A Call forCollaboration

Introduction

Staff development that has as its goal, high levels of learning,entail a form ofprofessional learning that isrelatively different from theworkshop-driven approach. It requiresongoing teams thatassemble on a regular basisfor the purposes of peer-to-peer learning, joint-lesson planning, and cooperative problem solving.

Consortium Purpose• To establish professional learning Communities

(PLCS) among educators within the Department of Juvenile Justice (DJJ).

• To work collaboratively to identify and implement best practices for improving academic achievement.

Consortium Mission

To build a multiparty effortstatewide to achievecontinuous, systemic andsustainable improvementsIn our education system.

Consortium VisionTo achieve the mission:•Members work collaboratively in examining the Georgia Performance Standards (GPS) guidelines. •Members work collaboratively to master and develop whole-group unit lessons built around Curriculum Activity Packets (CAPs) and the Georgia Performance Standards.

Consortium Vision Conti.Additionally, the consortium jointly analyzes student test data in order to: •Develop strategies to eradicate common academic deficits among students and align curriculum•Create a coherent learning pathway across grade levels•Attend workshops or courses•Invite consultants in area of curriculum expertise

Consortium Goals &ObjectivesUtilize student achievement data to:

Inform and shape whole-group instruction

Assess student growth over time

Create direction for professional development opportunities

Engage students in the learning process

Form focus groups comprised of DJJ Consortium members

Consortium Goals & Objectives Conti. Develop unit lesson plans

Develop strategies to advance achievement by:

strengthening instruction, using more effective assessment

tools, learning about new curricula materials and

techniques, and identifying and addressing topics or areas

where students demonstrate weaknesses

Increase standardized test scores

Classroom EssentialsGeorgia Performance StandardsEnduring Understandings and Essential

QuestionsInstructional Rotation MatrixCurriculum MapDirect Instruction Lesson PlanTeacher Observation Instrument

Georgia Performance StandardsThey define the level of work that demonstrates

achievement of the standards, enabling a teacher to know “how good is good enough.” The performance standards isolate and identify the skills needed to use the knowledge and skills to problem-solve, reason, communicate, and make connections with other information.

Enduring Understandings & Essential Questions

An Enduring Understanding is a big idea that resides at the heart of an academic discipline and has lasting value outside the classroom.

An Essential Question gets to the heart of an Enduring Understanding. It frames a unit of study by providing focus, a course theme, focus and show students connections with big ideas. In addition, it is an initiators of creative and critical thinking.

Instructional Rotation matrixThe Instructional Rotation Matrix has been

designed to assist teachers in providing a balanced approach to utilizing the Units of Instruction across all grade levels on a rotating schedule.

Curriculum MapOffers a sequence for delivering content

based on The Georgia Department of Juvenile Justice Curriculum Activity Packets (CAPs), textbooks, and The Georgia Performance Standards.

Direct Instruction Lesson PlanServes as a tool for teachers to plan detailed

lessons to use in the presentation and assessment of content and skills development of students.

Teacher Observation Instrument

Planning

CAPs/Materials have been prepared in advance

Lesson reflects evidence of planning (Lesson Plans)

Standards are clear (posted, stated, etc)

Teaching objective is clear and visible

Checked with students for understanding of assignment

Essential Question Displayed

Instructional Matrix

Using Equipment

Lesson Plans

 

Instruction

High expectations are evident  Students are actively engaged in the

lesson

Instructional strategies are varied and appropriate ( SST, RTI,SPED)

Instruction promotes higher order thinking and / or problem solving

  Meaningful feedback is provided

The “Big Five” Implemented

Introduce

Explain

Review

Monitor

Prepare

Environment

Classroom is neat and inviting

The classroom arrangement is conducive to learning

Bulletin boards are attractive and current

Rules Posted

Student work is displayed (examples of A, B, and C work)  Teacher behavior is positive and encouraging

What you have done before the Observation

Classroom Appearance 

Classroom Management

AEPM procedures are followed

Attendance taken/missing students located

Noise level is monitored

No loss of instructional time 

Teacher is standing, monitoring classroom activity

Minor disruptions are handled effectively, and without distractions to the instructional process Student grades noted on JTS

How are you managing your classroom?

Praising

Encouraging

Redirecting

The Consortium Project

“A Community of Teachers and Learners”

The Georgia Department of Juvenile Justice

Department of Education

A Community of Teachers and Learners

A

Emanuel Project

Mural Project(6 YDCs)

3 sites completed•Muscogee YDC•Sumter YDC•Macon YDC

4th site (Eastman YDC)

Curriculum Project

(ALL SITES) (28)RYDCs and YDCs

Art Therapy Project

(6 YDCs)

Vocational Project(6 YDCs)

Long Term Facilities