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Introduction to District Strategies, Building Goals and Mid Year Review
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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