Good Spirit School Division Professional Development Plan 2013-2018 1Good Spirit School DivisionProfessional Development ContinuumSeptember 2013 to June 2018
Good Spirit School Division Professional Development Plan 2013-2018 2Table of ContentsOverview of Professional Development ContinuumPhilosophy 3Response to Intervention and Environment 4Curriculum 5Assessment 6Instruction 7Chart of Division Initiatives 2013-2018 8Flow Chart of 2013-2014 Professional Development Plan 102013-2014 School Year 112014-2015 School Year 142015-2016 School Year 172016-2017 School Year 202017-2018 School Year 21Communication Plan 22Implementation Plan 23Glossary of Key Terms 24Appendix A: Good Spirit Curriculum Unpacking Documents 26Appendix B: Indicators of Responsive Teaching 29
Good Spirit School Division Professional Development Plan 2013-2018 3PHILOSOPHYGood Spirit School Division believes in “Learning Without Limits” and “Achievement For All.” To reach this end, teachers employ responsiveteaching strategies with a belief that each and every student can learn and succeed. These strategies support students to become self-directedlearners who look at any given situation as an opportunity to learn and who problem-solve to achieve their goals. Central to “Learning WithoutLimits” and “Achievement For All” is differentiation. Differentiation is a philosophy of teaching and learning that puts the needs of individualstudents at the center of all instructional opportunities. Learning experiences focus on curriculum outcomes and are planned around eachstudent’s interests, learning preferences, and readiness levels. Teachers continually assess students during the learning process and makeadjustments as needed. Students are provided with different pathways to achieve and go beyond established outcomes and objectives. They areencouraged to demonstrate their learning in a variety of different ways.Our GSSD PhilosophyDifferentiated InstructionUbD
Good Spirit School Division Professional Development Plan 2013-2018 4RESPONSE TO INTERVENTION AND ENVIRONMENTThe foundation for Good Spirit’s professional development continuum is a supportive learning environment in which all children can be successful. The implementation of theResponse to Intervention (RTI) process over the next few years will help teachers create a supportive learning environment for individual students. At the tier one level, teacherscan focus on the overall environment of their classroom to ensure it is free from distractions and focuses on student achievement. It is important for all students to feelcomfortable and safe so they are willing to take risks in their learning.Response to Intervention (RTI) – RTI is a responsive teaching process that helps all students access the curriculum. Learning environments are created so that students canachieve defined goals. Key to the successful implementation of the RTI process is a team who monitors and directs the interventions provided to students.Resource:Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn by Austin Buffum, Mike Mattos, and ChrisWeber.Physical Environment - Teachers will focus on creating environments that support the learning needs of all the students in their classrooms and that allow students to focustheir attention on learning. Ensuring there are minimal distractions and providing accommodations for student learning (alternate seating, seat cushions, Thera-band, assistivetechnology,fidgets, etc.) will help make this supportive learning environment a reality.Use the “Classroom Environment Scan” found in the Good Spirit RTI Manual to assist youwith assessing yourclassroom andcreating a supportivelearning environmentfor your students.Resource: Calm, Alert,and Learning:Classroom Strategiesfor Self-Regulation byDr. Stuart Shanker.Visit the Ministry ofSaskatchewan’sWebsite on resourcesto support the Level 1Response toInterventionWorkshops.SchoolYearFocus2013-2014Creation of a Teaching Wall with MinimalDistractionsExploration of Accommodations for StudentLearning and Ways to Reduce Clutter in theClassroomExploration of School EnvironmentEstablish of School-Based RTI TeamsBegin to Implement Division RTI Guidelines2014-2015Further Development of Clutter-Free Classroomsand School EnvironmentContinued Exploration of Accommodations forStudent LearningFurther Development and Implementation ofSchool-Based RTI Teams and Division Guidelines2015-2016Further Development of Accommodations Usagefor Student LearningEvaluation and Final Refinement of School-BasedRTI Teams and Division Guidelines2016-2017Expectation that All Students will be Provided withAccommodations they Need to be Successful
Good Spirit School Division Professional Development Plan 2013-2018 5CURRICULUMRecently, the Ministry of Education released renewed curriculums for Saskatchewan schools. These curriculums are inquiry-based and encourage teachers to create learningopportunities in which students can discover and construct new knowledge for themselves in a social context. Not all curriculums have been renewed at the publication of thisdocument. Whether you are a teacher using outcome-based curriculums or you are a teacher using objective-based curriculums, there is a need for teachers to unpackoutcomes and objectives before they begin planning how they will be implemented into their classrooms. There are a number of different terms used in current literature thatrefer to the process of understanding curriculum outcomes. The Good Spirit PD Continuum uses the term “unpacking” to refer to this process. Good Spirit plans to assistteachers with the unpacking process by providing school-level professional development and support with the Understanding by Design (UbD) process. UbD is a frameworkdesigned by Jay McTighe and Grant Wiggins that uses the backwards by design model to unpack outcomes and objectives, design assessment, and plan instruction for deeperunderstanding by students. Stage one involves identifying the desired results. These results are determined by unpacking curriculum outcomes and objectives. Once the desiredresults are identified, teachers work through stages two and three. Stage two involves designing assessment and stage three involves planning instruction.Resources: Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids by Jay McTighe and Carol Ann Tomlinson and Renewed Curricula:Understanding Outcomes put out by the Saskatchewan Ministry of Education.School Year Focus2013-2014Unpacking Curriculum Outcomes or Objectives of ELA or other curriculum if not anELA teacher2014-2015Exploration of Performance Task and Learning Plan DesignCompletion of Division UbD Template or Similar for ELA or other if not ELA teacher2015-2016Completion of Division UbD Template or Similar for Math or other if not Mathteacher2016-2017 Completion of Division UbD Template or Similar for all curriculum areas2017-2018Expectation That All Curriculums are Unpacked with Summative PerformanceTasks and Learning Plans Using the Division UbD Template or Similar
Good Spirit School Division Professional Development Plan 2013-2018 6ASSESSMENTStudent Assessment – The ongoing assessment of student learning is an integral part of differentiated instruction and responding to individual student need.Assessment is used to determine the readiness levels of students and to plan instruction that will help students achieve or exceed curriculum expectations.There are three types of assessment: pre-assessment, formative assessment, and summative assessment. Pre-assessment is given to students prior to learningso that teachers can determine readiness levels and plan appropriate instruction. Formative assessment occurs throughout instruction so teachers can tailortheir instruction to the needs of students. Summative assessment occurs at or near the end of a unit of study to provide levels of achievement that can bereported to stakeholders.Resource: Making Classroom Assessment Work by Anne DaviesReport Cards – With the current changes in education, comes a need to create a new system of reporting. Stakeholders require information on theachievement levels of students that is easy to understand.Resource: A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’ConnorSchool Year Focus2013-2014Using Pre-Assessment and Formative Assessment to ContinuallyAssess Student LearningBegin Exploring the Use of an Outcome-Based Report Card andGrading Scale2014-2015Triangulating Summative Assessment Data and Providing Evidenceof LearningFurther Develop the Use of an Outcome-Based Report Card andGrading Scale2015-2016Giving Descriptive Feedback to StudentsRefine the Use of the Outcome-Based Report Card and Grading Scale2016-2017 Involving Students in the Assessment Process2017-2018Full Implementation of Above Strategies is Expected
Good Spirit School Division Professional Development Plan 2013-2018 7INSTRUCTIONThe development of a learning plan that meets the needs of all students in a classroom is key to student achievement. In order to planopportunities that support student learning, teachers need to use differentiated instruction strategies that provide students with a variety ofpathways for learning.Resource: Leading and Managing a Differentiated Classroom by Carol Ann Tomlinson and Marcia ImbeauSchool Year Focus2013-2014 Incorporating Flexible Groupings Into Instruction2014-2015Providing Student Choice During Instruction and to DemonstrateLearning2015-2016Creating Outcome-Based Anchor Activities That Target Student NeedPlanning Tiered Instruction2016-2017Using Data to Inform InstructionPlanning Inquiry-Based Instruction2017-2018 Full Implementation of Above Strategies is Expected
Good Spirit School Division Professional Development Plan 2013-2018 8DIVISION INITIATIVES 2013 – 2018Division initiatives are focused on building teacher capacity and supporting teachers through workshops and school-based professional development. Theseinitiatives align with Good Spirit’s Indicators of Responsive Teaching (See Appendix A).The stages in the growth process are indicated through a deepening of colour. The lightest colour is the awareness/exploration stage, the next shade is thedeveloping stage, and the darkest colour is the refinement stage.All initiatives take place within the context of Saskatchewan’s inquiry-based curriculums and the philosophy of differentiation.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018Response to InterventionEstablish School-Based RTITeams and Implement DivisionRTI GuidelinesAwareness/ExplorationFurtherDevelopmentRefinementEnvironmentClassroom Environment(clutter-free with minimaldistractions)Awareness/ExplorationFurther Development Refinement RefinementSchool Environment (hallways,library, gym, entrance ways,etc.)Awareness/ExplorationFurther Development Refinement Further Development RefinementStudent AccommodationsAwareness/ExplorationAwareness/ExplorationFurther Development RefinementCurriculumUnpacking CurriculumOutcomes (ELA or other)Awareness/ExplorationAwareness/ExplorationFurther Development RefinementDesigning Performance Tasksfor Summative Assessment andCreating Learning Plans (ELA orother)Awareness/ExplorationFurther Development RefinementComplete Division UbDTemplates or similar for Math(or other)Awareness/ExplorationFurther Development Refinement
Good Spirit School Division Professional Development Plan 2013-2018 9All initiatives take place within the context of Saskatchewan’s inquiry-based curriculums and the philosophy of differentiation.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018AssessmentUsing Pre-Assessment andFormative Assessment toContinually Assess StudentsAwareness/ExplorationFurther Development RefinementTriangulating SummativeAssessment Data and ProvidingEvidence of LearningAwareness/ExplorationFurther Development RefinementGiving Descriptive Feedback toStudentsAwareness/ExplorationFurther Development RefinementInvolving Students inAssessment (From Co-Constructing Criteria to GoalSetting)Awareness/ExplorationFurther DevelopmentOutcome-Based Report Cardand Grading ScaleAwareness/ExplorationFurther Development RefinementInstructionIncorporating Flexible Groupinginto InstructionAwareness/ExplorationFurther Development RefinementProviding Student ChoiceDuring Instruction and toDemonstrate LearningAwareness/ExplorationFurther Development RefinementCreating Outcome-BasedAnchor Activities that TargetStudent NeedsAwareness/ExplorationFurther Development RefinementPlanning Tiered InstructionAwareness/ExplorationFurther DevelopmentUsing Data to InformInstructionAwareness/ExplorationFurther DevelopmentPlanning Inquiry-BasedInstructionAwareness/ExplorationFurther Development
Good Spirit School Division Professional Development Plan 2013-2018 10GSSDProfessionalDevelopmentPlan2013-14RTITrainingTopic 1UnderstandingRTI andcomponentsTopic 2Review RTIGuidebookModule 1UnpackingOutcomesTrainingAug 27/13Topic 2UnpackingOutcomesandObjectivesthrough theUbDprocessModule 2AssessmentTopic 1Overviewof UbDTemplateAccountability1. Teachers will work through anELA UbD template(or one other subject if theydo not teach ELA) on Nov 8/13.2. Teachers will continue to developnew units in their subject areathroughout the year. Copies to besubmitted to in-school admin.Areas of Focus in UbDOutcomes and SummativeAssessments.Attended by:AdminSSTCounselorsAttended by:Principal/ViceTeacherAttended by:Principal/ViceTeacherTrainingPrior to March14/141/2 DayTraining Priorto Nov 8/13Topic 3Review RTITemplatesAccountability1. EnvironmentalChecklist exploration,Uncluttered TeachingWall (May 31/14)2. Formation of SchoolBased RTI teams(September 30/13)Accountability1. Creation of a School- basedRTI process, includingreporting form.(September 30/13)2. Monthly RTI meeting andaction plan (ongoing)Module 3IncorporatingFlexible GroupingsTraining PriorMarch 14/14Attended by:Principal/VPSSTTeacherTopic 1Pre-AssessmentTopic 2FormativeAssessmentAccountability1. Teachers willincorporateformative andpre-assessments intheir remaining UbDunit plans.2. Teachers will choosethree differentstrategies to try out intheir classroom andcomplete a reflectiontemplate on one of thestrategies by May 31/14Areas of Focus in UbDPre-assessmentFormative assessmentTopic 1DifferentiatedInstruction andhow it relatesto RTITopic 2FlexibleGroupings keyprinciplesAccountability1. Teachers tochoose 1 flexiblegrouping strategyto implement byMay 31/14OptionalAttendance atRTI Institute
Good Spirit School Division Professional Development Plan 2013-2018 112013-2014Focus Area Expectation Accountability Target DateEnvironmentcreation of a clean, uncluttered teachingwall and exploration of other ways toreduce clutter in the classroombefore and after pictures of teaching walland classroomMay 31, 2014exploration of school environment before and after pictures (if appropriate) May 31, 2014establish school-based RTI team and beginto implement division RTI guidelinescompleted referral forms and goal sheets forinterventionsreflection of RTI process, includingcomposition of RTI teamsOngoing as submittedSeptember 30, 2013exploration of accommodations for studentlearningreflection of accommodations tried and howthey affected student learningMay 31, 2014CurriculumModule 1: Unpacking Curriculum Outcomesor Objectives in ELA or other curriculum ifnot an ELA teachercompleted stage one of the division UbDtemplate or similarJanuary 31, 2014AssessmentModule 2: Using Pre-Assessment andFormative Assessment to Continually AssessStudentsimplement pre-assessment and formativeassessment strategies as indicated on theUbD templateadministrators will complete a three-minutewalk-through or similar observation sheetduring one of the assessmentsMay 31, 2014InstructionModule 3: Incorporating Flexible GroupingsInto Instructionexplore one new flexible grouping strategyinto instruction and complete a reflectiontemplate on one strategyadministrators will complete a three-minutewalk-through or similar observation sheetduring the implementation of one of thestrategiesMay 31, 2014
Good Spirit School Division Professional Development Plan 2013-2018 12ENVIRONMENTTeaching Wall: There is an expectation that teachers will create a clean and uncluttered teaching wall. Some students require minimaldistractions in order to focus on key content. Teachers can begin this process by focusing on their teaching board and then move towards ateaching wall that contains few distractions by the end of the school year. Teachers will also begin exploring ways to reduce the amount ofclutter in their classrooms. Accountability/Data: Take before and after pictures of the instructional wall and other target areas in eachclassroom.School Environment: Schools will begin to look at ways to make school environments more conducive to student achievement.Accountability/Data: Take before and after pictures if appropriate.School-Based RTI Teams and Division RTI Guidelines: School-based RTI teams will be established in the fall of 2013. As each school is different,schools will be encouraged to create teams that meet the individual needs of their schools. Requirements that are consistent among schools areregular team meetings and the inclusion of SSTs and Admin on RTI teams. A draft version of the Division RTI Guidelines will be provided toschools and will include documents that may be used to refer students and develop intervention plans. Schools are encouraged to use theenclosed documents or build others that are effective at the school level. The draft Division RTI Guidelines will be revisited and refined each yearuntil a document is created that reflects the individual needs of all schools. Accountability/Data: Schools will keep a record of all referral formsmade to the school-based RTI team and the subsequent goal sheets that outline interventions. In addition, the school-based intervention teamwill complete a reflection questionnaire at the end of the school year on what worked, what needs to be changed, and how student learning wasaffected through the RTI process.Exploration of Student Accommodations: Teachers will begin to explore the use of accommodations to support student learning. Alternateseating, Thera-band, assistive technology, fidgets, slant boards, etc. will be made available for teachers to use with students in their classrooms.Accountability/Data: Teachers will complete a reflection questionnaire that outlines the accommodations tried with students and how theyimpacted student learning.CURRICULUMModule 1: Unpacking Curriculum Outcomes or Objectives in ELA or Other Curriculum if not an ELA teacherTeachers will work through an unpacking module that helps them identify the big ideas and essential questions of curriculum outcomes andobjectives. They will determine what students need to know, understand, and do (KUDs) in order to achieve each outcome or objective.
Good Spirit School Division Professional Development Plan 2013-2018 13Accountability/Data: By January 31, 2014 teachers will hand in the completed Stage 1 of the division UbD planning template for ELA or anothercurriculum area if they are not an ELA teacher.ASSESSMENTModule 2: Using Pre-Assessment and Formative Assessment to Continually Assess StudentsThis module will walk teachers through the pre-assessment and formative assessment processes and suggest a number of ways to implementthem into their classrooms. Teachers are encouraged to choose new strategies that they have not used in the past. Teachers can also begin usingthese strategies to develop the stage two section of the division UbD template that deals with assessment. Accountability/Data: Teachers willchoose three different strategies to try out in their classroom and complete a reflection template on one of the strategies. They will hand in theirreflection by May 31, 2014. Administrators will complete a three-minute walk-through or similar observation sheet of a classroom visit duringthe implementation of one of these strategies.INSTRUCTIONModule 3: Incorporating Flexible Groupingsinto InstructionAs flexible groupings is one of the key principles of differentiated instruction and teachers most likely already use some form of flexible groupingin their classrooms, this module will build on the prior knowledge and experiences of teachers. Teachers will be encouragedchoose a differenttype of flexible grouping or use flexible grouping for a different purpose than they have traditionally used in the past. A number of differentexamples will be provided so teachers can visualize how groups can be formed in their classrooms based on readiness, interest, and learningpreference. Accountability/Data: Teachers will choose one flexible grouping strategy to try out in their classroom and complete a reflectiontemplate on the use of the strategy. Strategies will be tried and reflections completed in the spring of 2014. Administrators will complete athree-minute walk-through or similar observation sheet of a classroom visit during the implementation of one of these strategies.
Good Spirit School Division Professional Development Plan 2013-2018 142014-2015Focus Area Expectation Accountability Target DateEnvironmentfurther development of clutter-freeclassrooms and school environmentbefore and after pictures of target areas inclassroom and in schoolMay 31, 2015further development of school-based RTIteams and division guidelinescompleted referral forms and goal sheets forinterventionsreflection of RTI process, includingcomposition of school-based RTI teamsMay 31, 2015continued exploration of accommodationsfor student learningreflection of accommodations tried and howthey affected student learningMay 31, 2015CurriculumModule #4: Designing Performance Tasksfor Summative Assessmentcompleted stage two and three of thedivision UbD template or similar for ELA orother curriculum if not an ELA teacherMay 31, 2015AssessmentModule #5: Triangulating SummativeAssessment Data and Providing Evidence ofAssessmentreflection on the triangulation of dataprocess and assessment samples of onestudent demonstrating the triangulation ofdata and supportive evidence of learningJanuary 31, 2015InstructionModule #6: Providing Student Choice DuringInstruction and to Demonstrate Learningimplement three new strategies intoinstruction and complete a reflectiontemplate on one strategyadministrators will complete a three-minutewalk-through or similar observation sheetduring the implementation of one of thestrategiesApril 30, 2015Cultural Awareness TBA TBA TBA
Good Spirit School Division Professional Development Plan 2013-2018 15ENVIRONMENTClassroom and School Environment: The focus will be on having teachers continue to find ways to reduce the amount of clutter in theirclassrooms to minimize distractions to student learning. In addition, schools will continue to look for ways to develop their school environmentso it is more conducive to student achievement. Accountability/Data: Teachers can take before and after pictures of their classrooms and theschool or create a video that shows what their classroom or area of the school looked like before they focused on developing the environmentand what it looked like after they were finished.School-Based RTI Teams and Division RTI Guidelines: Schools will continue to explore and further develop the draft Division RTI Guidelines. Atthe end of the school year, the draft guidelines will once again be revisited and refined. Accountability/Data: Schools will keep a record of allreferral forms made to the school-based RTI team and the subsequent goal sheets that outline interventions. In addition, the school-basedintervention team will complete a reflection questionnaire at the end of the school year on what worked, what needs to be changed, and howstudent learning was affected through the RTI process.Exploration of Student Accommodations: Teachers will continue to explore the use of accommodations to support student learning. Alternateseating, Thera-band, assistive technology, fidgets, slant boards, etc. will be made available for teachers to use with students in their classrooms.Accountability/Data: Teachers will complete a reflection questionnaire that outlines the accommodations tried with students and how theyimpacted student learning.CURRICULUMModule 4: Designing Performance Tasks for Summative AssessmentThis module will focus on designing summative assessment tasks that measure the breadth and depth of curriculum outcomes and objectives.Teachers will create tasks that appeal to different learning styles and provide students with a choice in how they demonstrate their learning.Accountability/Data: By May 31, 2015 teachers will hand in the completed stage two and three of the division UbD planning template for ELA oranother curriculum area if they are not an ELA teacher.ASSSESSMENTModule 5: Triangulating Summative Assessment and Providing Evidence of Student Learning
Good Spirit School Division Professional Development Plan 2013-2018 16It is important to triangulate summative assessment data that is collected on student learning. One form of assessment should never result in a“mark” or “grade.” Anne Davies talks about the process of triangulation in her book Making Classroom Assessment Work. She highlights theneed to gather evidence through observations, conversations, and products. “When evidence is collected from three different sources(observations, conversations, and products) over time, trends and patterns become apparent, and the reliability and validity of our classroomassessment increases (p. 46).” This module looks at different ways that teachers can triangulate data and gather evidence of learning to supporttheir summative assessment findings. Accountability/Data: Teachers will outline a plan to triangulate the summative assessment of oneoutcome or objective or one unit of study. They will also identify evidence that they may use to support their findings. They will have 6 to 8weeks from the presentation of the module to complete the process. In addition to completing a reflection of the process, teachers will hand inthe summative assessment evidence of one student in their classroom to demonstrate how they arrived at their findings of a particularoutcomeor objective or unit of study.INSTRUCTIONModule 6: Providing Student Choice During Instruction and To Demonstrate LearningStudents learn in different ways and need the opportunity to demonstrate their learning using products that are meaningful to them. One of theessential characteristics of differentiated instruction is student choice. This module will look at different ways teachers can provide choice tostudents both during instruction and when student need to demonstrate their learning. Accountability/Data: Teachers will implement at leastthree different strategies that involve student choice within their instruction. They will reflect on one of these choices and indicate how itaffected student learning. Teachers will have 6 to 8 weeks from the presentation of this module to use three different strategies. Administratorswill complete a three-minute walk-through or similar observation document during the implementation of one of these strategies.
Good Spirit School Division Professional Development Plan 2013-2018 172015-2016Focus Area Expectation Accountability Target DateEnvironmentfurther development ofaccommodations for studentlearningbefore and after pictures ofclassroomMay 31, 2016final evaluation and refinement ofRTI processreflection of RTI process, includingcomposition of school-based RTIteamsMay 31, 2016Curriculumcompletion of Division UbDtemplate or similar for Math orother subject area if not a Mathteachercompleted UbD templates forMath or other subject areaMay 31, 2016AssessmentModule #7: Giving DescriptiveFeedback to Studentscompleted reflection ondescriptive feedback as well asthree examples attached toreflectionNovember 30, 2016InstructionModule #8: Creating Outcome-Based Anchor Activities ThatTarget Student Needscompleted reflection on the useof anchor activities as well asexamples or descriptions of theanchor activities usedFebruary 28, 2016Module #9: Planning TieredInstructioncompleted reflection withattached tiered assignments ordescription of tiered activitiesadministrators will complete athree-minute walk-through orsimilar observation sheet duringthe implementation of a tieredactivity or assignmentMay 31, 2016Cultural Awareness TBA TBA TBA
Good Spirit School Division Professional Development Plan 2013-2018 18ENVIRONMENTStudent Accommodations: Teachers will continue to use accommodations to support student learning. Alternate seating, Thera-band, assistivetechnology,fidgets, slant boards, etc. will be made available for teachers to use with students in their classrooms. Accountability/Data: Teacherswill complete a reflection questionnaire that outlines the accommodations tried with students and how they impacted student learning.RTI Process: Evaluate referral process and protocol and make final changes to Division RTI Guidelines.CURRICULUMDivision UbD Template or Similar in Math or Other Curriculum: Having worked through the unpacking and planning process for the past twoyears, teachers will now use the division UbD template or similar document to unpack and plan the Math curriculum. Teachers who do not teachMath will choose one other curriculum area to focus on for this purpose. Accountability/Data: By May 31, 2016 teachers will hand in thecompleted division UbD planning template or similar for Math or another curriculum area if they are not a Math teacher.ASSESSMENTModule 7: Giving Descriptive Feedback to StudentsDescriptive feedback plays an important role in formative assessment as this type of assessment informs instruction. It is never marked orgraded. Rather, teachers provide feedback to students that will help them improve and achieve curriculum outcomes or objectives.Accountability/Data: Teachers will choose an assignment to provide descriptive feedback to their students. They will then complete a reflectiontemplate on how the use of descriptive feedback affected student learning. Teachers will attach to their reflection three examples of thedescriptive feedback they provided to students. They will have 6 to 8 weeks from the presentation of this module to implement strategies andcomplete their reflection of the process.INSTRUCTIONModule 8: Creating Outcome-Based Anchor Activities That Target Student NeedsAnchor activities are more than giving students “busy-work.” They should be tailored to the individual needs of students. This module looks atdifferent ways of creating anchor activities for students in a classroom. Accountability/Data: Teachers will create anchor activities to use withtheir students that target individual student needs. They will complete a reflection template on their use of targeted anchor activities and attach
Good Spirit School Division Professional Development Plan 2013-2018 19samples or descriptions of the anchor activities they used. Teacher will have 6 to 8 weeks from the presentation of the module to implementstrategies and complete their reflection of the process.Module 9: Planning Tiered InstructionTiered instruction is a natural practice when teaching from a differentiated philosophy. It focuses on the learning needs and preferences ofstudents. In this module, teachers focus on creating tiered activities and/or tiered assignments for their students. Accountability/Data: Teacherswill tier an activity or assignment in their classroom. They will then complete a reflection template and attach a copy of their tiered activities orassignments to the template. They will have 6 to 8 weeks from the presentation of the module to implement strategies and complete theirreflections of the process. Administrators will complete a three-minute walk-through or similar observation sheet of a classroom visit during theimplementation of the tiered activity or assignment.2016-2017
Good Spirit School Division Professional Development Plan 2013-2018 20Focus Area Expectation Accountability Target DateCurriculumcompletion of Division UbDtemplate or similar for all subjectareascompleted UbD templates for allsubject areas taughtMay 31, 2017AssessmentModule #10: Involving Students inthe Assessment Processcompleted template and exampleof how one student was involvedin the assessment processNovember 30, 2017InstructionModule #11: Using Data to InformInstructioncompleted reflection template onthe process of using data toinform instruction as well asconcrete examples of studentworkFebruary 28, 2017Module #12: Planning Inquiry-Based Instructioncompleted reflection template onthe inquiry lessonadministrators will complete athree-minute walk-through orsimilar observation sheet duringthe inquiry lessonMay 31, 2017Cultural Awareness TBA TBA TBAASSESSMENTModule 10: Involving Students in the Assessment Process (From Co-Constructing Criteria to Goal Setting)Involving students in the assessment process is an important part of responsive teaching. Students can be involved in assessment through co-constructing criteria, self-assessment, peer assessment, goal setting and collecting evidence of learning. Teachers will work through theseactivities with their students during this module. Accountability/Data: Teachers will choose an activity or assignment that they will use toinvolve their students in the assessment process. They will then complete a reflection template on their students’ involvement and attach the
Good Spirit School Division Professional Development Plan 2013-2018 21assessment materials from one of their students. They will have 6 to 8 weeks from the presentation of the module to involve students in theassessment process and complete their reflection.INSTRUCTIONModule 11: Using Data to Inform InstructionOngoing assessment is a characteristic of a differentiated classroom. Teachers need to use the data they collect from pre-assessment andformative assessment measures to help them plan their instruction. Accountability/Data: Teachers will use data to help them plan instruction intheir classroom. They will complete a reflection template on this process and include examples of student work that demonstrate how they usedthe data. They will have 6 to 8 weeks from the presentation of the module to implement strategies and complete their reflection of the process.Module 12: InquiryAs inquiry is central to the new curriculums released by the Ministry of Education, it is important that teachers understand the inquiry process.Inquiry is more than simply finding answers to questions. Inquiry questions do not have simply “yes” or “no” or other one-word answers. Theyrequire students to research and form an opinion based on the information they discover. Accountability/Data: Teachers will complete aninquiry lesson with their students and a reflection template on the use of the inquiry process. They will have 6 to 8 weeks from the presentationof the module to implement strategies and complete their reflection of the process. Administrators will complete a three-minute walk-throughor similar observation sheet of a classroom visit during the implementation of the inquiry lesson.2017-2018The final year of Good Spirit’s Professional Development Continuum will involve the refinement of skills and strategies that focus on studentlearning. Teachers who missed modules due to leaves or entering the division after the implementation of this PD plan will have this year towork through the missed modules.Focus Area Expectation Accountability Due DateCultural Awareness TBA TBA TBACommunication Plan
Good Spirit School Division Professional Development Plan 2013-2018 22For AdministratorsJune 11 – Overview of Expectations for 2013/2014 in areas of Environment, RTI, curriculum, instruction andassessmentFor TeachersAug 28 – School-based presentation of module one.For ParentsA plan for communication to parents is to be provided by division communication committee.Implementation Plan
Good Spirit School Division Professional Development Plan 2013-2018 232013-2014 School YearSuperintendent of EducationA Superintendent was hired to oversee the implementation of the Professional Development Continuum in Good Spirit School Division. The Superintendentwill work with the Deputy Director, Student Services Coordinators, Coaches, Principals, Student Services Teachers, and Early Adopters at each school to provideschool-level support of division initiatives.Environment & RTI ImplementationThe journey to create a classroom and school environment that is conducive to student learning will begin in June 2013 when administrators are presentedwith the division environmental checklist. Teachers can then begin exploring ideas and making changes to their classrooms and school in the fall of the 2013-2014 school year.To begin the implementation process of school-based RTI teams, a full day of training will be provided to division personnel (coaches, coordinators, andsupervisors), administrators, student services teachers, and school counselors. During this meeting, participants will work through the division RTI Manual andbe introduced to forms that are used during the RTI process.Module ImplementationTraining for each module will be provided to school-based teams which may consist of: an administrator, student services teacher, school counselor, and earlyadopters. Early adopters are volunteer positions. Teachers who are interested in the different modules can choose to be an early adopter. These positions canchange from module to module. Training sessions will occur on the afternoons of admin meetings prior to November 8th and March 14th. The first session,prior to November 8th, will focus on Module 1. Module 1 looks at the first stage of the unpacking process for both outcomes and objectives. The secondtraining session will occur prior to March 14th. This session will focus on the pre-assessment and formative assessment practices of Module 2 and the use offlexible grouping in Module 3. Training sessions will include division personnel, in addition to the principals, vice principals, student services teachers, and earlyadopters.Division-Based Team TrainingOn June 24, 2013 division personnel including coaches, coordinators, and supervisors will work through the first three modules that will be implemented byteachers during the 2013-2014 school year. Division personnel will review the modules and determine a presentation plan for school-based teams(administrators, student services teachers, school counselors, and early adopters).Glossary of Key Terminology
Good Spirit School Division Professional Development Plan 2013-2018 24DifferentiationIn an article on the Reading Rockets website, Tomlinson states, “Differentiation means tailoring instruction to meet individual needs. Whetherteachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this asuccessful approach to instruction.”Growth MindsetA growth mindset believes that intelligence, talent, and ability can be developed. In her book Growth Mindset, Carol Dweck(2006) talks aboutthe growth mindset,In this mindset, the hand you’re dealt with is just the starting point for development. This growth mindset is based on the belief thatyour basic qualities are things you can cultivate through your efforts. Although people may differ in every which way—in their initialtalents and aptitudes, interests, or temperaments—everyone can change and grow through application and experience (p. 7).Teachers need to plan their instruction from a growth mindset and create learning opportunities that cultivate a growth mindset in the studentsthey teach.Response to Intervention (RTI)Response to Intervention (RTI) is process that helps all students access the curriculum. There are four essential components of RTI. They areuniversal screening to identify potential at-risk students, providing three levels of intervention, progress monitoring of students, and using datato make decisions.Responsive TeachingResponsive teaching involves observing students and creating learning opportunities that extend their current level of readiness to mastercurriculum outcomes. It involves providing instruction to students that is tailored to their individual needs and supports them so they aresuccessful.Understanding by Design (UbD)UbD is a framework designed by Jay McTighe and Grant Wiggins that uses the backwards by design model to unpack outcomes, design
Good Spirit School Division Professional Development Plan 2013-2018 25assessment, and plan instruction for deeper understanding by students.Universal Design of LearningUniversal Design is defined by CAST as, “a set of principles for curriculum development that gives all individuals equal opportunities to learn.”The principles include presenting content in a number of different ways,differentiating the ways that students demonstrate their learning,andusing a variety of strategies to engage students.Appendix A: Good Spirit Curriculum Unpacking Documents
Good Spirit School Division Professional Development Plan 2013-2018 26Good Spirit School Division UbD Unit PlanTeacher: Grade:Unit Title:Time Frame:Outcomes Addressed in the UnitSK curriculum outcomes can be copied and pasted, focuses highlighted.
Good Spirit School Division Professional Development Plan 2013-2018 27Enduring UnderstandingsWhat do you want students to understand and be able to useseveral years from now?What are the BIG ideas?Essential QuestionsOpen-ended questions that stimulate thought and inquiry linked to thecontent of the enduring understandings.Knowledge and Skills (Students will know and do…)What key knowledge and skills will students acquire as a result of this unit?(These may be indicators from the curriculum)Knowledge (Students will know…)What key knowledge will students acquire as a result of this unit?Skills (Students will know how to…)What key skillswill students acquire as a result of this unit?
Good Spirit School Division Professional Development Plan 2013-2018 28Assessment EvidencePre-AssessmentsPre-assessments are used to determine what students know and their readiness level to inform instruction.Formative AssessmentsThrough what multiple sources of evidence will students demonstrate their understanding on a continual basis?These help guide instruction and provide feedback to students.Summative Assessments/Performance TasksAssessments of what students know and can do aligned to the outcomes. They are a snapshot in time used for reporting and evaluating.Outcomes
Good Spirit School Division Professional Development Plan 2013-2018 29Contextual Big Ideas(ELA only)What BIG ideas do you want students to gain from the context?(This is found in the SK curriculum)Contextual Questions for Deeper Understanding(ELA only)Are questions that are thought provoking, probe a matter of considerableimportance, and require movement beyond present understanding andstudying. They often lead to other questions posed by students.(These can be found in the SK curriculum)Instructional PlanThe Instructional Plan should include a sequence of lessons, teaching strategies, and information on First Nation, Inuit and Metis Contentintegration and technology integration.Key Resources
Good Spirit School Division Professional Development Plan 2013-2018 30Appendix B: Indicators of Responsive TeachingThe following indicators are descriptions of effective responsive teaching practices that focus on student learning. They are notintended to be an inclusive list but rather used as a guide to assist teachers with identifying areas of strength and targets forpotential growth.Growth MindsetTeachers need to have a growth mindset when dealing with students in today’s classrooms. A belief that all students can learn andthat talents and skills can be developed is essential for student success. Teachers demonstrate a growth mindset when they:Believe that all the students in their classrooms can succeed.Never give up on a student.Recognize and foster each student’s sense of self-worth and dignity.Take responsibility for the education of all the students in their classrooms.Recognize and encourage the potential of each student.Celebrate success.B.Creation of a Supportive Learning EnvironmentWith the diverse needs of students in today’s classrooms, it is important to create a supportive learning environment in which allstudents feel comfortable and are willing to take risks in their learning. Teachers provide a supportive learning environment whenthey:Seek to discover the interests, learning styles, and readiness levels of all the students in their classrooms.Take into account individual student needs and learning preferences when planning instruction.Have a clean, focused teaching wall.Create an uncluttered classroom environment that has minimal distractions.Provide accommodations to students so they can access the curriculum (fidgets, slant boards, alternate seating, etc.).Utilize school-based RTI (Response to Intervention) teams to support student learning.
Good Spirit School Division Professional Development Plan 2013-2018 31Implement school-based interventions and collect data as outlined by RTI teams.Take an active role in the IIP planning process for tier three students.Are aware of goals and assist with interventions set by support services personnel (Educational Psychologists, SchoolCounselors, Speech and Language Pathologists, Occupational Therapists, etc.).Establish routines and procedures to ensure students are aware of expectations and cause minimal distractions duringinstruction.Involve students in the development of rules and expectations.Deal with misbehaviors privately and do not call attention to them in class.Recognize the important role that culture plays in a student’s mastery of curriculum outcomes.Meet students where they are at and build on their background knowledge and experiences.Maintain open communication with parents and caregivers.Model the respect they expect from their students.C. Planning for Implementation of Curriculum OutcomesThe planning of curriculum outcomes should be based on the students and their learning needs. Effective planning occurs whenteachers:Have a clear understanding of curriculum outcomes by using the Understanding by Design (UbD) framework to unpackoutcomes and plan learning opportunities.Are able to identify big ideas, essential questions, and what students need to know, understand, and do (KUDs) for eachcurriculum outcome.Make students aware of curriculum outcomes, big ideas and KUDs in language appropriate for the age and ability levels oftheir students.Plan all instruction around curriculum outcomes.Integrate curriculum outcomes whenever possible to assist with meeting all grade-specific outcomes by the end of the schoolyear.Demonstrate a thorough knowledge of content.D. Use of Response Teaching Strategies for Instruction
Good Spirit School Division Professional Development Plan 2013-2018 32Teachers need to use responsive teaching strategies in their instruction. These strategies take into account student readiness levelsand are planned around the continual assessment of student need. Teachers who use responsive teaching strategies will:Create learning opportunities that promote student learning of the entire class.Plan instruction that is engaging to students and requires their active participation.Activate the prior knowledge of students before beginning instruction.Provide different pathways for students to acquire new learning.Ensure there is a balance between teacher choice and student choice during instruction.Give students a choice in how they discover and construct knowledge.Incorporate flexible groupings based on students’ interest, readiness levels, and learning preferences throughout the dayand/or throughout a unit of study.Encourage students to practice learning in a “social” context with a partner or small group.Provide anchor activities that target curriculum outcomes and student needs.Tier instruction on a regular basis to meet the readiness levels of all students in a classroom.Use inquiry as a regular part of instruction.Ask higher-level thinking questions to get students to think critically and creatively.Scaffold instruction to create an environment of success.Integrate technology into instruction.Promote problem-solving abilities of students.E. Assessment of Student LearningThe ongoing assessment of student learning plays a key role in a responsive teaching classroom. Teachers need to be continuallyaware of what their students need to move forward with their learning. To demonstrate the important role that assessment plays ininstruction, teachers will:Continually assess student learning using pre-assessment and formative assessment measures.Show evidence that assessment information is being used to plan instruction.Use assessment data to determine the readiness levels of students.Develop the practice of providing descriptive feedback to students on formative assessment measures that does not includea mark or grade.
Good Spirit School Division Professional Development Plan 2013-2018 33Offer students a choice in how they demonstrate their learning.Design summative assessment tasks that cover the depth and breadth of curriculum outcomes.Triangulate data when summatively assessing student learning of outcomes.Collect evidence of student learning throughout instruction to support findings of summative assessment measures.Involve students in the assessment process through co-constructing criteria, self-assessment, peer assessment, goal-setting,and collecting evidence of learning.F. Interpersonal Relations And Communication SkillsInterpersonal and communication skills are an important part of being a professional and working with others on an educationalteam. Teachers demonstrate these competencies when they:Foster positive relationships with students, parents, and staff.Actively listen and seek to understand what others are saying.Convey empathy for others when dealing with sensitive issues that arise.Demonstrate a willingness to take part in school-related activities.Take an active, positive role in promoting school and division-based initiatives.Encourage open communication.Communicate effectively with students, parents, staff, and community members both in person and in print.Collaborate with others to solve problems.Receive requests and questions with an open mind.Recognize and provide positive feedback to others for a job well done.Offer constructive feedback when appropriate.G. Professionalism (Qualities, Attitudes, And Responsibilities)Teachers need to exhibit professionalism when dealing with students, parents, staff, and other community members. Theydemonstrate their professionalism when they:
Good Spirit School Division Professional Development Plan 2013-2018 34Demonstrate a Strong Commitment to Professional GrowthAssess own teaching abilities and look for ways to improve.Continually seek professional development to remain current with research and best practices (attend workshops, readprofessional literature, take on-line courses and webinars, participate in blog discussions, etc.).Implement research-based best practices into instruction.Discuss and share ideas with colleagues.Respond constructively to feedback provided.Demonstrate Professional Attitudes and BeliefsCommit to helping all students in their classroom succeed.Are flexible and adjust to changes.Respond constructively to issues and challenges that arise.Show enthusiasm for their chosen profession both in school and out.Accept Their Professional ResponsibilitiesSupport the mission statements and philosophies of the school and school division.Follow the policies provided by the school division.Work as part of a team for the betterment of all students and staff.Handle confidential material in a discreet manner.Meet assigned tasks and deadlines (report cards, cumulative folders, attendance reports, etc.).Make a positive contribution to staff morale.