Strand C – In Depth

Competencies 8 and 9:

• The teacher demonstrates a willingness to examine and implement change, as appropriate.

• The teacher works productively with colleagues, parents and community members.

• Higher licensure levels demand higher competency levels.

Two Sections

• Section I – Examining and Implementing Change

• Section II – Collaboration

• The two sections represent different aspects of Professional Learning and should be documented separately.

Two Sections

• Do not have to be related to one another.

• These sections may describe either independent activities or those related in some way– For example, your consideration of change in

Section 1 may be an outgrowth of a collaboration activity in Section 2

Section I – Examining and Implementing Change

• Primarily deals with Competency 8

• Meant for you to tell the story of how you explored one or more ideas for improving your teaching.

Examining and Implementing ChangePreparation

– Identify an area in which you seek to improve your practice.

Examining and Implementing ChangeData Collection

– As you investigate this area over an extended period of time (weeks, months, semester, year)

1. Keep records of any reading, workshops, coursework, professional development, classroom observations, or other ways you sought information.

2. Keep a running record of what you have learned and insights you have gained as you gather information

Examining and Implementing ChangeData Collection

• As you investigate this area over an extended period of time (weeks, months, semester, year)

3. Collect evidence of changes in your practice– Documents

- Photographs– Student or parent testimony– Observer’s description– Short audio/video (3 min. max)– Student work– Public presentations– Other concrete representation of your practice

Examining and Implementing ChangeData Collection

• Remember to save examples of instructional work, student work, parent communication, observation notes, etc., that provide evidence of how teaching has changed.

Examining and Implementing ChangeDocumentation Guidelines for External Review

• Explain the area you wish to investigate and what prompted you to do it.

• Explain what you learned from one or more resources and what you learned from trying new ideas in your classroom.

• Explain how your practice changed and what your plans are for future growth in this or another area.

Examining and Implementing ChangeDocumentation Guidelines for External Review

• To support your explanation, select up to 4 pieces of evidence that illustrate changes. Label and number your illustrations and refer to them in your explanation by name and number. Include them as illustrations.

• Provide a list of up to 10 resources that you consulted.

Considerations

• Choose an area in which you want to improve your practice and tell the story of how you accomplished or made progress towards this goal.

• Consider interests, evaluations, needs of students, and PDP

• Describe the steps taken to learn more about the selected aspect of teaching, including identifying resources that were used.

Considerations

• Describe the activities that have changed your teaching:– What did I do?– How did I change?– What effects did the change(s) have on

students?

• Think about how to continue to improve practice in this or another area.

Section 2 - Collaboration

• Primarily deals with Competency 9

• Helps reviewers understand how you collaborate with others in education to improve student learning.

CollaborationPreparation

• Select an area to share with reviewers:– collaboration with colleagues,– parents, – and/or community members

• You only have to choose one: colleagues, parents, and/or community members.

CollaborationData Collection

• Collect any data and keep notes about your collaborative activities.

• Keep a running record of your interactions and their outcomes.

• Collect evidence that illustrates your productivity in this area:

– Documents – Photographs– Student or parent testimony– Observer’s description– Short audio/video (3 min. max)– Student work– Public presentations– Other concrete representation of your practice

CollaborationDocumentation Guidelines for External Review

• Explain one way you work with colleagues, parents, and/or community members. Include:– Your goals for this collaboration– How you interacted with others to achieve

these goals– The outcomes for this collaboration

CollaborationDocumentation Guidelines for External Review

• To illustrate your explanation, provide documents that offer concrete representation of your collaboration.

• Include up to 4 of the following:– Documents - Photographs– Student or parent testimony– Observer’s description– Short audio/video (3 min. max)– Student work– Public presentations– Other concrete representation of your practice

CollaborationDocumentation Guidelines for External Review

• Label and number your illustrations so that you can refer to them in your description.

Considerations

• Tell the story of one collaborative activity with colleagues, parents or community members related to your work as a teacher. In selecting this collaborative activity, consider the groups worked with over time, or the roles that you have taken in the group(s) (participant, facilitator, presenter, leader, other)

Considerations

• In choosing the ONE collaborative activity to describe, consider the following questions:– What types of collaboration do I value or have

had the opportunity to participate? Have any of these types of collaboration been more successful for me than others? How do I know? What is the evidence?

Considerations

• In choosing the ONE collaborative activity to describe, consider the following questions:– Did any one of these collaborative activities

affect my work with students, parents or colleagues more substantively or successfully than other activities?

– Do I have evidence of presentations, newsletters, performances, or other activities from any of these collaborations?

Tips

• Document activities related to the collaborative activity discussed in Section II:– Keep a file or log of professional activities

related to this collaboration– Collect evidence of collaborative work with

peers, parent, and/or community members involved in this collaborative activity

– Maintain a journal of timely reflections

Tips

• Document activities related to the collaborative activity discussed in Section II:– Save email communications with colleagues, parents,

and/or community members.– Make video or audio recordings of your activities.– Keep agenda, notes, and handouts of your

presentations related to this collaboration– Document parent communications and involvement

with your teaching, if relevant for this collaborative activity.

• Do not exceed the limits for any section specified in the guidelines.

• External reviewers will consider material up to the specified limits:– Words– Minutes of audio or video– Resources

• Exceeding the limits for any section may jeopardize your score for Strand C.

Criteria for Success

• In order for your PDD to be rated as meeting the Strand C competencies, the Criteria for Success must be met (pg. 28 of Requirements and Guidelines).

• Failure to meet any of the Criteria for Success may result in a rating of “Does not Meet.”

Begin Strand C today

• Section I – begin thinking about an area that you would like to learn more about (can be tied to Strand A)– Identify an area in which you seek to improve your

practice– Keep records of any reading, workshops, coursework,

or other ways you sought information.– Keep a running record of what you have learned– Implement some of your learned practices into your

classroom– Collect evidence of changes in your practice

Begin Strand C today

• Section II – For Hobbs teachers, your work during PLC is wonderful for this section. For other districts, focus on collaborating in one of the areas and begin.– Monitor your collaboration with colleagues, parents,

and/or community members.– Collect data and keep notes about your collaborative

activities and their outcomes.– Collect evidence that illustrates your productivity in

this area.**Collaboration must deal with student learning and

achievement.