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  • Christine Essig, Amanda Kowalcze, Rhea Mcvey, Mary Stanko, Jamie WinchellDominican University LIS 773October 16, 2012DISTRICT STAFF DEVELOPMENT PROPOSALStatement of NeedThe Common Core State Standards (CCSS) are being implemented in the State of Illinois,and our district is dedicated to being CCSS compliant by 2014. As we adjust to the CommonCore, library media specialists will be in a position to provide assistance and support toclassroom teachers who are modifying their curriculum to meet these new standards. Ourdistrict’s math teachers have begun to adjust their lessons accordingly, but there is stillimportant work ahead if we are to be Common Core compliant by our 2014 goal.Much of the professional development district and state funding in this area relates tounderstanding the standards but not to developing classroom and learning environmentapplications. It is the perception of our department that due to a lack of communication andestablished relationships, math teachers are unlikely to utilize their libraries’ resourcesand staff when aligning their curriculum with the literacy standards presented in the CCSS.Math instructors, librarians, and students alike share a skepticism about the relevanceof library resources for math concepts. As a result, math teachers are not receiving theirequitable proportion of the professional resources.CCSS challenges math teachers to integrate real world scenarios and applications into theircurriculum. This initiative directly aligns with the American Association of School Library(AASL) Standard 2.3.1, which is to guide students to “Connect understanding to the realworld.” We believe that librarian-math teacher collaboration will allow for an exchangeof resources, materials, and learning experiences through which students can apply,synthesize, and evaluate the world around them. This type of professional relationship willhelp students meet both CCSS and AASL standards.Proposal BriefWe propose a one-day professional development opportunity for the 6th grade mathteachers of our district in order to familiarize them with library resources that they can usewhile creating ratio and proportion lessons within the CCSS. The professional developmentopportunity will aid teachers in creating innovative lessons that relate to CCSS, accessinglibrary resource relating to math, and using the library for math instruction. Thisprefessional development workshop will assist teachers in meeting the district’s goal ofbeing CCSS compliant by 2014, and will allow us to build teacher-librarian professionalrelationships, which will benefit our teachers, students and the district as a whole.Support 1
  • The Common Core State Standards have become central in educational discussions inthe last three years. The movement originally began in 2009 when representatives fromaround the nation, primarily governors and educational leaders, decided to standardizecurriculum across the country, particularly with regard to the topics taught at each gradelevel (Dunkle 34). A year later, the Council of Chief State School Officers (CCCSO) andthe National Governors Association Center for Best Practices (NGA) brought out thefinal version of these standards for all school grades. Forty-six states, including Illinois,have now dedicated themselves to implementing the Common Core State Standards(Gewertz, “Success” S6). The task ahead is bringing our district into compliance with thesestandards.The Common Core State Standards will also have a large impact on the educationalspectrum in terms of the assessments performed. The Partnership for the Assessmentof Readiness for College and Careers (PARCC) and the Smarter Balanced AssessmentConsortium (SBAC) have been given approximately $300 million to come up with newways of studying student growth by the year 2014 (“States”). Students using the PARCCtool will receive standardized examination questions, but will have their performanceevaluated several times per school year (Dunkle 96-97). Students using the yearly SBACtool will find that computer questions change based on comprehension (Dessoff 56-57).These systems will basically be in an online format. Geoffrey H. Fletcher writes in thearticle, “Race to the Top: No District Left Behind, “The systems are envisioned to includeassessments, repositories of student, work, attendance, discipline, and grades, and promotecollaborative problem solving and planning among teachers.” In short, there is a lot atstake in the near future regarding what students are learning in their schools.The main goal of the Common Core States Standards is to get students ready for post-academic success. The standards themselves primarily focus on the areas of studyregarding language arts and mathematics. Language arts stands poised to be transformedas readers will be expected to gain knowledge in the non-fiction realm and develop moreproficient ways in consuming and creating new forms of technology (Loertscher andMarcoux). Mathematics will now require innovative lesson planning and educationalapproaches. Stephen Sawchuk writes in his article, “Common Standards Present NewFrontier for Teacher Learning,” that, “the common core emphasizes understanding of thelogical, structural concepts underpinning mathematics—the idea being that understandinghow and why algorithms work is as important as crunching numbers.” Educators willnow have to teach students to understand and support their responses, since math will nolonger be a simple question and answer process.With all of the changes necessary to meet CCSS, districts and educators will need toseek out additional support and guidance. Professional development will be necessaryif all math teachers are to redesign their curriculum. Matthew R. Larson looks at themathematics standards and the need to move forward in regard to this issue in hiswork, “Will CCSSM Matter in Ten Years.” Here, he states: “If implementing CCSSM is goingto emphasize the Standards for Mathematical Practice, then teachers will need professionaldevelopment time and a supportive environment in which to change the culture of 2
  • teaching by constructing their own understanding of CCSSM and successfully designingand daily executing lessons that embed and evaluate the effectiveness of the Standardsfor Mathematical Practice” (Larson 112). In short, collaborative opportunities have to bepresent to move teachers forward in getting CCSSM into the classroom.Our teachers will gain knowledge of the Common Core and its execution in workshopsdedicated to this purpose. The school librarian stands ready to address this need throughimplementing the Standards for the 21st-Century Learner, which mirror the higher levelthinking skills required by the Common Core.GoalsWe believe this staff development workshop will help us meet the following goals:Short Term Goals ● Familiarize 6th grade math teachers with a sampling of available resources and collaborative opportunities for their ratio & proportion lessons ● Fulfill CCSS and AASL goals by creating more experiential learning with real-world applications in 6th grade math classes ● Establish professional relationships between 6th grade math teachers and school library media specialistsLong Term Goals ● Create a pattern of math teacher-librarian collaboration that can be extended to 7th and 8th grade math teachers in subsequent years ● Remove preconceptions about a divergent relationship between the library and mathematics and views of the library as strictly an extension of the English and social studies departmentsExamplesAfter the staff development workshop, 6th grade math teachers will: Walk away with an updated ratio and proportion lesson plan that has been enhanced using library resources Develop an enhanced collaborative relationship with librarians and familiarity with library resources See an improvement in student understanding of learning objectives and in test scoresFollowing successful collaboration between librarians and teachers, 6th grade mathstudents will: Use library resources to practice and apply math lessons regularly and in a setting that exemplifies the practical use of the concept Gain a concrete understanding of abstract ideas while making a connection between the classroom and their own lives Be more independent using library resources outside of class 3
  • Through this process, librarians will: Develop lasting professional relationships with faculty members and students Experience an overall increase in library involvement With the help of teachers and administrators, accomplish goals established by CCSS and AASL StandardsActivitiesOur team of librarians will facilitate the following activities during this professionaldevelopment time with our district’s 6th grade math teachers: ● Entrance slip: List 3 resources outside the textbook you’ve used in the last month. ● Think-Pair-Share: Impressions of the CCSS in general and what they mean for math standards. ● Workshop of ratio & proportion lesson plan: take your lesson plan to the next level in addressing CCSS with library resources. ● Presentation of relevant library resources: ○ Library book materials ○ Databases ○ Online resources: video lessons, gaming resources ○ Online production tools: Glogster, Animoto ● Exit slip: What did you learn today? What will you use in future lessons?TimelineProfessional Development will be offered on the district wide institute day during themorning session from 8:30 - 11:00 AM, March 1, 2013Preparation – We will begin preparations in early November. District middle schoollibrary directors will meet once a month for one and a half hours before the professionaldevelopment begins, to develop and coordinate professional development agenda andactivities. Specific dates and locations for this are listed below: November 8th at 8 AM at Middle School A December 6th at 3 PM at Middle School B January 10th at 8 AM at Middle School C February 7th at 3 PM at Middle School D March 1st at 7:30 AM at Middle School EThis flexible schedule takes into account that each librarian will miss a balanced portion ofhis/her day and will only have to travel during 3 school days.Promotion – During the above listed meeting times, librarians will coordinate publicityformats and frequency. Publicity will be delivered through district newsletters, buildingprincipals and school librarians. In the months of February and January, librarians willwork with their building principals to highlight the professional development experienceduring building faculty meetings. 4
  • Facilitation - The majority of professional development facilitation will take placeduring the March 1st professional development. Any preparatory work that needs to becompleted will take place during the monthly planning meetings or during the buildinglibrarians’ plan time.Assessment – Informal assessment will begin during the professional developmentexperience on March 1, 2012. Formal assessment in the form of surveys and datacollection will continue through June 1, 2012.Materials Required Computer lab with Internet access and gaming console Tables for spreading out Snacks and beverages Teacher copies of ratio and proportion lesson plans Hard copies of CCSS for Math (“Introduction” and “Mathematics, Grade 6”) Pathfinder or slideshow of online ratio and proportion resources (including catalog) Relevant titles from the catalog: “juvenile literature--ratio and proportion”Facilitator ResponsibilitiesOur team of 5 librarians will collectively work on the process of planning and implementingthis staff development. As with everything we do, we will volunteer for aspects that matchour respective strengths and interests. Each member of the team will prepare and deliverthe activity she is slated to present. This is the likely breakdown of major implementationresponsibilities: Rhea: Lesson Workshop and Assessment Amanda: Databases Christine: Online Production Tools Mary: Library Materials Jamie: Online Teaching ToolsAssessmentFormative Assessment - to be administered during professional development in the form ofentrance and exit (EE) slips completed by the math teachers. See EE slips in the Appendix.Summative Assessment - Librarians will work together to create a variety of surveys usingGoogle Docs. Survey question will focus on increased use of the library, increase in studentmastery and teacher/student comfort level in regards to using library resources.The following standards will be assessed through student and teacher surveys: 5
  • Common Core Standard AASL Learning Standard6.RP.1 Understand the concept of a ratio 1.1.7 - Make sense of information gatheredand use ratio language to describe a ratio from diverse sources by identifyingrelationship between two quantities. misconceptions, main and supporting ideas, conflicting information, and point of view or bias.6.RP.2 Understand the concept of a unit 2.2.1 - Demonstrate flexibility in the userate a/b associated with a ratio a:b with b of resources by adapting information≠ 0, and use rate language in the context of strategies to each specific resource and bya ratio relationship. seeking additional resources when clear conclusions cannot be drawn.6.RP.3a Use ratio and rate reasoning 2.3.1 - Connect understanding to the realto solve real-world and mathematical world.problems.from “Crosswalk of the Common Core Standards and the Standards for the 21st-CenturyLearner” Amount Purpose Explanation $630.00 Staff release time for Library staff will need substitute teachers for preliminary planning their planning sessions. The 5 staff members will need substitute coverage at the rate of $21 per hour for a total of 6 hours. $75.00 Snacks Snacks include 2 dozen bagels, fruit, coffee, and juice $100.00 Printing We will provide one copy of the 6th grade math CCSS as well as a variety of handouts and lesson supplements. $350.00 Teacher Resources Each middle school team will receive a set of 5 juvenile non-fiction ratio & proportion storybooks: Seeing Symmetry by Loreen Leedy A Fraction’s Goal--Part of a Whole by Brian P. Cleary 6
  • If Dogs Were Dinosaurs by David M. Schwartz Growing Patterns: Fibonacci Numbers in Nature by Sarah C. Cambell The Book of Perfectly Perilous Math by Allen SandersConclusionAlthough the adjustment to the CCSS will be demanding, we district librarians are choosingto see CCSS as an opportunity to build better relationships with a department that hastraditionally underutilized their due share of the district’s professional resources. Thisprofessional development workshop is focused on only one CCSS domain, 6th grade ratioand proportion, but it will open communication between librarians and math teachers,and will lead to further professional collaboration that will extend to the rest of the mathdepartment. As this proposal demonstrates, the new CCSS and the AASL standards setmany similar and complementary goals for teachers and librarians. Together, we can putour district in a position to not only meet these standards, but also to provide our studentswith relevant and dynamic 21st century learning experiences.ReferencesAmerican Association of School Librarians. Standards for the 21-st Century Learner.Chicago, IL: American Library Association, 2007.“Common Core State Standards: Grades 6-8, Math, ELA” video from Teaching Channel October 3, 2012).“Common Core Speaker?” Campus Information Technologies and Education Services (accessed October12, 2012).“Crosswalk of the Common Core Standards and the Standards for the 21st-CenturyLearner”, Alan. "Are You Ready For Common Core Math?." District Administration 48.3(2012): 53-60. Academic Search Premier. Web. 7 Oct. 2012.Dunkle, Cheryl. Leading The Common Core State Standards: From Common Sense ToCommon Practice. Thousand Oaks, California: Corwin, 2012. Print.Fletcher, Geoffrey H. "Race To The Top: No District Left Behind." T H E Journal 37.10(2010): 17-18. Academic Search Premier. Web. 15 Oct. 2012. 7
  • Gewertz, Catherine. “Common Core Thrusts School Librarians into Leadership Roles.”Education Week 32.3 (2012): 1-19. Education Full Text (H.W. Wilson). Web. 12 Oct. 2012.Gewertz, Catherine. "Success Of Standards Depends On Translation For Classroom."Education Week 31.29 (2012): S6-S11. Academic Search Premier. Web. 12 Oct. 2012.Kopple, Jody. Rev. of Growing Patterns: Fibonacci Numbers In Nature, by Sarah C. Campbell.School Library Journal 56.4 (2010): 174. Academic Search Premier. Web. 11 Oct. 2012.Larson, Matthew R. "Will CCSSM Matter In Ten Years?." Teaching Children Mathematics 19.2(2012): 108-115. Academic Search Premier. Web. 15 Oct. 2012.Loertscher, David V., and Elizabeth “Betty” Marcoux. “The Common Core Standards:Opportunities for Teacher-Librarians to Move to the Center of Teaching and Learning.”Teacher Librarian 38.2 (2010): 8-14. Academic Search Premier. Web . 11 Oct. 2012.Marzano, Robert J. “Teaching Argument.” Educational Leadership. 70.1 (2012): 80-81.Academic Search Premier. Web. 11 Oct. 2012.Mayer, Brian. "Games and the 21st-Century Standards—An Partnership." Knowledge Quest40.1 (2011): 46-51. Academic Search Premier. Web. 15 Oct. 2012.Parott, Justin. Rev. of The Book of Perfectly Perilous Math, by Sean Connolly. School LibraryJournal. 58.08 (2012): 96. ABI/INFORM Global. Web . 11 Oct. 2012.Rothman, Robert. “Nine Ways the Common Core Will Change Classroom Practice.” HarvardEducation Letter v. 28 (4). July/August 2012. October 10, 2012).Sawchuk, Stephen. “Common Standards Present New Frontier for Teacher Learning.”Education Week 32.1 (2012): 4-6. Education Full Text (H.W. Wilson). Web. 12 Oct. 2012.Schuman, Jennifer. “Schools Incorporate New Standards into Instruction.” Oak LeavesOctober 4, 2012. (accessed October 4, 2012).“States Leading Sea Change in K-12 Assessment.” Education Week 31.35 (2012): 2-3.Academic Search Premier. Web 11 Oct. 2012.Vander Ark, Tom. “14 Open Resources for High School.” Education Week “Vander Ark onInnovation” October 10, 2012. (accessed October 14, 2012).Winner, Matthew C., and Meghan Hearn. “Wii Learn.” School Library Journal 58.04 (2012):18-. ABI/INFORM Global. Web. 11 Oct. 2012. 8
  • Appendix: Teaching ToolsGamesArcademics. Arcademics Skill Builders. Arcademics, 2012. Web. 12 Oct. 2012.Wii Fit. Redmond, Washington: Nintendo of America, 2008.Wii Sports Resort. Redmond, Washington: Nintendo of America, 2009.Library Book Resources (Ratio and proportion—juvenile literature)Campbell, Sarah C. Growing Patterns: Fibonacci Numbers in Nature. Honesdale, PA: BoydsMills Press, 2010.Cleary, Brian P. A Fraction’s Goal--Parts of the Whole. Minneapolis, MN: Milbrook Press,2011.Leedy, Loreen. Seeing Symmetry. New York: Holiday House, 2012.Sanders, Allen. The Book of Perfectly Perilous Math. New York: Workman, 2012.Schwartz, David M. If You Hopped Like a Frog. New York: Scholastic Press, 1999.Schwartz, David M. If Dogs Were Dinosaurs. New York: Scholastic Press, 2005.Online DatabasesEBSCOhost Middle SearchPlus: A search for “ratio and proportion” returned 77 articles thatcan be broken down by different subjects.ProQuest: students could research careers that use ratio and proportionOnline Lesson Resources (ratio & proportion)“Free Technology for Teachers” great list of online math applications here such as MathTV which has videos on ratio & proportionKhan Academy online index of video lessons and practice 9
  • opportunities that relate to the CCSSExemplars student tasks that align with the CCSS texts can be made available to teachers in through library loanHow to Smile “All the best science & math activities” Pop search by standards, subject & grade to findeducators/state_standards/ lessons & online experiences“CK-12 Community Site” http:// “learning objects with many modalities” Gateway to 21st Century Skills http:// find lessons by filtering by level, type, topic, medium, mediator, and more...Curikki open-source learning space with a huge variety of math resourcesOER Commons http:// open source resources that can be by subject, level, and materialGooru multimedia resources, digital textbooks,gooru/index.g#!/home videos, games and quizzesPower My Learning http:// games, quizzes, and EDU a “global video classroom”education?category=K-12/MathematicsPBS Learning Media http:// curriculum resources: lesson plans, videos, interactive tools#q=ratio+and+proportion&go=Online CCSS Resources“Common Core State Standards for Mathematics.”“Crosswalk of the Common Core Standards and the Standards for the 21st-CenturyLearner” 10
  • Guide to the CCSS Progression for Ratio & Proportion written by the CCSS Writing Team:this might be a helpful document for teachers to read/review as the enhance theirunderstanding of the CCSS.Online Production ResourcesGlogster projects like this one. students could make their own to demonstrate theirknowledge!Animoto projects like this one. We could equip them with digital cameras or iPads totake photos of examples of ratio/proportion in their lives and then put them together onanimotoMath in Daily Life. Annenberg Foundation. (From the crosswalk page for math resources)Math in Daily LifeCooking Using Ratios and Proportion 11