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This document outlines a partnership between five schools to improve teacher effectiveness through professional development for teachers and administrators. The goals are to increase data literacy, strengthen professional learning communities, promote effective instructional strategies, and foster collaboration. Each school will participate in leadership sessions and learning activities focused on instructional best practices. Teachers will engage in professional development, record collaboration in professional learning communities, conduct peer observations, and be evaluated at the end of the year. The anticipated outcomes include improved teacher collaboration, data-informed instruction, implementation of effective teaching strategies, understanding of rigor and relevance, and increased student achievement and teacher effectiveness.
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httpwww.sedl.orginsightsAdvancing Research, Improving Ed.docx
http://www.sedl.org/insightsAdvancing Research, Improving Education Copyright © 2014 by SEDL
insightsSEDL
Sylvia Segura Pirtle, PhD, and Ed Tobia, EdD
Vol. 2, No. 3, Winter 2014
D istrict and school leaders seeking to improve student gains are often inundated with well-intentioned programs and supports
that promise to produce rapid results.1 Determining
the best structures, supports, and approaches to
advance student learning outcomes while fostering
an improved school culture and developing
teachers’ instructional expertise can be a substantial
undertaking.2 Various researchers have noted that
the use of professional learning communities offers
an effective, learning-focused process that can foster
improvement in teaching and learning.3
At SEDL, we believe that the use of professional
learning communities in schools offers a powerful
infrastructure where teachers can engage in
constructive dialogue, reflect on and improve
instruction, and learn how to become more effective in
the classroom to improve student learning. In addition,
SEDL Insights on implementing
effective professional learning
communities in districts and schools.
1. Provide a clear structure and purpose for
PLC meetings
2. Address the most pressing instructional
challenges
3. Provide support from all levels of the school
system.
4. Foster an atmosphere of trust.
5. Monitor the work of PLCs and provide con-
structive feedback.
6. Support teachers’ sense of efficacy and level
of professionalism.
Implementing Effective Professional Learning
Communities
“Professional learning communities,” the name given to teachers’ collaborative professional
learning—or PLCs, as they are often called—has become so overused that the term’s meaning is
often lost. Only when teachers reflect on their instructional practice, consider the effect instruction
has on students, and implement insights gained from a meeting to improve their teaching
performance, can this process be called a professional learning community. This issue of SEDL Insights
explores ways that education leaders can guide their staff in the implementation of effective PLCs.
1 Pirtle, 2012.
2 Pirtle, 2012.
3 Cowan, Joyner, & Beckwith, 2012; Harris & Jones, 2010; Hord
& Tobia, 2012; Resnick, 2010; The Wallace Foundation, 2012.
http://www.sedl.org/insights
Implementing Effective Professional Learning Communities SEDL Insights / Vol. 2, No. 3, Winter 20142
research indicates there is a strong correlation
between the use of effective PLCs in schools and
improved teacher learning and instruction and
student learning.4 Through SEDL’s Center for High-
Performing Schools, a program that partners with
schools and districts to improve teaching and
learning through professional development and
technical assistance, we have helped education
leaders in South Carolina, Louisiana, and Texas
implement PLCs. We have drawn on this experience
and recent research on sc ...
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1) The document outlines the history and development of the Alabama Quality Teaching Standards and EducateAlabama process from 2006-present. It establishes a commission to promote effective teaching and outlines the adoption of 5 teaching standards.
2) It describes the development and pilot of the EducateAlabama formative evaluation process and how it aligns to the Alabama Continuum for Teacher Development.
3) The Continuum has 5 standards and 5 levels of practice (Pre-Service, Beginning, Emerging, Applying, Innovating) to guide teachers' career-long development.
[Re]evaluating practice: measuring what is important, to inform improvements ...
Collated by Maria Spies, Dr Margot McNeil, Dr Suneeti Rekhari and Karen Woo and presented by Dr Suneeti Rekhari.
Results
The document is a self-assessment tool from the Australian Institute for Teaching and School Leadership. It evaluates a teacher's professional knowledge, practice, and engagement. For professional knowledge, it identifies the teacher's strengths in differentiating learning programs and evaluating effectiveness. Areas for development include demonstrating knowledge of student development. For professional practice, strengths include working with colleagues and classroom management strategies. An area for development is communicating to engage students. For professional engagement, strengths include initiating policies, while areas for development include understanding professional standards and applying feedback.
Titirangi Primary School Charter 2016-2018
The purpose of a school charter is to establish the mission, aims, objectives, directions and targets of the board that will give effect to the Government’s National Education Guidelines and the Board’s priorities, aligned with our School Vision & Values. Our Charter gives details on the strategic direction of our school, and reflects the Board's aims for our school.
Consolidated school-ipcrf-part-iv
The document contains the consolidated school professional development plan for teachers at Bagong Silang Elementary School. It lists the names of 13 teachers and outlines their strengths, development needs, action plans, timelines, and resources needed to address their professional goals. The plan focuses on improving the teachers' functional competencies in areas like content knowledge, teaching strategies, curriculum planning and use of resources. It also aims to strengthen their core behavioral competencies such as professionalism, innovation and service orientation. The teachers' action plans include attending trainings, seminars and workshops to apply their learnings throughout the school year 2021-2022.
EducateAlabama for Librarians Presentation for Jefferson County Library Assoc...
1) The document outlines the history and development of Alabama's Quality Teaching Standards and EducateAlabama process from 2006-present. It established a commission to promote effective teaching and raise student achievement.
2) Five teaching standards were adopted along with a process to provide formative feedback to educators called EducateAlabama.
3) The standards and a continuum of teacher development were established to guide educators' career-long growth through reflection, assessment, and goal-setting.
Results-Based Performance Management System (RPMS) COT Rubrics .pdf
The document provides an introduction to the PPST-based Classroom Observation Tool (COT), which was developed to assess teacher performance based on the Philippine Professional Standards for Teachers (PPST). The COT indicators are selected from the 21 observable strands in the PPST. It describes the development of the COT, the parts of the rubric, the career stage levels, and the different COT subsets for assessment purposes.
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Sarah Aitken - Presenting Eaquals: Preparing for a successful Eaquals inspection
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SIG Webinar NC
The document discusses various models for school turnaround and improvement including definitions, requirements, and notes about each model. It provides information on:
1) Definitions of school turnaround and improvement from a book on the topic.
2) The requirements and options for the transformation, turnaround, restart, closure, whole school reform, and early childhood models. Notes are included to provide additional details on elements of each model.
3) Data on previous School Improvement Grant cohorts including number of schools awarded, funding amounts, and school types.
4) Details of the requirements for the upcoming Cohort IV grants including eligible schools, award amounts, and differences from previous cohorts.
Service support team august 20, 2015
The document outlines the goals and objectives of a statewide system of support for schools and districts. It discusses increasing the percentage of targets met on assessments, student proficiency, and graduation rates. It also aims to assist schools with data-driven decision making, increasing capacity for student growth, and enhancing teacher knowledge. Support is customized at three levels - intensive, moderate, and independent - focusing on areas like instruction, leadership coaching, and consultative support. Teams will problem solve using new zones and coordinators, continue cross-division coordination, and provide professional development through core school improvement staff. The service support team functions include serving zones, regular regional meetings, teleconferencing, analyzing data, and promoting customized professional development and support.
DST update
This document summarizes support for low-performing schools in North Carolina. It begins by noting that all children in the state have a constitutional right to a sound basic education. It then shows that students in the bottom 5% of schools have higher rates of minority, economically disadvantaged, disabled, and English learner students compared to the top 5% of schools. The document discusses the importance of students gaining more than a year's worth of learning each year if they enter below grade level. It outlines North Carolina's process for identifying and providing oversight and support to low-performing schools. Data shows improvement in originally low-performing high schools and Race to the Top schools. The state's role is to use cost-effective models
Census Date by Region
This document analyzes racial typologies, segregation levels, and poverty rates across the 8 districts of the North Carolina State Board of Education. It breaks down demographic data by county, race, and neighborhood characteristics like segregation and poverty for each district. The analysis aims to understand how factors like segregation and poverty interact and compound disadvantage geographically across the state.
James johnson ppt
This document discusses disruptive demographic trends in North Carolina that are challenging the state's education system. It notes that the state's population is growing older and more racially diverse as the Hispanic population increases. Specifically, the population growth is driven by minorities while the white population is aging. This demographic shift means North Carolina schools must adapt to serve a more multicultural student body in the coming years.
Teacher portal presentation 38632ptnh22r4fzkrsauhs40efn55
This presentation summarizes research on teacher quality in North Carolina. It finds that teachers prepared by UNC teacher preparation programs generally perform as well or better than teachers prepared through other pathways. However, some specific alternative programs like Teach For America produce teachers that are more effective, especially at the elementary level. The presentation recommends expanding support for new teachers, strengthening clinical practice in teacher preparation programs, improving recruitment and selection criteria, and using a dashboard to monitor program outcomes. It also reviews recommendations from a UNC Board of Governors subcommittee on increasing collaboration between UNC institutions and improving teacher and leader quality.
Psf top teneducationissues_v5_web
This document discusses the top 10 education issues in North Carolina for 2015 according to the Public School Forum of North Carolina. The issues include: building a principled path on teacher compensation by developing career advancement opportunities and increasing salaries, making sense of the new A-F school performance grading system by re-evaluating its weightings and indicators, maintaining high academic standards, emphasizing quality and equity in school choice options, expanding opportunities for anytime/anywhere learning, recruiting and retaining excellent teachers, managing student enrollment growth, shifting to elements of digital-age learning, streamlining assessments, and meeting milestones for college and career readiness.
Nc dl plan region 4 roundtable meeting 4.16.2015
This document summarizes a Region 4 Roundtable meeting on North Carolina's Digital Learning Plan. The meeting included a presentation on the foundations, approach, and initial recommendations of the plan, as well as discussion of feedback from town halls. The plan aims to build on legislative actions and lessons learned from districts to create a student-centered, digital-age learning model. It will address questions around models, instruction/content, infrastructure, capacity, policy, funding, and recommendations to support local digital transitions. Preliminary recommendations to inform state policy include expanding connectivity, supporting innovative district models, building educator capacity, and ensuring access to high-quality digital resources.
Level 5 leadership holiday edition
This document discusses leadership practices that can take principals to the next level of school improvement. It focuses on achieving greatness as a leader through Level 5 leadership concepts described by Jim Collins. Level 5 leadership involves a paradoxical combination of personal humility and strong professional will. The document discusses identifying Level 5 behaviors in video examples and considering how changes in behavior can help principals become Level 5 leaders. It provides definitions and descriptions of Collins' five levels of leadership.
Curriculum manager in schoolnet
The document provides instructions for using the Curriculum Manager tool in Schoolnet to create and manage curricula and associated instructional resources. Key points include:
1) The Curriculum Manager allows users to create curricula and curricular units, link instructional resources like lesson plans and assessments, and import curriculum materials such as pacing guides and standards documents.
2) A curriculum hierarchy is established with curricula at the top level encompassing entire courses, broken into curricular units like grading periods, which contain instructional units and lesson plans.
3) Users can search for, create, edit and publish new curricula, curricular units, and instructional units as well as link associated instruction
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The document summarizes literacy assessment data from kindergarten through third grade. It shows the percentage of schools and teachers that exceeded, met, or did not meet growth standards in each grade. Overall, the data indicates that the majority of schools and teachers are not meeting literacy growth targets, especially in kindergarten. The document encourages teachers to use formative assessment data to tailor instruction to individual student needs.
Just another test
This document contains test score results from EXPLORE, PLAN, and ACT exams in reading, math, and science. It shows the number of students who scored at each performance level, with higher levels indicating more advanced skills. For reading, over 200 students scored at the two highest levels for a score of 16 or higher. In math, over 180 students scored at the top levels for 17 or higher. And over 180 students scored at the top two science levels for 18 or higher.
Irreplaceables briefing deck north carolina feb 2013 v3
The document discusses "Irreplaceable" teachers, who are highly effective teachers that are nearly impossible to replace. It finds that these teachers are more likely to leave struggling schools, where they are often replaced with less effective teachers. The key causes of this turnover are poor leadership, poor working conditions, and policies that do not incentivize retaining highly effective teachers. The consequences are that school turnaround is nearly impossible when effective teachers frequently leave, and the teaching profession suffers when mediocre performance is tolerated. The document advocates for policies focused on retaining Irreplaceable teachers.
Irreplaceables briefing deck north carolina feb 2013 v3
The document discusses "Irreplaceable" teachers, who are highly effective and successful teachers that are nearly impossible to replace. It finds that low-performing schools often hire less effective replacements when an Irreplaceable teacher leaves. Additionally, most schools retain Irreplaceable teachers and low-performing teachers at similar rates. The document argues that poor leadership, working conditions, and policies contribute to Irreplaceable teachers leaving at similar rates as low performers. It advocates for a focus on retaining Irreplaceable teachers through improved leadership, working conditions, and policies.
Fall 2014 administrative retreat agenda[1]
This document outlines the agenda for a leadership retreat held in Myrtle Beach, SC from December 12-14, 2014. The retreat, led by Dr. Johnny Hunt, was intended to help school leaders collaborate and develop skills to support the mission and vision of the Public Schools of Robeson County. Over the three days, participants would discuss positive coaching, policies and procedures, technology tools for leadership, and building capacity within their staffs and communities. The agenda included sessions on understanding retention challenges, transformational leadership structures, and the human factors of leadership. Participants were encouraged to be actively involved and respectfully communicate as allies during the retreat.
Sm admin retreat 14 cw
The document provides an overview of using Google Drive and sharing documents. It discusses logging into your Google account, uploading and viewing files in Drive, sharing documents with other users, and making comments on documents. The document is a user guide for Gaggle Next UI and managing documents in the cloud.
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This document outlines chapters from a book being discussed by different regional leadership teams. Chapter 9 focuses on leadership being an affair of the heart, with key points around love, serve, learn, vision and empower. For Chapter 1, the Northern Region discusses important moments and how to use professional learning communities for continuous school improvement. Chapter 7 led by the Central Region addresses ensuring effective instruction and adapting to the planning process. Chapter 8 led by the Southern Region discusses maintaining a positive school culture. Finally, Chapter 2 led by the Central Office examines monitoring, culture change, autonomy and preventing ambivalence. Throughout, participants are asked to reflect personally on takeaways from each chapter.
Principals' summer retreat graphic organizer
The document outlines chapters from a book or manual led by different regional offices, with each chapter including key passages, points, and a section for personal reflection. Chapters 2, 9, 1, 7, and 8 are described in this manner with the leadership coming from the Central Office, Western Region, Northern Region, Central Region, and Southern Region respectively.
Summer 2014 administrative retreat agenda[1]
This document outlines the agenda for a three-day administrative retreat with the following goals:
1) Support the mission and vision of the Public Schools of Robeson County through collaborative teams with the necessary knowledge, skills, and abilities.
2) Discuss positive coaching relationships, policies and procedures, quality PLC structures, transformational leadership, effective leadership, and building local capacity.
3) Engage in presentations, discussions, activities and collaborative work focused on leadership, instruction, and school improvement utilizing Google docs and other collaborative tools.
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Lab school
- 1. Building Teacher Effectiveness A Lab School Protocol
- 2. Description – “The WHAT” In an effort to improve the distribution of effective teachers, this partnership to support for five schools will collaborate with professional development with both teachers and administrators. An anticipated outcome will be to create a sustainable process for school improvement that can be replicated across the district.
- 3. Targeted Professional Learning – The “WHY” Data literacy Quality Professional Learning Communities Common, Effective Instructional Strategies Culture of Collaboration Enhance Teacher Effectiveness and Student Outcomes
- 4. The “HOW” Each site will engage in deliberate professional learning activities to involve collegial conversations, professional accountability and peer observations to support the following emphasis: Learning By Doing – Dufour,Eaker Classroom Instruction That Works 2nd Edition -Dean, Hubbell, Pilter & Stone
- 5. Process Site staff will participate in intentional leadership sessions that will facilitate effective, intentional discussions and assist in establishing protocols for monitoring and educator accountability in utilizing strategies and protocols learned to improve instruction, and ultimately student achievement
- 6. Teacher Leadership Development All certified staff will participate in the intentional professional development throughout the year Up to 3 teachers and the school administrator will have an opportunity to attend the fall ASCD Instructional Leaders Conference in Orlando, FL on October 31- November 2, 2014 $10,000 will be allotted to each school for other teachers to participate in professional development opportunities
- 7. Teacher Leadership Development Records will be kept throughout the year that document collaboration within the school PLC structure – these logs will be kept on a public wiki for accountability Peer observations will be utilized for documentation and feedback throughout the year A year-end evaluation will be utilized to provide feedback on the process
- 8. Lab Schools Rex Rennert Elementary Townsend Middle W.H. Knuckles Elementary Rosenwald Elementary R.B. Dean Elementary
- 9. Anticipated Outcome 1 All teachers will participate in an effective Professional Learning Community as evidence by documentation in PLC agendas. Common agendas will be developed to include quality PLC alignment and detailed minutes that ensure proper utilization of time and resources
- 10. Anticipated Outcome 2 All teachers will use data to inform instruction as evidenced by lesson plans (diffentiation), collaborative conversations (PLC agendas/minutes), and student achievement
- 11. Anticipated Outcome 3 All teachers will utilize identified effective instructional strategies as evidenced by lesson plans (differentiation), collaborative conversations (PLC agendas/minutes), and student achievement
- 12. Anticipated Outcome 4 All teachers will work to develop a common understanding of rigor and relevance of classroom content and expectations through professional development as evidenced by lesson plans (differentiation), collaborative conversations (PLC agendas/Minutes), and student achievement
- 13. Anticipated Outcome 5 All schools will realize increased student outcome growth and proficiency as evidenced in 2014-15 assessment data
- 14. Anticipated Outcome 6 All schools will realize an increase of effective and highly effective teachers in Standard 6 measures according to 2014-15 data