This document outlines a plan to improve teaching and learning across a suburban school district through the implementation of professional learning communities (PLCs). The plan aims to:
1) Design a teacher-centered professional development practice through PLCs that promotes collaboration and a shared understanding of goals;
2) Involve 90% of teachers in regular PLC meetings to discuss needs, set goals, and reflect on practices;
3) Develop guidelines and administrator support for the PLC process to ensure alignment with district and state requirements.
This document provides information about week 5 of an English foundations course. It includes a welcome message and overview of the course structure and materials. This week's class schedule focuses on assessing student progress through pre-testing, assigning pathway exercises, and planning individual paths to completion. The document outlines required in-class coursework including a pre-test, essay draft, and pathway activities. It assigns out-of-class homework of completing pathway reading with 75% accuracy and reading textbook chapters. The goal is to help students improve reading, writing, and reasoning skills through a combination of online and in-person activities.
This document provides an outline for a course on learning delivery modalities (LDMs). It discusses two activities in Lesson 1 on understanding the different LDMs. Activity 1 defines face-to-face learning, distance learning, blended learning, and homeschooling and has learners check their own definitions. Activity 2 compares the distinguishing features, essential resources, roles of teachers/parents/schools for modular distance learning, online distance learning, and TV-based instruction. The purpose is for learners to understand the different LDMs prescribed in the learning continuity plan.
Edu 311 edu311 edu 311 best tutorials guide uopstudy.comNewUOPCourse
This document outlines the weekly assignments for an education course called EDU 311 Models and Theories of Instruction. It includes assignments such as writing a paper on factors to consider when lesson planning, developing lesson objectives using Bloom's taxonomy, analyzing existing lesson plans, designing a cooperative learning lesson, creating an assessment brochure, observing a teacher's lesson, and developing a comprehensive lesson plan. The overall goal is for students to learn about instructional design theories and models and gain experience applying them to create effective lesson plans and assessments.
EDU 320 Enhance teaching - snaptutorial.comDavisMurphyA78
This document outlines the assignments, activities, and due dates for an entire online course titled EDU 320. It includes discussion questions, individual written assignments such as a personal philosophy paper and lesson plan analysis, learning team assignments like a classroom management plan and presentation, and reflections on observing classroom management in the field. The course appears focused on developing skills and understanding of classroom management approaches for elementary school teachers.
Nr 351 Education Organization / snaptutorial.comBaileya135
For more classes visit
www.snaptutorial.com
Time ManagementPlan Guidelines
PURPOSE
The purpose of this assignment is to allow the learnertouse effective strategies to manage time as a professional nurse and online student.
This document provides an instructor's guide for a workshop on engineering effective teams. The workshop uses a 13-minute instructional video and supplemental materials to teach undergraduate engineers strategies for successful group projects. These strategies include forming effective teams, creating goals and agendas, conducting check-ins, communicating well, handling conflicts, and developing shared understanding. The guide outlines a 55-minute facilitation plan that introduces an engineering project, shows the video, discusses key points and has teams complete a quiz, sets goals, and reviews templates for contracts, agendas, and conflict resolution.
Lesson plan session five - keeping up to dateRLS-Johnrylands
This document outlines the lesson plan for a session on keeping up to date with current research. The session is divided into sections covering different tools for alerts and updates, including Table of Contents alerts in Zetoc, search alerts in ISI Web of Knowledge, alerts in Google Scholar, discussion lists, following blogs using RSS feeds in Google Reader, and creating groups in Mendeley. For each topic, the lesson plan lists the duration, topic, content to be covered, and teaching method, which generally involves a presentation and hands-on exercises for participants to set up alerts or subscriptions. The session concludes with a question and answer period and review of resources for further help and support.
This document provides information about week 5 of an English foundations course. It includes a welcome message and overview of the course structure and materials. This week's class schedule focuses on assessing student progress through pre-testing, assigning pathway exercises, and planning individual paths to completion. The document outlines required in-class coursework including a pre-test, essay draft, and pathway activities. It assigns out-of-class homework of completing pathway reading with 75% accuracy and reading textbook chapters. The goal is to help students improve reading, writing, and reasoning skills through a combination of online and in-person activities.
This document provides an outline for a course on learning delivery modalities (LDMs). It discusses two activities in Lesson 1 on understanding the different LDMs. Activity 1 defines face-to-face learning, distance learning, blended learning, and homeschooling and has learners check their own definitions. Activity 2 compares the distinguishing features, essential resources, roles of teachers/parents/schools for modular distance learning, online distance learning, and TV-based instruction. The purpose is for learners to understand the different LDMs prescribed in the learning continuity plan.
Edu 311 edu311 edu 311 best tutorials guide uopstudy.comNewUOPCourse
This document outlines the weekly assignments for an education course called EDU 311 Models and Theories of Instruction. It includes assignments such as writing a paper on factors to consider when lesson planning, developing lesson objectives using Bloom's taxonomy, analyzing existing lesson plans, designing a cooperative learning lesson, creating an assessment brochure, observing a teacher's lesson, and developing a comprehensive lesson plan. The overall goal is for students to learn about instructional design theories and models and gain experience applying them to create effective lesson plans and assessments.
EDU 320 Enhance teaching - snaptutorial.comDavisMurphyA78
This document outlines the assignments, activities, and due dates for an entire online course titled EDU 320. It includes discussion questions, individual written assignments such as a personal philosophy paper and lesson plan analysis, learning team assignments like a classroom management plan and presentation, and reflections on observing classroom management in the field. The course appears focused on developing skills and understanding of classroom management approaches for elementary school teachers.
Nr 351 Education Organization / snaptutorial.comBaileya135
For more classes visit
www.snaptutorial.com
Time ManagementPlan Guidelines
PURPOSE
The purpose of this assignment is to allow the learnertouse effective strategies to manage time as a professional nurse and online student.
This document provides an instructor's guide for a workshop on engineering effective teams. The workshop uses a 13-minute instructional video and supplemental materials to teach undergraduate engineers strategies for successful group projects. These strategies include forming effective teams, creating goals and agendas, conducting check-ins, communicating well, handling conflicts, and developing shared understanding. The guide outlines a 55-minute facilitation plan that introduces an engineering project, shows the video, discusses key points and has teams complete a quiz, sets goals, and reviews templates for contracts, agendas, and conflict resolution.
Lesson plan session five - keeping up to dateRLS-Johnrylands
This document outlines the lesson plan for a session on keeping up to date with current research. The session is divided into sections covering different tools for alerts and updates, including Table of Contents alerts in Zetoc, search alerts in ISI Web of Knowledge, alerts in Google Scholar, discussion lists, following blogs using RSS feeds in Google Reader, and creating groups in Mendeley. For each topic, the lesson plan lists the duration, topic, content to be covered, and teaching method, which generally involves a presentation and hands-on exercises for participants to set up alerts or subscriptions. The session concludes with a question and answer period and review of resources for further help and support.
This document provides templates for creating a WebQuest, which is an inquiry-oriented lesson format that uses web links for students to learn. The templates include sections for the student page and teacher page. The student page sections are an introduction, task, process, evaluation, conclusion and credits. The teacher page provides additional context for other teachers, including standards, resources and a facilitation script. The overall goal is for students to solve math problems by accessing online resources and working through the outlined process.
Spring 2015 Student Evaluation of Teaching _MATH-1131Q-041D-STORR- Calculus IDaniel Bloch
This document contains a student evaluation of teaching for Daniel Bloch, a teaching assistant for a Calculus I course. Based on the responses of 16 students, Mr. Bloch received positive reviews in several key areas, including presenting material clearly, being well-prepared, responding adequately to questions, showing interest in helping students learn, and promoting student learning. Some students noted that he could improve by being more comfortable speaking in front of the class, but most said they would recommend him to a friend taking Calculus I.
For more course tutorials visit
www.newtonhelp.com
EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
This document provides an overview and introduction to a teacher training course on new learning delivery modalities. It outlines the following:
- The course aims to help teachers prepare for new learning delivery modalities and manage instruction in the "new normal" of education.
- The first lesson describes the purpose and structure of the course, and has teachers reflect on how the course could support their instruction.
- The second lesson instructs teachers on organizing learning action cells (LACs) - groups of 2-15 teachers that will support each other's learning and development. It provides guidance on forming LACs, designating roles, and completing required documents.
- Teachers are directed to activities where they begin the
The document discusses creating the right learning environment. It covers:
1. The physical environment including infrastructure and the emotional environment including mood.
2. Developing training materials by gathering audience information, structuring the learning process, and using basic audio/visual media like projectors and flipcharts.
3. Guidance for doing presentations including preparation, non-verbal communication skills like body language and voice, and applying techniques to build rapport with learners.
EDU 310 Enhance teaching - snaptutorial.comDavisMurphyA78
For more classes visit
www.snaptutorial.com
EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
EDU 310 Week 2 Individual Assignment
Lesson plan presentation skills 30th septILRI-Jmaru
The document provides a session plan for a presentation skills workshop. The workshop aims to [1] identify the characteristics of effective presenters, [2] teach the key ingredients of successful presentations, and [3] increase participants' comfort and effectiveness in giving presentations. The plan outlines the activities, timing, facilitator roles, and learner activities for the workshop. It includes introductory exercises, teaching presentation best practices, skills demonstrations, participant presentations with feedback, and an evaluation.
This document provides a summary of a WebQuest lesson plan for high school Spanish students. The lesson involves having students virtually study abroad by visiting websites of Spanish-speaking countries to research their cultures and histories. Students will then write an essay in Spanish about their favorite travel experience based on the information found online. The document outlines the introduction, task, process, evaluation, conclusion, and credits/references for the lesson.
Professional Development for Content Teachers: 3 Suggestions for Interdiscipl...Melanie Gonzalez
This document summarizes the results and lessons learned from a professional development program for teachers focused on teaching English learners. It found that the program led to:
1) Attitudinal shifts in how teachers viewed English learners and the achievement gap.
2) A greater focus on language acquisition and best practices for teaching language.
3) Increased teacher confidence in lesson planning and having strategies to support English learners.
It provides suggestions for improving future professional development, including fostering learning communities, integrating culture more explicitly, and facilitating meaningful collaboration between teachers.
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
This document outlines a science curriculum writing course for teachers to better align their curriculum with state standards and exams. Over two weeks, teachers will meet daily from 8-3 to write assessments and learning activities for grades 1-12. They will work in groups by grade level and have facilitator support. The goals are to create assessments aligned to state standards and engaging activities to prepare students for exams. By the end of the course, teachers will have completed 4 assessments and 10 learning activities for their grades.
The document provides information about a 3-day training for teachers on School-Based Management. It includes:
1) An overview of the training objectives which are to align teaching practices with competency standards, appraise teacher and student performance, and develop individual professional development plans.
2) A schedule of sessions over the 3 days which will cover topics like the competency standards, assessing student performance, and developing professional development plans.
3) Details of the first session on setting expectations and understanding the importance of training for developing teaching competencies.
Prepared for the M7 Inservice Training, SESDP (ADB Grant 0257) by Dr. Bernadette V. Gonzales (Intem Philippines), RIES/DSE/DTE Ministry of Education & Sports, Lao PDR
Faculty Presentation on Block Schedulingmrsross228
Teachers attended a retreat to prepare for upcoming changes to block scheduling and Common Core instruction. They discussed the connections between the instructional shifts required by Common Core and block scheduling. Teachers examined advantages and disadvantages of block scheduling and began planning how to maximize strengths and minimize weaknesses. The next day, teachers would collaborate to create 90-minute lesson plans to teach the following week when block scheduling is implemented.
The Mercer County Educational Service Center offers a variety of workshops for school leaders and teachers aimed at increasing student achievement and productivity. Workshops include training in classroom observation techniques, strategies for raising student test scores, and seminars on deeply aligning curriculum to assessments to promote higher achievement. Trainings are provided onsite, offsite, or can be customized and brought to individual districts.
This document discusses assessments for student growth objectives (SGOs) and provides guidance on developing high-quality assessments. It addresses:
- Assessments being central to measuring student learning related to SGOs. They must be thoughtfully chosen or developed.
- Characteristics of quality assessments, including aligning to standards, measuring appropriate depth of knowledge, and using clear writing and scoring rubrics.
- A planning process for choosing or modifying assessments, including reviewing goals, standards, and instructional periods to ensure assessments are well-aligned.
- Examples of developing work plans and timelines to collaboratively create new or modify existing assessments.
Kemp/Kidd Acsa presentation november 2013ACSASummit
The document summarizes the transformation efforts underway in the Franklin-McKinley School District to improve student achievement. There are wide achievement gaps between student groups, with Asian students significantly outperforming Hispanic/Latino students. The district is implementing a multi-year transformation plan focused on alignment, equity, and continuous improvement at both the district and school levels. Key elements of the plan include developing an instructional framework, using data to monitor progress, and providing opportunities for collaboration among teachers and leaders. The goals are to increase the number of English Learners attaining proficiency and refine areas of focus based on self-assessments of strengths and weaknesses.
The document summarizes the transformation efforts underway in the Franklin-McKinley School District to improve student achievement. There is a significant achievement gap between Asian and Hispanic/Latino students. The district is implementing a multi-year transformation plan focused on alignment, equity, and continuous improvement at both the district and school levels. Key elements of the plan include developing a progress monitoring system, opportunities for collaboration, and an instructional framework. The district is also using transformation rubrics and a theory of action approach to focus and align reform efforts and set clear goals for student outcomes.
-images-bfk-greatteachersmakegreatschools_program (1)Cms Principal
This document provides information about a two-day teacher conference being held August 8-10, 2011 in Columbus, Ohio. The conference aims to help teachers improve their instructional practice, learn about issues and reforms impacting teaching, and collaborate with peers. The schedule outlines pre-conference workshops and keynote speakers on day one addressing formative assessment strategies and connecting with students. Breakout sessions on both days focus on topics like classroom management, curriculum and instruction, assessment, and using technology to support inclusion.
The document provides guidance for students on their level 5 school placement, including expectations, support structures, and assessment. Students are expected to work towards meeting the Teachers' Standards, develop their class management and planning/assessment skills (triangulation), and build up to teaching 50% of lessons independently. Support is available from mentors, link tutors, and university staff. Mentors will observe lessons and complete reports, while link tutors ensure expectations are clear and may jointly observe. Students must demonstrate their impact on pupil progress and work to develop their teaching practice based on feedback.
The document provides information and guidelines for conducting a National Learning Camp (NLC). It outlines 10 questions addressing learner placement, camp objectives, and duration. It also includes a sample action plan for implementing the NLC with key tasks, timelines, activities, resources, and expected outputs. The plan covers preparatory work, learner assessment and placement, curriculum planning, resource preparation, implementation and monitoring, stakeholder engagement, teacher training, evaluation and reflection, and other enrichment activities. The overall goal is to provide additional support to learners and improve learning outcomes through a balanced camp experience according to the guidelines.
C P C E Collaborative Instruction Week2 20090210hrsoccr14
This document provides an overview for Week 2 of an online course on collaborative instruction in inclusive classrooms. It outlines the learning objectives and assignments for the week, which include reading chapters, viewing lectures, completing in-class assignments, starting major assignments, and taking an online quiz. Students are asked to outline co-teaching responsibilities, develop a student profile, document an instructional team meeting, evaluate collaboration, and develop an action plan to improve collaboration. The overview is structured with headings and instructions to guide students through the weekly content and assignments.
This document provides templates for creating a WebQuest, which is an inquiry-oriented lesson format that uses web links for students to learn. The templates include sections for the student page and teacher page. The student page sections are an introduction, task, process, evaluation, conclusion and credits. The teacher page provides additional context for other teachers, including standards, resources and a facilitation script. The overall goal is for students to solve math problems by accessing online resources and working through the outlined process.
Spring 2015 Student Evaluation of Teaching _MATH-1131Q-041D-STORR- Calculus IDaniel Bloch
This document contains a student evaluation of teaching for Daniel Bloch, a teaching assistant for a Calculus I course. Based on the responses of 16 students, Mr. Bloch received positive reviews in several key areas, including presenting material clearly, being well-prepared, responding adequately to questions, showing interest in helping students learn, and promoting student learning. Some students noted that he could improve by being more comfortable speaking in front of the class, but most said they would recommend him to a friend taking Calculus I.
For more course tutorials visit
www.newtonhelp.com
EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
This document provides an overview and introduction to a teacher training course on new learning delivery modalities. It outlines the following:
- The course aims to help teachers prepare for new learning delivery modalities and manage instruction in the "new normal" of education.
- The first lesson describes the purpose and structure of the course, and has teachers reflect on how the course could support their instruction.
- The second lesson instructs teachers on organizing learning action cells (LACs) - groups of 2-15 teachers that will support each other's learning and development. It provides guidance on forming LACs, designating roles, and completing required documents.
- Teachers are directed to activities where they begin the
The document discusses creating the right learning environment. It covers:
1. The physical environment including infrastructure and the emotional environment including mood.
2. Developing training materials by gathering audience information, structuring the learning process, and using basic audio/visual media like projectors and flipcharts.
3. Guidance for doing presentations including preparation, non-verbal communication skills like body language and voice, and applying techniques to build rapport with learners.
EDU 310 Enhance teaching - snaptutorial.comDavisMurphyA78
For more classes visit
www.snaptutorial.com
EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
EDU 310 Week 2 Individual Assignment
Lesson plan presentation skills 30th septILRI-Jmaru
The document provides a session plan for a presentation skills workshop. The workshop aims to [1] identify the characteristics of effective presenters, [2] teach the key ingredients of successful presentations, and [3] increase participants' comfort and effectiveness in giving presentations. The plan outlines the activities, timing, facilitator roles, and learner activities for the workshop. It includes introductory exercises, teaching presentation best practices, skills demonstrations, participant presentations with feedback, and an evaluation.
This document provides a summary of a WebQuest lesson plan for high school Spanish students. The lesson involves having students virtually study abroad by visiting websites of Spanish-speaking countries to research their cultures and histories. Students will then write an essay in Spanish about their favorite travel experience based on the information found online. The document outlines the introduction, task, process, evaluation, conclusion, and credits/references for the lesson.
Professional Development for Content Teachers: 3 Suggestions for Interdiscipl...Melanie Gonzalez
This document summarizes the results and lessons learned from a professional development program for teachers focused on teaching English learners. It found that the program led to:
1) Attitudinal shifts in how teachers viewed English learners and the achievement gap.
2) A greater focus on language acquisition and best practices for teaching language.
3) Increased teacher confidence in lesson planning and having strategies to support English learners.
It provides suggestions for improving future professional development, including fostering learning communities, integrating culture more explicitly, and facilitating meaningful collaboration between teachers.
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
This document outlines a science curriculum writing course for teachers to better align their curriculum with state standards and exams. Over two weeks, teachers will meet daily from 8-3 to write assessments and learning activities for grades 1-12. They will work in groups by grade level and have facilitator support. The goals are to create assessments aligned to state standards and engaging activities to prepare students for exams. By the end of the course, teachers will have completed 4 assessments and 10 learning activities for their grades.
The document provides information about a 3-day training for teachers on School-Based Management. It includes:
1) An overview of the training objectives which are to align teaching practices with competency standards, appraise teacher and student performance, and develop individual professional development plans.
2) A schedule of sessions over the 3 days which will cover topics like the competency standards, assessing student performance, and developing professional development plans.
3) Details of the first session on setting expectations and understanding the importance of training for developing teaching competencies.
Prepared for the M7 Inservice Training, SESDP (ADB Grant 0257) by Dr. Bernadette V. Gonzales (Intem Philippines), RIES/DSE/DTE Ministry of Education & Sports, Lao PDR
Faculty Presentation on Block Schedulingmrsross228
Teachers attended a retreat to prepare for upcoming changes to block scheduling and Common Core instruction. They discussed the connections between the instructional shifts required by Common Core and block scheduling. Teachers examined advantages and disadvantages of block scheduling and began planning how to maximize strengths and minimize weaknesses. The next day, teachers would collaborate to create 90-minute lesson plans to teach the following week when block scheduling is implemented.
The Mercer County Educational Service Center offers a variety of workshops for school leaders and teachers aimed at increasing student achievement and productivity. Workshops include training in classroom observation techniques, strategies for raising student test scores, and seminars on deeply aligning curriculum to assessments to promote higher achievement. Trainings are provided onsite, offsite, or can be customized and brought to individual districts.
This document discusses assessments for student growth objectives (SGOs) and provides guidance on developing high-quality assessments. It addresses:
- Assessments being central to measuring student learning related to SGOs. They must be thoughtfully chosen or developed.
- Characteristics of quality assessments, including aligning to standards, measuring appropriate depth of knowledge, and using clear writing and scoring rubrics.
- A planning process for choosing or modifying assessments, including reviewing goals, standards, and instructional periods to ensure assessments are well-aligned.
- Examples of developing work plans and timelines to collaboratively create new or modify existing assessments.
Kemp/Kidd Acsa presentation november 2013ACSASummit
The document summarizes the transformation efforts underway in the Franklin-McKinley School District to improve student achievement. There are wide achievement gaps between student groups, with Asian students significantly outperforming Hispanic/Latino students. The district is implementing a multi-year transformation plan focused on alignment, equity, and continuous improvement at both the district and school levels. Key elements of the plan include developing an instructional framework, using data to monitor progress, and providing opportunities for collaboration among teachers and leaders. The goals are to increase the number of English Learners attaining proficiency and refine areas of focus based on self-assessments of strengths and weaknesses.
The document summarizes the transformation efforts underway in the Franklin-McKinley School District to improve student achievement. There is a significant achievement gap between Asian and Hispanic/Latino students. The district is implementing a multi-year transformation plan focused on alignment, equity, and continuous improvement at both the district and school levels. Key elements of the plan include developing a progress monitoring system, opportunities for collaboration, and an instructional framework. The district is also using transformation rubrics and a theory of action approach to focus and align reform efforts and set clear goals for student outcomes.
-images-bfk-greatteachersmakegreatschools_program (1)Cms Principal
This document provides information about a two-day teacher conference being held August 8-10, 2011 in Columbus, Ohio. The conference aims to help teachers improve their instructional practice, learn about issues and reforms impacting teaching, and collaborate with peers. The schedule outlines pre-conference workshops and keynote speakers on day one addressing formative assessment strategies and connecting with students. Breakout sessions on both days focus on topics like classroom management, curriculum and instruction, assessment, and using technology to support inclusion.
The document provides guidance for students on their level 5 school placement, including expectations, support structures, and assessment. Students are expected to work towards meeting the Teachers' Standards, develop their class management and planning/assessment skills (triangulation), and build up to teaching 50% of lessons independently. Support is available from mentors, link tutors, and university staff. Mentors will observe lessons and complete reports, while link tutors ensure expectations are clear and may jointly observe. Students must demonstrate their impact on pupil progress and work to develop their teaching practice based on feedback.
The document provides information and guidelines for conducting a National Learning Camp (NLC). It outlines 10 questions addressing learner placement, camp objectives, and duration. It also includes a sample action plan for implementing the NLC with key tasks, timelines, activities, resources, and expected outputs. The plan covers preparatory work, learner assessment and placement, curriculum planning, resource preparation, implementation and monitoring, stakeholder engagement, teacher training, evaluation and reflection, and other enrichment activities. The overall goal is to provide additional support to learners and improve learning outcomes through a balanced camp experience according to the guidelines.
C P C E Collaborative Instruction Week2 20090210hrsoccr14
This document provides an overview for Week 2 of an online course on collaborative instruction in inclusive classrooms. It outlines the learning objectives and assignments for the week, which include reading chapters, viewing lectures, completing in-class assignments, starting major assignments, and taking an online quiz. Students are asked to outline co-teaching responsibilities, develop a student profile, document an instructional team meeting, evaluate collaboration, and develop an action plan to improve collaboration. The overview is structured with headings and instructions to guide students through the weekly content and assignments.
This document provides an overview of the Educator Autonomy Project in Rhode Island. The project aims to support Rhode Island's efforts to improve student achievement through increased local autonomy for educators. It will examine barriers to effective teaching and learning, and make recommendations to the governor on how to remove barriers and strengthen autonomy at the school and teacher level while ensuring quality and effectiveness. A working group representing all stakeholders will conduct the work over 6-9 months. They will build understanding of the issues, identify areas for recommendations, develop and test specific recommendations, and prioritize proposals. Autonomy may be increased at the state, district, school and teacher levels in areas like budgeting, staffing, curriculum and assessments. The goal is to empower
The document provides guidance for support specialists on the teacher evaluation and goal setting process in the North Haven Public Schools district. It outlines that specialists will have one Student Learning Objective (SLO) with two measures of student growth, which counts for 45% of the evaluation. Observations of performance and practice by an administrator counts for 40%, with the remaining 15% comprised of parent/peer feedback (10%) and a whole-school indicator (5%). It provides details on the evaluation timeline, categories for tenured vs. pre-tenured teachers, the observation process, and resources for goal setting.
The document summarizes the history of high school scheduling reforms and the adoption of a modified block schedule by a school district. It discusses how block scheduling was intended to allow more rigorous courses and standards. It then describes a task force that worked with district administrators to create a modified block schedule that has benefits for both students and teachers, including longer class periods, daily planning time for teachers, and enrichment periods for students. The sample schedule shows how classes will be arranged on a weekly basis under the new modified block schedule.
The document discusses plans to establish School Development Centers in Kaohsiung schools to facilitate teacher professional development and community engagement. The Centers will be led by expert host teachers and focus on improving teachers' technology skills, studying best practices, peer observation, and lesson planning. Teachers will participate in week-long training programs at their school's Center and receive ongoing support. The goal is to create a network for sharing innovations and drive systematic reforms across all schools.
The document discusses the Master Educator role in DCPS-TNTP IMPACT. Master Educators are a select group of expert teachers who evaluate and support other teachers across the district. Their responsibilities include conducting observations of teachers and providing feedback. DCPS invests significant resources into recruiting, selecting, training and supporting Master Educators to fulfill this important instructional leadership role.
At the Spring Expo, you’ll be able to network with school and district leaders; learn the ‘How’ of Partners’ Success; find out more about our school and district partnerships; hear about our national expansion; and get the latest on Common Core State Standards.
1. Professional Learning
Communities:
Improving Teaching and Learning Across
a Suburban School District
Prepared By: Rhetta Sabean
Administrative Planning AP662, Boston University School of Education
John M. Poirier, Ed.D.
May 1, 2011
2. To augment HSD’s current Professional
Development Master Plan:
Create a professional development practice that is
teacher-centered versus top-down in nature
Promote a professional culture among teachers,
administrators, and students
Initiate collaborative relationships among teachers
outside their grade level/content area
Take concrete action to change instruction so
students do learn
Background and Purpose
3. Project Background and Significance
Bedroom Community; 78% population works
outside the community
Median 4-Person Family Income: $85,000
Local Funding System:
Trustees – Pro-education
Town Budget Committee – Anti-education
Annual Average Spending per Pupil:
State: $11,745
Town: $8,800
4. Problems Addressed by Project
Pressure from NCLB Act requirements:
Mobilized community in reformation efforts
Highly publicized “blacklist” in 2007
New District in Need of Improvement (DINI)
At risk of corrective actions by NCLB Act
Not meeting reading and mathematics AYP scores
Federal funds could be deferred
Must meet AYP scores next year
5. Problems Addressed by Project
Current Efforts to Improve District Schools:
Unveiled a “District Mission and Goals” (2007)
Designed a District-wide PD Master Plan (2009)
Increased PD budget by 4,000%
Hired reading and mathematics experts
Begun alignment of curriculum to NH State Frameworks;
state-mandated “Competency Work”
Embedded PD release days
Hired a full-time Academic Dean
Began updating building facilities
Initiated a “Student Drop-out Taskforce” (2010)
Became more transparent with budgets, initiatives,
curriculum, Budget Committee meetings, etc.
6. Characteristics of Improved School Districts:
Effective Leadership
Quality Teaching and Learning
Supports Systemwide Improvement
Clear and Collaborative Relationships
Improving Teaching and Learning:
A Conceptual Model for Success
7. Characteristics of Improved School
Districts: A Conceptual Model for Success
Effective Leadership
Committed, persistent, proactive and distributed
Focuses on all students learning
Quality Teaching and Learning
Requires high expectations and accountability
Coordinates and aligns curriculum and
assessment
Supports central focus on student learning
Embeds PD time
8. Characteristics of Improved School
Districts: A Conceptual Model for Success
Supports Systemwide Improvement
Uses data effectively
Strategically allocates resources
Ensures policy and program coherence
Supports central focus on student learning
Clear and Collaborative Relationships
Reflect needs and strengths
Nurture and develop professional culture and
collaborative relationships
Simultaneously empower and control
Mobilize and manage community and business
support
Involve family and community partners
9. Professional Learning Communities
CENTRAL MISSION :
To design a
Professional Learning
Community practice that
promotes a professional
culture and
collaborative
relationships in which
each teacher cohort has
a clear understanding of
personal, school and
district goals.
Motivate teacher participation through
accountability
Foster professional culture through public
forums
Empower teachers through increased
participation
Improve relational trust among teachers
and administrators
Improve morale and teacher retention
Create continuity across curriculum
Foster innovative and effective teaching
practices
Develop a high quality PD practice that
meets needs of teachers and their
students
10. Professional Learning Communities
CENTRAL MISSION :
To design a
Professional Learning
Community practice that
promotes a professional
culture and
collaborative
relationships in which
each teacher cohort has
a clear understanding of
personal, school and
district goals.
Develop a PD needs assessment survey
Achieve a 90% response rate
Identify strengths and shortcomings of
PD across district and each school,
including anecdotal themes
List top 10 teacher-generated PD ideas.
Involve 90% of teachers in PLC practice;
PD time embedded
Design PLC guidelines that include goal
setting and reflection to meet:
District’s Individual Professional
Development Plan (IPDP)
NH State Certification requirements.
11. Level 1: Develop Survey
WBS Task Name Duration Start Finish
1 Develop and disseminate a professional development needs assessment survey. 115 days Mon 4/25/11 Fri 9/30/11
1.1 TWB protocols for endorsing and disseminating the survey. 1 day Mon 4/25/11 Mon 4/25/11
1.2 TWB a collection of data regarding the current PD status of teachers in the HSD. 45 days Mon 4/25/11 Fri 6/24/11
1.2.1 Write survey questions to include PD status (45 hrs over 45 days). 45 hrs Tue 4/26/11 Tue 5/3/11
1.2.2 Approve survey questions. 0.5 days Fri 6/24/11 Fri 6/24/11
1.3 TWB a collection of data regarding the current PD needs of teachers in the HSD. 45 days Mon 4/25/11 Fri 6/24/11
1.3.1 Write survey questions to include PD needs (45 hrs over 45 days). 45 days Tue 4/26/11 Mon 6/27/11
1.3.2 Approve survey questions. 0.5 days Tue 6/28/11 Tue 6/28/11
12. Level 2: Survey Teachers
WBS Task Name Duration Start Finish
2
To achieve a 90% response rate of the professional development needs assessment
survey using Survey Monkey.
35 days Mon 7/25/11 Fri 9/9/11
2.1 TWB protocols for achieving a 90% response rate using Survey Monkey. 15 days Mon 8/22/11 Fri 9/9/11
2.1.1 Write survey using Survey Monkey 1 day Mon 8/22/11 Mon 8/22/11
2.1.2 Email survey to district faculty (first sweep). 1 hr Fri 8/26/11 Fri 8/26/11
2.1.3 Email survey to district faculty (second sweep). 1 hr Fri 9/2/11 Fri 9/2/11
2.1.4 Email survey to district faculty (third sweep). 1 hr Fri 9/9/11 Fri 9/9/11
13. Levels 3 & 4: Write Reports
WBS Task Name Duration Start Finish
3
To identify the strengths and shortcomings of professional development across the
district and each school, including anecdotal themes.
15 days Mon 9/12/11 Fri 9/30/11
3.1
TWB a written report on the strengths and shortcomings of HSD PD based on the
teacher survey, including anecdotal themes (30 hrs over 15 days).
15 days Mon 9/12/11 Fri 9/30/11
WBS Task Name Duration Start Finish
4
To list the top 10 teacher-generated ideas for professional development in the school
district, including anecdotal themes.
5 days Mon 9/26/11 Fri 9/30/11
4.1
TWB a list of the top 10 teacher-generated PD ideas addressing personal needs of
teachers (6 hrs over 2 days).
2 days Mon 9/26/11 Tue 9/27/11
4.2
TWB a list of the top 10 teacher-generated PD ideas addressing Individual Professional
Development Plan (IPDP) and NH State Certification requirements (6 hrs over 2 days).
2 days Wed 9/28/11 Thu 9/29/11
4.3
TWB a written report on top 10 teacher-generated ideas for PD, including anecdotal
themes (9 hrs over 3 days).
3 days Wed 9/28/11 Fri 9/30/11
14. Level 5: Involve Teachers
WBS Task Name Duration Start Finish
5
To involve 90% of teachers in professional learning communities (PLCs) that are
tailored to the teachers’ needs within each cohort.
178 days Mon 10/10/11 Wed 6/13/12
5.1
TWB sessions for teachers to collaborate outside their content area and/or grade
level.
2 days Thu 10/13/11 Fri 10/14/11
5.1.1 Session to change existing attitudes/beliefs concerning PD. 1 day Thu 10/13/11 Thu 10/13/11
5.1.2
Session in which teachers organize into cohorts according to personal needs and IPDPs
and NH State Certification requirements..
1 day Fri 10/14/11 Fri 10/14/11
5.1.3 PLC session for the month of November. 0.5 days Wed 11/9/11 Wed 11/9/11
5.1.4 PLC session for the month of December. 0.5 days Wed 12/14/11 Wed 12/14/11
5.1.5 PLC session for the month of January. 0.5 days Wed 1/18/12 Wed 1/18/12
5.1.6 PLC session for the month of February. 0.5 days Wed 2/8/12 Wed 2/8/12
5.1.7 PLC session for the month of March. 0.5 days Wed 3/14/12 Wed 3/14/12
5.1.8 PLC session for the month of April. 0.5 days Wed 4/11/12 Wed 4/11/12
5.1.9 PLC session for the month of May. 0.5 days Wed 5/9/12 Wed 5/9/12
5.1.10 PLC session for the month of June. 0.5 days Wed 6/13/12 Wed 6/13/12
15. Level 6: Involve Administrators
WBS Task Name Duration Start Finish
6
To design PLC guidelines that include goal setting and reflection to meet district
Individual Professional Development Plan (IPDP) and NH State Certification
requirements.
5 days Mon 10/17/11 Fri 10/21/11
6.1
TWB sessions for administrators to develop a formal goal setting and reflection
process for teachers.
5 days Mon 10/17/11 Fri 10/21/11
6.1.1
Administrators (12 high school; 16 elementary) design parameters for goal setting and
reflection.
2 days Mon 10/17/11 Tue 10/18/11
6.1.2 Train administrators to effectively help teachers with goal setting and reflection. 2 days Wed 10/19/11 Thu 10/20/11
6.1.3 Administrators formulate a schedule to meet with individual teachers. 1 day Fri 10/21/11 Fri 10/21/11
16. Level 7: Support PLC Practice
WBS Task Name Duration Start Finish
7.2
There will be a leadership program for administrators to be effective and involved
leaders that supports the PLC practice.
156 days Wed 11/9/11 Wed 6/13/12
7.2.1 Administrator meets w/ 2 cohorts for Nov x 4 schools. NOTE: ENDS IN JUNE 0.5 days Wed 11/9/11 Wed 11/9/11
WBS Task Name Duration Start Finish
7.1 TWB PD guidelines for teachers to be highly participatory. 166 days Wed 10/26/11 Wed 6/13/12
7.1.1 Training session for teachers to be highly participatory x 4 schools. 1 day Wed 10/26/11 Wed 10/26/11
7.1.2 Facilitator meets w/ 2 cohorts for Nov x 4 schools. NOTE: ENDS IN JUNE 1 day Wed 11/9/11 Wed 11/9/11
17. Level 7: Sustain Accountability
WBS Task Name Duration Start Finish
7.3
There will be a plan to sustain high expectations and accountability among teachers
and administrators.
161 days Wed 11/9/11 Wed 6/20/12
7.3.1 Cohorts (4) report out findings in public forum x 4 schools. 0.5 days Fri 1/13/12 Fri 1/13/12
7.3.2 Cohorts (4) report out findings in public forum x 4 0.5 days Fri 2/10/12 Fri 2/10/12
7.3.3 Cohorts (4) report out findings in public forum x 4 0.5 days Fri 4/13/12 Fri 4/13/12
7.3.4 Cohorts (4) report out findings in public forum x 4 0.5 days Fri 6/15/12 Fri 6/15/12
7.3.5 Administrators visit cohort classrooms (Nov) x 4 schools. NOTE: ENDS IN JUNE 0.5 days Wed 11/16/11 Wed 11/16/11
18. Duration and Time Estimates
Survey to Written Report
115 days
Start: Late April
End: Late September
Lag/Extended Time:
Summer Months
PLC Practice
183 days
Start: Early October
End: Mid-June
Public Forums: Jan, Feb,
Apr, Jun
Typical Monthly Schedule:
2nd
Wed/month – Teacher Cohorts meet
Administrators rotate through cohorts (2 p/mo)
Facilitator rotates through cohorts (2 p/mo)
3r Wed/month – Administrators visit classrooms
19. Resources and Costs
Survey Cost (WBS 1-5): $11,555
PLC Practice (WBS 6-7): $89,920
PROJECT TOTAL: $101,475
Real Cost (Facilitator Salary): $4,800
Resource: Cost per hour Half Day (4
hours)
Full Day (8
hours)
One Teacher $25 $100 $200
One Administrator/PDC Chair $50 $200 $400
Teacher Cohort (4 teachers) $100 $400 $800
Assistant Superintendent $60 $240 $480
Hired Facilitator $40 $160 $320
PDC = 4 teachers + 1
administrator
$150 $600 $1,200
20. Risk Assessment & Contingency Plan
Risk Probability Impact Detection Rank/
Priority
High
No Budget 90% High
Warrant articles for budget
increases often not recommended.
A
Medium
Accountability 70% High
Years of professional development
time wasted with attendance issues
B
Low
Relational
Trust/School
Climate Issues
50% High
Years of top-down initiatives versus
teacher-centered professional
development
C
Risk Prevention Contingency Plan Trigger Owner
High
No Budget
Invite LFS and
community leaders to
assess teacher survey.
Invite LFS to visit
classrooms, talk
about PD needs.
Get stakeholders to
attend Budget
Committee meeting to
increase budget.
Admin,
teachers,
parents,
students
Medium
Accountability
Ensure specific
directives during release
days.
Evidence of work
required for IPDP
approval.
Teachers who do not
attend PLC or call in
“make good” on work
missed.
Admin.
Low
Relational
Trust/School
Climate Issues
Ensure upper admin.
frequently “check-in”
with teachers, students
and parents.
Ensure teachers,
students, parents
are “heard”.
Keep an open dialogue
among all school
stakeholders.
Admin,
teachers,
parents,
students
21. Evaluation of Success
Increased student test scores
Reduced teacher attrition rates
Reduced student drop-out rates
Student academic performance increases
Follow-up surveys (all school stakeholders)
Warrant articles pass (increase budgets)
Number one hindering factor is COST
Ideal: Full-time Facilitator ($75,000 annual salary)