Form DPS-A
Professional Development Unit Application
Course Title:
Creating Interactive Biography Exhibits as a Multidisciplinary Collaborative Team,
(Subject/Content) Social Studies and Library Science
Framework Alignment and Expectations
X LEARNING ENVIRONMENT
x Positive Classroom Culture and Climate
x Effective Classroom Management
X
X
X
Dates: September - May 2015-2016
Department Name: _______________________
PDU Leader Name: ______________________________
PDU Course Number______________________
INSTRUCTION
High-Impact Instructional Moves
Masterful Content Knowledge
PROFESSIONALISM
X
Essential Knowledge of Students & Use of Data
Effective Classroom Management
X
Effective Collaboration & Engagement
X
Thoughtful Reflection, Learning & Development
Masterful Teacher Leadership
Focus of Study and Rationale:
The purpose of aligning the work of the Social Studies department and the Library Science department is to
capitalize on the natural connection between educators’ and students’ inquiry-based collaboration and the
use of standards-based, data-driven instruction to improve student learning. Designing an interdepartmental
PDU that is directly connected to action research helps a school community to engage in a coherent and
intentional system to improve student learning through educators’ reflective practices regarding using field
trips and technological research tools to create interactive biography projects. The CWHF/DPL 2016 Exhibit
Project Planning Committee envisions a four month high-profile project consisting of public exhibits,
programs, and other educational activities that focus on the historic achievements of, and ongoing issues
facing the Hall’s inductees and all Colorado women. The project will take place from March 1, 2016 to June
30, 2016, in the 7th floor Vida Ellison Gallery and other venues at the Central Branch of the Denver Public
Library (10 W. Fourteenth Ave. Pkwy. Denver, CO 80204). The project will be co-sponsored by the Colorado
Women's Hall of Fame, the Denver Public Library, and partner organizations. The mission of the Colorado
Women's Hall of Fame/Denver Public Library Project Planning Committee is to further the Hall’s educational
and public outreach mission by heightening public awareness of the Hall’s inductees, as exemplars of Colorado
women’s persistent pursuit of equality, and shed new light on women’s essential place in Colorado
communities throughout history.
Hypothesis:
If we learn how to effectively implement student learning action research project strategies,
Then we will be able to make appropriate, differentiated instructional decisions to promote rapid learning on the
use of online research tools to develop interactive biography projects.
Course Objectives: Focus of Study and Rationale
Working collaboratively, teachers will develop their understanding of the standards in their content areas and apply
methods of data inquiry to implement action research project strategies To design and implement a creative,
attractive, and engaging exhibit which will interpret the biographies of the Historic and Contemporary CWHF
Inductees, citizens and family members of students including portraits, photo images, artifacts and oral
histories. The exhibit will include historical context, and utilize interactive technologies, as feasible.
________________________________________________________________
They will choose one of the following priority areas of focus to deepen their understanding of the way action research
can be embedded within everyday teaching and learning:
o The creation/selection and refinement of high-quality rubrics or learning progressions that describe
the developmental stages through which students will progress toward the objective
o Instructional adjustments based on the ongoing collection and analysis of student performance data
o Exploring technology tools/applications and strategies used for researching the lives of selected
citizens and/or family members
PrerequisitesParticipating Teachers will participate in independent study and the department sponsored professional development plan
during the school year.
There are no prerequisites for this PDU. .
Course Description:
This course will provide a central PDU focused on implementing action research on developing biography projects (Social
Studies/Library Science (SUBJECT/CONTENTAREA) . Teachers will learn how to effectively implement ambitious, measurable
Student Learning Objectives and build their capacity in using technology and library tools, assessment, data inquiry, and data use.
Participants will develop deeper understanding of their content standards and how to prioritize learning goals that are critical for
students’ success in the current course and in the future. They will also refine their skills in designing and selecting high-quality
assessment tasks and rubrics that provide trustworthy information about student learning. These tasks and their results will help
teachers determine students’ baseline levels of preparedness and monitor progress over the course of the school year.
PDU participants will learn to implement data inquiry cycles, establish appropriate sources of baseline date and effectively build a body
of evidence to monitor student progress. They will also generate artifacts that other teachers may find helpful as they learn to
implement SLOs in future school years.
Course Content: Outline main topics of study session-by-session providing sufficient information to present a complete overview of
course content (topics covered during meeting dates, participant expectations, etc.)
Summary of Meeting Dates and Activities to Complete for PDU Credit
Month
Date
Topic
Activity
Clock
hours
Framework Indicator
http://leap.dpsk12.org/LEAP/media/Main/PDFs/Framework-for-Effective-Teaching-201415.pdf
August
Drafting a
PDU proposal
September
Drafting a
PDU proposal
Register for
PDU!
Recruiting
participants
October
Draft of PDU
Proposal
action plan
November
Planning
learning
activities
December
Planning
learning
activities
January
Planning
learning
activities
.
February
Implementing
units of study
PDU Course
Registration
closes.
March
Progress
Monitoring
March 1, 2016 to June 30, 2016, in the 7th floor Vida
Ellison Gallery and other venues at the Central Branch
of the Denver Public Library
DPL Field
Trips to see
exhibits
April
Evaluation of
Body of
Evidence and
Reflection on
Student
Growth
May
May
Friday, May
15, 2015=16
PDU Due
Date for all
work
samples,
grade books,
etc. Uploaded
to SharePoint
by PDU
Leader
Deadline
for
successful
PDU
completion.
Course Activities- describe kinds of activities provided that will enable participants to achieve outcomes listed in Course Objectives
above. List what assignments (i.e. reading, writing, attending, observing, implementing) participants will be expected to complete, as
well as a demonstration of the application of the learning in the classroom or work setting.
Participation Requirements –
 Attend at least 14 study groups.
 If a study group is missed, the participant will do the reading, write a reflection, shadow or confer with a teammate
implementing the strategy and plan a lesson.
 If more than 7 study group is missed then there will be no PDU credit.
Study Component— what is the planned learning and how will you and your participants know they learned it? What methods of
inquiry are being utilized (i.e. book study, District PD, learning labs, etc.)? Please explain the activities participants will take part in.
1. Book Study and discussions
2. Review of literature on strategies for developing biographies
3. Examining online tools and applications to learn about showcasing the lives of identified leaders and family members this will include
some of the great databases and eBooks that Library Services has to offer.
Artifacts
Sample of reflections from PD and assigned reading
Draft of action plan for school wide or classroom implementation
Description and plan of action for 3-5 identified instructional practices to implement
Demonstration Component- How will participants document the application of their learning? How will participants document ongoing student learning? How will participants show multiple techniques used to apply strategies (collaboration, teaching strategies,
lesson plans, etc.)?
1. Administration and analysis of student assessments
2. Collaboration to monitor student progress and identify effective strategies
3. Develop and revise formative assessments and instructional plans
4. Classroom instruction and formative assessments
Artifacts- How will participant demonstrate the effects of new learning on student/teacher growth? Will there be data collection and
analysis to provide next steps for learning and instruction?
Body of Evidence much of this to be digital as possible. Kids could do slide decks, videos, podcasts., etc.





Progress Monitoring Data Collection
Student Work
Lesson Plans
Pre/Post Assessments
Reflection ComponentPre-planned activities for participants to receive feedback and respond to the feedback and planned activities for participants to discuss
implications for practice and the next steps as a result of this study
1. January PD Meeting –Update/Reflection on implementation / Progress Monitoring/Data Collection
2. May Final Group Meeting/Triad presentations-Peer Review Activity
Artifacts- How will learning be documented over time?




Self-reflection power point
Written action plan
Pre & Post Assessments used during PDU
Progress Monitoring Assessments
Required texts, readings, and instructional resources –
1. Common Core Standards documents,
2. Colorado Academic Standards documents
3. Project based learning articles, books and workbooks
Participant Evaluation-


Each teacher will present their PDU work sample to a group of fellow PDU teachers using a protocol – (Case
study presentation will include: student work samples, ongoing assessment data, personal reflection on learning,
lesson plan samples, etc.)
Each teacher will submit their PDU final work sample for PDU peer review
Final Work Sample:
Participants will complete a preset power point as the final work sample.
The power point contains the following components that must be successfully completed in earning the PDU
1. A set of questions stimulating reflective responses (formerly essay). The reflective questions provide opportunities
for sharing the impact the action research had on their instructional strategies, student performance in relation to the
PDU implementation, and reporting on the data collection analysis.
2. Three artifacts that were directly produced by the PDU. The purpose of the three artifacts is to provide teachers with
the opportunity to reflect on the action research process by accessing a variety of learning experiences as a result of
this PDU and to synthesize these experiences, reflecting on how their learning has impacted instruction and student
learning. Furthermore, these artifacts may prove useful to teachers throughout the district as they learn how to
implement effective action research projects in the coming years.
Examples of artifacts may include:
o Specific assessments/tasks used , with reflection on their perceived effectiveness measuring student
growth on the objective+
o Sample rubrics or learning progressions , with samples of student work illustrating various
developmental stages
Portraits, photo images/videos of exhibits, artifacts, oral histories, interview transcripts essays. create these as
digital artifacts that could live on Google Drive and be shared on websites.
o
o Documentation of Interactive learning games, skits /dramatic presentations. debates
3. Descriptive accounts of the instructional adjustments teachers made based on the Body of Evidence, with
critical reflection on their effectiveness Completed peer evaluation forms
4. Exit Ticket.
Final Group Meeting Participant Criteria for Successfully Meeting Standard(s) -- A final group meeting will be
scheduled by the PDU Leader. At this meeting the PDU participants will present and share their
final work sample power point in a Triad formation using the district PDU Protocol for Final Group.
Peer Evaluation—Peers in a triad formation participate either by presenting their final work sample or by
assessing the presented final work sample guided by the rubric for Peer Evaluation. The Peer Evaluation form (located in
the power point) is then completed and emailed to the presenter. Each member of the triad has 10 minutes to present
their final work sample. Peer evaluation procedures will assign a pass/fail grade based on the PDU rubric.
Class Method—How the class will be taught:
Online X__
Hybrid/Blended Learning X_______
Contact X__
Class Location: Site
Street Address:
City, State, Zip
Grading:
Pass/Fail X
Traditional
Independent Study X__
Traditional