Professional development plan pcs ptcrn
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Professional Development Plan PCS-PTCRN. Presented by: Jocelyn Artinger. Overview of Presentation. School Background Previous Plan Adaptive Challenge Updated Plan. School Background. Charter school opened in 2012 Over 250 students

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Professional Development Plan PCS-PTCRN

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Professional development plan pcs ptcrn

Professional Development PlanPCS-PTCRN

Presented by: Jocelyn Artinger


Overview of presentation

Overview of Presentation

  • School Background

  • Previous Plan

  • Adaptive Challenge

  • Updated Plan


School background

School Background

  • Charter school opened in 2012

  • Over 250 students

    • Coming from several school districts including Penn Hills, Woodland Hills, Gateway, East Allegheny, Pittsburgh Public, and McKeesport.

    • 60% African American, 39% White, 1% Other

    • 60% students qualify for free or reduced lunch

    • Over 20% students have an IEP


School background cont

School Background cont.

  • Staff

    • 18 teachers (general education and special education)

    • Three Paraprofessionals

    • One Literacy Coach

    • One Guidance Counselor

    • Two Administrators

    • One Administrative Assistant

    • Two AmeriCorps members

    • Several other building support personnel


Previous professional development

Previous Professional Development

  • All teachers are required to work 220 days

    • Ten PD days at the beginning of the school year

      • Professional development during these days covered content specific topics, culture, mission building.

    • Ten embedded days during the school year

      • Focus on the UICs

    • Five additional days

  • SY 2012-2013 District wide focus on the Universal Instructional Components:

    • What is happening in the classroom? What does it look like? Teacher and student roles? Curricular focus? Percentage of time spent in each UIC?


Previous professional development cont

Personalization

Previous Professional Development cont.

Explicit Instruction

Think Aloud /Modeling

Guided Practice and Exploration

Small Group Exploration, Application and Actualization

Individual Application and Actualization

Whole Group, Small Group and One-on-one

Small Group

Individual

  • PCS Universal Instruction Components (UIC)

Assessment/Feedback/Re-teaching

All Instructional Design includes a distinct Beginning, Middle and End


Previous professional development plan cont

Previous Professional Development Plan cont.

  • What we have done so far…


Professional development plan pcs ptcrn

Adaptive Challenge

  • UIC walkthrough in October with the Assistant Superintendent and Director of Curriculum, Instruction and Assessment

  • Gathered and analyzed walkthrough data

  • Students in “small groups” but they were not exploring together or having group discussions with Accountable Talk.

    • Why is this important?

      • Tharp and Gallimore: “Assistance of child learning is accomplished by creating activity settings in the classroom that maximize opportunities for coparticipation and instructional conversation with the teacher and, frequently, with peers.”

  • Modification of PD focus for the remainder of the school year


Professional development plan pcs ptcrn

Updated Plan

  • Three Guided Questions for the remainder of the year:

    • 1. What is Guided Instruction?

    • 2. How do we use data to drive small group instruction?

    • 3. What depth of knowledge is taking place during small group instruction?

      VS.


Professional development plan pcs ptcrn

Updated Plan cont.

PCS-PTCRN PD Schedule for the remainder of the year


Professional development plan pcs ptcrn

Updated Plan cont.

  • What does success look like?

    • Students will work in Small Group Exploration, Application, and Actualization:

      • Small groups of students working together to explore content through processes and procedures. Students are discussing problems, and how they can be solved/processed using information and ways of knowing or doing.

      • 20-40% of instructional time

      • Teacher role: Circulating to address questions and misconceptions

      • Student role: Facilitation and Application.


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