WL Department Meeting

September 27, 2011Room 206

Blessed is the person who is too busy to worry in the daytime and too sleepy to worry at

night.  ~Author Unknown

If you can speak three languages you're trilingual.  If you can speak two languages you're bilingual.  If you can speak only one

language you're an American.  ~Author Unknown

“Americans who travel abroad for the first time are often shocked to discover that, despite all the

progress that has been made in the last 30 years, many foreign people still speak in foreign languages”

~ Dave Barry

“Words are some of the most powerful and important things I know....Language is the tool of love and the weapon of hatred. It's the bright red warning flag of danger--and the stone foundation

of diplomacy and peace.”~ Author Unknown

Agenda

Early Release WednesdaysCounty PolicyBenchmark

Midterm/FinalRigor, Relevance,

RelationshipsGlobal ConnectionsSchool-Wide PGPP

Daily/Weekly PlansSchool Report Card

Department or Personal PGPPSchool Culture

Spirit WeekSpanish Immersion

VisitUpcoming Dates

Early Release Wednesdays

• Lunch ? •Faculty Meeting• School-wide PD

• Quadrant D Lessons

County Policies

 Book School Board PoliciesSection 3000 - InstructionTitle Curriculum and InstructionNumber 3010Status Active LegalAdopted December 8, 2009

” Students will be assessed using standardized assessments in compliance with state and federal requirements.  Division-made and teacher-made assessments will be aligned to the approved curriculum.  Results on standardized assessments shall be reported to the School Board at least annually and shall be used as a factor in making data-based decisions relating to curriculum and program effectiveness.  Such results shall also be a factor in assessing the performance of staff, in determining the division’s professional growth offerings and in implementing school, department and/or division improvements.”

County Policies

Book School Board PoliciesSection 5000 - Human ResourcesTitle Professional EthicsNumber 5030Status Active LegalAdoptedDecember 8, 2009

   “All employees have the responsibility to

maintain standards of exemplary professional conduct and provide services that create a positive school environment.  Employee duties, responsibilities and personal judgment shall be consistent with School Board policies and regulations.  By accepting employment with Chesterfield County Public Schools, all employees shall fulfill their individual responsibilities with respect, responsibility, honesty and accountability and shall keep the well being of the students as their primary goal while maintaining the highest standards of professional ethics.”

County PoliciesBook School Board PoliciesSection 5000 - Human ResourcesTitle Observance of Policies and RegulationsNumber 5020Status Active LegalAdopted December 8, 2009

 “All employees are expected to know and shall be held responsible for observing federal and state laws, and the School Board policies and regulations pertinent to their work activities.”

Benchmark

2 Quiz grades

1st quarter benchmark – Nov. 3 -19 window

Tentatively using Nov. 9 - 14

April 4 – May 13

Midterm/Final

10%

* High Schools are still at 20%

Midterm Exams – January 17 - 20

Global Connections

Home > Instruction > Office of Curriculum &

Instruction > General Resources

FROM SCHOOL:

FROM HOME:

Portal Ccpsportal.ccpsnet.net

Rigor, Relevance,

Relationships

Rigor, Relevance, Relationships

Quadrant C - AssimilationStudents extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.

Quadrant D - AdaptationStudents have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.

Quadrant A - AcquisitionStudents gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.

Quadrant B - ApplicationStudents use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.

School-Wide PGPP

“I will write and implement lesson plans that include technology integrations and focus on quadrant D of the rigor, relevance and relationship framework so that my students are actively engaged in 21st century learning skills.”

•Participate in a grade-level professional learning community focused on implementation

of rigor, relevance and relationship framework•Utilize CCPS portal Curriculum & Instruction for technology integrations to be

incorporated into the lesson plans•Participate in grade-level lesson study to develop, implement, reflect on, and revise

lesson plans that include technology integrations (interdisciplinary units of

study)•Participate in PD360 sessions about Problem Based Learning•During weekly team meetings discuss and reflect on classroom applications of lesson

plans developed•Attend school based professional development sessions based on problem based

learning•Presentations at plc meeting of problem based learning lessons/activities

Actions I will take to accomplish this goal:

My professional growth goal:

School-Wide PGPP

•PLC meeting logs•Lesson plans•Lesson plans developed during lesson study and implementation reflections;

“Freedom Writers” and/or “Seed Folk”•Completed PD360 reflections•Team meeting notes•Exit tickets from monthly school based professional development sessions

How I will document accomplishment of this goal:

School Report Card

Daily/Weekly Plans

“I would like all teachers to maintain a lesson plan binder for your daily lessons. Each week at your PLC meetings, bring a complete lesson plan to share with PLC members. You will NOT be required to turn in lesson plans on a daily or weekly basis. However, during walkthroughs and observations, we will look for your written lesson plan. You can use the CCPS template, it captures the key components of a lesson. Please let you department chair or grade level administrator know if you plan to use a different, modified format.

Our goal is to be prepared to provide the best instruction for students every day bell to bell. Your lesson plan is the script and guide for you and/or any other person who may have to teach your class.… See Teacher Performance Evaluation Report,  Performance Standard 1: Data Driven Planning:  Plans instruction to achieve desired objectives that reflect the Va. SOL and division curriculum guides.”

Department or Personal PGPP-T

School Culture

INTERNATIONAL FOOD DAY(S)

World’s Fair

World Language Week

Spirit Week

October 3rd – 7th

Stay tuned…

Spanish Immersion VisitKristal McIntire

Manchester High School Spanish Immersion CenterOctober 4 – November 14

One assembly possible?

How many students?

Use the Auditorium?

Period 2 - other programs scheduled for end of the day this diversifies missed class time

Period 7/8 – end of the day

- on an AWARE day the class time is already short and we could accommodate the assembly without fighting to get back on task afterward

Upcoming Dates

October 4

October 7 & 8

Jan Herrera of BER will present this outstanding seminar designed specifically for world language teachers. The ideas that are presented are applicable for all languages and levels of world language instruction. Classroom management strategies are woven throughout the day. All of the strategies presented in this seminar are research-based and support national standards-based practices.

http://www.flavaweb.org/flava_2011_exhibitor_list.php

http://www.flavaweb.org/files/Conference_at_a_Glance-2011_Final_Update_0914.pdfCCPS’ 5 presentators:

Takako Cullison , Allyson Midgley, Linda Szwabowski, Margaret Hicks, Amy PetersenSpecial Events:

LBV Salsa Workshop, Costume Competition, Dancers from across the globe,

Films and presenters at luncheons

October 10

October 26

Upcoming Dates

John DeMado - Henrico

Brain and SLA, presented by Dr. Ferree followed by discussion in

feeder patterns

CCPS Implementation of21st Century Learning

21st Century Content

Curriculum Development

Curriculum Implementation

21st Century Technology

2008-2009 2009-2010

Digital-Age Literacy 2009-2010 2010-2011

Global Connections 2010-2011 2011-2012

Inventive Thinking 2011-2012 2012-2013

Communication and Collaboration

2012-2013 2013-2014

Partnership for 21st Century SkillsLearning Point Associates (NCREL)

Global Connections and Core Values

Global Awareness Multicultural

Literacy Global

Perspectives Global Citizenship Cultural

Competence

Respect Responsibility Honesty Accountability

SECONDARY (6-12)

Global AwarenessStudents investigate the world

beyond their immediate environment.

Global PerspectivesStudents recognize their own and

other’s perspective.

Global CommunicationStudents communicate their ideas effectively with diverse

audiences.

Global CitizenshipStudents translate their ideas and findings into appropriate actions

to improve the world.

World Languages Instructional StrategiesInstructional Strategies:

Use knowledge of languages and culture to identify issues and frame researchable questions of local, regional, or global significance.Use a variety of domestic and international sources, media, and experiences in the target language to identify and weigh relevant evidence to address globally significant questions.Use their knowledge of language and culture to develop and argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions about a globally significant issue.

Instructional Strategies:Recognize and express their own perspectives and understanding of the world, and determine how language and culture inform and shape those perspectives and understanding. Examine the perspectives of the other people, groups, or schools of thought and how language and culture influences those perspectives. Explain how cultural and linguistic interactions influence situations, events, issues, ideas, and language, including the development of knowledge.

Instructional Strategies:Recognize and express how linguistically diverse people may perceive different meanings from the same words or non-verbal cues and how this impacts communication and collaboration. Use the target language for interpersonal, interpretive, and presentational purposes, including appropriate verbal and nonverbal behavior and strategies, to communicate with the target culture. Select and use appropriate technology and media to connect with native language speakers of the target language, present information, concepts, or ideas of global significance, and/or develop creative products within the target language.

Instructional Strategies:Use their native and studied languages and culture to identify and create opportunities for personal or collaborative action to improve conditions. Use linguistics and cultural knowledge to assess options and plan actions, options and plan actions, taking into account previous approaches, varied perspectives, and potential consequences. Use their native and studied languages and cross-cultural knowledge to act, personally and collaboratively, in creative and ethical ways to contribute to sustainable improvement, and assess the impact of the action.Reflect on how proficiency in more than one language contributes to advocate for and contribute to improvement locally, regionally, or globally.

SECONDARY (6-12)

Global AwarenessStudents investigate the world

beyond their immediate environment.

Global PerspectivesStudents recognize their own and

other’s perspective.

Global CommunicationStudents communicate their ideas effectively with diverse

audiences.

Global CitizenshipStudents translate their ideas and findings into appropriate actions

to improve the world.

World Languages Resources and LessonsResources and Lessons:6-12: Educational Resources from International EmbassiesFrenchGermanJapaneseSpanish

Resources and Lessons:6: exploratory: Read several folk tales from Africa during the French unit. Analyze the folk tales for common elements and morals. Compare them to 2 or more American folk tales. Create an original illustrated folk tale in English, incorporating at least 12 French words.Folk Tale Summaries 6 exploratory: At the end of the Mandarin Chinese unit, create an illustrated rebus story about a day on the Silk Road using both roman alphabet and Chinese characters. Be sure to include three or more customs in your tale. Sample Character StorySpanish III: Summative activities for Quarter I are found in the Communication Activities Folder. Summative Lesson and Assessment6-12: Participate in a county or statewide celebration of language and culture. Reflect on how the participation has changed your perspective. VA Jr. Classical LeagueVA Organization of German Students

Resources and Lessons:Specified middle schools: Interact with students from around the world via virtual classroom exchanges. Share practices and perspectives. Levels III and higher: learn one or more popular songs from the target culture that address an issue such are racism, juvenile homelessness, etc. Create a multimedia presentation in the target language that explains why this issue is important to you. Conclude with two or more possible solutions to the problem.Sample songsAs a class, investigate an issue such as the death penalty, independence for Puerto Rico, the impact of educating females on a nation’s economy, etc. Learn both sides of the issue. Debate the issue in class in teams of 3-5. Multimedia resources

Resources and Lessons:6-12: collaborate across languages to host a fundraiser (World Cup Soccer, etc.). Contribute the funds raised to a worldwide or regional concern. Contact Clover Hill High School for more information.