SAM Project: Principles of Learning #4
Continuing our series on the instructional coaching model for the School Administration Manager (SAM) Project, the fourth Big Idea is task analysis. Rutherford Learning Group principle #4 states that learning-centered teachers create a task analysis for each learning goal (target).
A helpful way to understand task analysis is to think of it as a “road map” to reach a destination or clear learning goal (target). The three steps to designing a task analysis are:
Step 1: Begin with a clear learning goal (target).
Step 2: List the essential sub-learnings.
Step 3: Sequence the identified sub-learnings.
Sub-learnings are the skills a student must possess in order to master the learning goal (target). Once the sub-learnings are identified, the activities, procedures, student performance or product, and scoring guides can be developed and used to analyze student work and most importantly, student understanding.
Highly Skilled Educator Program
Kentucky’s Highly Skilled Educator program is looking for administrators and classroom teachers who are recognized as leaders and have shown high levels of professional competence in Kentucky’s diverse workforce. The Highly Skilled Educator Web page offers more information, including eligibility criteria and a description of the selection process.
Literacy Without Limits: Help for Struggling Students, Grades 4-12
Kentucky Education Television, in partnership with KDE’s Early Literacy Branch, has developed a resource DVD that showcases strategies used by content area teachers to help students who struggle with literacy. It features 90+ video clips shot in classrooms across Kentucky. A free copy of this resource is being provided to all public schools in Kentucky.
For more information, visit the Literacy Without Limits Web site.
A Rose is a Rose is a Rose….
Education, like most professions, has its own language. But like any language, vocabulary and terminology can differ from place to place depending on the professional learning community. As educators, it is important to be “multi-lingual” in order to understand and explain to fellow educators and non-educators the meaning or concept of a term. An example is the term soda pop. To some, it is a cola; to others, a soft drink. Regardless of the word, it is a flavored carbonated beverage, usually commercially prepared and sold in bottles or cans.
An example of multi-lingual terminology in education is the term school council. In Kentucky statute, the reference is school-based decision-making council (SBDM). However, terms used in schools and districts also include site-based council, shared decision-making council, school-based management or just school council. What is important is that as educators we can recognize an SBDM council organization and know its characteristics and purpose. To quote Shakespeare,
“What’s in a name? That which we call a rose
By any other name would smell as sweet.”
(Romeo and Juliet, II, ii,1-2)
Professional Development Opportunity
The Kentucky Teacher Network for Excellence in Civic Education and Engagement is offering a professional development opportunity for high school social studies/civic educators. Join high school teachers in a professional learning community to design a standards-based unit on Federalism. A stipend will be paid to participants. Please contact Tim Holman for more information.
Quotable Quotes
“I like a teacher who gives you something to take home to think about besides homework.”
Lily Tomlin, Actress/Comedian