Professional Professional Development Plan: Development Plan: Instructional Instructional StrategiesStrategiesJumoke Academy Honors Middle SchoolJumoke Academy Honors Middle SchoolPD Team: Maxx, Doreen, Dave, & KatePD Team: Maxx, Doreen, Dave, & Kate

Welcome!Welcome!Objective/Theory of Action = If we Objective/Theory of Action = If we

effectively utilize a variety of different effectively utilize a variety of different teaching strategies that incorporate teaching strategies that incorporate student background, prior knowledge and student background, prior knowledge and interest, achievement will go up.interest, achievement will go up.

Opening ActivityOpening Activity

Small Group DiscussionSmall Group Discussion

Large Group Discussion Large Group Discussion

Staff Staff Development Development

NeedsNeedsDifferentiated InstructionSocially Just Teaching StrategiesData Driven Decision MakingA Collaborative School Culture  

Data Used to Determine Data Used to Determine Staff NeedsStaff Needs

Survey Given to Staff (see packet)Survey Given to Staff (see packet)

Data from ”Daily Walk Through”Data from ”Daily Walk Through”

Formal Classroom ObservationsFormal Classroom Observations

School Improvement PlanSchool Improvement Plan

CMT ResultsCMT Results

Staff Development Staff Development Planning TeamPlanning Team

PrincipalPrincipal

Four senior teachers Four senior teachers representing:representing:

Pre-K & KPre-K & K1-41-4thth grades grades55thth & 6 & 6thth grades grades77thth & 8 & 8thth grades grades

Target Population & Target Population & Recommended Readings for Recommended Readings for

StaffStaff

Target: The Entire Staff!Target: The Entire Staff!

Instructional Strategies PD Plan based on research Instructional Strategies PD Plan based on research by Richard Marzano, Richard Dufour, and Linda by Richard Marzano, Richard Dufour, and Linda Darling-Hammond Darling-Hammond

Program GoalsProgram Goals

New New teachers will master a variety of teachers will master a variety of instructional methods to help ALL students instructional methods to help ALL students learn.learn.

New teachers will learn to utilize teaching New teachers will learn to utilize teaching strategies that promote social justice.strategies that promote social justice.

Senior Teachers will act as mentors—this will be Senior Teachers will act as mentors—this will be part of their yearly goal and evaluationpart of their yearly goal and evaluation

Senior Teachers will model effective Senior Teachers will model effective instructional methods for new teachersinstructional methods for new teachers

Build a solid foundation for a collaborative Build a solid foundation for a collaborative school atmosphereschool atmosphere

PD Plan: An OverviewPD Plan: An Overview

Senior teachers, beginning teachers, and Senior teachers, beginning teachers, and paraprofessionals will be included in the professional paraprofessionals will be included in the professional development plan.development plan.

Senior teachers will model a lesson plan focused on Senior teachers will model a lesson plan focused on one teaching strategy that has worked well in the one teaching strategy that has worked well in the classroom. There will be four workshops given by classroom. There will be four workshops given by master teachers over the course of the year. master teachers over the course of the year.

Beginning teachers will create lesson plans based on Beginning teachers will create lesson plans based on the instructional strategy presented in each the instructional strategy presented in each workshop.workshop.

Beginning teachers will keep a journal and reflect and Beginning teachers will keep a journal and reflect and collaborate on lessons during weekly team meetings.collaborate on lessons during weekly team meetings.

TimetableTimetable

There will be four ongoing workshops There will be four ongoing workshops beginning in September spanning the entire beginning in September spanning the entire year with regular follow-up discussions at year with regular follow-up discussions at meetings.meetings.

Principal walk through = 1/weekPrincipal walk through = 1/week

Grade level meetings = 1/weekGrade level meetings = 1/week

Academic review (teacher & principal) = Academic review (teacher & principal) = 1/month1/month

Peer observation and coaching = once/cyclePeer observation and coaching = once/cycle

Implementation CycleImplementation Cycle

Measurement of Impact Measurement of Impact on Student on Student

AchievementAchievement To determine if teachers are using new strategies To determine if teachers are using new strategies

effectively, the principal will conduct observations, effectively, the principal will conduct observations, review lesson plans and student work, and collect review lesson plans and student work, and collect data based on student achievement.data based on student achievement.

Student achievement will be determined using: Student achievement will be determined using: benchmark assessments, ongoing formative benchmark assessments, ongoing formative assessments, comparison of CMT results from 2008-assessments, comparison of CMT results from 2008-2010.2010.

Teacher journals detailing their perspective of student Teacher journals detailing their perspective of student improvement over time. improvement over time.

Student exit surveys will be collected and reviewed Student exit surveys will be collected and reviewed by principal and teacher.by principal and teacher.

Building a Collaborative Building a Collaborative School CultureSchool Culture

Monthly academic reviews will provide a forum to to Monthly academic reviews will provide a forum to to discuss and address concerns. This will result in a discuss and address concerns. This will result in a personal, supportive relationship between teacher personal, supportive relationship between teacher and principal.and principal.

Weekly team meetings will be used to discuss Weekly team meetings will be used to discuss lesson plans, instructional strategies, and student lesson plans, instructional strategies, and student performance. This will foster a collegial performance. This will foster a collegial atmosphere and stimulate meaningful professional atmosphere and stimulate meaningful professional discourse.discourse.

Monthly staff breakfasts will build communityMonthly staff breakfasts will build community

Ongoing mentorship and peer coaching will build Ongoing mentorship and peer coaching will build trusttrust

Measurement of Impact on Measurement of Impact on Collaborative Teaching Collaborative Teaching

CommunityCommunity

Feedback from ongoing weekly and monthly meetings Feedback from ongoing weekly and monthly meetings will be analyzed using minuteswill be analyzed using minutes

Academic review & peer review evaluationsAcademic review & peer review evaluations

Self-reflection will provide personal measurementSelf-reflection will provide personal measurement

Mentor evaluationMentor evaluation

Anonymous teacher surveysAnonymous teacher surveys

Is Th

is Really

Is T

his R

eally

Tru

e?

True?

Jumoke: What does it Jumoke: What does it Mean?Mean?

Everybody Loves a Child!

SourcesSources

Darling-Hammond, L. (2009) The flat world and Darling-Hammond, L. (2009) The flat world and education: How America’s commitment to equity will education: How America’s commitment to equity will determine our future. NY: Teachings College Press.determine our future. NY: Teachings College Press.

Dufour, R. & Eaker R. (2006).Dufour, R. & Eaker R. (2006).Professional learning Professional learning communities that workcommunities that work. Bloomington, IN: Solution Tree.. Bloomington, IN: Solution Tree.

Marzano R.J., Pickering, D. & Pollack, J.E (2004). Marzano R.J., Pickering, D. & Pollack, J.E (2004). Classroom instruction that works: Research-based Classroom instruction that works: Research-based strategies for increasing student achievementstrategies for increasing student achievement. Upper . Upper Saddle River, NJ: Prentice Hall.Saddle River, NJ: Prentice Hall.

Munby, H., Russell, T., Martin, A. (2001).Teachers’ Munby, H., Russell, T., Martin, A. (2001).Teachers’ knowledge and how it develops. In Richardson, V. (Ed.) knowledge and how it develops. In Richardson, V. (Ed.) Handbook of research and teachingHandbook of research and teaching. Washington, D.C.: . Washington, D.C.: American Research Association.American Research Association.