Instructional Support
Professional Learning Plan
2014-2015 professional learning plan to support:
Academic Coordinators, Area Support Implementation Specialists,
Elementary and Secondary Instructional Site Facilitators, Teacher
Developmental Specialists, and Department of Special Education
Compliance Specialists
Ms. Luvenia Jackson, Superintendent
Dr. Folasade Oladele, Chief Academic Officer
0
Clayton County Public Schools
Vision Statement
The vision of Clayton County Public Schools is to be a district of excellence preparing ALL students to
live and compete successfully in a global society.
Mission Statement
The mission of Clayton County Public Schools is to be accountable to all stakeholders for providing a
globally competitive education that empowers students to achieve academic and personal goals and
to become college and career ready, productive, responsible citizens.
Core Belief Statements

We believe children have first priority on all of our resources.

We believe education is the shared responsibility of the student, the parent/guardian, the
school, and the community.

We believe communication and understanding among all stakeholders of our diverse
community are essential to achieving the goals of education.

We believe that learning is a continuous process and most productive when the needs of each
child are met through instruction provided by competent and caring teachers.

We believe a learning environment where everyone experiences security, care, dignity, and
respect is essential.
Strategic Goals
1. To increase academic achievement for all students in Clayton County Public Schools as
evidenced by state, national and international assessment results
2. To provide and maintain a safe, orderly and secure learning environment
3. To create an environment that promotes active engagement, accountability, and collaboration
of all stakeholders to maximize student achievement
4. To effectively communicate the system’s vision and purpose and allow stakeholder
involvement in an effort to build understanding and support
5. To provide high quality support services delivered on time and within budget to promote
student academic success in the Clayton County Public Schools
6. To recruit and retain highly qualified and effective staff
7.28.2014 revision Clayton County Public Schools
Table of Contents
2014-2015
I. Purpose and Expectations .................................................................................................................... 1
II. Key Responsibilities for Instructional Support ................................................................................. 1
III. Teaching and Learning Professional Learning Schedule and Planning Dates ............................... 4
IV. Professional learning Timeline ........................................................................................................ 10
V. Early Dismissal Professional learning for 2014-2015 school year……...………………………….13
VI. Instructional Facilitator Professional learning Agenda ................................................................. 14
VII. Professional Learning Framework ................................................................................................. 15
VIII. Evaluation Framework……………………………………………………………………………………………………17
7.28.2014 revision Clayton County Public Schools
I. Purpose and Expectations
The ultimate goal of the instructional support position is to provide ongoing, job-embedded professional learning opportunities for
teachers to learn, practice, and receive feedback regarding their use of agreed upon high-quality instructional practices. We expect
teams of educators to work collaboratively in cycles of improvement that include data analysis, goal setting, action steps
implementation, monitoring, and reflection. We also expect teachers to be held accountable for using the knowledge gained through
this process and professional learning to improve the overall quality of instruction in schools and classrooms, thus increasing student
achievement.
II. Key Responsibilities for Instructional Support
Key Responsibility 1
Provides teachers with school level support in analyzing student assessment (screening, diagnostic, formative/summative) data and assists with implementing instructional
practices based on data results (15%)
Amount of time spent:

Assisting in determining the needs of the school (surveys, needs assessments, statistical analysis)

Aiding teachers and leaders in using the appropriate technology systems and solutions to collect, analyze, and report data

Assisting with disaggregating data (DIBELS, SLOs, mCLASS, common assessments, etc.) to reveal strengths, weaknesses, and achievement gaps between groups of students

Assisting teachers with making instructional decisions based on assessment data

Supporting teachers and leaders in analyzing and interpreting classroom, grade level, and school level results 

Leading the school to use data for comprehensive school improvement planning

Providing professional learning on data analysis that assists school personnel

Other: Specify
Key Responsibility 2
Assists teachers in the development and implementation of research-based high quality instruction that addresses educational challenges at an individual school site and aligns to
the District Academic Achievement Plan (20%)
Amount of time spent:

Coordinating with teachers and leaders the implementation of the curriculum

Facilitating the use of research-based teaching strategies and best practices to address the needs of students and teachers, and the school’s goals

Working collaboratively with administrators to determine professional development activities and resources needed to create and implement school and academic improvement plans

Collaborating with staff in the collection of evidence and artifacts for the purpose of documenting school and academic improvement activities

Examining student work

Facilitating Early Dismissal Professional Development sessions

Other: Specify
1
Key Responsibility 3
Monitors the implementation of the curriculum and designated school level testing (15%)
Amount of time spent:

Monitoring the implementation of standards-based or innovative approaches to learning such as explicit instruction and Literacy Across the Curriculum utilizing the observation tools in eWalk

Monitoring the implementation of the curriculum to ensure appropriate pacing

Monitoring and supporting the implementation of school level testing by serving on the school’s assessment committee

Assisting teachers with creating common assessments, probes, and other progress monitoring assessments

Other: Specify
Key Responsibility 4
Provides constructive feedback and relevant assistance to teachers during informal observations, model lessons and instructional coaching; conducts needs-based professional
learning when needed (30%)
Amount of time spent:

Providing instructional support to teachers and administrators in the areas of lesson design, aligning instruction with district standards-based curriculum, developing effective classroom progress
monitoring, and emphasizing continuous improvement of instructional delivery techniques

Demonstrating, modeling, or co-teaching lessons

Observing teachers, informally, in their classrooms and providing feedback to enhance teaching-learning situations

Providing leadership for teachers by coaching, mentoring and facilitating change to improve the instructional program

Demonstrating appropriate use of instructional technology and other educational tools to enhance and extend instruction

Conducting well-designed school professional development for faculty and staff that engages learners and links current information to previous knowledge or experience

Other: Specify
Key Responsibility 5
Facilitates professional collaborative planning sessions with teachers focused on the following: effective content instruction, engaging and effective lesson planning, student work
analysis and data disaggregation (15%)
Amount of time spent:

Cultivating collaboration across teams (grade level, content, cross-curricular, etc.) for data analysis, goal setting and implementing effective instructional practices aligned to specific problems in
learning or district and school initiatives

Providing knowledge of appropriate standards, content, materials, and resources

Planning lessons with teachers which focus on the explicit lesson plan framework

Collaborating with teachers to collect and analyze student work to gauge teacher effectiveness

Facilitating data sessions to assist with disaggregating data to reveal achievement gaps between groups of students

Demonstrating appropriate use of instructional technology and other educational tools to enhance and extend instruction

Other: Specify
Key Responsibility 6
Attends all Facilitator meetings and trainings (5%)
Amount of time spent:

Attending required meetings and trainings

Earning an endorsement that directly supports the role (Coaching, Teacher Leader, or Teacher Support Specialist)

Submitting appropriate artifacts as requested

Establishing, maintaining, and enhancing effective communication with administrators, teachers, and other stakeholders

Providing input in the plan and design of district-wide or school level professional development
7.28.2014 revision Clayton County Public Schools


Redelivering expressed district expectations to stakeholders
Other: Specify
3
III. Teaching and Learning Professional Learning Schedule and Planning Dates
The following chart shows the training that Content Coordinators, Implementation Specialists, and other members of the Teaching and Learning Team
will complete to prepare for the Instructional Support professional learning sessions for Elementary Site Facilitators (K-2 and 3-5), Secondary Site
Facilitators, Teacher Developmental Specialists, and DES Compliance Specialists. The chart also documents the planning sessions that Content
Coordinators and Implementation Specialists will utilize to prepare for the professional learning sessions. The redelivery session will encompass
Content Coordinators and Implementation Specialists developing and implementing explicit instruction lessons. An explicit instruction lesson is a
systematic instructional approach that includes a set of delivery and design procedures derived from research.
Date/Time
February 25
– March 11,
2014
March 4,
2014 March 2015
March 2014
– March
2015
March 18,
2014 – June
10, 2014
March 4,
2014
April 29,
2014 – April
2015
May 2014 –
June 2014
June 2014 –
June 2015
July 28,
2014 3:00 –
Training
(T)
Planning
(P)
Redeliver
y (R)
Lead
Training
Providers
PLC
Intended
Audience
Status
T
T&L
Coordinators
CFT
Complet
ed
PLC
T
Dr. Foley and
Dr. Lee
T&L
PLC
T
T&L
Coordinators
T&L
PLC
T
T&L
Coordinators
CFT
Location
LETRS Training
Ongoing
T
T&L
Coordinators
T&L
PLC
P
T&L
Coordinators
CFT
PLC
P
PLC
T
PLC
P
7.28.2014 revision Clayton County Public Schools
Better Learning Through Structured Teaching by Fisher
and Frey
Ongoing
PLC
T&L
Coordinators
Technology
Director
T&L
Coordinators,
Expected Outcomes or Topic
T&L
Teaching Reading Sourcebook by Honig, Diamond,
Gutlohn Training
Driven by Data by Paul Bambrick-Santoyo Training
Ongoing
Complet
ed
Ongoing
Ongoing
Four Part Processor
Secondary Interventions
Revision of the Lesson Plan Template
CFT
Technology Training
Instructi
onal Site
Planning Session for August 20, 2014 ISF Meeting
5:00
August
Principal’s
Meeting
August 12,
2014 8:30 –
9:00
September
2014 – May
2015
September
2014
September
2014 –
September
2015
IS, Area
Superintende
nts & CAO
Facilitato
rs
R
T&L
Coordinators
Principal
s
Delivery of Expectations for Instructional Support
Facilitator’s Meeting, August 20, 2014
PLC
P
T&L
Coordinators
and
Implementati
on Specialists
Instructi
onal Site
Facilitato
rs
Final Planning Session for August 20, 2014 ISF Meeting
PLC
R
T&L
Coordinators
T&L
PLC
R
T&L
Coordinators
T&L
Better Learning Revisited – Four Content Area
Instructional Videos – focus on Gradual Release
PLC
T
T&L
Coordinators
T&L
Critical Thinking
Instructi
onal Site
Facilitato
rs
Planning Session for September 17, 2014 ISF Meeting
Principal
s
Delivery of Expectations for Instructional Support
Facilitator’s Meeting, September 17, 2014
September
3, 2014 3:00
– 5:00
PLC
P
September
Principal’s
Meeting
PLC
R
T&L
Coordinators
PLC
P
T&L
Coordinators
and
Implementati
on
PLC
P
T&L
8:30 – 9:30
September
(The Problem with Math is English by Molina)
PLC
T&L
Coordinators,
IS, Area
Superintende
nts & CAO
September
9, 2014
Implementation of K12 Math Plan
Instructi
onal Site
Facilitato
rs
Specialis
ts
Instructi
Final Planning Session for September 17, 2014 ISF
Meeting
Planning Session for October 15, 2014 ISF Meeting
5
29, 2014
3:00 – 5:00
October
Principal’s
Meeting
October 7,
2014 8:30 –
9:30
PLC
PLC
R
P
October 27,
2014 3:00 –
5:00
PLC
P
November
Principal’s
Meeting
PLC
R
November 4,
2014
PLC
P
8:30 – 9:30
November
17, 2014
Coordinators,
IS, Area
Superintende
nts & CAO
onal Site
Facilitato
rs
T&L
Coordinators
Principal
s
Delivery of Expectations for Instructional Support
Facilitator’s Meeting, October 15, 2014
Instructi
onal Site
Facilitato
rs
Final Planning Session for October 15, 2014 ISF Meeting
Instructi
onal Site
Facilitato
rs
Planning Session for November 13, 2014 ISF Meeting
Principal
s
Delivery of Expectations for Instructional Support
Facilitator’s Meeting, November 13, 2014
Instructi
onal Site
Facilitato
rs
Final Planning Session for November 13, 2014 ISF
Meeting
Instructi
onal Site
Facilitato
rs
Planning Session for December 10, 2014 ISF Meeting
T&L
Coordinators
and
Implementati
on Specialists
T&L
Coordinators,
IS, Area
Superintende
nts & CAO
T&L
Coordinators
T&L
Coordinators
and
Implementati
on Specialists
T&L
Coordinators,
IS, Area
Superintende
nts & CAO
PLC
P
December
Principal’s
Meeting
PLC
R
T&L
Coordinators
Principal
s
Delivery of Expectations for Instructional Support
Facilitator’s Meeting, December 10, 2014
December 2,
PLC
P
T&L
Coordinators
Instructi
onal Site
Final Planning Session for December 10, 2014 ISF
Meeting
3:00 – 5:00
6
2014
8:30 – 9:30
December
15, 2014
PLC
P
PLC
R
3:00 – 5:00
January
Principal’s
Meeting
January 6,
2015
PLC
P
8:30 – 9:30
January 26,
2015
PLC
P
PLC
R
3:00 – 5:00
February
Principal’s
Meeting
February 10,
2015
PLC
P
8:30 – 9:30
February 23,
2015
PLC
P
PLC
R
3:00 – 5:00
March
and
Implementati
on Specialists
T&L
Coordinators,
IS, Area
Superintende
nts & CAO
Facilitato
rs
Instructi
onal Site
Facilitato
rs
Planning Session for January 14, 2015 ISF Meeting
T&L
Coordinators
Principal
s
Delivery of Expectations for Instructional Support
Facilitator’s Meeting, January 14, 2015
Instructi
onal Site
Facilitato
rs
Final Planning Session for January 14, 2015 ISF Meeting
Instructi
onal Site
Facilitato
rs
Planning Session for February 18, 2015 ISF Meeting
Principal
s
Delivery of Expectations for Instructional Support
Facilitator’s Meeting, February 18, 2015
Instructi
onal Site
Facilitato
rs
Final Planning Session for February 18, 2015 ISF Meeting
Instructi
onal Site
Facilitato
rs
Planning Session for March 18, 2015 ISF Meeting
Principal
Delivery of Expectations for Instructional Support
T&L
Coordinators
and
Implementati
on Specialists
T&L
Coordinators,
IS, Area
Superintende
nts & CAO
T&L
Coordinators
T&L
Coordinators
and
Implementati
on Specialists
T&L
Coordinators,
IS, Area
Superintende
nts & CAO
T&L
7
Principal’s
Meeting
March 10,
2015
Coordinators
PLC
P
8:30 – 9:30
March 30,
2015
PLC
P
3:00 – 5:00
April 27,
2015
PLC
P
PLC
R
3:00 – 5:00
May
Principal’s
Meeting
May 5, 2015
PLC
8:30 – 9:30
T&L
Coordinators
and
Implementati
on Specialists
T&L
Coordinators,
IS, Area
Superintende
nts & CAO
T&L
Coordinators,
IS, Area
Superintende
nts & CAO
T&L
Coordinators
s
Facilitator’s Meeting, March 18, 2015
Instructi
onal Site
Facilitato
rs
Final Planning Session for March 18, 2015 ISF Meeting
Instructi
onal Site
Facilitato
rs
Planning Session for May 13, 2015 ISF Meeting
Instructi
onal Site
Facilitato
rs
Planning Session for May 13, 2015 ISF Meeting
Principal
s
Delivery of Expectations for Instructional Support
Facilitator’s Meeting, May 13, 2015
T&L
Instructi
Coordinators
onal Site
P
and
Final Planning Session for May 13, 2015 ISF Meeting
Facilitato
Implementati
rs
on Specialists
Note: It is the responsibility of the new elementary or secondary site facilitator to complete SIOP training
within one year after hired for position.
8
IV. Professional Learning Timeline
The chart below documents the date and time of expected professional learning for Elementary and Secondary Instructional Site Facilitators, Teacher
Developmental Specialists, and Compliance Specialists. Training overviews and outcomes are provided in the chart. They are aligned to our Academic
Achievement Plan and Instructional Priorities: Literacy across the Curriculum, Critical Thinking, and the Integration of Technology.
Date/Time
July 21, 22, & 24,
2014
8:00 – 3:30
Drew High School
Training Overview
Teaching and Learning
Empowerment Conference
Expected Outcomes
Equip building leaders and teacher leaders with
the skills necessary to plan and prepare with
consideration for STARTS…students, time,
assessment, resources, teaching techniques, and
standards. Participants should walk away with
answers to the following questions: Who are the
students we serve and how do we use data to
address their academic needs? What are the
essential components for learning to read? When
will we know students have not learned and how
will we respond? How do we teach so all students
learn? Why is planning and preparation critical in
providing literacy-based instruction in all content
areas?
Audience
Principals, Site Facilitators, and
School Content Department
Chairs
(Driven by Data by Paul Bambrick-Santoyo, Better Learning
through Structured Teaching by Fisher and Frey, and Teaching
Reading Sourcebook by Honig, Diamond, & Gutlohn)
August 20, 2014
8:00 – 4:30
PLC
Planning and Preparation
7.28.2014 revision Clayton County Public Schools
Revisit tools and responsibilities, with special
emphasis on new instructional site facilitators.
Examine 2014-2015 curriculum revisions and
expectations. Analyze the need for planning and
preparation when developing lessons for the
classroom. Prioritize data from classroom interim
assessments to develop differentiated instruction
for all students in the classroom. Conduct needs
assessments of content progress. Review and
analyze school data. Analyze assessment data to
reveal student strengths and learning needs.
Review Explicit Instruction and CCPS Academic
Elementary and Secondary Site
Facilitators
Compliance Specialists
Teacher Developmental
Specialists
Achievement Plan.
(Driven by Data by Paul Bambrick-
Santoyo)
September 17, 2014
8:00 – 4:30
PLC
District Resources, Tools and
Planning & Preparation
Review responsibilities for instructional site
facilitators. Review the foundations of
DIBELS/MCLASS (Elementary)/Read 180
(Secondary), Reading Mastery, Corrective Reading
and Math Intervention Diagnostic. Determine
how to administer and score all measures,
logistics of each assessment and program
components. Analyze data from each program,
review the need for intensive progress
monitoring, and determine its impact on student
achievement. Review Explicit Instruction and
CCPS Academic Achievement Plan
Elementary and Secondary Site
Facilitators
Compliance Specialists
Teacher Developmental
Specialists
(Teaching Reading Sourcebook by Honig, Diamond, & Gutlohn)
October 15, 2014
8:00 – 4:30
PLC
Research-based instructional
practices – Explicit Instruction
Demonstrate understanding of the explicit
instructional model by examining each section of
the CCPS framework. Recognize and utilize the
Gradual Release Model while teaching explicitly.
Analyze the explicit model through the four
content videos. Develop an explicit lesson.
(Better Learning through Structured Teaching by Fisher and
Frey)
November 13, 2014
8:00 – 3:30
PLC
Performance Management
System/Assessment Data and
Training CCRPI
Elementary and Secondary Site
Facilitators
Compliance Specialists
Teacher Developmental
Specialists
Revisit the CCRPI and identify updated changes to
the evaluation system. Determine how CCRPI
influences our students, schools and district
actions. Using data develop a diagnosis of
strategies and/or plan to work with classrooms or
content areas. Continue work on explicit lesson
videos incorporating the Gradual Release model.
Review and analyze school data. Analyze
assessment data to reveal student strengths and
learning needs.
Elementary and Secondary Site
Facilitators
Compliance Specialists
Teacher Developmental
Specialists
Continue work on explicit lesson videos
incorporating the Gradual Release model and
begin addressing changes and improvements.
Analyze and evaluate thinking with a view to
Elementary and Secondary Site
Facilitators
Compliance Specialists
Teacher Developmental
(Driven by Data by Paul Bambrick-Santoyo)
December 10, 2014
8:00 – 3:30
PLC
Critical Thinking
10
improving it in the classroom. Develop selfdirected, self-disciplined, self-monitored, and selfcorrective thinkers in the classroom.
Specialists
(Critical Thinking Concepts and Tools by Richard Paul and Linda
Elder)
January 14, 2015
8:00 – 4:30
PLC
Addressing Pacing
Questions/Concerns and
Compacting the Curriculum
Examine best practices for addressing pacing
concerns within a content/grade level. Provide
practices for compacting of curriculum and
modifications for students outcomes. Review and
analyze school data. Analyze assessment data to
reveal student strengths and learning needs.
(Better Learning through Structured Teaching by Fisher and
Frey)
February 18, 2015
8:00 – 4:30
PLC
March 18, 2015
8:00 – 3:30
PLC
Connecting to CTAE, Gifted,
and Fine Arts
Using Data to Inform
Instruction
Review those programs in CCPS that supplement a
student’s schedule and compare how these
programs can increase rigor in the classroom.
Review and analyze school data. Analyze
assessment data to reveal student strengths and
learning needs. Create and implement data
analysis framework.
(Driven by Data by Paul Bambrick-Santoyo)
April 2014
May 13, 2015
8:00 – 3:30
PLC
Elementary and Secondary Site
Facilitators
Compliance Specialists
Teacher Developmental
Specialists
Elementary and Secondary Site
Facilitators
Compliance Specialists
Teacher Developmental
Specialists
Elementary and Secondary Site
Facilitators
Compliance Specialists
Teacher Developmental
Specialists
CRCT/EOCT
Reflection and Planning for
2015-2016 School Year
Debrief about practices from the 2014-2015
school term, reflect on professional learning
provided, re-examine programs used this school
year.
11
Elementary and Secondary Site
Facilitators
Compliance Specialists
Teacher Developmental
Specialists
V. Early Dismissal Professional learning for 2014-2015 school year
The chart below documents the date and time of expected professional learning for all school faculty and leadership for the Early Dismissal. Training
overviews and outcomes are provided in the chart. They are aligned to our Academic Achievement Plan and Instructional Priorities: Literacy across
the Curriculum, Critical Thinking, and the Integration of Technology. Each module is scheduled to run for one hour (unless otherwise specified).
The course will extend the current practices used in CCPS through authentic learning experiences highlighting CCPS teachers, applicable
demonstration videos, as well as practical application scenarios. Instructional Site Facilitators will be trained one week before the scheduled Early
Dismissal.
Date/Time
Training Overview
Expected Outcomes
Audience
September 4, 2014
PLC or webinar
3:30 – 4:30
Planning and Preparation
Early Dismissal Training Session (9.10.14) for
Instructional Site Facilitators
Instructional Site Facilitators
and Teacher Developmental
Specialists
September 10, 2014
Planning and Preparation
Review and evaluate the process of planning for
explicit instruction by developing the educational
profile of students in each class taught, unpacking
standards for what content should be taught, and
develop vocabulary and literacy strategies for
struggling students.
School Faculty and Leadership
October 2, 2014
PLC or webinar
3:30 – 4:30
Gradual Release of
Responsibility Instructional
Framework
Early Dismissal Training Session (10.8.14) for
Instructional Site Facilitators
Instructional Site Facilitators
and Teacher Developmental
Specialists
October 8, 2014
Gradual Release of
Responsibility Instructional
Framework
Integrate and support the Gradual Release
Framework in Explicit Instruction. Be able to
specify and show how the Gradual Release
Framework is used in each part of an explicit
lesson. (Better Learning through Structured Teaching by
School Faculty and Leadership
Fisher and Frey)
November 6, 2014
PLC or webinar
3:30 – 4:30
November 12, 2014
Focused Instruction
Focused Instruction
Early Dismissal Training Session (11.12.14) for
Instructional Site Facilitators
Investigate the four key features of focused
instruction: establishing purpose, modeling,
think-alouds, and noticing. (Better Learning through
Instructional Site Facilitators
and Teacher Developmental
Specialists
School Faculty and Leadership
Structured Teaching by Fisher and Frey)
February 5, 2015
PLC or Webinar
3:30 – 4:30
Collaborative Learning
Early Dismissal Training Session (2.11.15) for
Instructional Site Facilitators
12
Instructional Site Facilitators
and Teacher Developmental
Specialists
February 11, 2015
Collaborative Learning
Develop a student’s ability to communicate and
collaborate with peers to help students to
participate in inquiry, decision making, goal
setting, self-monitoring, and time management.
School Faculty and Leadership
(Better Learning through Structured Teaching by Fisher and
Frey)
March 5, 2015
PLC or Webinar
3:30 – 4:30
Knowing the difference
between mistakes and errors
Early Dismissal Training Session (3.11.15) for
Instructional Site Facilitators
Instructional Site Facilitators
and Teacher Developmental
Specialists
March 11, 2015
Knowing the difference
between mistakes and errors
Interpret the difference between a mistake and
error due to classroom instruction. Be able to
track errors and find error patterns. (Better Learning
School Faculty and Leadership
through Structured Teaching by Fisher and Frey)
13
VI. Instructional Facilitator Professional learning Agenda
The following document will be used to state the agenda for the professional learning sessions.
Clayton County Public Schools
Teaching and Learning Department
1058 Fifth Avenue| Jonesboro, GA 30236| 770-473-2700
Strategic Goal 1:
To increase academic
achievement for all
students in Clayton
County Public Schools
as evidenced by state,
national and
international
assessment results
Luvenia Jackson
Superintendent
Day and Date
Dr. Folasade Oladele
Chief Academic Officer
Instructional Support Meeting
Time
Agenda Item
Time and Location
Presenter
Strategic Goal 2:
To provide and
maintain a safe, orderly
and secure learning
environment
Strategic Goal 3:
To create an
environment that
promotes active
engagement,
accountability, and
collaboration of all
stakeholders to
maximize student
achievement
8:00-3:30
Strategic Goal 4:
To effectively
communicate the
system’s vision and
purpose and allow
stakeholder
involvement in an effort
to build understanding
and support
Strategic Goal 5:
To provide high quality
support services
delivered on time and
within budget to
promote student
academic success in the
Clayton County Public
Schools
Strategic Goal 6:
To recruit and retain
highly qualified and
effective staff
Vision Statement
The vision of Clayton County Public Schools is to be a district of excellence preparing ALL students to live and compete successfully in a global society.
Mission Statement
The mission of Clayton County Public Schools is to be accountable to all stakeholders for providing a globally competitive education that empowers
students to achieve academic and personal goals and to become college and career ready, productive, responsible citizens.
7.28.2014 revision Clayton County Public Schools
R
a
t
i
o
n
a
l
e
VII. Professional Learning Framework
The framework below is the expected lesson plan template that should be used to document planning
for learning.
CCPS Lesson Plan Template
Purpose: To establish expectations for developing, implementing, and evaluating lesson plans to support the delivery of
explicit instruction to improve student achievement and success.
Teacher:
Period(s)/Time:
Date(s):
Unit of Study/Topic:
Lesson Standards
Direct Explanation
Explain what students should know and
be able to do and how they will be
assessed.
Modeling the Lesson’s
Concepts
Demonstrate the knowledge and skills
for the lesson’s concepts.
Guided Practice with
Feedback
Provide students with opportunities
to practice the concepts and skills with
teacher guidance and corrective
feedback.
Independent Practice
Allow students to practice the concepts
independently using the lesson’s skills,
language, and/or practices.
Review/Assessment of
Standard and Learning
Objectives
Perform an assessment of students’
knowledge and skills.
Explicit Template developed from Anita Archer
15
VIII. Evaluation Framework
The framework below is the expected lesson plan evaluation that should be used to document the
delivery of explicit instruction.
Lesson Observation Instrument
Lesson’s Topic _______________________
Observation Questions About the CONTENT of the Lesson
Evident
Provide citations
Not Evident
Provide feedback
Direct Explanation  The teacher provides a purposeful explanation of the lesson
objective(s), the overall significance of the lesson, and the assessment tool(s) that will be
used to measure learning.
Teachers pre-teach pertinent vocabulary and help students connect to prior knowledge and
experiences.
Modeling ("I do") – The teacher demonstrates vocabulary, skills, strategies, or concepts
using metacognitive strategies like think-alouds and demonstrations to help explain what
students need to learn and to do.
Guided Practice ("We do") – The session is teacher-led – but provides students with
opportunities to practice the skills.
After doing checks of students’ understanding, the teacher reinforces the skill, strategy,
vocabulary, or concept that was just modeled.
The teacher provides immediate Corrective Feedback and/or Verification of
accurate responses.
Independent Practice / Application ("You do") – The teachers allows students to
practice independently the skill, strategy, vocabulary or concept that was just practiced.
Assessment and Reflection – The teacher does a final assessment of students’ mastery
of the standard(s) and learning objectives. S/he has students reflect on their learning and
gathers any additional insight for the next day’s lesson. (Ticket out the door, lesson
summary, responses to EQs, etc.)
List 1-2 commendations for the lesson: _____________________________________________________________
_____________________________________________________________________________________________
List 1-2 suggestions for improving the content, process, product, and/or learning experience: _________________
_____________________________________________________________________________________________
16
Development, Implementation, and Evaluation of Lesson Plans
Purpose: To establish expectations for developing, implementing, and evaluating lesson plans to
support the delivery of explicit instruction to improve student achievement and success.
Expectations
Submission of
the Lesson Plan
Review of the
Lesson Plan
Feedback on the
Lesson Plan

Submit all lesson plans using the CCPS Explicit Instruction Lesson Plan
template

Submit all lesson plans to the principal’s designated contact

Submit all lesson plans based on the principal’s designated submission day
and time

Lesson plans should be assessed based on the five components of explicit
instruction as outlined on the template

Lesson plans should be assessed based on the CCPS Instructional Priorities,
which are literacy across the curriculum, critical thinking, and integrated
technology

Commentary should be constructed based on evidence (reviewed and
observed) of the five components of explicit instruction

Commentary should provide teachers with specific techniques for improving
the lesson’s alignment to explicit instruction and the CCPS Instructional
Priorities
*Content coordinators may be contacted for clarification and support.
17