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Professional Development Plan Chester W. Nimitz Middle School 2008-2009
School Wide Focus <ul><li>Work together in professional learning communities to improve professional practice and student ...
How do we work in professional learning communities? Professional Learning Communities First Tuesday SLA Second and Fourth...
Small Learning Academies (SLA) <ul><li>Vertical Teaming </li></ul><ul><ul><li>Discuss curriculum maps </li></ul></ul><ul><...
Professional Learning Communities (PLC) <ul><li>Foundational Elements </li></ul><ul><ul><li>Subject and Grade Level Alike ...
Interdisciplinary Teaming <ul><li>Create Interdisciplinary Units and/or Lessons </li></ul><ul><li>Look at Student Work </l...
No Child Left Behind (NCLB) <ul><li>Annual Measurable Objectives (AMOs) </li></ul>47.5% 46.0% 2008-2009 37.0% 35.2% 2006-2...
Student Data <ul><li>CST - Language Arts </li></ul>1% 2% 3% Advanced 10% 17% 10% Proficient 40% 36% 37% Basic 8 th 7 th 6 ...
Student Data <ul><li>CST - Math </li></ul>Advanced Proficient Basic CST 2005 3% 13% 30% 6 th 2% 10% 25% 7 th 0% 3% 21% Gen...
Student Data <ul><li>CST – Social Studies </li></ul>3% 1% Advanced 8% 5% Proficient 28% 24% Basic 2006 2005
Student Data <ul><li>CST - Science </li></ul>6% Advanced 18% Proficient 32% Basic 2006
Program Improvement School - Year 3 (NCLB) <ul><li>LEA technical assistance </li></ul><ul><li>School choice </li></ul><ul>...
Program Improvement School - Year 4 (NCLB) <ul><li>LEA technical assistance </li></ul><ul><li>School choice </li></ul><ul>...
Improving Student Achievement Professional Learning Communities (PLC) Small Learning Academies (SLA) Interdisciplinary Tea...
Why UbD and Metacognition? <ul><li>Understanding by Design </li></ul><ul><ul><li>Curriculum Design </li></ul></ul><ul><ul>...
Understandings- Outcomes of Professional Development <ul><li>Understandings  </li></ul><ul><ul><li>Teaching through “Big I...
Questions to Guide Professional Development <ul><li>Essential Questions </li></ul><ul><ul><li>How do we teach for understa...
IDD <ul><li>Backwards Design Unit Planning </li></ul><ul><li>Curricular Unit Development  </li></ul><ul><li>Modifying/Revi...
Teaming <ul><li>Backwards Design Unit Planning </li></ul><ul><li>Unit Planning </li></ul><ul><ul><li>Sharing Essential Que...
Small Learning Academies <ul><li>Backwards Design Unit Planning </li></ul><ul><li>Developing Culminating Tasks </li></ul><...
Buy Back <ul><li>Elements of UbD </li></ul><ul><ul><li>WHERETO </li></ul></ul><ul><ul><li>Identifying Strengths and Weakne...
Cadre <ul><li>The Coaching Cycle (Ongoing) </li></ul><ul><ul><li>Continue the use of Metacognitive Strategies to Enhance S...
School-Wide Professional Development Tuesdays <ul><li>Technology – centering around Tech grant </li></ul>
Measurable Outcomes <ul><li>Teachers design and implement curricular units </li></ul><ul><li>Growth in academic achievemen...
Administrative Support <ul><li>Professional development plan supported through focused classroom visitations </li></ul><ul...
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School Wide Focus

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Transcript of "School Wide Focus"

  1. 1. Professional Development Plan Chester W. Nimitz Middle School 2008-2009
  2. 2. School Wide Focus <ul><li>Work together in professional learning communities to improve professional practice and student achievement </li></ul>
  3. 3. How do we work in professional learning communities? Professional Learning Communities First Tuesday SLA Second and Fourth Tuesday PLC Third Tuesday Interdisciplinary Teaming Fifth Tuesdays Taking Center Stage Act II Technology OTI
  4. 4. Small Learning Academies (SLA) <ul><li>Vertical Teaming </li></ul><ul><ul><li>Discuss curriculum maps </li></ul></ul><ul><ul><li>Look at student work </li></ul></ul><ul><ul><li>Create common procedures, protocols, tools, lessons </li></ul></ul><ul><li>Interdisciplinary Teaming </li></ul><ul><ul><li>Look at student work </li></ul></ul><ul><ul><li>Create interdisciplinary units and/or lessons </li></ul></ul><ul><li>Research current pedagogy as it relates to current student and teaching need </li></ul>
  5. 5. Professional Learning Communities (PLC) <ul><li>Foundational Elements </li></ul><ul><ul><li>Subject and Grade Level Alike Groups </li></ul></ul><ul><ul><li>Curriculum Map </li></ul></ul><ul><ul><li>Guaranteed and Viable Curriculum (GVC) </li></ul></ul><ul><ul><ul><li>Essential Standards </li></ul></ul></ul><ul><ul><ul><li>Essential Questions </li></ul></ul></ul><ul><ul><li>Periodic Assessments </li></ul></ul><ul><li>Reflective or Improvement Cycle </li></ul><ul><ul><li>SMART Goals </li></ul></ul><ul><ul><li>Common Formative Assessments </li></ul></ul><ul><ul><li>Rigorous Lesson </li></ul></ul><ul><ul><li>Look at Student Work / Analyzing Data </li></ul></ul><ul><ul><li>Share Best Practices </li></ul></ul><ul><ul><li>Intervention </li></ul></ul>
  6. 6. Interdisciplinary Teaming <ul><li>Create Interdisciplinary Units and/or Lessons </li></ul><ul><li>Look at Student Work </li></ul>
  7. 7. No Child Left Behind (NCLB) <ul><li>Annual Measurable Objectives (AMOs) </li></ul>47.5% 46.0% 2008-2009 37.0% 35.2% 2006-2007 26.5% 24.4% 2005-2006 Mathematics English-Language Arts Percent Proficient
  8. 8. Student Data <ul><li>CST - Language Arts </li></ul>1% 2% 3% Advanced 10% 17% 10% Proficient 40% 36% 37% Basic 8 th 7 th 6 th CST 2005 3% 4% 3% Advanced 13% 17% 13% Proficient 39% 36% 37% Basic 8 th 7 th 6 th CST 2006
  9. 9. Student Data <ul><li>CST - Math </li></ul>Advanced Proficient Basic CST 2005 3% 13% 30% 6 th 2% 10% 25% 7 th 0% 3% 21% Gen. 0% 0% 18% 5% 51% 35% Geo. Alg. 6% 0% 0% 2% 2% Advanced 42% 15% 2% 15% 15% Proficient 42% 26% 19% 30% 31% Basic Geo. Alg. Gen. 7 th 6 th CST 2006
  10. 10. Student Data <ul><li>CST – Social Studies </li></ul>3% 1% Advanced 8% 5% Proficient 28% 24% Basic 2006 2005
  11. 11. Student Data <ul><li>CST - Science </li></ul>6% Advanced 18% Proficient 32% Basic 2006
  12. 12. Program Improvement School - Year 3 (NCLB) <ul><li>LEA technical assistance </li></ul><ul><li>School choice </li></ul><ul><li>Supplemental services </li></ul><ul><li>LEA identifies school for corrective action and does at least ONE of the following: </li></ul><ul><ul><li>Replaces school staff </li></ul></ul><ul><ul><li>Implements new curriculum </li></ul></ul><ul><ul><li>Decreases management authority at school level </li></ul></ul><ul><ul><li>Appoints outside expert </li></ul></ul><ul><ul><li>Extends school year or day </li></ul></ul><ul><ul><li>Restructures School </li></ul></ul>
  13. 13. Program Improvement School - Year 4 (NCLB) <ul><li>LEA technical assistance </li></ul><ul><li>School choice </li></ul><ul><li>Supplemental services </li></ul><ul><li>LEA and site develop a plan for alternative school governance for ONE of the following: </li></ul><ul><ul><li>Reopen school as a charter school </li></ul></ul><ul><ul><li>Replace all or most staff including principal </li></ul></ul><ul><ul><li>Contract with outside entity to manage school </li></ul></ul><ul><ul><li>State takeover </li></ul></ul>
  14. 14. Improving Student Achievement Professional Learning Communities (PLC) Small Learning Academies (SLA) Interdisciplinary Teaming 5 th Tuesday Professional Development
  15. 15. Why UbD and Metacognition? <ul><li>Understanding by Design </li></ul><ul><ul><li>Curriculum Design </li></ul></ul><ul><ul><li>Prioritizing Standards </li></ul></ul><ul><ul><li>Rigor </li></ul></ul><ul><li>Metacognition </li></ul><ul><ul><li>Students Monitoring Their Own Thinking Processes Through Which They Gain Comprehension </li></ul></ul>
  16. 16. Understandings- Outcomes of Professional Development <ul><li>Understandings </li></ul><ul><ul><li>Teaching through “Big Ideas” leads students to deeper learning (transferability) of content and thinking process </li></ul></ul><ul><ul><li>When students reflect upon their thinking processes, their level of understanding increases </li></ul></ul><ul><ul><li>Scaffolding of instruction allows access to the curriculum for students of all learning abilities </li></ul></ul><ul><ul><li>Assessment is as much a reflection of instruction as it is of learning </li></ul></ul>
  17. 17. Questions to Guide Professional Development <ul><li>Essential Questions </li></ul><ul><ul><li>How do we teach for understanding? </li></ul></ul><ul><ul><li>What mental processes occur during learning? </li></ul></ul><ul><ul><li>How can we ensure all students gain access to the curriculum? </li></ul></ul><ul><ul><li>Are achievement and learning the same thing? </li></ul></ul><ul><ul><li>How will we know students understand? </li></ul></ul>
  18. 18. IDD <ul><li>Backwards Design Unit Planning </li></ul><ul><li>Curricular Unit Development </li></ul><ul><li>Modifying/Revising Units Completed at previous Off-Track Institutes </li></ul><ul><li>Peer Classroom Visitations (Coaching Cycle) </li></ul><ul><li>Sharing Essential Questions </li></ul><ul><li>Looking at Student Work </li></ul><ul><li>Developing Assessment Tools </li></ul>
  19. 19. Teaming <ul><li>Backwards Design Unit Planning </li></ul><ul><li>Unit Planning </li></ul><ul><ul><li>Sharing Essential Questions </li></ul></ul><ul><ul><li>Standards-Based Units </li></ul></ul><ul><ul><li>Interdisciplinary Connections </li></ul></ul><ul><ul><li>Common Scaffolding Strategies </li></ul></ul>
  20. 20. Small Learning Academies <ul><li>Backwards Design Unit Planning </li></ul><ul><li>Developing Culminating Tasks </li></ul><ul><li>Vertical Teaming </li></ul><ul><ul><li>Sharing Essential Questions and Understandings </li></ul></ul><ul><ul><li>Building Upon Students’ Previous Knowledge </li></ul></ul>
  21. 21. Buy Back <ul><li>Elements of UbD </li></ul><ul><ul><li>WHERETO </li></ul></ul><ul><ul><li>Identifying Strengths and Weaknesses of Units </li></ul></ul><ul><li>Metacognitive Strategies </li></ul><ul><ul><li>Think aloud </li></ul></ul><ul><li>Differentiated Instruction </li></ul><ul><ul><li>Tiered assignments </li></ul></ul>
  22. 22. Cadre <ul><li>The Coaching Cycle (Ongoing) </li></ul><ul><ul><li>Continue the use of Metacognitive Strategies to Enhance Student Understanding </li></ul></ul><ul><ul><li>Looking at Best Practices Through Reflection and Peer Support </li></ul></ul><ul><ul><ul><li>Planning for the Observation </li></ul></ul></ul><ul><ul><ul><li>Peer Observations </li></ul></ul></ul><ul><ul><ul><li>Debriefing with Colleagues </li></ul></ul></ul>
  23. 23. School-Wide Professional Development Tuesdays <ul><li>Technology – centering around Tech grant </li></ul>
  24. 24. Measurable Outcomes <ul><li>Teachers design and implement curricular units </li></ul><ul><li>Growth in academic achievement as measured by student classroom performance, Periodic Assessments and CST’s </li></ul><ul><li>Teachers reflect upon practice and its impact on student performance </li></ul><ul><li>Students use metacognitive strategies to gauge their learning </li></ul><ul><li>The use of scaffolding should decrease as students learning increases </li></ul>
  25. 25. Administrative Support <ul><li>Professional development plan supported through focused classroom visitations </li></ul><ul><li>Leadership Team provides feedback about the implementation of the school professional development plan </li></ul>
  26. 26. Questions?
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