Decisions SREB Leadership Forum/Sugerik and Gooch 28

QUESTIONS? To contact us: [email protected] [email protected] SREB Leadership Forum/Sugerik and Gooch 29

All files and additional resources Google Folder: bit.ly/Resources-PBL and Padlet: http://bit.ly/SREBPBL For additional information about any Project-based Learning in Career Pathways, please contact SREB Manager [email protected] SREB Leadership Forum/Sugerik and Gooch 30