Ila.7.18.15
•
0 likes•239 views
This document outlines an approach to embedding professional development within the school day through collaborative cycles of planning, instruction, assessment, analysis of student work, and staff meetings. It describes aligning these elements to a shared instructional focus on writing instruction. The goal is to provide ongoing, job-embedded learning through teachers engaging in their daily work, with activities directly linked to improving student learning. This embedded approach replaces separate, one-time workshops with a continuous cycle of collaborative professional learning.
More Related Content
What's hot
What's hot (20)
Similar to Ila.7.18.15
Similar to Ila.7.18.15 (20)
More from Dawn Little
Recently uploaded
Recently uploaded (20)
Ila.7.18.15
- 1. Empowering Teachers as Teachers of Writing EMBEDDING PROFESSIONAL LEARNING WITHIN THE SCHOOL DAY ILA 2015 Dawn Little Dlittle@linkstoliteracy.com
- 2. PD Inventory Jot down the various ways you participate in professional development Jot down the various ways you collaborate with your colleagues
- 3. Professional Development Collaboration Workshops Professional Conferences Online PLCs Planning Lessons Staff Meetings Book Clubs
- 4. Our Journey Master Schedule Instructional Focus Collaborative Planning Assessment Data analysis Staff meetings
- 5. We had the components, but they were all jumbled together.
- 6. We needed an alignment
- 7. Cha-Cha-Changes. . . Change initiatives are not typically centered around a single innovation but rather a bundle of innovations (Zmuda, Kuklis, & Kline, 2004; Hall & Hord, 2001) The goal, then, is to bundle a handful of innovations and implement them simultaneously rather than sequentially. (Zmuda, Kuklis, & Kline, 2004)
- 8. Dig Down to the Root Cause Analyze the “big rock”/summative data Identify specific group(s) of students whose learning needs are not currently being met Ask WHY question about the performance of the identified students Brainstorm responses to the WHY question
- 9. Dig Down to the Root Cause Eliminate responses that are not within control of the school Gather data concentrating on the students identified Analyze data to determine correlation between response and WHY question Identify an instructional focus to address student needs
- 10. Instructional Focus Students need daily opportunities for explicit, small group writing instruction tailored to their individual needs, across content areas.
- 11. Align our PD opportunities to our instructional focus Master Schedule Collaborative Planning Assessment Data Analysis Staff Meetings (PLCs) Instructional Focus
- 12. Embedded Professional Learning in Writing Effective professional development is “ongoing, with a sustained focus; job-embedded, with teachers learning as they engage in their daily work; and results oriented, with activities directly linked to higher levels of student learning” (DuFour, Educational Leadership, 2014)
- 14. Collaboration The most valuable resource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives. ~ Robert John Meehan
- 15. Master Schedule
- 18. What do teachers and students need to know and be able to do?
- 19. Evidence of Proficiency Based on the Grade Level Standard
- 21. Formative Assessment Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes (Popham, 2008). Formative Assessment Formative Assessment
- 22. Formative Assessment Why did the northern colonies develop differently than southern colonies? What evidence do we have of rapid or slow changes to Earth’s surface? How has the Earth’s surface changed over time?
- 23. Study Student Work We need the perspective of others. . . to help us to see aspects of the student and the work that would otherwise escape us, and we need others to help us generate ideas about how to use this information to shape our daily practice (Brown Easton, 2009) Study Student Work
- 25. Your turn. . .
- 26. P: student is proficient I: student is in progress N: student is “not there yet” Hershey Park Colorful roller coasters riding up and down Eating yummy chocolate People laughing Kisses, chocolate bar, peanut butter cups Hershey Park is a fun place to visit By the final draft, students are able to: Informative Writing ___ Introduce a place ___ Provide facts about the place ___ Provide a sense of closure
- 27. P: student is proficient I: student is in progress N: student is “not there yet” Hershey Park Big place 12 roller coasters Eating chocolate Playing in the water People are riding roller coasters By the final draft, students are able to: Informative Writing ___ Introduce a place ___ Provide facts about the place ___ Provide a sense of closure
- 28. P: student is proficient I: student is in progress N: student is “not there yet” Hershey Park Tall roller coasters People there Pennsylvania Chocolate Summer fun By the final draft, students are able to: Informative Writing ___ Introduce a place ___ Provide facts about the place ___ Provide a sense of closure
- 29. Staff Meetings Macro learning experiences are those that occur at the broad level. . . Staff engages in these experiences to acquire knowledge and skills. (Curry and Killion, 2009) Staff Meetings
- 34. Around the Web. . . www.slideshare.net/LinkstoLiteracy www.dawnlittle.com @Dawn_M_Little www.teachingwithpicturebooks.wordpress.com Teaching Comprehension with Nonfiction Read Alouds (Scholastic, 2010)
Editor's Notes
- .
- .
- Our research base all year was Jeff Anderson’s book 10 Things Every Writer Needs to Know.
- In one staff meeting, teachers worked in groups to examine mentor texts for types of conclusions. They shared the title of the text, the example from the text, and they gave the conclusion a name.
- Each table’s poster was placed in my office so that they could use them when they were planning instruction around conclusions in writing.
- And with that, we are back to the “beginning” of the cycle.