the working with teacher project chameeka n. smith march 2011
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The Working with Teacher Project Chameeka N. Smith
March 2011
Data Collection Activity
Walkthrough Data• 195 Walkthroughs conducted 1st semester (5
administrators)• 2nd period most observed (66 visits)• 4th period least observed (40 visits)• Math classes highest observed (47 visits)• Cultural arts classes least observed (6 visits)• Regular classrooms (no services provided) 180
classes
Walkthrough Data Results
Celebrations Celebrations • 10% of students are
participating in small group instruction
• 59% of teachers are using Smartboards
• 26% of teachers are using Moodle
• 17% of students are using Microsoft Office 2010
• 68% of students level of engagement is between 95-100%
• 78% of students are experiencing lower order thinking skills
• Of 77 students interviewed, 46 students could clearly state the learning goals
Walkthrough Data Results Areas of Improvement
• 51% of students are in whole class instruction (Teacher lecturing/interacting with all students)
• 1% of students are experiencing Cooperative Groups (3 or more students working with different roles)
• 20% of students are experiencing higher order thinking skills
• 1% of teachers are using Web 2.0 tools in the classroom • 2% of teachers are using multimedia technology (movies,
audio)• 6% of students are using presentation tools (PP and prezi)• 31 students out of 77 students could not clearly state the
learning goals for the class
Best Practices Inventory
• Posted language objectives designed by teachers that align with state standards where students can state clearly their learning goals for each class
• Professional development on Revised Blooms Taxonomy in higher order thinking skills (Analyzing, Evaluating and Creating)
• Emphasizing literacy and summarization strategies focusing on student engagement and interactiono Reciprocal teaching o Think Pair Shareo Writing Summaries o Journalist Questions o 321o WICR
• Technology training to apply to classroom instruction
Best Practices Inventory
• Reviewing Marzano Classroom Instruction That Works (9 strategies)
• Differentiated instruction based on Response to Instruction (RTI)
• Project Based instruction with formative assessments
Teacher Improvement
Teacher ImprovementHow did you help empower teachers? PLC Work and Professional
Development
• PLC Training • Facilitating 4 PLC groups
• Zoo School • English 12 • Cultural Arts• Integrated Math I
• Literacy Hint from the Literacy Committee
Blooms Revised Taxonomy Professional Development Results (sample literacy hint)
http://ptlainternship2012.blogspot.com/
Video Clip on Summarization Strategy: Journalist Questions for
PLC Groups
http://ptlainternship2012.blogspot.com/
Literacy Hint: Building Culture from Professional Development
http://vimeo.com/33945537
Zoo School PLC• The zoo school teacher were encountering a problem with standard
based grading and desired to learn more about this new concept• Emailed the following questions:
• What specific questions do you have regarding Standard Based Grading? What do you hope to learn and/or apply to improve or change your current grading practices?
• Once professional development is planned, what specific objective (s) do you hope will be accomplished regarding standard based grading? What specific needs do you hope will be achieved/addressed though professional development on standard based grading
• Based on these responses, we were able to coordinate with our literacy coach to draft a training for these teachers. Training took place in September of 2011
Teacher Working Conditions
2008 AHS 2010 AHSShared Vision 65.7% 86.5%School leadership consistently support teachers
65.3% 83.3%
School improvement team
58.4% 85.6%
Group decisions to solve problems
40.6% 77.0%
New Teacher Support
65.0% 86.7%
School administrators enforce rules for student conduct
49.5% 74.2%
Areas of Success Stories
2010 AHS State of NC Shared Vision 86.5% 83%School leadership consistently support teachers
83.3% 78.6%
School improvement team
85.6% 82.7%
Group decisions to solve problems
77.0% 76.3%
New Teacher Support
86.7% 83.1%
School administrators enforce rules for student conduct
74.2% 71.4%
Teacher Working Conditions
Comparison with the State of North Carolina
Teacher Working Conditions
Area 2008
2010 Strategy for improvement
Amount of Paperwork
53.5 51.6 Computerize paperwork and submit online; templates; Identify the paperwork and group strategy methods for improvement
Reliability and speed of Internet Connections
83% 71% Though the grant, overall of Internet connection; IT available on campus; help desk available for teachers
Professional Development deepens teachers content knowledge
66% 66% Providing teachers with more professional development; survey teachers for professional development needs
Areas of Improvement
Survey Questions 1. Please elaborate on the network access in your room. Give any
examples of issues you are having with the network. 2. Please elaborate on the use of Moodle in your classroom. 3. Please elaborate on any issues you may be having with
classroom management of the laptops 4. Please elaborate on your professional development needs
involving technology
Online survey provided insight into teachers reactions regarding proposed questions.
https://docs.google.com/spreadsheet/ccc?key=0AqtfdeZrxa4JdFZvaFNnU2dHbTl6aVFLS0lkcUYxX3c(Survey Results)
Summary Report • Facilitate zoo school PLC with teacher leaders • Teachers at the zoo school have 1st period common
planning• Students arrive during 2nd and 3rd period and remain
until the end of 4th period classes • Our focus was on student achievement and literacy • Teachers developed a paragraph guideline “Paragraph
101” • Biology teacher focused on EOC results and
benchmark data (1st semester EOC 70%) • Students completed benchmarks using Case 21 and
the data was tracked using EOC tracker
Final Reflections • Using walkthrough to determine the needs of
professional development for teachers • Facilitating and guiding teachers toward student
achievement by focusing on data • Surveying teachers and encouraging teacher
mentors
Next Steps • Focus on empowering teachers toward classroom
instruction using research based strategies• Feedback documents upon completion of
walkthroughs
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