DISTRICT IMPROVEMENT PLAN 2009-10 by eld18221

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									                                                           DISTRICT IMPROVEMENT PLAN
                                                                      2009-10

CURRICULAR AREA: Literacy K-2

GUIDING QUESTIONS                                                TEACHER CORE COMPETENCY

                                         •   Understanding of best practice instruction in literacy including all components of K-2 balanced literacy document
                                         •   Provincial literacy curriculum outcomes for K-2
                           Knowledge     •   Provincial reading and writing achievement standards
                                         •   Literacy based assessment
                                         •   Scope and Sequence of Writing
What is it we want                       •   Reporting Criteria
teachers to know and                     •   Literacy Curriculum Maps
do?

                                         •   Track literacy assessment data and use this to inform instruction
                           Skills        •   Use of daily, term and annual literacy assessments to monitor student growth
                                         •   Planning for specific student needs as identified in literacy based assessments
                                         •   Use of a variety of assessments, including running records, HRSIW, CAP, conferring, etc.
                                         •   Model reading comprehension strategies
                                         •   Model forms and components of writing
                                         •   Use provincial standards for marking writing samples
                                         •   Use provincial standards for assessing reading
                                         •   Participate in developing common assessments and marking sessions


                                         •   Teachers will use assessment and best practice to promote student learning
                                         •   Student assessment results will indicate that students are improving in reading and writing skills.
How will we know when                    •   Observations
each educator is working   Application   •   Teacher Evaluation
towards mastery of the                   •   Focused discussion at team meetings regarding literacy achievement
essential learning?                      •   Increased achievement on the grade 2 provincial literacy assessments
                                         •   Increased achievement on District and school-based assessments
                                                           DISTRICT IMPROVEMENT PLAN
                                                                      2009-10

CURRICULAR AREA: 3-5 Literacy

GUIDING QUESTIONS                                                TEACHER CORE COMPETENCY

                                         •   Curriculum outcomes for literacy
                                         •   Scope and Sequence of Writing
                                         •   Provincial reading and writing achievement standards
                           Knowledge     •   Best literacy practices as identified in 3-5 cross-curricular balanced literacy resource
                                         •   Comprehension strategies
What is it we want                       •   Oral language
teachers to know and                     •   Reporting Criteria
do?                                      •   Curriculum Maps
                                         •   Seeing Stars (trained teachers)

                                         •   Track literacy assessment data and use this to inform instruction
                                         •   Implementation of Reporting Criteria targets
                           Skills        •   Use of school, district and provincial literacy assessments to monitor student growth
                                         •   Provision of literacy intervention
                                         •   Guided reading instruction
                                         •   Modeling of reading comprehension strategies and modeling writing
                                         •   Teaching of visualizing, verbalizing and comprehension (Seeing Stars--trained teachers)
                                         •   Use provincial standards for marking writing
                                         •   Use provincial standards for assessing reading
                                         •   Participate in developing common assessments and marking sessions

How will we know when                    •   Checklist of best practice instruction techniques as listed in 3-5 balanced literacy resource
each educator is working   Application   •   Teacher evaluation
towards mastery of the                   •   Effective use of resources including Write Traits, National Geographic, etc.
essential learning?                      •   Observation
                                         •   Increased achievement on the grade 4 provincial literacy assessment
                                         •   Focused discussions at team meetings regarding literacy achievement
                                         •   Increased achievement on District and school-based literacy assessment



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                                                           DISTRICT IMPROVEMENT PLAN
                                                                      2009-10

CURRICULAR AREA: 6-8 Literacy

GUIDING QUESTIONS                                               TEACHER CORE COMPETENCY

                                         •   Stepping Out
                                         •   Components of cross-curricular literacy
                           Knowledge     •   Rubrics used for assessment
                                         •   Middle Level Scope and Sequence for Writing
                                         •   Literacy Curriculum Outcomes
What is it we want                       •   Provincial Literacy Reading and Writing Achievement Standards
teachers to know and                     •   Curriculum Maps
do?                                      •   Continuation of school-wide professional development of 13 Parameters at SWS

                                         •   Track literacy assessment data and use this to inform instruction
                           Skills        •   Use of Best Practice from Stepping Out
                                         •   Use district developed literacy assessment to monitor student growth
                                         •   Provision of literacy intervention
                                         •   Model writing – cross-curricular
                                         •   Teach reading comprehension strategies – cross-curricular
                                         •   Use provincial standards to assess writing
                                         •   Use provincial standards to assess reading
                                         •   Participate in developing common assessments and marking sessions

How will we know when                    •   Teacher evaluations
each educator is working   Application   •   Observations
towards mastery of the                   •   Use of planning for literacy success documents
essential learning?                      •   Increased achievement on grade 7 provincial literacy assessment
                                         •   Focused discussion at team meetings regarding literacy achievement
                                         •   Increased achievement on District and school-based literacy assessments




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                                                             DISTRICT IMPROVEMENT PLAN
                                                                        2009-10

CURRICULAR AREA:           9-12 Literacy

GUIDING QUESTIONS                                                 TEACHER CORE COMPETENCY


                                           •   Stepping Out
                                           •   Reading comprehension strategies
                            Knowledge      •   Instruction required for student comprehension of text features
                                           •   Modeled writing
                                           •   Note taking strategies
What is it we want                         •   Strategies for vocabulary instruction
teachers to know and                       •   Scope and Sequence for Writing 9-12
do?                                        •   Curriculum Maps


                                           •   Develop common school-based assessments
                                           •   Use of Best Practice from Stepping Out model
                            Skills         •   Monitor student growth through observation, formal and informal assessment
                                           •   Plan for specific student learning needs
                                           •   Modeling of reading comprehension strategies using a variety of text
                                           •   Modeling of writing components and forms using a variety of text
                                           •   Knowledge of cross-curricular strategies for reading comprehension
                                           •   Use of provincial standards for reading and writing
                                           •   Participate in developing common assessments and marking sessions

How will we know when                      •   Increased achievement results on provincial English Language Proficiency Assessment
each educator is working    Application    •   Teacher evaluation
towards mastery of the                     •   Observation
essential learning?                        •   Reduced number of students writing the English Language Proficiency Assessment Grades 10-12




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                                                          DISTRICT IMPROVEMENT PLAN
                                                                     2009-10

CURRICULAR AREA: Mathematics

GUIDING QUESTIONS                                              TEACHER CORE COMPETENCY

                                   •       Teachers new to K-2, 3-5, 6-8, 9-12: Knowledge of provincial curriculum documents and district curriculum maps
                                   •       Teachers of grades 2, 5 and 8: Knowledge of revised mathematics curriculum and new core resource
                                   •       Teachers of grades 6 and 7: Knowledge of District assessments
                                   •       Teachers of grades 3, 5 and 8: Knowledge of Provincial assessments
                       Knowledge   •       All teachers: Knowledge of curriculum documents, District and Provincial assessments, primary and supporting
                                           resources, Provincial Math Look For Guide, manipulatives supporting curriculum outcomes, and available technology
What is it we want                 •       Teachers of grades K-12: Knowledge of differentiation of instruction which includes enrichment strategies
teachers to know and               •       Continuation of school-wide professional development programs for mathematics instruction: continued support of
do?                                        PRIME at CNS, CES and Gagetown; First Steps at Lower Lincoln, Summerhill, Hubbard and Geary
                                   •       Introducing school-wide professional development programs for mathematics instruction: First Steps at MEMS
                                   •       Teachers of grades K, 1, 2, 4, 5, 7 and 8: Knowledge of Core Resource, Math Makes Sense
                                       •    Develop and use curriculum maps / unit plans / lesson plans
                                       •    Develop and use a variety of assessment tools and strategies
                                       •    Use classroom, District and Provincial assessment results to inform instruction
                                       •    Use provincial resources, models, and Provincial Math Look For Guide to support best practices of mathematics
                       Skills          •    Develop a Professional Learning Community with colleagues and Numeracy Leads
                                       •    Integrate technology with mathematics using SMARTBoard, calculators, computers, graphic calculators and Provincial
                                            and District 17 Mathematics Portal
                                       •    Focus on a classroom environment / student / teacher activities which include mathematical models, student involvement
                                            and learning experiences that promote problem-solving, reasoning and communication
                                       •    Use PRIME or First Steps for instructional support at CNS, CES, Lower Lincoln, Summerhill, Geary, Gagetown, and
                                            MEMS
                                       •    Teachers of K, 1, 2, 4, 5, 7 and 8 utilize the revised math curriculum and Math Makes Sense Resource
                                       •    Develop teacher questioning techniques
                                       •    Tracking assessment data (grades 4, 7 and 8) at MEMS, and use the information to inform teaching practice
                                       •    Make math accessible to all learners (Differentiation, Enrichment, Guided Math)




                                                                                                                                                                5
                                       •   Teacher self-evaluation / reflection
                                       •   Administration evaluations and walk-throughs using the Provincial Look For document
How will we know when                  •   Improvement of Provincial and District Assessment results
each teacher has         Application   •   Progression as math-strong teachers
mastered the essential                 •   Using current technology for mathematics instruction
learning?                              •   Continued improvement of questioning techniques and math language/vocabulary that promote student learning
                                       •   Develop balanced lessons to teach and review math concepts concretely, pictorially and symbolically
                                       •   Consistent school-wide use and meetings regarding PRIME or First Steps, in conjunction with primary resources, to
                                           improve student achievement and teacher content knowledge of numeracy development
                                       •   Discussion of school-based and Provincial collected data as part of a Professional Learning Community




                                                         DISTRICT IMPROVEMENT PLAN
                                                                    2009-10

                                                                                                                                                               6
CURRICULAR AREA: Transition to Kindergarten

GUIDING QUESTIONS                                               PARENT CORE COMPETENCY

                                        •   Parents will understand the components of school readiness.
                                        •   Parents will understand how to assist their children in preparing for the transition into kindergarten.
                          Knowledge     •   Parents will be knowledgeable of the information from outside agencies such as Public Health and Early Language
                                            Services, on how it can assist in their children’s development.
                                        •   Parents will understand the results of their children’s Early Years Evaluation
What is it we want
parents to know and do?                 •   Implement strategies for teaching early literacy and numeracy concepts to their children.
                                        •   Attend “Welcome to Kindergarten” sessions and use the provided resources to support their children’s development.
                                        •   Understand the stages of language development and how to promote language development with their children.
                                        •   Understand and practice the components of maintaining a child’s healthy lifestyle.
                          Skills        •   Understand the stages of fine motor development and implement strategies to develop their children’s motor
                                            development.
                                        •   Understand their children’s Early Years Evaluations and implement the suggested activities to continue their children’s
                                            preschool development.
                                        •   Gather information at the school-based “Kindergarten Orientation” session for parents and children.
                                        •   Understand and implement suggested activities from the District-wide parent newsletters distributed three times a year
                                            and the “School District 17 Transition to School” website.

                                        •   Parents will complete literacy and numeracy activities with their children.
How will we know when     Application   •   Parents and children will attend “Welcome to Kindergarten” and “Kindergarten Orientation”.
each parent is working                  •   Parents will attend the information sessions and understand the importance of preparation for school.
towards mastery of the                  •   Parents will access resources in the school parent libraries and the “School District 17 Transition to School” website.
essential learning                      •   Parents will use their Early Years Evaluation results and supplementary information to guide the activities they
                                            complete with their children.
                                        •   Children will demonstrate their level of development in the following areas:
                                                   Cognitive (For example, name letters, sounds and numbers.)
                                                   Language and Communication (For example, talk so people can easily understand.)
                                                   Physical/Motor (For example, use crayons, pencils and scissors.)
                                                   Awareness of Self and the Environment (For example, name colors, fruit and animals.)




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                                                       DISTRICT IMPROVEMENT PLAN
                                                                 2009-2010

CURRICULAR AREA: Transition to Kindergarten

GUIDING QUESTIONS                                          SCHOOL CORE COMPETENCY


                       Knowledge     •   Administrators and teachers will understand the needs of the children who will be attending kindergarten.
What is it we want                   •   Administrators and teachers will understand the importance of providing services to children and their parents to
administrators and                       prepare them for school entry.
teachers to know and
do?
                                     •   Host kindergarten registration. ( October 13-16, 2009)
                       Skills        •   Host “Welcome to Kindergarten” sessions for parents and children.
                                     •   Host “Kindergarten Orientation” sessions for parents and children.
                                     •   Gather information regarding the incoming students during transition meetings with the Transition to School
                                         Coordinator.


                                     •   Administrators and teachers will use information from “Welcome to Kindergarten” and “Kindergarten Orientation” to
What is it we want                       prepare for student entry into kindergarten.
administrators and     Application   •   Administrators and teachers will use the results of the “Early Years Evaluation” and information shared at the
teachers to know and                     transition meetings to prepare for student entry into kindergarten.
do?




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                                                      DISTRICT IMPROVEMENT PLAN
                                                                 2009-10
CURRICULAR AREA: Technology

GUIDING QUESTIONS                                             TEACHER CORE COMPETENCY - TECHNOLOGY
                                     •   There are two main foci for technology:
                                            o Authentic use of technology in the classroom setting
                       Curriculum/          o Technology that is subject embedded
                       Instruction   •   Coordinate with subject Mentors, Learning Specialist, and Subject Teachers to plan for technology enhancement to
                                         specific lessons or projects.
                                     •   Provide for technology training in specific technology that suits the subject and the plan of the teacher (Technology
What is it we want                       Mentors and DTLC members).
teachers to know and                 •   To enhance teacher and student research skills on the net by giving training in all areas such as World Book, EBSCO,
do?                                      E-Library, One Search and a varied listing of online research engines.
                                     •   Ethical use of technology and safety (both with technology tools, social networking, copyright laws and web 2.0 –
                                         Policy 311).
                                     •   Professional Development with respect to equipment and applications (general familiarity).
                                     •   Social Responsibility instruction using web resources.
                                     •   Focus on 21st Century Learning through: collaborative projects (Knowing Our Neighbour), Project-based Learning,
                                         IBM Destinations, Global Teenager and other areas aligned with technology.
                                     •   Sharing of resources and lessons through school portals.
                                     •   Support schools to establish workable technology plans.

                                     •   Consistent updating of school portals and websites by DTLC members.
                                     •   Individualized technology PD, such as the Blitz, to provide teachers with the specific PD they need.
                       Assessment    •   Teacher attendance to District PD sessions (given by both Technology Mentors and TLC Members) and PD sessions
                                         outside the District.
                                     •   DTLC (formally TLC) to incorporate more subject-related sessions at their meetings.
                                     •   DTLC to be given more specific PD with respect to troubleshooting former and minor repairs once completed by IT.
                                     •   Emphasis on more collaborative projects (Technology Mentors).
                                     •   Support and promote Distance Education (online learning as an alternative for students).
                                     •   Increased use and training for notebook computers with what remains at HPMS, the Apple Notebooks at MEMS and
                                         the new Apple Pods (Technology Mentors and DTLC Members).
                                     •   Bring notebook teachers together for subject and grade sharing with technology (possibly share with other subject
                                         Mentors).
                                     •   Creation of Technology Benchmarks for District 17 Teachers.



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                                       Administrators must:
What is it we want                     • Support regular use of technology in schools.
teachers to know and     Other         • Incorporate a Technology Plan in your School Improvement Plan.
do?                                    • Advocate for schools.
                                       • Support PD – take part in it.
                                       • Be fully aware of Policy 311/Copyright Laws.
                                       • More collaboration between technology mentor and needs.


                                       •   Increase use of web tools being used in the classroom (ex. Blogs, wikis, podcasts both inside and outside of the classroom,
                                           collaborative projects [KON], differentiation – projects being produced).
How will we know when                  •   Cross-curricular work should happen more often with the use of technology. Technology should be woven into the
each parent is working   Application       lesson and not be the star of the show.
towards mastery of the                 •   Increased attendance and a greater desire to attend technology professional development opportunities.
essential learning?                    •   Increased validation of authentic, ethical, and safe use of technology in the District by teachers.




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                                                             DISTRICT IMPROVEMENT PLAN
                                                                        2009-10

CURRICULAR AREA:         Vocational Technology

GUIDING QUESTIONS                                                  TEACHER CORE COMPETENCY - VOCATIONAL TECHNOLOGY


                                           •     Consistency with instruction between the various course offerings in vocational technology.
                          Curriculum/      •     PD with respect to shop safety and shop skill sets (equipment knowledge and procedures – updating skills).
                          Instruction      •     Focus on the “literacy” of the trades.
                                           •     Promote the trades as a viable profession option for students.
                                           •     Possible team instruction with the use of technology (Microsoft Communicator, Skype, Bridgit) to bring vocational
What is it we want                               classes together from different schools and/or districts.
teachers to know and
do?
                                           •     Common assessments with a focus on reading and writing as a factor in course success for students.
                          Assessment       •     Attend PD sessions relating to updated equipment demands and course knowledge.



                                           •     Creating additional course opportunities for students by adding courses in relation to their real world demand
                          Other                  (ex. Work Skills and Opportunities in Trades proposals – welding in CFAS, Aviation Mechanics in OHS).
                                           •     Teachers being involved in extra-curricular projects such as Skills Canada, Auto Club and similar groups.




How will we know when                      •     Teachers attending PD sessions inside and outside of the district.
each parent is working    Application      •     Literacy Mentors assist Trades Teachers with literacy techniques that can be used in general “shop” environment.
towards mastery of the                     •     Common curriculum maps and assessments to produce consistency across the District.
essential learning?




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                                                           DISTRICT IMPROVEMENT PLAN
                                                                      2009-10

CURRICULAR AREA: Elementary Science

GUIDING QUESTIONS                                              TEACHER CORE COMPETENCY - ELEMENTARY SCIENCE


                                         •   Increase teacher knowledge and understanding of general Science specific to the grade level taught.
                           Knowledge     •   Understanding of the “Scientific Method” as it pertains to methods of experimental inquiry.
                                         •   Increased classroom focus on the “Literacy of Science.”
                                         •   Increased assessment practice of higher order thinking.

What is it we want
teachers to know and
do?
                                         •   Perform more “hands-on” classroom experiments.
                           Skills        •   Incorporate more Science Literacy into the regular and Science classroom instruction.
                                         •   Teacher confidence in conducting experiments with the proper use of the scientific method.
                                         •   Create common assessments in elementary Science, in particular at the grade 3 to 5 levels.
                                         •   Support students in the development of higher order thinking skills and incorporate these skills in assessment practice.



                                         •   Increased comfort level reached by all elementary teachers with regard to general science knowledge and the utilization
                                             of hands on activities (attending PD sessions on science).
                                         •   Creating of a Science 5 & 6 PLC to lead in the specific directions for Science PD and to middle school transition.
How will we know when      Application   •   Including Science on the agenda of grade 5 IF teacher meetings.
each educator is working                 •   Participation in grade 3 and 4 provincially led and district delivered Science PD.
towards mastery of the                   •   Science word walls and Scientific Method charts on the classroom walls.
essential learning?                      •   Elementary Science teachers to make use of the new Literacy Center.
                                         •   Improved instruction consistency through district common assessments.
                                         •   Continued support and implementation of Science Olympics events.
                                         •   Consistency in curricular minutes in the area of Science.
                                         •   Effective communication, electronically and otherwise, in the sharing of ideas and best practices of elementary Science
                                             instruction.

                                                           DISTRICT IMPROVEMENT PLAN

                                                                                                                                                                    12
                                                                          2009-10


CURRICULAR AREA: Middle Level Science

GUIDING QUESTIONS                                             TEACHER CORE COMPETENCY - MIDDLE LEVEL SCIENCE

                                       •   Knowledge of general Science.
                                       •   Knowledge of the Scientific Method (experimentation and validity).
                         Knowledge     •   Knowledge of the grade nine Science program.
                                       •   Identify specific areas of growth based on the Grade Six Provincial Assessments (when results become available).
                                       •   Create a Science 5 & 6 PLC to plan and format a direction for increased achievement results in the Grade 6 Science
What is it we want                         Assessment.
teachers to know and                   •   Increased focus on Science Literacy.
do?                                    •   Access Science materials from the Department Portal.
                                       •   Increased focus on Science Safety, in particular, with the new Science Safety Document.

                                       •   Conduct more hands on experimentation in the classroom and/or laboratory.
                         Skills        •   Set up a collaborative meeting between grade nine and grade eight teachers to determine the extent of Science
                                           background needed by grade eight students to be successful in their first year of high school.
                                       •   Create common assessments that target growth areas resulting from the Grade Six Provincial Assessment, including the
                                           potential for a mock assessment prior to the pilot assessment.
                                       •   Provide additional materials for teachers to assist them with science competencies.
                                       •   Apply literacy skills in the science classroom.

                                       •   Observable increase in the number of experiments in classrooms.
                                       •   Common assessments created (possible mock Grade 6 Assessment), used and assessed by year’s end.
                                       •   Evidence of science vocabulary on classroom walls integrated in the every day classroom discussion. Teachers in middle
How will we know when    Application       level to make use of the new Literacy Centre for assistance and literacy direction.
each educator has                      •   Grade 8 and 9 teachers meet and assess student needs of those entering grade nine.
mastered the essential                 •   Overall improvement in the Grade Six Provincial Assessment results (measured when we are able to find results).
learning?                              •   Grade 5 & 6 PLC created for the Grade 6 Assessment preparation and grade 5 to grade 6 transition in Science.
                                       •   Active participation in the provincially led and district delivered middle level Science PD.
                                       •   Science teachers are those with a background in the curricular area.
                                       •   Instructional minutes are appropriate and consistent throughout district.
                                       •   Effective communication, electronically and otherwise, in the sharing of ideas and best practices of middle level Science
                                           instruction.
                                       •   Safe and organized science work areas for practical experiments.


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                                                         DISTRICT IMPROVEMENT PLAN
                                                                    2009-10

CURRICULAR AREA: High School Science

GUIDING QUESTIONS                                              TEACHER CORE COMPETENCY - HIGH SCHOOL SCIENCE


                                       •   Increased knowledge of the grade eight Science program (Science 9 & 10 teachers).
                                       •   Better utilization of Science Literacy throughout the science classroom as well as other subject areas (ex. Science
                                           Literacy cross-curricular).
                         Knowledge     •   Consistent understanding and use of the Scientific method by all Science teachers.
                                       •   Specific focus and in-service on the new Chemistry 11 & 12 text and support materials.
What is it we want                     •   In-service with respect to the new Chemistry curriculum.
teachers to know and                   •   Safety practices in Science instruction, in particular, in the lab setting and in line with the new Science Safety Document.
do?

                                       •   PD session between grade 8 & 9 Science teachers to better prepare students with the subject transition.
                                       •   Use of word walls and other literacy techniques to increase overall scientific knowledge by students and the
                                           encouragement of cross-curricular opportunities for students. Encouragement for science teachers to attain literacy
                         Skills            assistance and support through the new Literacy Center.
                                       •   Common assessments for both classroom and district by grade 9 & 10 teachers.
                                       •   Science Instructor Buddies (matching subject specific science teacher (Physics) with a “newer” less experienced teacher
                                           who teaches the same subject/grade (ex: Biology 112 Buddies).


How will we know when                  •   Sharing occurring between grade 8 & 9 teachers of Science. Possible creation of a Science 8 & 9 PLC.
each educator has        Application   •   Walkthroughs and classroom visitations provide evidence of Science literacy in and out of the Science classroom as well
mastered the essential                     as more lab opportunities for grade 9 & 10 students.
learning?                              •   Assessments created and used to assess and direct instruction.
                                       •   Science mentoring program for general Science teachers and specialists.
                                       •   Efforts to increase resources for hands-on experimentation (i.e. Remote cars).
                                       •   Science teachers are those with a background in the curricular area.
                                       •   Instructional minutes are appropriate and consistent throughout district.
                                       •   Effective communication, electronically and otherwise, in the sharing of ideas and best practices of high school Science
                                           instruction.
                                       •   Safe and organized science work areas for practical experiments.


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                                                           DISTRICT IMPROVEMENT PLAN
                                                                      2009-10

CURRICULAR AREA: FSL – Intensive French

GUIDING QUESTIONS                                                TEACHER CORE COMPETENCY


                           Knowledge     •   Knowledge of Pre Intensive curricular outcomes
                                         •   Training of Pre Intensive Strategies
                                         •   Understanding of oral, reading, writing strategies
                                         •   Training in Pre Intensive methodology
                                         •   Knowledge of IF curricular outcomes
What is it we want                       •   Training in IF methodology
teachers to know and                     •   Knowledge of grade 4 and/or grade 5 curricula
do?                                      •   Understanding of the Oral/Writing Proficiency Evaluation process

                                         •   Develop curriculum map/unit plans/lesson plans for IF and non IF parts of the year
                           Skills        •   Develop curriculum maps/unit plans for Pre Intensive French
                                         •   Develop and use a variety of assessment tools (oral/reading/written)
                                         •   Use assessment results to inform instruction
                                         •   Use anecdotal information and observations to report student progress
                                         •   Collaborate with other IF teachers in the District
                                         •   Observe and share ideas with other Pre Intensive classrooms

                                         •   Provincial assessment results (oral/written)
How will we know when                    •   Feedback from classroom visitations – 5X/year minimum (District)
each educator is working   Application   •   Feedback from school administrator evaluations/walk-throughs
towards mastery of the                   •   Parent/student questionnaire
essential learning?                      •   Teacher self-evaluation/reflection
                                         •   Participate in PD sessions
                                         •   Collaboration with other Pre/IF teachers
                                         •   Use provincial assessment results to inform instruction and provide appropriate intervention (i.e. grade 4 literacy
                                             assessment).




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                                                           DISTRICT IMPROVEMENT PLAN
                                                                      2009-10

CURRICULAR AREA: FSL – French Immersion (Early)

GUIDING QUESTIONS                                               TEACHER CORE COMPETENCY


                           Knowledge     •   Knowledge of curricular outcomes for assigned subject areas
                                         •   Knowledge of effective instructional techniques in FI
                                         •   Knowledge of balanced literacy strategies
                                         •   Knowledge of differentiation strategies
                                         •   Knowledge of provincial standards and goals
What is it we want                       •   Understanding of the Oral Proficiency Evaluation process
teachers to know and
do?
                                         •   Develop curriculum maps/unit plans/lesson plans
                           Skills        •   Develop necessary interventions for students to meet success
                                         •   Develop effective classroom assessments and use them to inform instruction
                                         •   Use provincial standards as the standard for marking student writing/reading comprehension
                                         •   Provide effective feedback to students/parents re: progress


                                         •   Collaboration with other staff to mark/examine student writing samples
                                         •   Use of practice assessments to inform instruction
How will we know when      Application   •   Participation in grade level/subject meetings
each educator is working                 •   Contribution to the development of Planning for Success in Literacy
towards mastery of the                   •   Reflection on classroom assessment practices
essential learning?                      •   Use of provincial assessment results to inform instruction
                                         •   Increased achievement on the provincial literacy assessments
                                         •   Attendance at PD relevant to subject and/or grade levels, even when offered in English




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                                                        DISTRICT IMPROVEMENT PLAN
                                                                   2009-10

CURRICULAR AREA: French Immersion (Late)

GUIDING QUESTIONS                                            TEACHER CORE COMPETENCY


                                         •   Knowledge of curricular outcomes for assigned subject areas
                           Knowledge     •   Knowledge of effective instructional techniques in late FI
                                         •   Knowledge of new grade 6 FI curriculum Draft document
                                         •   Knowledge of balanced literacy strategies
                                         •   Knowledge of differentiation strategies
What is it we want                       •   Knowledge of provincial standards and goals, as they relate to late FI subjects
teachers to know and                     •   Understanding of the Oral Proficiency Evaluation process
do?
                                         •   Develop curriculum maps/unit plans/lesson plans
                           Skills        •   Develop necessary interventions for students to meet success
                                         •   Develop effective classroom assessments and use them to inform instruction
                                         •   Provide effective feedback to students/parents re: progress




                                         •   Collaboration with other staff to develop common assessments in common subject areas
How will we know when                    •   Participation in grade level/subject meetings
each educator is working   Application   •   Reflection on classroom assessment practices
towards mastery of the                   •   Use of provincial/district assessment results to inform instruction (Math, Science, Literacy)
essential learning?                      •   Attendance at PD relevant to subject and/or grade levels, even when in English




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                                                           DISTRICT IMPROVEMENT PLAN
                                                                      2009-10

CURRICULAR AREA: Post Intensive French/Core French (grades 6-12)

GUIDING QUESTIONS                                                TEACHER CORE COMPETENCY


                           Knowledge     •   Knowledge of curriculum and resources to support curriculum outcomes
                                         •   Knowledge of effective instructional techniques for second language learning, specifically Intensive French methodology
                                         •   Knowledge of differentiation strategies
                                         •   Training in Post IF methodology (grades 6-10)
                                         •   Understanding of the Oral/Writing Proficiency Evaluation process
What is it we want                       •   Knowledge of curriculum updates
teachers to know and
do?
                                         •   Develop curriculum map/unit plans/lesson plans
                           Skills        •   Use a variety of assessment techniques to assess student progress
                                         •   Use a variety of differentiation strategies in order to support the needs of both Post IF students and Core French
                                             students
                                         •   Develop effective classroom assessments and use them to inform instruction
                                         •   Provide effective feedback to students/parents re: progress


                                         •   School administrators’ evaluations/walk-throughs
How will we know when      Application   •   Increased results on oral assessments (class/school level)
each educator is working                 •   Increased results on oral assessments (provincial)
towards mastery of the                   •   Peer presentations/feedback
essential learning?                      •   Use of data to inform instruction




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                                                          DISTRICT IMPROVEMENT PLAN
                                                                     2009-10

CURRICULAR AREA: Guidance

GUIDING QUESTIONS                                                TEACHER CORE COMPETENCY

                           Curriculum/   •   Comprehensive Guidance Model
                           Instruction   •   Four Pillars of Guidance
                                         •   Let’s Live Modules
                                         •   PBIS Model

What is it we want                       •   Observation Skills
Guidance Counsellors to    Assessment    •   Functional Behavior Analysis
know and do?                             •   Interview Techniques
                                         •   Threat Assessments
                                         •   BSAPs
                                         •   IBSPs

                                         •   Developmental Assets
                           Other         •   Career Counselling
                                         •   Career Cruising
                                         •   Computer skills
                                         •   Documentation procedures
                                         •   Referral process
                                         •   Advocacy
                                         •   Teaming
                                         •   Leadership


How will we know when      Application   •   Observation
each educator is working                 •   Data on Portal
towards mastery of the                   •   Evaluation
essential learning?                      •   Growth Plans
                                         •   Anecdotal Reports




                                                                                           19
                                                      DISTRICT IMPROVEMENT PLAN
                                                                 2009-10

CURRICULAR AREA: Resource and Methods Teachers

GUIDING QUESTIONS                                           TEACHER CORE COMPETENCY


                        Curriculum/   •   Knowledge of Curriculum Maps
                        Instruction   •   Develop/Evaluate Accommodated/Individualized Curriculum Outcomes for SEPs
                                      •   Literacy Interventions for Non-Responding Readers

What is it we want
                        Assessment    •   Administer and Interpret WIAT2 and PAL2 Assessments
Resource Teachers to
know and do?

                                      •   Response to Intervention Model
                        Other         •   Computer Skills
                                      •   Documentation Process
                                      •   Referral Process
                                      •   Teaming
                                      •   Consultation and Collaboration
                                      •   Transition Process


How will we know when                 •   Observation
each Resource Teacher   Application   •   Evaluation
has mastered the                      •   Monitor SEPs
essential learning?                   •   Growth Plans




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                                                        DISTRICT IMPROVEMENT PLAN
                                                                   2009-10

CURRICULAR AREA: Autism Resource Teachers

GUIDING QUESTIONS                                             TEACHER CORE COMPETENCY


                          Curriculum/   •   Knowledge of Curriculum Maps
                          Instruction   •   Develop/Evaluate Individualized Curriculum Outcomes

What is it we want
Autism Resource           Assessment    •   Administer and Interpret WIAT2 and PAL2 Assessments
Teachers to know and                    •   Administer and Interpret Developmental Assessments
do?

                                        •   Response to Intervention Model
                                        •   Computer Skills
                          Other         •   Documentation Process
                                        •   Referral Process
                                        •   Teaming
                                        •   Consultation and Collaboration



How will we know when                   •   Observation
each Autism Resource      Application   •   Evaluation
Teacher has mastered                    •   Monitor Student Plans
the essential learning?                 •   Growth Plans




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                                                           DISTRICT IMPROVEMENT PLAN
                                                                      2009-10

CURRICULAR AREA: First Nation

GUIDING QUESTIONS                                               TEACHER CORE COMPETENCY


                           Knowledge     •   Cultural awareness
                                         •   Interventions for First Nation students targeting literacy and numeracy



What is it we want
teachers to know and
do?
                                         •   Literacy and numeracy strategies that target learning needs of First Nation students
                           Skills        •   Disaggregate achievement data to inform instruction




                                         •   Increased achievement on provincial and district assessments
                                         •   Dedicated teacher at Assiniboine Elementary School provided for First Nation students to assist with educational
How will we know when      Application       programming
each educator is working                 •   Dedicated intervention workers at Hubbard Avenue Elementary School and Oromocto High School
towards mastery of the                   •   Disaggregated achievement data will be provided to principals to use in their improvement plan
essential learning?




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                                                           DISTRICT IMPROVEMENT PLAN
                                                                      2009-10

TARGET GROUP: Administrators

GUIDING QUESTIONS                                                ADMINISTRATOR CORE COMPETENCY

                                         •   Literacy Across the Curriculum
                           Knowledge     •   Math curriculum and resources
                                         •   Understanding and Using Data
                                         •   Effective Walk-throughs
                                         •   Building Meaningful Learning Communities
What is it we want                       •   Understanding of Comprehensive Developmental Guidance Model
administrators to know                   •   Understanding of inclusionary practices
and do?

                                         •   Use of Literacy Look For Document
                           Skills        •   Use of Provincial Math Look For Guide
                                         •   Use of reporting criteria and writing standards
                                         •   Tracking each student on curriculum outcomes
                                         •   Identifying essential questions used during walk-throughs
                                         •   Implementation of effective guidance and resource services
                                         •   Effective teacher evaluations
                                         •   Alignment of School Improvement Plan with District Improvement Plan and Provincial Education Improvement Plan



                                         •   Demonstrate knowledge of literacy across the curriculum
                                         •   Demonstrate knowledge of math curriculum
How will we know when      Application   •   Demonstrate knowledge of reporting criteria and writing standards
each administrator is                    •   Promote science literacy and practices
working towards                          •   Increased results in student achievement
mastery of the essential                 •   Examples of essential questions used during walk-throughs
learning?                                •   Identifying a project/initiative reflecting strategies to increase student achievement in one or more curricular areas
                                         •   Regular monitoring of School Improvement Plan
                                         •   Promote technology use throughout the curriculum



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