2017 2018 teacher update training 6 21 17
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2017 2018 teacher update training 6 21 17
- 1. Teacher TADS Update Training Summer 2017 Bellaire High School
- 2. Creating a Meaningful IPDP Summer 2017 Campus
- 3. Agenda 3 Overview Elements of the IPDP Quality Pieces of Effective IPDPs Writing an Effective IPDP Online Training Q&A
- 4. Learning Outcomes 4 Teachers will be able to write an accurate and meaningful professional development plan which will ultimately have a positive impact on student learning in their classrooms. Teachers will clearly understand the elements of an effective Individualized Professional Development Plan.
- 5. Reflection Question 5 What are some of the most effective ways for teachers to improve their instructional practice?
- 6. Reflection Question 6 What are your next steps when you complete the professional development training? ?
- 7. Reflection Question 7 How do you know when you have achieved your Professional Development learning target?
- 8. The Individualized Professional Development Plan (IPDP) 8
- 9. Elements of the IPDP 9
- 10. Example:Example: Based upon 2017 End-of-Course English III scores Example: Based upon 2017 End-of-Course English III scores, I will incorporate clear systems and routines for assessing student understanding during the lesson Elements of the IPDP: Focus Areas and Professional Learning Targets 10 Focus Area My Professional Learning Target Definition: Criterion from the Instructional Practice Rubric or Professional Expectations PR-2 or PR-7 ONLY. Definition: A professional target for improvement based upon data or rationale such as student performance data, classroom observations, walkthroughs, etc. Not a SMART goal. Example: PL-3 Designs effective lesson plans, units and assessments. Rationale Activity Objective Professional Learning Target Example: Based upon 2017 End-of-Course English III scores, I will incorporate clear systems and routines for assessing student understanding during the lesson to improve students’ ability to interpret literary techniques.
- 11. Activity 1: Parts of the Professional Learning Target 11 C To improve students’ ability to interpret literary techniques (e.g., foreshadowing, allusion, symbolism), I will incorporate clear systems and routines for assessing student understanding during the lesson, based upon data from my Coaching Development form. A Based upon feedback from my appraiser’s most recent observation, I will set and implement effective discipline management procedures that will increase the amount of time students spend on task. B I will utilize flexible instructional groups based on student learning needs to improve comprehension of non-fiction literature considering my 2017 SAT scores on Reading Comprehension. Making Connections
- 12. Elements of the IPDP: Professional Development Activities 12 Definition: Learning opportunities the teacher will take advantage of within a certain time period to improve practice in the focus area. A focus should be placed on individualized and targeted professional activities as opposed to district-wide learning sessions. Watch a sample video on leveled-grouping and create a plan for introducing this concept in my classroom. Observe an experienced teacher on my campus who is adept at differentiated instruction.
- 13. Elements of the IPDP: Appraiser Support 13 Actions the appraiser will take to help the teacher make growth on this professional learning target. This may include providing expertise, connecting the teacher with coaches or peers, providing targeted observations and more. Connect [Teacher] with [Other Teacher] who is an expert at differentiation strategies. Provide materials and guidance to scaffold teacher learning about [Focus Area]. Definition
- 14. Elements of the IPDP: Evidence of Accomplishment 14 Definition
- 15. The Elements of the IPDP Consist of. . . 15 R + A + O PD S + DO
- 16. Key Ideas 16 Teachers must take charge of their own professional development and growth. Appraisers are there to support the teachers throughout the professional growth process. Both a teacher’s instructional practice and students’ learning outcomes should improve as a result of professional development.
- 17. 17 Making Connections Directions: 1. Take a minute to read the quote that was placed on your table. 2. Consider how that quote relates to the HISD Teacher Appraisal and Development System (TADS). 3. Discuss with your tablemates. 4. Be prepared to share out.
- 18. Drafting Your IPDP 18 “Investing time to learn something in your profession makes you RICH in your KNOWLEDGE, if you are not then it will make you POOR in your PERFORMANCE.” - S. Sidhu
- 19. 19 Teacher Update Training Part II Course # TBD You have already been registered for this course and will find it on your One Source Me page under the “Learning” tab.
- 20. Thank you
Editor's Notes
- Review slide.
- Call on two teacher volunteers to read the outcomes.
- [Materials: Chart Paper and Markers for capturing teachers’ answers] (Say) Take 30 seconds to write down what you know to be true about how you improve your instructional practice. After participants write, give them 30 seconds to share their list with a table partner. Then ask for volunteers to share one thing their partner said in the discussion. Capture teacher answers on Chart Paper. LOOK FORS: 1. attending a workshop (and taking notes) completing an online training observing a master teacher (and taking notes) reading a research paper reading a professional book (or chapter(s) in a book 2. (whatever the answer is for #1, the answer for #2 must be. . .) implementing strategies learned
- [Materials: Chart Paper and Markers for capturing teachers’ answers] (Say) Now, take 30 seconds to write down what you know to be true about your next steps after you complete a professional development training. After participants write, give 30 seconds to share their list with a different table partner. Then ask for volunteers to share one thing their partner said in the discussion. Capture teacher answers on Chart Paper. LOOK FORS: make a plan for implementation gather resources for implementation implement strategies in the classroom (practice) ask for feedback (from peers, appraiser, other administrator, instructional specialist, etc.) meet with your appraiser
- [Materials: Chart Paper and Markers for capturing teachers’ answers] (Say) Next, take another 30 seconds to write down what you know to be true about how you know when you have achieved your professional development learning target. After participants write, give 30 seconds to share their list with a different table partner. Then ask for volunteers to share one thing their partner said in the discussion. Capture teacher answers on Chart Paper. LOOK FORS: you can see evidence of the growth and development in your classroom there is a change in student and/or teacher actions that leads to improvement in student learning you receive consistent feedback of improvement from your appraiser your performance level improves
- (Say) It is the district’s expectation that all employees are continuously growing and developing. Therefore, all teachers must create an Individualized Professional Development Plan (IPDP). The IPDP is a living document created by you the teacher in collaboration with your appraiser at the beginning of the school year and should be revisited and updated formally during your Progress Conference, as necessary throughout the school year and again at your End-Of-Year (EOY) Conference.
- Materials: Exemplar IPDP (Say) Teacher Development Plans are roadmaps for the actions teachers will take to improve their practice and the support that appraisers will provide. Professional Development staff may also play an important role in supporting teachers. An IPDP improves your development experience by ensuring developmental plans are revisited, supported and acted upon by your appraiser. There are five elements of the IPDP. As the teacher and appraiser develop each of the elements, they are asking and answering three questions: What are the teacher’s growth areas What can the teacher do to grow? How will we know that growth has occurred? The focus area—which has a drop-down checklist—and learning targets address the areas of needed growth. The identified Professional Development activities and supports address what the teacher can do to grow and how the appraiser supports the teacher. For the evidence of accomplishment refer to the measures you use to determine if growth occurred. Label each of these 5 parts on the exemplar IPDP. The part at the bottom of the form is crucial. This is where the teacher must enter the Goal-Setting Conference date. Your appraiser is not able to acknowledge your IPDP until this date has been entered.
- Let’s look at the first two elements. The focus areas must be drawn directly from the Instructional Practice criteria in the TADS rubric. The following two Professional Expectations criteria may be included in a teacher’s IPDP focus area, if necessary, as they address skills and habits that teachers may wish to work on and develop throughout the year. PR-2: Treats colleagues with respect throughout all aspects of work PR-7: Communicates with parents throughout the year However, the primary focus should be on instruction. When developing the IPDP, two focus areas should be identified for the teacher to work on throughout the school year. These areas should be updated throughout the year as the teacher meets particular targets. This IPDP update can happen at anytime, but must occur at the required conferences which we’ll discuss later today. The professional learning target is written as a formula. Read example and identify the color coded parts. Rationale + Activity + Objective = Professional Learning Target (Say) Lets review the example above and dissect the RAO.
- Materials: Colored Professional Learning Targets (one set per table) Activity Directions: Have participants identify the Rationale, Activity, and Objective in each learning target as a table group. Then, ask for volunteers to read the learning target identifying each part.
- The professional development activities should be aligned to the specified instructional practice criteria. Because the IPDP is a living document and will be a part of ongoing conversations regarding your growth and development, timelines should be spread throughout the school year with at least one learning opportunity prior to the Progress Conference deadline in January. Types of Professional Development Opportunities Peer Observation Training Session At Bats
- Through the IPDP your appraisers is partnering with you to ensure you meet your professional development goals for the year. Therefore, the two of you must discuss and identify the support you will need to execute the professional development activities. Will you need coverage for your classes, funds to cover training fees and/or materials, connections with master teachers, etc.
- Say: Finally, you must identify what evidence or data will be used to determine accomplishment of the professional learning target. Its important to remember accomplishment is not completion of the learning activity but rather the impact your learning is having on student outcomes or your instructional practice.
- [Materials: Exemplar IPDP] (Say) Now, based on what you have learned, on the exemplar IPDP, write these letters next to each item: R (for Rationale) A (for classroom Activities) O (for Objective) PD (for Professional Development Activity) S (for Sources) and DS (for Desired Outcomes)
- [Materials: 5 different quotes; each participant at a table receives the same quote.] Read directions on slide.
- Materials: IPDP Template Participants will complete 2 Focus Areas for completion while appraisers monitor and support teachers completing their drafts.
- [Materials: Computers] Review slide.