Roane Right Now!!
Studies show that students will have greater interest and engagement in the learning process when they are aware of the learning expectations prior to the assigned activities. Conversely, the student will have a higher level of information retention and achievement when the teacher and student assessment of their work is related to the previously identified goals.
To provide the Roane County learning community (teachers, students, parents) with an effective procedure for teaching and learning, RCS members have developed an identifiable series of actions that will define materials and procedures for learning:
Standard 1—Base Information.
This information presented to students consists of two curricula: 1) The Formal Curriculum and 2) The Informal Curriculum. The Formal Curriculum consists of the identified material of the West Virginia Department of Education, the West Virginia Content Standards and Objectives and data taken from summative examinations such as WESTEST2, DIBELS, ACT testing, etc. The Informal Curriculum includes students and staff expectations for behavior and appearance, as well as the culture and climate of the school facilities and environments.
Teaching is an intricate series of communications that when done correctly, create personal growth opportunities for the receiver. It is both an art and science. It is in Part Two-Delivery of Information—that artistry takes place.
As in Part 1, this section includes two components, one more formal, but not more important, than the other. The first section is, the informal portion, includes the personal communication methods of the teacher. Personal communication methods include personal professional standards such as punctuality, appearance, tone of voice, and the interaction of the teacher to the students and the material. In this section we will also incorporate a method of measuring student engagement.
It must be noted, that this section of the standard is one of the most critical areas of successful teaching. This is where the teacher displays the proper behaviors that promotes positive role model behaviors and build the crucial relationships with students that allow learning to become more than meaningful, but memorable.
The second section, the formal section, is the strategies implemented to give meaning and interest to the student. Strategies include the methods used to communicate the material and tools used. It is in this stage where communication skills--reading comprehension, writing, numeracy and public speaking--are incorporated across the curriculum; where the implementation of these skills and CSOs are developed in conjunction with 21st Century Learning concepts, Depth of Knowledge, character education, technology usage,
There are nine identified steps in the process that takes the student through the process of information retention and mastery. The prescribed methods of Part Three are a pathway and guide, the scientific part of the communication. This begins with the teacher developing lessons, introducing the material and processing through a summative evaluation by both the teacher and student. These steps are not created for the purpose of teacher evaluation, but to provide a model of expected behaviors of student and teacher that should create a standard process for learning.
Introduction of Purpose—The first three steps of this approach deal with the introduction of learning objectives and personalization of the objectives to students’ previous activities, current interests or future career paths.
Step 1—Teachers design lessons that focus on specific information and identified
Step 2—Students are given clear and specific introductions to the information
that include meaningful applications and past experiences with the
Step 3—Teacher defines the CSO ( learning objective) usages and explains the
activities that will be used to explore the information (including
evaluation procedures). Students give examples of previous (positive and
negative) experiences with the learning objective.
Interaction with Learning Materials—The next three steps of the approach provide the students with opportunities to delve into the learning materials in a variety of meaningful experiences.
Step 4—Students use a variety of learning materials to explore the CSOs and set
Step 5—Students complete a variety of meaningful assessment activities to
enhance learning activities from Step 4. In this step, students will receive
positive and negative examples of work to understand what are the
expectations for their performance.
Step 6-- Students and teachers create meaningful formative assessment through
specific and precise feedback of performance from Step 5.
Assessment of Information Mastery--The final three steps provide the teacher and student opportunities to measure the depth of information mastery and retention.
Step 7—Using the feedback from Step 6, students revise learning products to
Step 8—Previously described summative evaluations are completed by teacher
Step 9—Students record, reflect and share on the activities of the previous steps,
including personal strengths and weaknesses working with the CSOs.
It is imperative that both students and teachers understand this process and its steps. An in-depth understanding of how to approach information and the methods of assessment will give the student a greater role in learning process.
The completion of these steps does not ensure all students will master content at the same pace or level of mastery. Information mastery is entirely dependent upon teacher delivery and levels of student engagement. It is the successful Roane County teacher who can assess these details while involved in the teaching process. It is also important to note that individual CSOs are never to be taught independent of other information, but within a meaningful context of previously mastered information and skills in an atmosphere of respect for the learning material and for the rights of others.
In conclusion, the successful Roane County teacher is one who has the ability to interconnect all three parts of teaching into a seamless whole. One must understand that these three sections are not individually independent, but three interdependent components of a complete unit. These are not behaviors that can be instantly achieved, but an approach that evolves through numerous attempts over a period of time. To assist you in this, RCS administrators and staff will spend this summer developing trainings and reflection modules for professional development using these standards.
The use of West Virginia Content Standards, the application of a specific series of steps for teaching, the use of high interest strategies, and the constant display of proper professional conduct is the expectation for all employees of Roane County Schools. This will be the template for all actions throughout the school year, and will be the process we use to guide student achievement and expectations for staff. Everything we do will be related to the development and maintenance of these three standards. It will be monitored throughout the year in formal and informal observations and educators who display successful applications of the standards will be given opportunities for reward and recognition. In our trainings, the process will be evaluated, scrutinized and modified where necessary. This is a living, breathing document, not a stone table of carved instructions; modifications are to be expected through the input of students and staff.
21st Century Learning-A new approach to student learning that focuses on concept and skill acquisition using new tools and ideas.
Assessment-The method of measuring the acquisition of skills and learning.
Formative Assessment—assessments used during the learning process.
Summative Assessment—Assessments used at the end of the learning process. Ex.—Benchmarks, WESTEST
School Culture and Climate—The overall “feel” of the school as reflected in actions, words, activities of the students and staff.
Student engagement—The level of student participation in leaning activities.
Urgency-The approach you take before, during and after to any activity.
Rigor-The level of any undertaken activity.
Relevance-The ability of teachers to create personal relationships between the students and the learning concepts and activities.
Focus—The amount of importance an educator gives concerning any activity or idea.
Strategic Outlook—Viewing concepts in a manner that examines worth, value and effectiveness.
Operative Outlook—Viewing concepts in a manner that emphasizes functions and activities.
Digital natives—People who have grown up and are comfortable with “newer” information/communication technologies.
Digital Immigrants—People who are new and uncomfortable to these technologies.