Good Morning!

Please sit together to Create Five Vertical Teams

Staff member from every grade levelLearning Support Staff MemberSpecial Area or Other Support Staff

Member

3

2

1Redefining Professional Learning

Reaching New Heights

The Continous Improvement Cycle

School Based

Learning

4Mid-Year Review

Professional School Based Learning Teams

French Creek Elementary School

1/11/2010

Redefining Professional Learning

“Focused, quality professional learning centered at the school and embedded into the daily activities of teaching contributes to changing instructional practices and impacts student performance.”

CHANGE, LEAD, SUCCEED P. 16

Reaching New Heights: A Framework for Universal

Success

District Strategies

Focus our work to:

• Improve student outcomes

• Maximize teacher effectiveness

•Support innovation and migration of evidence based practices and change

Responsibility for Learning

Capacity Building

Culture of Rigor

Conditions of Learning

Stu

dent

Ach

ieve

men

t

Five Pillars Brainstorm Topics

Discuss what your pillar means to you in regards to:

1. Your profession2. Instructional practice3. Teaching experiences4. Interaction with students5. Your responsibility in this area as a

partner in continuous improvement

Culture of Rigor Conditions of Learning

High Expectations – Using time wisely

New Math EDM – More challenging

More demanding, less creativity, less opportunity for “teachable moments”

Less time for interactions with students/connections/sharing 1 on 1

Stay current on best practice more time for focused, effective planning

Kids seem stressed-less down time and time to reflect

Trust and confidence in Administration

Time provided during inservice to reflect and implement ideas and strategies learned

New teacher training Environment in classroom

should be safe, trusting, respectful

Everyone feels ownership of student achievement.

Pillars of Student AchievementInitial Perceptions from FC Staff

Capacity BuildingResponsibility for Learning

Analyze dataAssessment overloadNeed to streamline dataData driven instructionStudents are

overwhelmedNeed for differentiated

professional development based on teacher input and data

Teacher. Student, parent All the students at FC are our

kids and we are all responsible for their learning (Teachers, aides, support staff, IST, coaches, nurse, principal, etc.)

We all learn together and from one another (COLLABORATE)

Working together but recognizing student, parent, teacher accountability and how it relates to student achievement and the “big picture”

Pillars of Student Achievement Initial Perceptions of FC Staff

Student Achievement

Purpose of our professionStudent needs drive our instructional

practicesUse data to guide instructionHigh ExpectationsStudent accountabilityImplement new programs

Pillars of Student AchievementInitial Perceptions from FC Staff

Refining Professional Learning

Collaborative Continuous Improvement

Tools and Processes

On-going AssessmentEngagement (Goal Setting)Continuous Improvement Efforts

Critical Supports for Teachers

Learning Environment

WHAT IS IT?WHAT’S IT ABOUT?

WHAT WILL HAPPEN?

Mid-Year Review

School Portrait of

The Quality of Learning and Teaching Provided

• Strengths• Areas for Development• Challenges• Successes

Reflection

Continuous improvement planning processes

Systematic, collaborative use of data to inform instructional decisions, set goals, and support teachers and students

Measure Supports

Help measure the impact of supports provided to schools by each District department

More fully support schools in strengthening their “instructional core” to improve student outcomes.

What to Expect

•School Self Evaluation

Phase 1

•School Visit•Meeti

ng with Principal and Leadership Team

•Classroom Visits

Phase 2

•Feedback Report

Phase 3

Classroom Visits

•How does the curriculum and instruction engage all the students in meaningful work and thinking?

Instruction and

Engagement

•How does the student work illustrate /document their understanding and achievement?

Student Work

•How do teachers and students use formative (classroom-based) and periodic assessments to inform their next instructional steps?

•How is instruction organized to support self and peer assessment and reflection on learning processes and strategies?

Assessment and Learning

Personalization

• How does the student work illustrate /document their understanding and achievement?

Working Together for

Student Achievement

Data Analysi

s

SASProfessional Developmen

t