Rethink
Rebuild
Focus
Move Forward
Professional Learning
2012-2013
It is the position of the MDE that quality professional learning
is sustained, work-embedded learning experiences focused on
teacher growth directly related to student achievement.
According to Learning
Professional Learning
Forward one critical
Opportunities
component is the
number of hours required
to develop deep
O PLC
understanding and
transfer to routine
O Common Planning Time
practice, with research
O Staff Meetings
landing on about 49
hours of training and
O District PD
follow‐up sessions, as
well as team and
classroom support.
The Work Flow of the PLC
Explore the
Data
Plan for
instruction
Peer
Observation
and Debrief
Sessions
Reexamine
the Data
Discuss next
steps
Job-Embedded
Professional Development:
Professional Learning Communities
O
O
O
O
O
Explore the data –examine student work using the protocol “Revising student work”.
In October, during the first PD day teachers will analyze the spring writing assessments
for their grade levels. Each grade level will define the specific problem they notice the
grade-level has as a whole. After the problem is defined teachers will develop a plan
to address the problem using Peha’s article The Organizers: Power-Packed Single-Page
Tools for Efficient and Effective Instruction. Teachers will weave this resource in while
mapping out their writing process lesson plans
Peer observation – once a month, one of the three teachers in each grade level will
present a demo lesson based on the plan developed during the PD day.
Debrief sessions – discuss problems and potential solutions
Reexamine student work, assessments, teacher observations, and progress
monitoring tools
Discuss problems and highlights and make adjustments to instruction and student
learning
How This Will Work
O
District mandated Professional Development Days = 15 hours
These hours will be used to come together as a whole group and assess the students’
writing and discuss the results and adjustments to instruction.
O
Staff Meetings = 4.5 hours
This time will be used for sharing what is happening in the classroom with regard
writing instruction.
O
PLC Hours = 9 hours
After school meeting will be used for research or staff needs/concerns.
O
Common Planning Time = 35 hours
Release time will be used for peer observations, debriefing, and planning.
O
Common Planning Time Schedule
Monday- Kindergarten 2:00-3:00
Tuesday- 1st Grade 1:00-2:00 and 5th Grade 8:20-9:20
Wednesday- 2nd Grade 12:45-1:45
Thursday- 3rd Grade 11:00-12:00
Friday- 4th Grade 12:45-1:45
Outcomes
For Students
For Teachers
O
O
O
O
O
O
O
Being part of a professional learning
community reducing teacher isolation
Increases commitment to the vision
and goals of the school
Creates shared responsibility for the
total development of students
Creates powerful learning that defines
good teaching and classroom practice,
and enhances understanding of course
content and teacher roles.
Develops a community of learners,
pulls interested, willing people together
Develops trust and relationships
Nurtures a program of continuous
learning.
O
O
O
O
O
Research and data show that students
who use the writing process score
higher on national assessments.
Increased student learning and
achievement
Students receive feedback throughout
the writing process
Helps develop positive relationships
between student/teacher and
student/student
Students benefit from the structure
and security of following the writing
process in their writing.
References
O
O
O
O
O
O
Gillespie, Amy., Graham, Steve. (2010) John Hopkins University School of
Education New Horizons for Learning, Evidence-based practices for teaching
writing. Retrieved from
http://education.jhu.edu/newhorizons/Better/articles/Winter2011.html
Hirsh, Stephanie. (2009). An Introduction to Professional Learning in the Learning
Profession Panel presentation for American Youth Policy Forum: Rethinking
professional development: Comprehensive approaches to ensuring effective
teachers. Retrieved from
http://www.learningforward.org/news/authors/hirsh_panel6-26-09.pdf
National Center for Education Statistics. (1996). Can students benefit from
process writing? (NCES 96-845). NAEP-ACTS, 1(3). Washington, DC. Retrieved
from: http://nces.ed.gov/pubs96/web/96845.asp
Peha, Steve. (2003). Teaching That Makes Sense, An Introduction to the
Writing Process Tools and Techniques for Helping Students Turn Raw Ideas into
Polished Prose Retrieved from http://www.ttms.org/
Writing Study Group of the NCTE Executive Committee . National Council of
Teachers of English. (2004) NCTE Beliefs about the Teaching of Writing. Retrieved
from http://www.ncte.org/positions/statements/writingbeliefs