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3-Day
Professional Development Plan
Professional Development Initial Information
Focus of Topic: Core instruction professional development
Objective: Day 1: Data driven instruction Day 2: Curriculum alignment
Day 3: Student-centered instruction
School Name: Lamar High School
Dates plan will be August 20, 2019 through August 22, 2019
conducted: Throughout the year, there will be professional development trainings
that include opportunities for reviewing skills and strategies, asking
questions, and supplemental skills.
Dates plan will be September 1, 2019 through May 29, 2020
in effect:
Date by which time June 15, 2020
plan will be updated
and revised for
upcoming school year:
Cost $1,508.73
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Student Achievement:
Exploring the Data to Improve the
Student Learning Process
Professional Development: Day 1: Data to Drive Instruction
Goal: The teachers will be able to disaggregate data to determine the
root cause of low student achievement, select a focal standard, create
an assessment that is aligned to the standards, and use the data to form
targeted intervention groups.
Resources: Data Sets (Collected Data Points):
• Student Achievement Benchmarks (campus or district)
• TAPR
• Professional Development Needs Assessment Survey
• Student Intervention Data Reports
• Teacher Evaluations (T-TESS)
• Informal Walkthroughs
• Current grades
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Schedule & Activities: Schedule & Activities to be conducted: (Describe in depth the
activities)
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1. Write the key words and vocabulary for standard mastery.
2. Map out the knowledge, skills, context, and concepts.
3. Analyze the level of thinking and implied target areas.
4. Determine the readiness and supporting standards.
5. Establish guiding questions using the standard clarifications
pages.
• The teachers will work together to determine the root cause for
low student performance.
• The data team will also demonstrate ways that students can track
their own data using google sheets or color-coded student
trackers.
• Content area teams will create a mini assessment based on
targeted TEKS.
During the data dig, the data team will use the North Star Teacher
Reflection to document standard/question numbers not mastered.
They will ask and answer these questions
1. What misunderstandings are revealed in the data?
2. Why do you think students failed to reach mastery?
3. What gaps in the instruction contributed to misunderstandings?
4. What will you do to help students achieve mastery?
12:00-1:00-catered luncheon
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Evaluation/Follow-up • classroom applications
Methods: Choose a • research-based teaching strategies
“best practices” or • implementation tools
evidence-based • Schoology assignments
strategies to be used to
• T-TESS Evaluations
measure progress:
• Eduphoria and Strive data (attendance, lesson plans)
• Literably online reading levels
• Informal walk throughs
• 6- or 9-week check-ups-for progress monitoring
• year-long calendar from previous year
• benchmark assessments
• Skyward report cards and discipline referrals
• Newsela online article reading and writing responses
• TELPAS data
• student responses to interviews and class discussions
Content:
Providing Academically Challenging Content
Professional Development: Day 2: Curriculum Alignment
Objective: Teachers will be able to critique lesson plans for curriculum
alignment.
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Schedule & Schedule & Activities to be conducted: (Describe in depth the activities)
Activities:
“Map it Out”, “See it, Name it” “Do it” (Leverage Leadership 2.0, 2018)
10:00-11:00-See It
• The instructional coach will show the teachers a lesson plan. The
teachers will critique it for curriculum alignment.
• Teachers will be randomly called on using SIOP instructional
strategies to discuss alignment.
• In content area and grade level groups, the teachers will complete a
gallery walk to critique lesson plans for appropriate curriculum
alignment.
11:00-12:00-Lunch
1:00pm-2:00pm-Do it
Objective: Teachers will create lesson plans that are aligned to the
curriculum.
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• The instructional coach will model an English language arts lesson.
• In content area groups, teachers will use their deconstructed SE’s to
create lesson aligned lesson plans on the writing TEK and
incorporate ELPS strategies using the district lesson plan template.
• Teachers will create a lesson plan for the TEK (Present and advance
a clear thesis and support the thesis with logical points).
• Teachers will conduct a gallery walk and evaluate each English
lesson plan on alignment to the TEKS using a rubric
Teacher:
Improving Teachers’ Instructional Practices
Professional Development: Day 3: Instructional Strategies
(Student-centered instruction)
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Resources: Instructional Support:
• Book: Making Content Comprehensible for English Learners: The
SIOP Model laptops
• Collaboration with peers
• Evidence based approaches: goals
• Research
• Notebooks
• Data points
• Scope and sequence
• Six week planning calendar
• Standard clarification pages
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Schedule & Schedule & Activities to be conducted: (Describe in depth the activities)
Activities:
8:30-9:15-Language Literacy Classrooms (donuts and granola bars)
• The instructional coaches will use current language arts TEKS to
present a thought provoking question and model the following seven
steps to language literacy classroom:
1. Teach students what to say when they don’t know the answer.
2. Ask students to speak in complete sentences.
3. Randomize and rotate when calling on students.
4. Use total response signals.
5. Use visuals and vocabulary strategies that support your objective.
6. Ask students to participate in structured conversations.
7. Ask students to participate in structured reading and writing
activities.
• The instructional coaches will use a variety of tools, including class
dojo, wheel decide, sticks, and numbers.
• The instructional coaches will model and teach how to extend student
responses and provide sentence stems.
• The coaches will model think-pair-share
• In content area groups, the teachers will practice with their sample
language arts lesson using SIOP strategies for student responses
• Teachers will learn Avid strategies and how to incorporate them into
planning.
1. Write, inquire, collaborate, organize, read
2. Agenda and planning
3. Two column notes
4. Literacy skills in all content areas.
• In content area groups, teachers will plan and prepare Avid notes for
the upcoming TEKS.
• Blooms Taxonomy
• Research skills
• Using graphics and one page summaries to share new knowledge
10:15-11:00-Differentiation/Accommodations
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• The coaches will demonstrate and practice the use of content support.
11:00-12:00-Technology Integration
12:00-1:00-Lunch
1:00-3:00-PLC
• The instructional coaches will guide and assist the teachers as they
create assessments and rubrics. The assessments will contain open-
ended questions. Teachers will use both formative and summative
assessments.
• The teachers will begin to plan for the first six weeks of instruction.
• The teachers will continue to map out and create curriculum aligned,
data-driven lesson plans using the first six weeks scope and sequence
and standards clarification pages through collaboration in grade level
teams.
• The teachers will incorporate technology, SIOP strategies, Bloom’s
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• Taxonomy questions, current data, goals, and differentiated activities
their first six week unit.
Teacher: Professional Development Focus or Task:
Teachers will use SIOP strategies, differentiation, data, and technology to
create student-centered, engaging, curriculum aligned lessons.
Resources
Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional
Schools. John Wiley & Sons. 181-217, 263-288
Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to
building stronger schools. John Wiley & Sons. 87-96
Killian, Shaun. Top 10 Evidence Based Teaching Strategies for Those Who Care About Student
Results. Retrieved from http://www.evidencebasedteaching.org.au/evidence-based-teaching-strate-
gies/
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Lynch, Matthew (2017). The Tech Edvocate’s List of 31 Grammar and Writing Apps, Tools, & Re-
sources. Retrieved from www.thetechadvocate.org
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