professional development plan – 1/17 – 5/17€¦ · program standards: core standards are...

Professional Development Plan – 1/17 – 5/17

PROFESSIONAL LEARNING COMMUNITY ACTIVITIES AND BEGINNING TEACHER SUPPORT PROGRAM

Meeting Time: Wednesdays 2:30 to 4:00 (Specified Seminars may run 1-3 Days)

Marion County School District Policy: GAD Professional Development Plan GADA Professional Staff Continuing Education GADD Beginning Teacher Support Program

Program Description/Overview: “Differentiated Professional Development” is designed to introduce new and alternate route teachers to the concepts and issues associated with teaching. In the spirit of aspiring to become a community of learners who value the power of knowledge to inform, inspire, and transform lives, this program will both expose and allow for application/with feedback to teachers regarding a number of key concepts and issues that are embedded within the construct of effective instructional practices designed to effectively coach all students to maximum success. Additionally, teachers should develop an understanding of the implications and consequences that curriculum and instruction decisions have on the individual curriculum, instructional delivery, assessment, student growth, resources (including all stakeholders) and their role in the classroom, integration of the arts, integration of reading skills development across he curriculum, current trends in education, and the art and science of staying in the profession. Continuing Education Credits: MCSD will partner with William Carey University to transfer professional development activities into continuing education units (CEU). A Memo of Understanding will be agreed upon that details the roles, responsibilities, and procedures for CEU’s to be issued. Program Standards: Core standards are directly reflective of the National Staff Development Council’s Standards (See Appendix B).

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The National Staff Development Council’s Standards for Staff Development are guided by three questions:

● What are all students expected to know and be able to do? ● What must teachers know and do in order to ensure student success? ● Where must staff development focus to meet both goals?

According to NSDC, staff development standards provide direction for designing a professional development experience that ensures educators acquire the necessary knowledge and skills. Staff development must be results-driven, standards-based, and job-embedded. Professional Association Affiliations:

AASA, American Association of School Administrators (www.aasa.org ) AASL, American Association of Librarians (www.aasl.org) ACEI, Association for Childhood Education International (www.acei.org) ACTE, Association of Career and Technical Education (www.acte.org ) ACTFL, American Council on the Teaching of Foreign Languages (www.actfl.org) AECT, Association for Educational Communications and Technology (www.aect.org) AERA, American Educational Research Association (www.aera.org) AESA, Association of Educational Service Agencies (www.aesa.us) AFT, American Federation of Teachers (www.aft.org) AMLE, Association for Middle Level Education (www.amle.org) ASBO, Association of School Business Officers International (www.asbointl.org) ASCD, Learn, Teach, Lead (www.ascd.org) ASCA, American School Counselor Association (www.schoolcounselor.org) ASIS International, Advancing Security Worldwide (www.asisonline.org) CEC, Council for Exceptional Children (www.cec.sped.org) CEFPI, Council of Educational Facilities Planners International (www.cefpi.org) CoSN, Council for School Networking (www.cosn.org) IRA, International Reading Association (www.reading.org) ISTE, International Society for Technology in Education (www.iste.org) NAEA, National Art Education Association (www.arteducators.org)

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http://www.aasa.org/

http://www.aasl.org/

http://www.acei.org/

http://www.acte.org/

http://www.actfl.org/

http://www.aect.org/

http://www.aera.org/

http://www.aesa.us/

http://www.aft.org/

http://www.amle.org/

http://www.asbointl.org/

http://www.ascd.org/

http://www.schoolcounselor.org/

http://www.asisonline.org/

http://www.cec.sped.org/

http://www.cefpi.org/

http://www.cosn.org/

http://www.reading.org/

http://www.iste.org/

http://www.arteducators.org/

NAESP, National Association of Elementary School Principals (www.naesp.org) NAEYC, National Association for the Education of Young Children (www.naeyc.org) NAfME, National Association for Music Education (www.nafme.org) NAGC, National Association for Gifted Children (www.nagc.org) NASSP, National Association of Secondary School Principals (www.nassp.org) NBEA, National Business Education Association (www.nbea.org) NASET, National Association of Special Education Teachers (www.naset.org ) NCSS, National Council for the Social Studies (www.ncss.org) NCTE, National Council of Teachers of English (www.ncte.org) NCTM, National Council of Teachers of Mathematics (www.nctm.org) NEA, National Education Association (www.nea.org) NISL, National Institute for School Leaders (www.nisl.org ) NSDC, National Staff Development Council (www.nsdc.org ) NSBA, National School Boards Association (www.nsba.org) NSTA, National Science Teachers Association (www.nsta.org) PTA, National Parent Teachers Association (www.pta.org) SETDA, State Educational Technology Directors Association (www.sedta.org) USDLA, United States Distance Learning Association (www.usdla.org)

Technology Competencies: Teachers are expected to demonstrate mastery and appropriate application of related technology such as, but not limited to, word-processing, PowerPoint, online research and spreadsheet data-analysis as it pertains to improving instructional delivery and continued growth as a professional educator. Technologies are constantly changing and as a result educators must be in-tune with current technologies and their potential applicability/enhancement to learning. Core objectives are reflective of the revised National Educational Technology Standards for Teachers. Techniques/Methods: Students will experience evidence-based student-centered learning opportunities that challenge them within their Zone of Proximal Development (ZPD). (Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes Cambridge, Mass.: Harvard University Press) Guided teaching, small group, and whole group interaction, demonstration, cooperative learning, modeling, reflection, discussion, professional portfolio, and peer-coaching will be coupled with implementation and feedback via observation and student growth.

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http://www.naesp.org/

http://www.naeyc.org/

http://www.nafme.org/

http://www.nagc.org/

http://www.nassp.org/

http://www.nbea.org/

http://www.naset.org/

http://www.ncss.org/

http://www.ncte.org/

http://www.nctm.org/

http://www.nea.org/

http://www.nisl.org/

http://www.nsdc.org/

http://www.nsba.org/

http://www.nsta.org/

http://www.pta.org/

http://www.sedta.org/

http://www.usdla.org/

Evaluation: In conjunction to success indicators stated in the integrated National Staff Development Standards and the National Educators of Technology for Teachers Standards, teachers will maintain a professional portfolio that will serve as both documentation of progress and a future reference/resource. Activity-specific rubrics will be used to determine levels of successful implementation of knowledge and skills. Not only will there be formative, authentic assessments for individual activities, follow-up observations by administrators, peers, and coaches (instructional) will document progress of developing teacher capacities. The Association for Supervision and Curriculum Development Professional Development Planning Survey (See Appendix D) will allow for whole school and individualized action plans to be implemented. Comparative data for school-wide implementation success will also be used to determine adjustments in schedules activities. Needs Assessments: All staff provided prioritized professional development needs that were factored into this plan with the specific intent of meeting the needs of all employees as they grow professional capacities. The following were identified by teachers and staff as highest priorities: 1. Resiliency –Being

proactive and

avoiding stress

2. Differentiated

Instruction

3. Cross-Curricular

Writing Strategies

4. Cross-Curricular

Reading Strategies

5. Working

effective/efficient

Centers

6. Brown-bag Special on

Evidence/Research-base

d learning

7.Cooperative Learning

and Student Engagement

8.Whole-brain

Teaching/Learning

9. Content

Training/Curriculum

Training

10. How to make RTI

work for you

11.Effective

Inclusion/Co-Teaching

12. Project-based

Learning

13. Curriculum

Mapping/Lesson

Planning

14. Classroom

Management

15. Empowering through

PBIS

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Calendar of Events All Professional Development events are 2:30 to 4:00 unless specified otherwise.

January 2017

4th Title: Google Apps for Education Beginner Course Location: Central Office Board Room Presenter: Tim Bryant, Heather Martin, Amie Powell

The way in which students access, process, and communicate information has changed as a result of an ever-increasing technological world. It is our responsibility as educators to ensure that we are using 21st century resources to reach this new type of learner. This requires continuous analysis and enhancement of what and how we teach. This Institute will focus on both understanding and applying available technological resources to enhance instructional design, pedagogy, and assessment. Participants will explore instructional technology frameworks, basic functions of Google Apps for Education (Drive, Docs, Sheets, Slides, Forms, Sites, and Classroom), Google Chrome Web Browser Add-ons, formative assessment and performance-based assessment in the digital classroom. During the course participants will:

• Understand how to access and share items through Google drive • Create and share documents, sheets, and slides • Gain an understanding of how Google add-ons enhance student learning • Learn how to set up a Google classroom • Analyze unit and lesson plans to find ways to more efficiently utilize a digital environment

As a result of this course participants will be able to: • Use Google documents as a means of collaborating with and between students • Use digital formative assessments to track student learning • Use Google add-ons to address diverse student needs • Approach unit and lesson planning with a digital mindset to increase collaboration, access to information,

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and 21st century skills Target Audience: Teachers in grades 3-12 Target Audience: Elementary and Secondary Teachers

5th Title: New Teacher Retreat: The Empowered Classroom (All Day) Location: Central Office Board Room Presenter: Michael Day, Heather Martin, Amie Powell (Special Guest Speaker)

● How to get motivated and stay motivated ● Moving from classroom management to a model classroom: PBIS and the Power of Positive Engagement ● Preparing for the finish lap: Stamina and Endurance strategies ● Who says a new teacher can't have a model classroom? ● Learning to move from teacher, to facilitator, to coach

Target Audience: All new teachers 1-3 years of experience

11th Session I Title: Google Apps for Education Advanced Course Location: F5 Lab East Marion High Presenter: Tim Bryant, Heather Martin, Amie Powell

This advanced course is an interactive professional development opportunity designed to empower the 21st century secondary educator to actively use Google Classroom. At the conclusion of this course, educators will be able to enhance curriculum and instruction in their classrooms. With a focus on meaningful and authentic curriculum design, the course will spotlight the importance for both an understanding and application of available technological resources for planning, instruction, and assessment purposes. Topics to be covered include advanced functions of Google Classroom, Google Apps for Education (drive, docs, sheets, slides, forms, sites, and classroom), formative assessments and performance based assessments in the digital classroom. This course will provide the necessary tools for teachers to communicate with students and provide access to the classroom outside the confines of the scheduled school day. During the course participants will:

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● Create lessons which utilize this technology in combination with MDE Standards ● Gain an understanding of how Google add-ons enhance student learning ● Analyze unit and lesson plans to find ways to more efficiently utilize a digital environment As a result of this course participants will be able to: ● Use Google as a means of collaborating with and between students ● Use the Google environment as a continuation of the classroom discourse ● Use digital formative assessments to track student learning ● Use Google add-ons to address diverse student needs ● Approach unit and lesson planning with a digital mindset to increase collaboration, access to information, and 21st century skills

Target Audience: Elementary and Secondary Teachers

Session II Title: Whole Brain Teaching Location: Central Office Board Room Presenter: Michael Day This session will introduce the concept of Whole Brain Teaching by providing grade and subject specific examples from real classrooms. Participants will focus on the methodology behind this technique as well as the application aspects for their individual classrooms. During this session participants will:

● Study model Whole Brain Classrooms at various grade levels ● Use Inquiry-based method discover key components to setting up a model whole brain teaching

classroom ● Review the key procedures and gestures of Whole Brain Teaching ● Create a Lesson that uses Whole Brain Teaching ● Deliver a series of Whole Brain Lessons and self-analyze their effectiveness ● Participate in a Google Reflection Log and provide both support and feedback to fellow teachers

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Target Audience: Elementary and Secondary Teachers

18th Session I Title: Demystifying Differentiation: A Teacher-Friendly method of Differentiating Instruction Part I Date: 01-18-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Michael Day Slots: 20 CEU: .25 This session will introduce the concept of Differentiating Learning Experiences by providing grade and subject specific examples from real classrooms. Participants will focus on the methodology behind evidence-based differentiation of learning as well as the application aspects for their individual classrooms. During this session participants will:

● Explore how to differentiate learning to meet the needs of diverse learners ● Review learning styles and multiple intelligences apropos application in the learning process ● Review basic components of process differentiation ● Review basic components of product differentiation ● Create/Practice how to plan for the process of differentiation ● Review the key procedures for differentiation in process after assessment ● Deliver a series of Differentiated Lessons and self-analyze their effectiveness ● Participate in a Google Reflection Log and provide both support and feedback to fellow teachers.

Target Audience: Elementary and/or Secondary Teachers

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25th Session I Title: Cooperative Learning for Beginners Date: 01-25-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Michael Day Slots: 20 CEU: .25 This session will introduce the concept Cooperative Learning. Participants will focus on the methodology behind evidence-based cooperative learning as well as the application aspects for their individual classrooms. They will explore the key ingredients that makes cooperative learning a proven, evidence-based learning approach. They will highlight existing research and key common traits that are proven to work. During this session participants will:

● Explore what research says about cooperative learning ● Review the basic components of cooperative learning and its impact on student engagement ● Experience at least three cooperative structures that are applicable to their classroom ● Create/Practice how to plan for cooperative learning, including setting up students for success via

cooperative learning ● Review the key procedures for various cooperative structures ● Deliver a series of cooperative learning lessons and self-analyze their effectiveness ● Participate in a Google Reflection Log and provide both support and feedback to fellow teachers.


Session II Title: Data Mining for Beginners: Using Data to drive Instruction Date: 01-25-2017 Time: 2:30 - 4:00

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Location: F5 Lab East Marion High Presenter: Wendy Bracey Slots: 20 CEU: .25 This session will introduce the process of using data to drive instruction. Participants will focus on various data sets to dig into in order to plan instruction to meet the needs of student while maximizing student growth. They will explore the key data sets at their disposal and how to interpret it. They will review student engagement in their own data as a means of monitoring the student growth process. Participants will review various evidence-based practices that are proven to work with data analysis and applications for planning. During this session participants will:

● Explore what research says about data management and its impact on student growth ● Review the basic components of data sets and how to interpret, plan, monitor for student progress ● Experience multiple methods of data rooms in action ● Create/Practice how to plan for data intervals, including setting up students for success via

self-awareness of growth and goal setting ● Review the key procedures for RTI as a teacher-friendly method to ensure student success using data ● Use/analyze several real data sets to plot lesson planning/pacing ● Participate in a Google Reflection Log and provide both support and feedback to fellow teachers.


February 2017

1st Session I Title: Focus on Literacy (Part I) (K-3 Only) Date: 01-25-2017 Time: 2:30 - 4:00 Location: F5 Lab East Marion High

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Presenter: Heather Martin, and Guest MDE Literacy Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in reading and writing. Specifically, we will consider how we use class structures within reading/writing workshop, targeted strategy instruction, student talk, and a reading like a writer as a lens to build independence and voice. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:

● Gain deeper understanding of literacy content, process and structure ● Engage in inquiry-based dialogue about current research and professional practice ● Expand their repertoire of best practices in reading and writing workshop ● Explore ways to differentiate instruction ● Synthesize their learning across all sessions and book club experiences

Target Audience: K-3, 4-8, and 9-12 cohorts

Session II Title: Demystifying Differentiation: A Teacher-Friendly method of Differentiating Instruction Part II Date: 02-01-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Michael Day Slots: 20 CEU: .25 This session will dig deeper into evidence-based methods for applying the concept of Differentiating Learning. Participants will focus on the methodology behind evidence-based differentiation of learning as well

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as the application aspects for their individual classrooms. Participants will explore the top experts and their research focusing on successful teachers and schools where students are “including” and learning experiences are tailored to meet the needs of individual students. During this session participants will:

● Examine research (ASCD, Etc.) how to differentiate learning to meet the needs of diverse learners ● Research leaders in education who are considered experts and their works on Differentiation: Carol Ann

Tomlinson, Susan Demirsky Alla, Timothy J. Landrum, Kimberly A. McDuffie ● Review learning styles and multiple intelligences apropos application in the learning process ● Evaluate strategies for process differentiation ● Evaluate strategies for product differentiation ● Critique both self and sample video lessons for quality of the process of differentiation ● Strategies for Data-Driven Differentiation ● Deliver a series of Differentiated Lessons and self-analyze their effectiveness ● Participate in a Google Reflection Log and provide both support and feedback to fellow teachers.


8th Session I Title: Cooperative Learning --Intermediate Level Date: 02-08-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Michael Day Slots: 20 CEU: .25 This session will dig deeper into the concept Cooperative Learning. Participants will focus on the methodology behind evidence-based cooperative learning as well as the application aspects for their individual classrooms. They will explore the key ingredients that makes cooperative learning a proven, evidence-based learning approach. They will highlight existing research and key common traits that are proven to work.

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During this session participants will: ● Evaluate the difference between group work and Cooperative Learning ● Review the basic components of cooperative learning and its impact on student engagement ● Experience at least seven cooperative structures that are applicable to their classroom ● Examine the process of grouping for cooperative learning (High, Middle High, Middle Low, Low) ● Create a Cooperative Learning Procedures anchor chart for seven cooperative structures ● Deliver a series of cooperative learning lessons and self-analyze their effectiveness ● Participate in a Google Reflection Log and provide both support and feedback to fellow teachers.


Session II Title: Focus on Literacy (Part I) (4-8 Only) Date: 02-08-2017 Time: 2:30 - 4:00 Location: F5 Lab East Marion High Presenter: Heather Martin, and Guest MDE Literacy Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in reading and writing. Specifically, we will consider how we use class structures within reading/writing workshop, targeted strategy instruction, student talk, and a reading like a writer as a lens to build independence and voice. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:

● Gain deeper understanding of literacy content, process and structure ● Engage in inquiry-based dialogue about current research and professional practice

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● Expand their repertoire of best practices in reading and writing workshop ● Explore ways to differentiate instruction ● Synthesize their learning across all sessions and book club experiences


15th Session I Title: Focus on Literacy (Part I) (9-12 Only) Date: 02-15-2017 Time: 2:30 - 4:00 Location: F5 Lab East Marion High Presenter: Heather Martin, and Guest MDE Literacy Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in reading and writing. Specifically, we will consider how we use class structures within reading/writing workshop, targeted strategy instruction, student talk, and a reading like a writer as a lens to build independence and voice. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:



Session II

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Title: Focus on Math in Action (Part I) (4-8 Only) Date: 02-15-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Amie Powell, and Guest MDE Math Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in mathematics instruction and learning. Specifically, we will consider how we use class structures within math skills scaffolding, targeted strategy instruction, math concepts application to real life. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:

● Gain deeper understanding of math content, process and structure in connection to scaffolding of skills ● Engage in inquiry-based dialogue about current research and professional practice ● Expand their repertoire of best practices in mathematics instruction ● Explore ways to differentiate instruction ● Synthesize their learning across all sessions and book club experiences

Target Audience: K-3, 4-8 cohorts

22th Session I Title: Cooperative Learning --Advanced Level Date: 02-22-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Michael Day

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Slots: 20 CEU: .25 This session will examine the details of becoming a master practitioner of Cooperative Learning. Participants will focus on the methodology behind evidence-based cooperative learning as well as the application aspects for their individual classrooms. They will examine in depth the key ingredients that makes cooperative learning a proven, evidence-based learning approach. They will link practice to existing research and key common traits that are proven to work. During this session participants will:

● Focus on maximizing student growth and learning ownership through Cooperative Learning ● Experience at least seven new cooperative structures that are applicable to their classroom ● Examine the use of PIES while allowing for differentiation of student learning ● Develop an Action Plan for systematic application of Cooperative Learning by weaving it into their

curriculum maps (pacing guides) ● Deliver a series of cooperative learning lessons and self-analyze their effectiveness ● Participate in a Google Reflection Log and provide both support and feedback to fellow teachers.


Session II Title: Focus on Math in Action (Part I) (k-3 Only) Date: 02-22-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Amie Powell, and Guest MDE Math Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in mathematics instruction

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and learning. Specifically, we will consider how we use class structures within math skills scaffolding, targeted strategy instruction, math concepts application to real life. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:



March 2017

1st Session I Title: Focus on Literacy (Part II) (K-3 Only) Date: 03-01-2017 Time: 2:30 - 4:00 Location: F5 Lab East Marion High Presenter: Heather Martin, and Guest MDE Literacy Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in reading and writing. Specifically, we will consider how we use class structures within reading/writing workshop, targeted strategy instruction, student talk, and a reading like a writer as a lens to build independence and voice. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need.

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As an outcome of the series, participants will:



Session II Title: Focus on Math in Action (Part II) (4-8 Only) Date: 03-01-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Amie Powell, and Guest MDE Math Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in mathematics instruction and learning. Specifically, we will consider how we use class structures within math skills scaffolding, targeted strategy instruction, math concepts application to real life. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:


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8th Session I Title: Demystifying Differentiation: A Teacher-Friendly method of Differentiating Instruction Part III Date: 03-08-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Michael Day Slots: 20 CEU: .25 This session evaluate methods focusing on content, process, and product by researching evidence-based strategies for Differentiating Learning. Participants will focus on the methodology behind evidence-based differentiation of learning as well as the application aspects for their individual classrooms. Participants will explore the top experts and their research focusing on successful teachers and schools where students are “including” and learning experiences are tailored to meet the needs of individual students. During this session participants will:

● Examine research (ASCD, Etc.) how to differentiate learning to meet the needs of diverse learners ● Research leaders in education who are considered experts and their works on Differentiation: Carol Ann

Tomlinson, Susan Demirsky Alla, Timothy J. Landrum, Kimberly A. McDuffie ● Review learning styles and multiple intelligences apropos application in the learning process ● Evaluate strategies for process differentiation ● Evaluate strategies for product differentiation ● Critique both self and sample video lessons for quality of the process of differentiation ● Strategies for Data-Driven Differentiation ● Deliver a series of Differentiated Lessons and self-analyze their effectiveness ● Participate in a Google Reflection Log and provide both support and feedback to fellow teachers.

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Session II Title: Focus on Math in Action (Part II) (K-3 Only) Date: 03-08-2017 Time: 2:30 - 4:00 Location: West Marion High School Presenter: Amie Powell, and Guest MDE Math Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in mathematics instruction and learning. Specifically, we will consider how we use class structures within math skills scaffolding, targeted strategy instruction, math concepts application to real life. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:



15th Session I Title: Focus on Literacy (Part II) (4-8 Only) Date: 03-15-2017

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Time: 2:30 - 4:00 Location: F5 Lab East Marion High Presenter: Heather Martin, and Guest MDE Literacy Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in reading and writing. Specifically, we will consider how we use class structures within reading/writing workshop, targeted strategy instruction, student talk, and a reading like a writer as a lens to build independence and voice. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:



Session II Title: Focus on Math in Action (Part III) (K-3 Only) Date: 03-15-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Amie Powell, and Guest MDE Math Coach Slots: 20

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CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in mathematics instruction and learning. Specifically, we will consider how we use class structures within math skills scaffolding, targeted strategy instruction, math concepts application to real life. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:



22th Session I Title: Focus on Literacy (Part II) (9-12 Only) Date: 03-22-2017 Time: 2:30 - 4:00 Location: F5 Lab East Marion High Presenter: Heather Martin, and Guest MDE Literacy Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in reading and writing. Specifically, we will consider how we use class structures within reading/writing workshop, targeted strategy instruction, student talk, and a reading like a writer as a lens to build independence and voice. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated

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by teacher interest and need. As an outcome of the series, participants will:



Session II Title: Survey of the Most Influential Minds in Modern Education (Part I) Date: 03-22-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Michael Day/Wendy Bracey Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on studying the work, impact and application of the most influential minds in modern education. Specifically, we will consider how each of the work of the modern greats in education have impacted education practice. This series will also include text-based discussions around current professional literature/research and its impact on instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:

● Gain deeper understanding of who are the key players in modern education and what impact their work has had on our practices as educators

● Engage in inquiry-based dialogue about current research and professional practice ● Expand their repertoire of best practices symbiotically with the application of the greats’ work

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● Explore ways to differentiate instruction in context of the different paradigms presented by the greats ● Synthesize their learning across all sessions and book club experiences ● Marzano, Reeves, Greene, Wiggins, etc.


29th Session I Title: Focus on Literacy (Part III) (K-3 Only) Date: 03-29-2017 Time: 2:30 - 4:00 Location: F5 Lab East Marion High Presenter: Heather Martin, and Guest MDE Literacy Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in reading and writing. Specifically, we will consider how we use class structures within reading/writing workshop, targeted strategy instruction, student talk, and a reading like a writer as a lens to build independence and voice. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:



Session II Title: Survey of the Most Influential Minds in Modern Education (Part II)

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Date: 03-22-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Michael Day/Wendy Bracey Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on studying the work, impact and application of the most influential minds in modern education. Specifically, we will consider how each of the work of the modern greats in education have impacted education practice. This series will also include text-based discussions around current professional literature/research and its impact on instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:


● Engage in inquiry-based dialogue about current research and professional practice ● Expand their repertoire of best practices symbiotically with the application of the greats’ work ● Explore ways to differentiate instruction in context of the different paradigms presented by the greats ● Synthesize their learning across all sessions and book club experiences ● Marzano, Reeves, Greene, Wiggins, etc.


April 2017

5th Session I Title: Focus on Literacy (Part III) (4-8 Only) Date: 04-25-2017

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Time: 2:30 - 4:00 Location: F5 Lab East Marion High Presenter: Heather Martin, and Guest MDE Literacy Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in reading and writing. Specifically, we will consider how we use class structures within reading/writing workshop, targeted strategy instruction, student talk, and a reading like a writer as a lens to build independence and voice. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:



Session II Title: Survey of the Most Influential Minds in Modern Education (Part III) Date: 04-05-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Michael Day/Wendy Bracey Slots: 20 CEU: 1 CEU for the three sessions

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The 3 part series has been designed as a set of workshops focused on studying the work, impact and application of the most influential minds in modern education. Specifically, we will consider how each of the work of the modern greats in education have impacted education practice. This series will also include text-based discussions around current professional literature/research and its impact on instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:


● Engage in inquiry-based dialogue about current research and professional practice ● Expand their repertoire of best practices symbiotically with the application of the greats’ work ● Explore ways to differentiate instruction in context of the different paradigms presented by the greats ● Synthesize their learning across all sessions and book club experiences ● Marzano, Reeves, Greene, Wiggins, etc.


12th SPRING BREAK 19th Session I

Title: Focus on Literacy (Part I) (9-12 Only) Date: 04-19-2017 Time: 2:30 - 4:00 Location: F5 Lab East Marion High Presenter: Heather Martin, and Guest MDE Literacy Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in reading and writing. Specifically, we will consider how we use class structures within reading/writing workshop, targeted strategy instruction, student talk, and a reading like a writer as a lens to build independence and voice. This series will also include text-based discussions around current professional literature that will be used to enhance

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instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:



Session II Title: Focus on Math in Action (Part III) (4-8 Only) Date: 04-19-2017 Time: 2:30 - 4:00 Location: Central Office Board Room Presenter: Amie Powell, and Guest MDE Math Coach Slots: 20 CEU: 1 CEU for the three sessions The 3 part series has been designed as a set of workshops focused on best practices in mathematics instruction and learning. Specifically, we will consider how we use class structures within math skills scaffolding, targeted strategy instruction, math concepts application to real life. This series will also include text-based discussions around current professional literature that will be used to enhance instructional practices. Workshop sessions and professional text-based discussion groups will be differentiated by teacher interest and need. As an outcome of the series, participants will:

● Gain deeper understanding of math content, process and structure in connection to scaffolding of skills ● Engage in inquiry-based dialogue about current research and professional practice ● Expand their repertoire of best practices in mathematics instruction

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● Explore ways to differentiate instruction ● Synthesize their learning across all sessions and book club experiences


MS-CPAS2, MKAS2, AP, MAP, SATP2, MST2 ASSESSMENTS 26th

May 2017

3rd

MS-CPAS2, MKAS2, AP, MAP, SATP2, MST2 ASSESSMENTS 10th 17th 24th 31st

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professional development plan – 1/17 – 5/17€¦ · program standards: core standards are...

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