Certified Classroom Site Fund/Recertification Pre-approval Form**

Shared by: HC12110515170

Tags

Stats

views:: 3
posted:: 11/5/2012
language:: English
pages:: 39

Public Domain

Document Sample

Professional
Development
2012 - 2013

Increasing Student
Achievement through
Supporting Effective Teacher
Practice

Page Unified School District

POB 1927, Page, Arizona 86040

1
Table of Contents:

 Defining Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 3
 Professional Development Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4
 Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 5
 Data Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 6
 Professional Development Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 7
 PUSD Professional Development Process . . . . . . . . . . . . . . . . . . . . . . . . . . page 8
 Professional Development Course of Study Development Format . . . . . page 9
 PUSD Courses of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 10
 Learning Team Artifacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 11
 Class Artifacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 19
 Mini-workshop Artifacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 24
 Action Research Artifacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 29
 Certified Pre-Approval Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 37
 Classified Pre-Approval Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 38
 Professional Development Feedback Form . . . . . . . . . . . . . . . . . . . . . . . . . page 39

2
DEFINING PROFESSIONAL DEVELOPMENT
“Professional development refers to learning opportunities that engage educators’ creative and
reflective capacities in ways that strengthen their practice” (Paul V. Bredeson). “The best professional
development creates an environment that treats teachers as thinking, reflective, and responsible
professionals” (Wildman and Niles). The ultimate goal for professional development is to have each and
every educator be a skilled practitioner and to possess a strong knowledge base of teaching.

The National Staff Development Council (Learning Forward) emphasizes the importance of school-based
learning and job-embedded coaching as necessary components of effective professional development.
PUSD instructional coaches are based in each building to support job-embedded professional
development that results in actual application of the knowledge gained from each professional
development opportunity.

Job-embedded professional development (JEPD) refers to educator learning that is grounded in day-to-
day teaching practice and is designed to enhance educators’ content-specific instructional practices with
the intent of improving student learning (Darling-Hammond & McLaughlin, Hirsch). It is primarily school
or classroom based and is integrated into the workday, consisting of educators assessing and finding
solutions for authentic and immediate problems of practice as part of a cycle of continuous
improvement. JEPD is a shared, ongoing process that is locally rooted and which makes teacher
involvement in cooperative inquiry-based work an actuality. High quality JEPD also is aligned with core
standards and LEA and schools’ continuous improvement plans.

The most effective professional development progresses in four stages: change in knowledge; change in
classroom practice; change in student learning outcomes and, finally, change in educator beliefs and
attitudes. Without practicing new knowledge and new strategies, educators will likely not change their
beliefs. To this end, all professional development opportunities include a requirement or an
encouragement of classroom implementation with feedback. Activities have been adopted using data
from teacher evaluations, walkthroughs, SAI, test data, evaluation data and shifts in core standards.

3
PROFESSIONAL DEVELOPMENT MODEL

Professional Development
Opportunities

 Explicit learning outcomes aligned with staff,
school, and community needs and priorities
 More than interesting activities, special
events, or scheduled pd days: learning, not the
activity is the focus
 On-going and continuous
 Aligned with core curriculum and building and
district goals
Job-Embedded Practice

 Grounded in day-to-day teaching practice
 Designed to enhance teachers’ content-
specific instructional practices
 Intent of improved student learning
 Direct connection between learning and
application in daily practice
 Requires active teacher involvement in
cooperative, inquiry-based work
 Ideally, takes place as close to real time, with
Change in Beliefs to Effect Real students, centered on issues of actual practice
Change

 Creative/reflective collaboration among
teachers
 Promotes organizational change and
institutionalization of effective practices

Increased Student Achievement

 Improved test scores
 Increased teacher, parent and student
satisfaction

4
STAKEHOLDERS
A committee of stakeholders is responsible for creating and revising the PUSD Professional Development
Plan annually. The committee also meets regularly to align professional development curricula. All
meetings are open and listed on the district professional development calendar.

The 2012 – 2013 Stakeholders’ Committee Members are:

 Bayles, Robin – Technology Representative
 Berry, Perry – PUSD District Office Representative
 Gagnon, Paul – Page High School Representative
 Greymountain, Robin – Desert View Intermediate Representative
 McGuire, Leslie – Lake View Primary Representative
 Racawan, Tasha – Page Middle School Representative
 Rodriguez, Christy - Page Middle School Representative
 Stahl, Mary – Page High School Representative
 VanderWey, Risha – Lake View Primary Representative
 Walker, Jim – PUSD District Office Representative
 Wadleigh, Stacy – Professional Development Representative
 Warner, Nancy – Desert View Intermediate Representative

5
DATA POINTS

The Page Unified Professional Development Plan is solidly based on data from a variety of sources: The
National Staff Development Council’s annual Standards and Assessment Inventory (SAI), administrative
walkthrough data, evaluation data and assessment data.

The annual SAI survey (taken in October, 2011) at all four schools indicted a greater need for teachers to
observe and work with each other on classroom instruction, to set aside time to discuss what is learned
in PD activities, to use evaluations of PD outcomes to plan for future PD choices, to consider teacher
prior experience and knowledge to plan pd, to support implementation of new skills, and to learn about
effective student assessment techniques and student engagement.

PUSD is implementing the Common Core State Standards in the 2011- 2012 year indicating a need for
support in making important shifts in instructional practices. PUSD is also implementing the Measuring
Teacher Effectiveness evaluation system mandated by the State of Arizona.

PUSD assessment data and CIP goals indicate a need for more support for goal attainment in the areas
of math and ELA literacy.

Walkthrough snapshots gathered in October of 2011 indicate a need for more support to increase levels
of student engagement from between 14% to 37% of student engagement in district-wide classes to a
much higher level.

Based on these data points, all professional development activities focus on increasing support for these
identified needs. All professional development activities are supported with a feedback form. The
results are shared with instructors and with the PD Stakeholders’ Committee to plan future activities.
They also include implementation activities and opportunities for participants to receive feedback on
practices. PUSD professional development activities are designed to address Continuous Improvement
Plans developed by each school’s Continuous Improvement Plan Teams.

6
PROFESSIONAL DEVELOPMENT FORMAT

All PUSD activities will follow this format.

The Rationale or Research: Why do we need to learn this? What does our data tell us?

I Do: The facilitator will model the strategy/activity with metacognitive explanations of the
process.

We Do: This will include guided practice in the session to allow time for participants to
practice the skill/activity.

You Do: Plan how you will implement the skill/activity in your classroom. When will you want your
site administrator and/or instructional coach to plan with you and provide feedback? When will you
know you have mastered it?

Evaluation: This includes both an evaluation of the session as well as an evaluation of your
implementation. Evaluations of sessions and facilitators/instructors will be used to guide further
professional development planning.

The Next Step: How will you share your learning with your colleagues? How will you implement
this in your instruction?

7
PUSD PROFESSIONAL DEVELOPMENT PROCESS

Certified and classified staffs are encouraged to participate in professional development activities. All
approved activities are listed on the PUSD Professional Development Calendar.

Certified staff is eligible for compensation at the rate of $20 an hour from the classroom site fund for
activities at local venues or as an extension of a district professional development class. A maximum of
60 hours is available for certified participants. Some more intensive classes addressing CIP goals or
increased student engagement will be deemed priority classes. Compensation for these classes will be
$30 an hour. Certificates for re-certification are issued by the professional development coordinator
when activities are completed; instructors or facilitators have submitted all required paperwork
(including sign-in sheets); and expectations of participants have been met.

Certified instructors/facilitators are eligible for compensation at the rate of $30 an hour and are eligible
to exceed the maximum of 60 hours if pre-approved by the professional development coordinator.
Development of a district class or mini-workshop is compensated at $30 an hour for a maximum of ten
hours if the curriculum becomes the property of Page Unified School District. Instructors and curriculum
developers of priority classes are compensated at $40 an hour for their instruction.

Classified staff is eligible for certificates of completion for participation in district professional
development. Classified salary growth may be a possibility for activities that address literacy in the
areas of language and mathematics or those addressing job assignments that require updated training
because of new information or theory. The salary growth pre-approval process must be followed and
on file with the facilitator or instructor before participation in the activity. Classified staff is welcome to
develop and teach courses of study for the same rate of pay as certified staff from district funds. Any
compensation must be for time outside the work day.

All certified teachers and trained, knowledgeable personnel are invited to develop proposals for courses
of study. Although learning teams must be established by October 1, 2012, other professional
development opportunities may be calendared at any time throughout the year as opportunities
present themselves. They will be added to the PD calendar.

Applications for this process must use the following format for approval and proceed with the
appropriate checklist procedure.

8
PROFESSIONAL DEVELOPMENT COURSE OF STUDY
DEVELOPMENT FORMAT
This proposal should be approved before you invest work in developing the curriculum.

1. Develop an inviting name for the class and identify the instructor(s).

2. Begin with at least one PUSD data statement. (See data notebooks.)

3. State rationale or research for the professional development. Be brief.

4. Identify an audience.

5. Identify duration of the class and proposed dates. Check the PD calendar for conflicts.

6. Describe content and work expectations.

9
PUSD COURSES OF STUDY
In order for a course of study to be approved, it must meet three criteria. It must fit with a job-embedded goal (resulting in change in actual
practice of the skill learned). It must align to the learners’ knowledge (Method of participant selection must be delineated.). It must align to LEA or
CIP goals.
Course of Study and Topics Description and Requirements
Learning Teams Learning teams are professional learning communities in which teachers work together to design
 CCSS Shifts instruction that will enrich student learning. As such, they should set their individual norms and protocols
 Cooperative Lesson Planning under which to operate. Learning teams are approved only for district-determined priorities and must
Based on Data meet and function as PLC’s with at least three members. A maximum of 60 hours at$20 an hour may be
 Unit/PBA Construction submitted for 301 monies. No more than fifteen of the hours may be individual. Members must
 Induction establish a measurable goal, and all work required to meet that goal must be completed and signed off by
 Peer Technology Coaching the learning team facilitator before monies are apportioned. To ensure that the experience is job
 Action Research (must set a embedded, each member of the team must also submit at least one implementation record. This may be
semester goal and an action plan conducted by an instructional coach or by members of the team. The team must complete and submit a
for second semester). quarterly update to the professional development coordinator for each of the last three quarters of the
 Personal Portfolios for year documenting progress toward the goal(s), and electronically share information learned with building
Unwrapping CCSS staff.
 Lesson Studies
 Coaching Each team must be led by a trained facilitator who is responsible for all paperwork submission to the
professional development coordinator, arrangements for implementation activities, and final submission
of time logs. Learning teams must be pre-approved by the professional development coordinator with
principal consultation before October 1, 2012. After approval, no changes or additions may be made.
District Classes
 Cognitive Writing District classes are on-going and foster job-embedded practice of the knowledge gained from the class.
 Fred Jones/PBIS Attendance, completion of assignments, and one implementation record must be submitted for successful
 AVID Write Path completion of the class experience. The implementation activity may be conducted by the class instructor
 AIMS Writing or by an instructional coach. A maximum of 60 hours at $20 an hour may be submitted for 301 monies,
 AVID Critical Reading but most classes will not be that extended. Individual hours may be logged for work completion or
 AVID Math Strategies planning for the class if approved by the instructor. These hours may not exceed ten. A combination of
 Math Manipulatives classes may be taken for the 60-hour total. Priority classes are compensated at $30 an hour for
 Rolling out the Common Core participants.
 Differentiation – Practical
Strategies for Implementation Each class will be led by a trained instructor who is responsible for submission of all paper work to the
professional development coordinator.
 Teaching in the Cluster
 Student Engagement &
Motivation
 Dimensions of Algebra
Mini-Workshops
 Two-Column Note Taking Mini-workshops are offered by presenters who organize a group to discuss issues for growth or concern.
 Cultural Issues in Teaching Attendance at these workshops may be used to access 301 monies when the instructor submits a signed
 Book Studies completion sheet. Use of the knowledge gained is encouraged to become job-embedded, and up to two
 WICR Strategies additional hours may be accessed if the presenter or an instructional coach conducts an implementation
 Dimensions of Algebra- K-2 record with the workshop participant. Compensation for attendance in mini-workshops is at $20 an hour.
 Renzulli’s Enrichment
 Using Inform to Inform Instructors are compensated at $30 an hour.
 Assessing and Grading for
Student Success All mini-workshops must be pre-approved by the professional development coordinator in consultation
 Customer Satisfaction with the building principal or supervisor.
 Electronic Skills and Protocol
On-line Classes On-line classes may be taken with pre-approval from the building principal in consultation with the
professional development coordinator. To access 301 monies, the pre-approval form and certificate of
completion must be submitted, along with one implementation record to ensure that the new learning is
job embedded. Compensation is at $20 an hour.
Learning Team Facilitators Facilitators must attend a one-hour orientation before beginning the learning team.
PD Instructors Must attend two hours of adult learning class, complete the class checklist, and ensure that all paperwork
is submitted.

10
PUSD LEARNING TEAM APPLICATION AND FORMS
2012 – 2013

Please Complete and Submit by October 1, 2012

What is the name of this learning team?

What is the approved PUSD topic addressed by this team, and what does current district data suggest as
to the need to address this topic?

Who are the facilitator and proposed members of this team? How were the members chosen? Are
there at least three members?

What are the measurable goals of the learning team? Has everyone set an individual goal?

How will progress toward the goals be measured? What student data will be used to show progress?

How will you know that the goal has been met or plan to develop an action plan to continue progress
toward that goal?

Approved ________________________________________ Date _________________
Professional Development Coordinator

Principal _________________________________________ Date _________________

11
Learning Team Individual Time/Meeting Logs (These are to be submitted by each member of the team at
the conclusion. No Wednesday morning late-start time may be logged.)

Date of Topics and Results Individual Time (in Team Time (In hours)
Meeting hours)

Signature for verification ___________________________________ Date __________________
Team Member

Signature for verification ___________________________________ Date __________________

Instructor

12
Learning Team Final Team Log (Submitted by April 30, 2012.)

Team Member Individual Time Team Time Total Number of Number of
(May not exceed 15 Hours Implementation
hours for 301 Logs (Submit)
payment.)

Signature _______________________________________ Date _________________
Learning Team Facilitator

 Team members are reimbursed a maximum of 60 hours at $20 an hour for 301 monies.
 Team facilitators are reimbursed a maximum of 60 hours at $30 an hour for 301 monies. The
higher rate reflects additional planning and accountability.
 Members may exceed the 60-hour maximum for recertification hours only.

13
Learning Team Quarterly Report One – Due December 14, 2012

Describe the most beneficial results of the team to this point. (You are encouraged to poll team
members and examine data.)

Describe the status of the progress toward your team’s and individual goals?

What is the number of implementation logs you have gathered to this point?

Does your analysis of the implementation logs suggest that the knowledge and skills gained by the team
will become job-embedded?

What suggestions do you have for improving this learning team process or your team’s progress?

14
Learning Team Quarterly Report Two – Due March 1, 2013

Describe the most beneficial results of the team to this point. (You are encouraged to poll team
members and to examine data.)

Describe the status of the progress toward your team’s and individual goals?

What is the number of implementation logs you have gathered to this point?

Does your analysis of the implementation logs suggest that the knowledge and skills gained by the team
will become job-embedded?

What suggestions do you have for improving this learning team process or your team’s progress?

15
Final Quarterly Report – Due April 30, 2013

Describe the most beneficial results of the team. (You are encouraged to poll team members and to
examine data.)

Describe challenges that you encountered throughout the year. (You are encouraged to poll team
members.)

Describe the status of the progress toward your team’s goals? Would you consider the goal met, and, if
so, how did you measure that completion? Does an action plan need to be developed to continue
progress toward the goal?

Does your analysis of the implementation logs suggest that the knowledge and skills gained by the team
will become job-embedded? What is your basis for your answer?

What suggestions do you have for improving this learning team process or your team’s progress?

Have you received feedback from staff about your team’s results? If so, what was it? Would you
recommend a similar team in the future?

16
Learning Team Facilitator Checklist

Procedure Date
1. Submit a learning team application by October 1, 2012.
2. Receive approval for team.
3. Attend facilitator training October 10, 2012.
4. Begin team meetings by sharing data and rationale.
5. Submit quarterly report one.
6. Submit quarterly report two.
7. Support and collect implementation logs.
8. Validate and sign individual logs.
9. Validate and sign team log.
10. Work with team to share results electronically to building administration and staff and
professional development coordinator.
11. Submit final quarterly report and PD Feedback Form activity.
12. Ensure that all paperwork has been submitted, including this checklist.

Signature __________________________________________ Date _____________
Facilitator

Signature ___________________________________________ Date _____________
Professional Development Coordinator

17
Learning Team Implementation Record

Teacher ________________________________ Observer ______________________________

Date __________________________ PD Focus _______________________________________

Grade Level/Subject _________________________________

Pre-Planning Meeting Summary (Identify data to be gathered):

Targeted Strategy:
[ ] Directly team activities
[ ] Influenced by team activities
[ ] Obtained elsewhere

Data Gathered (attach additional form if needed):

Teacher Reflection:

Observer’s Reflection:

Targeted Date to Use Strategy Again:

[ ] I co-taught the lesson with the teacher.
[ ] I observed the lesson.
[ ] The teacher told me about the lesson during a conference.
[ ] Describe alternate activity for non-classroom personnel ___________________________________
__________________________________________________________________________________

Observer: Coach/Evaluator/Facilitator/Team Member Signature ________________________________

18
PUSD CLASS APPLICATION AND FORMS
2012 – 2013

Please complete and submit for approval.

What does the data suggest as to the need for this class?

Does this class address CIP goals? If so, in what manner?

Attach your proposed scope and sequence (including dates, times, place). Check district PD calendar for
conflicts.

How will you measure that the knowledge gained is job-embedded? (Members must submit one
implementation record, but you might suggest additional data.)

Attach an advertising flyer for your class.

Describe the level of knowledge participants need to have to enroll in the class, and describe the final
goal for increased participant knowledge.

19
District Class Individual Time Logs (to be logged and submitted by each participant at the conclusion. No
Wednesday morning late-start time may be logged.)

Date of Topics and Results Individual Time (in Team Time (In hours)
Meeting hours)

Signature for verification ___________________________________ Date __________________
Team Member

Signature for verification ___________________________________ Date __________________

Instructor

20
Final District Class Time Log (Submitted by instructor by April 30, 2012 or at class conclusion.)

Team Member Individual Time Assignments Team Time Total Number Number of
(May not exceed Completed of Hours Implementation
10 hours for 301 for Logged Logs (Submit)
payment.) Hours

Signature _______________________________________ Date _________________
Instructor

 Class members are reimbursed a maximum of 60 hours at $20 an hour for 301 monies.
 Class teachers are reimbursed a maximum of 60 hours at $30 an hour for 301 monies. The
higher rate reflects additional planning and accountability.
 Members may exceed the 60-hour maximum for recertification hours only.
 Priority classes are reimbursed at higher rates.

21
Checklist for PUSD Instructor of Certified Classes
Procedure Date
1. Complete and submit a class pre-approval form to the PUSD Professional
Development Coordinator.
2. Receive pre-approval notification.
3. Submit a syllabus and a data analysis of the need for the class for approval from the
PUSD Professional Development Coordinator.
4. Receive approval for the syllabus.
5. Prepare and submit to the PUSD Professional Development Coordinator an
advertising flyer for the class. Please note that the flyer must state whether the class
hours can be applied toward 301 monies or whether the class hours are only for ADE
recertification.
6. Once approved, distribute flyer to appropriate staff. Be clear in the flyer that monies
available are from the 301 monies with a 60-hour limit.*
7. Submit spreadsheet containing the names of all individuals enrolled in the class.
Submit a separate spreadsheet for classified and certified enrollees.
8. Determine location and make security arrangements for class with notification to
enrollees.
9. Teach the class. Reiterate to all certified participants that they will receive a certificate
upon completion which may be applied toward their PD hours for 301 funds. This is
not paid to the certified staff until the end of the school year unless specifically
requested. Classified staff is not eligible for PD pay from 301 monies, but may be
eligible to apply the time toward salary growth. A salary growth pre-approval form
must be prepared and approved by their respective supervisor(s) and the assistant
superintendent prior to the beginning of the class. Have a sign-in form for each class.
10. Submit a complete curriculum of the class with a release for PUSD to use materials
with a time card for curriculum development (maximum of 10). This can be additional
to your 60 hours limit for 301 monies.
11. At the conclusion of the class, please note on the spreadsheet(s) the number of hours
each staff member attended and make sure that the sign-in sheet(s) are attached to
the spreadsheet(s) when submitted and electronically sent to the Professional
Development Coordinator. Be sure to include your name as the facilitator of the class
on the spreadsheet and any sign-in sheets.
12. Submit completed implementation records for all participants.
13. Completion certificates will be prepared based on the information provided by the
facilitator. Once completed, certificates will be sent electronically to participants.
14. Submit an evaluation activity packet , and obtain signature on the Checklist for PUSD
Facilitators for Certified Classes from the PUSD Professional Development
Coordinator that all steps are complete for release of 301 monies.

Completed: _________________________ ____________

Professional Development Coordinator Date
* Non-certified personnel may take classes for certified salary growth credit with a pre-approval form.
* Substitutes may take classes for re-certification only.
* Any instructor wishing to exceed the 60-hour limit for 301 monies must submit and obtain approval from
the professional development coordinator.

22
. District Class Implementation Record

Teacher ________________________________ Observer ______________________________

Date __________________________ PD Focus _______________________________________

Grade Level/Subject _________________________________

Pre-Planning Meeting Summary (Identify data to be gathered):

Targeted Strategy:
[ ] Directly from training
[ ] Influenced by training
[ ] Obtained elsewhere

Data Gathered (attach additional form if needed):

Teacher Reflection:

Observer’s Reflection:

Targeted Date to Use Strategy Again:

Observer: Coach/Evaluator/Facilitator/Team Member Signature ________________________________

23
PUSD MINI-WORKSHOP APPLICATION AND FORMS
2012 – 2013

Please complete and submit for approval.

What does the data suggest as to the need for this workshop?

Attach your proposed scope and sequence (including dates, times, place). Check district PD calendar for
conflicts.

How will you measure if the knowledge gained is job-embedded? (Members may choose to complete
implementation records.)

Attach an advertising flyer for your workshop.

Describe the level of knowledge participants need to have to enroll in the class, and describe the final
goal for increased participant knowledge.

24
Individual Logs (to be submitted by each member of the workshop at the conclusion. No Wednesday
morning late-start time may be logged.)

Date of Topics and Results Individual Time (in Team Time (In hours)
Meeting hours)

Signature for verification ___________________________________ Date __________________
Team Member

Signature for verification ___________________________________ Date __________________
Instructor

25
Final Mini-Workshop Class Time Log (Submitted by teacher at the conclusion.)

Team Member Individual Time Team Time Total Number of Number of
(May not exceed 2 Hours Implementation
hours for 301 Logs (Submit)
payment.)

Signature _______________________________________ Date _________________
Instructor

26
Mini-Workshop Instructor Checklist

Procedure Date
1. Submit a mini-workshop application.
2. Receive approval for workshop
3. Begin workshop.
4. Validate and sign individual logs.
5. Validate and sign workshop log and include a PD Feedback form activity packet.
6. Ensure that all paperwork has been submitted, including this checklist.

Signature ___________________________________________ Date _____________
Professional Development Coordinator

 Workshop members are reimbursed a maximum of 60 hours at $20 an hour for 301 monies.
 Mini-workshop facilitators are reimbursed a maximum of 60 hours at $30 an hour for 301
monies. The higher rate reflects additional planning and accountability.
 Members may exceed the 60-hour maximum for recertification hours only.

27
Mini-Workshop Implementation Record

Teacher ________________________________ Observer ______________________________

Date __________________________ PD Focus _______________________________________

Grade Level/Subject _________________________________

Pre-Planning Meeting Summary (Identify data to be gathered):

Targeted Strategy:
[ ] Directly from training
[ ] Influenced by training
[ ] Obtained elsewhere

Data Gathered (attach additional form if needed):

Teacher Reflection:

Observer’s Reflection:

Targeted Date to Use Strategy Again:

[ ] I co-taught the lesson with the teacher.
[ ] I observed the lesson.
[ ] The teacher told me about the lesson during a conference.
[ ] Describe alternate activity for non-classroom personnel ____________________________________
____________________________________________________________________________________

Observer: Coach/Evaluator/Facilitator/Team Member Signature _______________________________

28
PUSD Action Research Application and Forms
2012 – 2013

Please Complete and Submit by October 1, 2012

What is the name of this action research project?

What is the approved PUSD topic addressed by this project, and what does current district data suggest
as to the need for dealing with this topic? Remember that action research is “learning by doing”. A
group convenes to identify a problem, do something to resolve it, see how successful their efforts were,
and, if not satisfied, try again.

Who are the facilitator and proposed members of this team? How were the members chosen?

What are the measurable goals of the learning team?

How will progress toward the goals be measured? What student data will be used to show progress?

How will you know that the goal has been met or plan to develop an action plan to continue progress
toward that goal?

Approved ________________________________________ Date _________________
Professional Development Coordinator

29
Action Research Individual Logs (to be submitted by each member of the team at the conclusion. No
Wednesday morning late-start time may be logged.)
Date of Topics and Results Individual Time (in Team Time (In hours)
Meeting hours; no more than 15)

Signature for verification ___________________________________ Date __________________
Team Member

Signature for verification ___________________________________ Date __________________
Facilitator

30
Final Action Research Log (Submitted by facilitator April 30, 2012.)

Team Member Individual Time Team Time Total Number of Number of
(May not exceed 15 Hours Implementation
hours for 301 Logs (Submit)
payment.)

Signature _______________________________________ Date _________________
Learning Team Facilitator

 Action research members are reimbursed a maximum of 60 hours at $20 an hour for 301
monies.
 AR facilitators are reimbursed a maximum of 60 hours at $30 an hour for 301 monies. The
higher rate reflects additional planning and accountability.
 Members may exceed the 60-hour maximum for recertification hours only.

31
Action Research Quarterly Report One – Due December 14, 2012

What does the data specify is our current situation with our goal?

Where do we want to be?

What is the SMART goal for our research?

ACTION PLAN

Specific Steps to Reach Goal Person Responsible Timeline

What suggestions do you have for improving this action research process?

32
Action Research Quarterly Report Two – Due March 1, 2013

Analyze the results of the action plan to this point. Report both anecdotal evidence and data.

Do you need to adjust your goals or action plan? If so, submit an adjusted plan.

Does your analysis suggest that the knowledge and skills gained by the team are becoming job-
embedded?

What suggestions do you have for improving this learning team process or your team’s progress?

33
Action Research Final Quarterly Report – Due April 30, 2013

Describe the final findings of your team.

Describe challenges that you encountered throughout the research process? (You are encouraged to
poll team members.)

Delineate the specific goal of each team member for the following year as a result of your research.
Team Member Individual Goal

What suggestions do you have for improving this action research process or your team’s progress?
Would you recommend such research again?

34
Action Research Facilitator Checklist

Procedure Date
1. Submit an action research application by October 1, 2012.
2. Receive approval for research project.
3. Attend facilitator training October 10, 2012
4. Begin team meetings.
5. Submit quarterly report one.
6. Submit quarterly report two.
7. Validate and sign individual logs.
8. Validate and sign team log and include PD Feedback Form activity packet.
9. Work with team to share results electronically to building administration and staff. Share
results.
10. Submit final quarterly report and all implementation logs.
11. Ensure that all paperwork has been submitted, including this checklist.

Signature ___________________________________________ Date _____________
Professional Development Coordinator

35
Action Research Implementation Record

Teacher ________________________________ Observer ______________________________
Date __________________________ PD Focus _______________________________________
Grade Level/Subject _________________________________

Pre-Planning Meeting Summary (Identify data to be gathered):

Targeted Strategy:
[ ] Directly from training
[ ] Influenced by training
[ ] Obtained elsewhere

Data Gathered (attach additional form if needed):

Teacher Reflection:

Observer’s Reflection:

Targeted Date to Use Strategy Again:

[ ] I co-facilitated the activity with the teacher.
[ ] I observed the activity.
[ ] The teacher told me about the lesson during a conference.
[ ] Describe alternate activity for non-classroom personnel ___________________________________
__________________________________________________________________________________

Observer: Coach/Evaluator/Facilitator/Team Member Signature ________________________________

36
Certified Classroom Site Fund/Recertification Pre-approval Form**
1. One form per course or activity to be completed by employee.
2. Form is given to principal and professional development coordinator for pre-approval.
3. Complete the course with a minimum grade of C or obtain a district-approved certificate of
completion.

Name: Date:

School: Principal:

Course Provider:

Training Topic/Dates:

Page Unified School District department area addressed by this activity:
 Content Knowledge
 Literacy
 Effective Instruction
 Cultural Awareness
 Student Engagement
 Lesson Planning/Literacy
 Effective Assessments
 Relevant Objectives
 Technology
 Curriculum Development
Request is for ____ seat hours.

Method used to validate completion:
(Transcript, Certificate of Completion, Instructor Letter, Attendance Roster, Grade Report, etc.
Must be filed with the professional development coordinator before classroom site funds may be
accessed.)

Applicant Signature: Date:

Supervisor Signature: Date:
(Prior Approval Required)
Coordinator of Professional Development: Date:
(Prior Approval Required)
Activity Justification:

** These hours may not be used for growth on the salary schedule unless pre-approved as per policy
by the superintendent. Otherwise, hours accumulated will be applied toward professional
development (classroom site fund/301 monies) or ADE re-certification.

37
Classified Salary Growth Application
1. One form per course or activity to be completed by employee.
2. Employee takes the form to Human Resources for approval of the activity by policy.
3. Employee takes the form to the principal/supervisor.
4. Principal/supervisor forwards the form to the Assistant Superintendent.
5. Complete the course with a minimum grade of C or obtain a district-approved certificate of
completion.
6. Coursework completed by August 31 must be verified with transcript or certificate and submitted to
the HR office by October 1.

Name: Date:

School: Supervisor:

Course Provider: ______

Training Topic/Dates:

Page Unified School District department area addressed by this activity:
 Nutrition
 Transportation
 Effective Instruction/Literacy
 Cultural Awareness
 Business Office
 Custodial
 Maintenance
 Technology
 Grounds

Request is for ____ semester credit hours.

Salary growth compensation is at the rate of one step advancement on the salary schedule for each six
semester credit hours or ninety seat hours of approved professional growth credit. O

Method used to validate completion:
(Transcript, Certificate of Completion, Instructor Letter, Attendance Roster, Grade Report, etc. Must be
filed with the HR Office before obtaining salary advancement.)

Human Resources Signature: _____________________________________ Date: _______________________

Applicant Signature: Date:

Supervisor Signature: Date:
(Prior Approval Required)
Assistant Superintendent Signature: Date:
(Prior Approval Required)
Activity Justification:

38
Professional Development Feedback Form

We value you and your feedback!

Please check the column that would best rate or answer the questions in each section.

Yes Somewhat No
1. Did you like the activities?

2. Was your time well spent today?

3. Did the material make sense?

4. Was the leader(s) knowledgeable and helpful?

5. Was the room comfortable?

6. Will the materials taught, practiced, or developed be useful to you?