Intentional and Deliberate Preparation
for
21st Century Teaching & Learning
NASH-ROCKY MOUNT PUBLIC SCHOOLS
PROFESSIONAL DEVELOPMENT PLANNING/PROPOSAL FORM
REMINDER: PROPOSAL MUST REFLECT A MINIMUM OF 10 CONTACT HOURS TO GET CEU RENEWAL CREDIT
Title:
Target Audience
Date(s):
PreK-2
9-12
Other :
Description:
Lit
Subject Area
ELA
Math
Arts
EC
ELL
LOCATION:
Total CEU Credits: ___
CEU Credit Type:
3-5
6-8
Administrators
TRC PD#1
TRC PD#2
TRC PD#3
TRC Computer Lab
Sci
Soc. Stud.
Health/PE
Technology
CTE
Tec
Aca
Gen
Total Number Expected:
_____
Content Appropriate for
Beginners or
Advanced
Other:
Other:
SECTION 1: RATIONALE FOR PROVIDING THIS PROFESSIONAL DEVELOPMENT (CHECK ALL THAT APPLY)
State or federal mandated PD
District strategic plan initiative
Faculty level performance data analysis
Professional growth interests indicated by staff
School-wide analysis of student achievement data
Other (Describe)
Certification needs
SECTION 2: PROFESSIONAL DEVELOPMENT OUTCOMES AND INDICATORS
Teacher Outcomes (Learning Targets)
Teacher Indicators (Criteria for Success)
Student Outcomes (Learning Targets)
Student Indicators (Criteria for Success)
ALIGNMENT WITH SCHOOL IMPROVEMENT PLAN, DISTRICT GOALS, AND NC PROF. TEACHING STANDARDS:
Addresses the following School Improvement Goal:
Aligns with the following NRMPS goal:
Relates to the following NC Prof. Teaching Standard(s)
I
II
III
IV
V
Consulted with the following depts: Content
Tech
PD
EC
CTE
PreK
SECTION 3: ACTIVE LEARNING STRATEGIES FOR ADULT LEARNING
Manipulatives
Use of pre-test/post-tests (ActiVotes, etc)
Small Group Collaboration
Thinking Maps
Paideia
Problem-Based Learning
Interactive Technology Tools (LiveBinder, Edmodo, DropBox, Moodle, Symbaloo, Discovery Education, Socrative, Wallwisher, Polleverywhere, Blogging, etc)
Professional Practice (Readings, Book Study, Case Studies, Self-reflection, Student Work Samples, Digital Journals, Mentoring/Coaching, Peer Observations, Action Research, Webinars/Modules,
Lesson Plan Creation, Collegial Collaboration)
Other ( Describe):
Intentional and Deliberate Preparation
for
21st Century Teaching & Learning
NASH-ROCKY MOUNT PUBLIC SCHOOLS
PROFESSIONAL DEVELOPMENT PLANNING/PROPOSAL FORM
Section 4: Professional Learning Activities, Follow-Up, and Evaluation
Use this table to outline the learning activities and follow-up that will be included in the professional development. Be sure to describe how the
professional development will be evaluated and how you will know the professional development achieved the intended goals.
PROFESSIONAL LEARNING ACTIVITIES
What evidence based strategies/activities
will be implemented to meet the identified
teacher learning need?
ROLE OF SCHOOL
LEADERS
DATA SHOWING EVIDENCE OF
IMPLEMENTATION
TIMELINE FOR
ACHIEVING GOALS
PREDICTED IMPACT ON STUDENT
LEARNING NEEDS
How will the principal
and/or other school
leaders be involved?
How will you know and monitor
that the strategy/activities were
implemented?
When are goals
expected to be
achieved?
Be specific.
What data and evidence will you
collect to determine whether the
activities had an impact on
students?
Initial activity:
Follow-up activities:
Time required to complete
all: ____ hours
Initial activity:
Follow-up activities:
Time required to complete
all: ____ hours
Add rows as needed.
NASH-ROCKY MOUNT PUBLIC SCHOOLS
PROFESSIONAL DEVELOPMENT PLANNING/PROPOSAL FORM
Intentional and Deliberate Preparation
for
21st Century Teaching & Learning
Section 5: Budget Plan
Use this table to allocate resources necessary to ensure that the professional learning activities, related follow-up, and evaluation will take place as
planned. Insert additional rows in the table as needed.
RESOURCE(S) NEEDED
Total Allocations
AMOUNT ALLOCATED
SOURCE OF FUNDING
$
Date Approved: ___________
Approved by:
Submit Planning Form to the Office of Professional Development
c/o Cathy Wittman cgwittman@nrms.k12.nc.us
____________________________________
PD Director
____________________________________
Title I Director (if applicable)
POP Chart
Present
Reality
What structure does
each department in
your school or district
use for planning
professional
development?
How do departments
communicate and
share resources with
one another?
How do you monitor
for effective
implementation?
anOther’s
Reality
Possibilities
st
21
CENTURY TEAMWORK
Planning Powerful Professional Learning
Talk. Listen
Embrace the backchannel!
Make comments, ask questions. Meet me at TodaysMeet.
Turn and Talk
Turn to a neighbor. Discuss what the following quote means to you.
“The human species as a whole has shifted from learning in silos to learning with others and readily sharing what one has learned.”
~Curtis Bonk, The World is Open
BIG IDEAS
Importance of collaborative
planning for professional development
Problem‐
solving for continuous learning
Tools to foster creative
planning
GROUP NORMS
A few agreements for our work together:
•
•
•
•
•
Ask questions.
Engage fully.
Integrate new information.
Open your mind to diverse views.
Utilize what you learn.
Facilitator Guide Standards for Professional Learning, Learning Forward
PD PLT PURPOSE
To craft a professional development planning
protocol that will intentionally and deliberately
align departmental efforts to ensure
(1) successful Common Core/Essential Standards implementation, (2) implementation of the Rigor/Relevance Framework, and (3) effective technology integration.
INTENTIONAL PLANNING
DELIBERATE COMMUNICATION
TOOLS
Do you have specific tools that you use to foster interdepartmental collaboration? Share.
A CONVERSATION WITH GLADYS
AN EXCEPTIONAL MODEL
CONTINUOUS LEARNING
BLOG BLOG BLOG
FIDELITY CHECKS
EC Weekly Update
February 1st, 2013
• Parker ‐ Compared schedules to IEP settings – only one setting needed corrections, Gladys conducted a fidelity observation in a co‐teaching math class – Marie Mullens/Tom Huffman. She was very impressed with what she saw and will go back to video and use in future presentations.
EC Program Specialists – held PLC’s at Baskerville
• Gladys – co‐teaching fidelity checks at Williford and Benvenue – Williford – the ec teacher was conducting meetings during the time of co‐teaching. She spoke with the teacher about not attending meetings during that time. Benvenue – She can’t get a clear picture of the planning between general education and special education. Overall, the schools whose staff has had the full co‐teaching PD, have more buy in and are being more successful.
• Gladys attended Co‐teaching meeting with the Englewood staff, Eddie, Ed Specialists and Coaches.
FIDELITY CHECKS
Minutes
Informational Meeting for Co-Teaching Model
*
Englewood Elementary
Purpose: To gather information concerning program model in order for teachers, program specialists, ed. Specialists and coaches to collaborate and provide aligned resources for classroom instruction.
Successes:
•The opportunity to plan collaboratively, Regular Ed and EC Teachers
•Ability to greater differentiate among all students
•Strategies are available for all students including regular education students
•Noted that more SWD are making connections and having “ah‐ha” moments
•Peer tutoring
•Small group instruction involving both SWD and Regular Ed Students
•SWD strongly prefer to remain in class, with their peers, in order to learn
•ALL teachers have taken ownership of ALL students.
Next Steps:
With approval of principal, a group of Ed. Specialists will communicate with selected teachers and program specialists to pool resources and provide support specific to Englewood’s needs in relation to co‐teaching.
How do you monitor
professional learning activities?
Share.
POPCORN PAUSE
Use the blank white paper to complete these three statements:
1. I was surprised about ___________________.
2. I related to ____________________.
3. I empathized with ________________________.
Crush your paper into a popcorn ball.
Toss it across the room until I say “STOP!”
Form groups of three. Read the statements aloud.
Whole group share.
WHERE DO WE GO FROM HERE?
NEED MORE?
cgwittman@nrms.k12.nc.us
gcbranch@nrms.k12.nc.us