The new improved school professional development plan proposal
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The New Improved School Professional Development Plan Proposal. School Demographic Data. Approximately 125 students 56 students Grades K-8 5 elementary teachers High staff turnover (25% each year) Mental Health and Positive Behavior Support Focus Transient student population Urban-Suburban.

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The New Improved School Professional Development Plan Proposal

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The new improved school professional development plan proposal

The New Improved School Professional Development Plan Proposal


School demographic data

School Demographic Data

Approximately 125 students

56 students Grades K-8

5 elementary teachers

High staff turnover (25% each year)

Mental Health and Positive Behavior Support Focus

Transient student population

Urban-Suburban


Sub group information

Sub-group Information

100% special needs population

Learning and Emotional support

95% economically disadvantaged

98% free-reduced lunch


Assessment data

Assessment Data

PSSA Math– Spring 2012 4Sight Math – Fall 2012

Below Basic- 58%Below Basic – 85%

Basic – 35%Basic – 13%

Proficient – 6%Proficient – 2%

Advanced – 0Advanced- 0


Student needs

Student Needs

Math that is connected to “real life”

Meaningful state assessments

Improved math scores

Solid math foundation

High level and engaging tasks

Ability to problem solve and generalize concepts

Updated math and technology resources


Teacher s needs

Teacher’s Needs

Solid math curriculum

Resources (materials and support)

Understanding and analysis of data

Training in using the Scholastic programs

Ownership of PD and opportunities for leadership

Opportunities for coaching and feedback


Current professional development plan

Current Professional Development Plan

  • Math goal: Students will achieve common core standards through instruction in content area.

    • Assessment – 4 sessions; Scholastic Math Inventory, 4 Sights

    • Data Analysis – 4 sessions; utilize data to determine instruction

    • Training in Differentiated Instruction – 4 sessions; effective teaching and learning

    • Response to Instruction and Intervention; 4 sessions; use interventions and assess progress


Professional development plan needs

Professional Development Plan Needs

Help teachers better understand both what they teach and how students acquire content knowledge

Targeted agenda’s for PLC meetings

Increase teacher awareness of student data as it relates to math

Distribution of learning- involve content coaches and master teachers in the trainings.


Recommendations for improvement

Recommendations for Improvement

  • Identify leaders (formal and informal) in the area of mathematics that are on staff

    • Determine interest thru staff survey

    • Formal/informal observations

    • Develop culture of collaboration

    • Offer incentives

  • Provide targeted professional development in the area of math concepts and curriculum

    • Develop coherent math curriculum

    • Familiarize teachers with math curriculum materials and their use

    • Provide follow-up coaching sessions to evaluate/reflect on new techniques


Recommendations continued

Recommendations continued

3. Provide training in the manner that teachers will be asked to use it with students and schedule follow-up meetings/coaching sessions that will support the introduction of the new concept

  • Experientiallearning will allow teachers to understand what their students go thru and how they feel (elation, frustration, etc.)

  • Help teachers determine what instructional methods will work best with their group of students

  • Give teachers time to experiment with new concepts and allow them time to reflect/problem solve

  • Schedule specific times for the teachers to meet with principal/math coach


What it looks like

What it looks like.

Identified/interested teachers will be involved in planning professional development and training teachers in math concepts and instructional methods.

Teachers will experience in-service training in the format that will be utilized with students

Teachers will be able to identify specific math curriculum, available materials, and how to use them

Informal observations, coaching sessions will occur weekly.

Teachers will reflect on lessons and make prescriptive changes based on group needs and data


References

References

Guskey, T.R. & Yoon K.S. (2009). What Works in Professional Development? Phi Delta Kappan, 90(7), 495-500

Spillane, J.P, Halverson, R., & Diamond, J. (2001). Investigating School Leadership practice: A distributed perspective. Educational Researcher, 30(3), 23 -28.

New Improved School Professional Development Plan 2012-2016, pgs. 1-95


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