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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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
100% special needs population
Learning and Emotional support
95% economically disadvantaged
98% free-reduced lunch
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
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
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
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.
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
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
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