This is an Alternative Professional Learning Outline for our math teachers that are going to be closing the learning gaps this coming up school year.

1. Alternative Professional Learning Outline
Making the Switch from Sit & Get to Go & Show
Date Where/Type of
Communication
Designated
Personnel:
Focus: Action: Resources:
May Email Myself to Principal Professional
Development
for closing gaps
in our math
classes.
Prepare and send principal pitch for the need for an
alternative PL for the upcoming school year
https://erickarichard.com/de
veloping-effective-
professional-learning/
July Principal, Assistant
Principals,
Curriculum Team,
and myself
PD, Instruction,
Curriculum
1. Plan for professional development on closing the
gaps in math classes.
2. Design a professional development for our math
teachers that will keep in mind the 5 Key Principles
of PL.
CASE STUDY REPORT
Ottawa Catholic School
Board Leading and learning
for innovation: A
Framework for District-
Wide Change
https://www.edcan.ca/wp-
content/uploads/cea_ocsb_i
nnovation_report.pdf
July Email Myself Teachers Send invite to math department, inviting them to the
professional learning.
https://erickarichard.com/pr
ofessional-learning-invite/
August Library Principal, Assistant
Principals,
Curriculum Team,
Instructional
Coaches, and myself
3 Day
Professional
Learning
Day 1 of PL- Data to Drive Instruction
Goal: Teachers will learn the importance of data
driven instruction and be able to use the data to
produce meaningful benchmarks and produce
engaging lessons.
Day 2 of PL- Curriculum Alignment
Objective: To be able to look at state, district, and
Day 1:
 Student Benchmarks
(Campus)
 TAPR
 Survey Professional
Development Needs
Assessment (sent to
campus faculty)
 STARR Scores
 S.M.A.R.T. Goals

2. school data and align the lesson to the standards with
a focus on how we can close the gaps of the students
by creating engaging lesson plans that are aligned
with state, district, and school curriculum.
Day 3 of PL- Instructional Practices
Task: To allow teachers time to familiarize
themselves with ALEKS and give them time to create
lessons by creating the benchmark and utilize
backwards planning.
Day 2: State, District, and
Campus Standards:
 TEKS
 TEKS Recourse
System
 Previous years
Algebra 1 EOC
Scores
 Previous years
Released Algebra 1
EOC Assessment
 ALEKS Technology
Day 3: Instructional
Support:
o Team Collaboration
and Vertical
Collaboration
o Peer to Peer
Instructional
Observations
o Best Practices:
https://stemeducatio
njournal.springerope
n.com/articles/10.11
86/s40594-019-
0197-9
o Strategies: The Five
Dimensions of
Powerful
Mathematics
Classroom

3. https://stemeducatio
njournal.springerope
n.com/articles/10.11
86/s40594-019-
0197-9/figures/1
August Survey Teachers Additional
Support
Send math teachers a Google Form Survey to check in
and see if there is a need for any additional training or
PL.
Google Forms and email
September Library Principal, myself
and math teachers
Monthly
Instructional
Focus Meeting
Meet with the math department as a whole and see how
diagnostic testing went and review the data.
Breakout session among teams so that the teachers
have time to collaborate together over best way to
address the data found.
Allow teachers the opportunity to observe each other’s
classrooms
ALEKS program data,
laptops, substitutes to cover
classes while teachers are
observing classes
October -
December
Library Principal, myself
and math teachers
Monthly
Instructional
Focus Meetings
1. Checkpoint to check student portfolios to see if gaps
are beginning to close.
2. Assess curriculum plans for rigor and alignment and
provide feedback. Allow teachers the time to
collaborate
3. Allow teachers to meet with each other to discuss
what they observed in one another’s classrooms.
ALEKS program data,
laptops, and curriculum
support documents.
January 2nd Diagnostic
Testing
Teachers Data 1. Begin second round of diagnostic testing
2. Once testing is done meet with departments to
analyze the data and see if we are closing any of the
gaps, adjust instructional practices, as necessary.
ALEKS Diagnostic Data

4. February Classrooms Principal and
Assistant Principals
Data-driven
Instruction
Curriculum
1. Perform walkthroughs to see how teachers are doing
with implementing new tools with their instruction.
2. Check curriculum plans.
STRIVE
February-
April
Library Principal, myself
and math teachers
Monthly
Instructional
Focus Meetings
1. Checkpoint to check student portfolios to see if gaps
are beginning to close.
2. Assess curriculum plans for rigor and alignment and
provide feedback. Allow teachers the time to
collaborate
3. Allow teachers to meet with each other to discuss
what they observed in one another’s classrooms.
ALEKS program data,
laptops, and curriculum
support documents.
April Classrooms Principal and
Assistant Principals
Data-driven
Instruction
1. Continue walkthroughs to see how teachers are
doing with implementing new tools with their
instruction.
STRIVE
May Classrooms and
Library
Principal, myself,
and teachers
Instructional
Practices
Assessments
1. Last round of diagnostic testing
2. Allow time for teachers disaggregate the data to see
if the gaps are closing
3. Meet as a team to discuss the findings
ALEKS program data,
laptops
June Conference Room Principal, myself
and team leaders
Meet with the principal to discuss the findings from
throughout the year. Also start thinking about how to
move forward with next school year. If our gaps are
closing, can we tweak anything to help close the gaps
faster
Reports gathered from
teachers with the data from
all three Diagnostic Tests.