Docstoc

Double the Learning_ Double the Fun_ Job-embedded Professional

Document Sample
Double the Learning_ Double the Fun_ Job-embedded Professional Powered By Docstoc
					   Double the Learning,
     Double the Fun!

      Job-embedded
       Professional
       Development

Susan Breitling, Campus Instructional
               Teacher
     Suzie McNeese, Principal
          Northwest ISD
     “If schools want to enhance their
          organizational capacity to
         boost student learning,
      they should work on building a
         professional community
          that is characterized by
shared purpose, collaborative activity, and
   collective responsibility among staff.”
        (Newmann & Wehlege, 1995, pg. 37)
        Objectives for Today
• Double the professional learning of your
  teachers.
• Embed time for professional learning
  communities to meet, learn, and work.
• Align weekly professional development
  with the work of PLCs.
• Use your resources wisely.
                  Challenge
                                Take funnel, add knowledge
• Open a new elementary
                                and pour into brain?
  school in NISD without
  adding any additional
  time for staff
  development.
• 2/3 of staff was new to
  teaching or new to district
• Approx 1/3 of teaching
  staff had been in NISD for
  3 years or less
District Curriculum Initiatives
           •   Professional Learning Communities
           •   Instructional Coaching
           •   Working on the Work Framework
           •   Thinking Maps
           •   Writer’s Workshop
           •   Reader’s Workshop
           •   Johnny Can Spell
           •   Guided Reading
           •   6 Traits Writing
           •   Write from the Beginning
           •   Math Investigations
           •   Structures of Knowledge – Math & Science
           •   Science Notebooking
           •   Fred Jones
           •   Focused Walk Throughs
           •   Targeted Planning Process
           •   Quarterly Curriculum Reviews
                                  Sendera Ranch SMART Goal 2009-2010
    Results Goal
Should identify what is desired          Indicator                           Measures                                Targets
in terms of performance, after
or as a result of, putting new    Standards and objectives           Tools we’ll use to determine       The attainable performance
processes in place or             (weak areas for students)          where students are now and         level we would like to see.
improving existing processes.                                        whether they are improving.




                                   Objective 1: The student will,    Fourth Graders will take writing   On September benchmark, 90% of all
 On the 2010                       within a given context, produce   composition benchmarks scored      4th Graders will write at Stage 7/ TAKS
                                   an effective composition for a    with Norma Jackson rubric in       2 or higher.
 Writing                           specific purpose:                 September. December and
                                   •Weak or illogical organization   February benchmarks will be
 TAKS: 94% of                      •Weak development of ideas        scored with a TAKS rubric.
                                                                                                        On December benchmark, 90% of all
                                   •Little or no control of
 students in                       conventions
                                                                                                        4th Graders will write at Stage 8/ TAKS
                                                                                                        2 or higher.
 Fourth Grade
 will receive a                    Objective 2: Recognize            March 2009 Released TAKS
 passing score of                  appropriate organization of
                                   ideas in written text.
                                                                     Questions 4, 8, 12, 22, 23         On February benchmark, 90% of
                                                                                                        all 4th Graders will write at Stage
 80% or higher.                    4.18B Write in complete                                              9/ TAKS 3 or higher.
                                   sentences, varying the types
                                   such as compound and complex
                                   to match meanings and                                                Gr. 4 students will increase mastery of
                                   purposes                          Bi-Weekly Checks:                  Obj. 2 by 15% on released TAKS and
                                   4.18D Use adjectives              CPS, TAKS Guides, TAKS             weekly checks.
                                   (comparative and superlative      Blueprints, and writing
                                   forms) and adverbs                conferences
                                   appropriately to make writing
                                                                                                        90% of AA students will receive a
                                   vivid or precise (4-8)
                                                                                                        passing score of 80%
                                   4.18G Write with increasing
                                   accuracy when using                                                  93% of H students will receive a
                                   apostrophes in contractions                                          passing score of 80%.
                                   such as its and possessives                                          94% of ECD students will receive a
                                   such as Jans (4-8)                                                   passing score of 80%.
            Traditional Approach
•Extensive large group Staff Development after school
•Using teachers’ planning period
•Extended summer staff development
•Hire subs to cover classroom teachers for staff development
•Ask teams to meet before or after school
 How could we add more time for teachers to learn
 with and through each other and not cost any
 additional money? Could we make it happen during
 the school day when teachers are at their prime???
 What We Know About Scheduling
“Our value for a particular subject or activity
  is manifested on the schedule.”
“Research supports our belief that teachers
  need to collaborate with their colleagues
  for sustained periods of time within the
  context of their teaching environment.”

                     (Canady & Rettig, 2008)
We looked at ways to maximize our time
spent during the school day. Our schedule
would be driven by our mission.


We looked at our master schedule to
facilitate teacher collaboration – for planning
and for instruction.
Most teachers currently had 50 minutes of
conference/planning time daily. They are
required to have 45 minutes daily.
If we reduced conference time by 5 minutes
for each grade level, we would accumulate
an additional 35 minutes per day. If we
rearranged some time and taught bell to bell,
we would add another 10 minutes. We could
then have an additional 45 minute block to
our day.
Old Schedule


               •7 periods of 50 minutes
               •30 minute lunch for AMP
               •10 minutes extra at end of day
               •15 minutes extra between lunch and
               kinder rotation
               •Provide 5 minute passing
               period/break for AMP teachers. (15
               min)


               •420 minutes daily
New Schedule


               •8 periods of 45 minutes
               •30 minutes lunch
               •5 minutes extra at end of day
               •Provide 5 minute passing
               period/break for AMP teachers.
               •PLC time occurs at 8:35 am.
               • Teachers are fresh.
               •Consistent time
               •Teachers/Administrators have had
               time to focus of start of day routines


               •420 minutes
      Week at a Glance with
                 PLC Meetings

 Mon         Tues        Wed        Thurs         Fri
           K           1st         2nd         AMP
           3rd         4th         5th         Literacy


•Special Education teachers chose a grade level and attend
PLC times with that grade level.
•GT teacher can meet with Literacy team or a specific grade
level.
           Curriculum- AMP
       AMP supplements their curriculum
              during PLC time


• Art Appreciation
• Health Lessons
• Music Extension
        Taking It Deeper




  Aligning whole school professional
development and the work of professional
          learning communities
Mapping Our Course
Mapping Our Course
#1 Influence on Student Learning
   How Else Can We Support
Professional Learning Every Day?


      Instructional Coach(es)

Align the work of the instructional coaches
       with the campus SMART Goal,
   Professional Development, and DATA.
       How Else Can We Support
    Professional Learning Every Day?
•   Instructional Coach
•   PLC Facilitators
•   Instructional Facilitators
•   Mentors
•   Peer Assistants
       How Else Can We Support
    Professional Learning Every Day?

•   Instructional Coach
•   PLC Facilitators
•   Instructional Facilitators
•   Mentors
•   Peer Assistants
•   Focused Walk Throughs
      Focused Walk Through
• A team of 2-3 teachers and one
  administrator
• Lesson Framework, Principles of
  Teaching and Learning, or Student
  Engagement
• Learning opportunity for the team and
  classroom teacher
Focused Walk Through Schedule
       How Else Can We Support
    Professional Learning Every Day?
•   Instructional Coach
•   PLC Facilitators
•   Instructional Facilitators
•   Mentors
•   Peer Assistants
•   Focused Walk Throughs
•   “Ranch” Research
•   Book Studies
•   Posters in frequented areas
   What has Intentional Planning
     Done for Our Students?

• Our campus celebrated one year of
  service as an Exemplary Campus.
• 93% of our students passed the Reading,
  Math, and Science TAKS tests.
• Retained 95% of our teachers (without
  special circumstances).
    What has Intentional Planning
      Done for Our Teachers?
• Our teachers celebrated being an Exemplary
  Campus.
• Retained 95% of our teachers (without special
  circumstances).
• Instructional Facilitators from SRE grew from 1
  to 4.
• District Leadership Course participants from
  SRE grew from 0 to 4.
• Created a thirst for more knowledge – book
  studies and action research.
     Comments from Teachers
• “I love that we have the every other week PLC. It is nice
  that our professional development, PLC and Ranch
  Research are aligned.”
• “The school’s PLC is a model for our team’s weekly PLC
  time.”
• “It’s so nice to have time to spend on professional
  development during our school day. We don’t have to
  make extra plans for a sub and we know our kids needs
  are being met.”
• “I can’t imagine how I would have learned everything I
  needed to know this past year without our PLC time. I
  felt comfortable in the small group sharing my strengths
  and weaknesses.”
     Comments from Teachers
• “As a first year teacher, I don’t know of any other
  way to learn everything I needed to know. Our
  district has so much to offer.”
• “I am glad that teachers from all grade levels
  and content areas are included in PLC time.”
 Comments from Adminstrators
• “I have had the opportunity to know our teachers
  on an instructional level that was not available to
  me before. It has helped me to identify the
  instructional needs of our teachers and
  students.”
• “Our PLC time has helped guide my role as an
  Instructional Coach to know where to focus my
  efforts.”
• “It has become a powerful part of our school
  day. We put first things first. PLC time is at the
  first part of our day because it important to us.”
           Our Next Steps
• Moving planning times before scheduled
  PLC time to have 1 ½ hours to meet
• Vertical teams in PLC schedule
• Specialized teams in PLC schedule
       Challenges for Today
• Double the professional development of
  your teachers.
• Embed time for professional learning
  communities to meet and learn.
• Align weekly professional development
  with the work of PLCs.
• Use your resources wisely.
 East, West, North, South
E- What Excites you about the ideas heard
  today?
W-What do you find Worrisome about these
  ideas?
N- What else do you Need to know? What
  additional information would be helpful?
S-What is your next Step- tomorrow, this
  week, this month, and this school year?
              Contact Us
Suzie McNeese         Susan Breitling
Smcneese@nisdtx.org   Sbreitling@nisdtx.org



                       Sendera Ranch Elementary
                       1216 Diamond Back Lane
                       Haslet, Texas 76052
                       817-698-3500
                       www.nisdtx.org/sendera
              Resources
• Revisiting Professional Learning
  Communities at Work (DuFour, DuFour, &
  Eaker, 2008). Bloomington, IN: Solution
  Tree.
• Elementary School Scheduling (Canady &
  Reittig). Larchmont, NY: Eye on Education

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:10
posted:10/24/2011
language:English
pages:33