Part II
Staff Development Outcome
Guam High School
Results-Based Staff Development Plan
Intervention:
Teacher
Indicators
Student Outcome
(What do teachers need to know and
be able to do?)
(What teacher accountability evidence will we accept
to verify staff development was effective.)
(What do we want students
to know, learn, and demonstrate?)
Teachers will develop a shared
understanding of mathematical problem
solving skills using the “Four Step
Approach”..
Effective Staff
Development Steps
Knowledge
What you want people to walk
away with
Teachers will provide samples of student work that are illustrative
of their mathematical problem solving skills.
Implementation
Activities
Person/Group
Responsable
(what we will do )
(e.g., Admin, CSI,
ET, Teachers, etc.)
 Teachers will know
and understand
problem solving
concepts
 Teachers will know
how to use the fourstep approach to
problem solving
 Teachers will become
comfortable with
looking at student
work as a means for
improving instruction,
 Teachers will be able
to conduct selfevaluation on how
well teachers are
teaching the standards
and contents through
assessment process
 Administration
 Instructional
System Support
Specialists
 CSI Leadership
Team
 Department
Chairs
 Teachers
Documented
Evidence
ofTeam,
Each Step
(How do we know this
was effective?)
 Faculty meeting
agendas and
minutes
 Staff Development
Training Plan and
documentation
 Department meeting
agendas and
minutes
 Panther Point
Teacher Survey
 Student Work(s)
 Problem solving
certification from
completed online
training

Students will demonstrate
increased proficiency in solving
mathematically base problems.
Resources
Needed
Timeline
Date/Time
(e.g., time, materials,
equipment, ISS, etc)
(yearly, in the fall,
monthly, weekly, in the
spring, or specific dates)
 Training facilitators
 Lessons and
activities that
incorporate writing
 Instructional Aids for
problem solving
 Computers for word
processing
 Internet access to
problem solving
websites specifically
geared to mathematic
explanations
 Internet access to
online teacher
editions or
mathematics-related
resources
September 2012
to
June 2013
Bi-annually
(as needed)
1
Model/Demonstrate
How this knowledge will be
shown to the staff
Low Risk Practice
with Feedback
What will be in place for the
teachers to try and how will they
receive feedback
 Exemplary work will
be displayed
electronically,
published, and/or
displayed within the
building
 Facilitators will hold
in-services and/or
conduct hands-on
mini-lessons at
faculty meetings,
department meetings,
and dedicated CSI inservice days.
 Demonstration
lessons of crosscurricular math
integration for:
Literature, History,
Science, Geography,
Health, Art and
Music.
 Teachers will
implement and reflect
on lessons that utilize
Math problem
solving
 Faculty will hold
weekly faculty
meetings and
department meetings
to reflect, dialogue,
share and collaborate
on experiences,
student progress, and
 Administration
 Instructional
System Support
Specialists
 CSI Leadership
Team
 Department
Chairs
 Faculty meeting
agendas and
minutes
 Department meeting
agendas and
minutes
 Teacher Lesson
Plans
 Student writing
samples
 Training
Presentations and
handouts
 On-line workspace
 Every Tuesday at
for collaborative
2:10pm during
work, i.e. meeting
weekly faculty
agendas, minutes,
meetings
lessons, student
 Department
work, discussion
meetings during
posts
IRP for 90 minutes
each week
 Weekly faculty
meetings,
Department meetings
 Professional
development days for
CSI
 Online crosscurricular math
integration resources
 Administration
 Instructional
System Support
Specialists
 CSI Leadership
Team
 Department
Chairs
 Notes and lessons
from department
collaboration
 Electronic
Presentations and
training handouts
 Student examples
 On-line workspace
for collaborative
work, i.e. meeting
agendas, minutes,
lessons, student
work, discussion
posts
 Every Tuesday at
2:10pm during
weekly faculty
meetings
 Monthly
Department
meetings.
2
On-the-Job Practice with
Feedback
What programs will be in place:
Teachers teaching teachers,
Mentoring, Paired Learning, etc.
Follow-up for Current Staff
Collaborative meetings
Long-Term Maintenance Plan
for New Staff
What is in place for long-term
maintenance
lesson plans that focus
on math skills
 Teachers will mentor
and guide peers as
needed
 Faculty meetings will
be focused on the
identified problem
solving strategies to
provide feedback on
progress as noted
through teacher and
administration
experiences and
observations
 Weekly faculty and
department meetings
will be regularly
schedule to reflect,
dialogue, share and
collaborate on
experiences, student
progress, and lesson
planning with a focus
on improving math
skills.
 New staff will receive
on-the-job training,
mentoring, and
support.
 Administration
 Instructional
System Support
Specialists
 CSI Leadership
Team
 Department
Chairs
 Teachers
 Administration
 Instructional
System Support
Specialists
 CSI Leadership
Team
 Department
Chairs
 Teachers
 Administration
 Instructional
System Support
Specialists
 CSI Leadership
Team
 Department
Chairs
 Faculty meeting
agendas and
minutes
 Department meeting
agendas and
minutes
 Teacher Lesson
Plans
 Student problem
solving samples
 Electronic exerises
and training math
problems
 Meeting Minutes
 Collaborated lesson
plans
 Weekly department
collaboration
 Every Tuesday at
2:10pm during
weekly faculty
meetings
 Planned Identified Faculty
Training Days
 Department meetings
 Every Tuesday at
2:10pm during
weekly faculty
meetings
 Planned Identified Faculty
Training Days
 Faculty meeting
agendas and
minutes
 Department meeting
agendas and
minutes
 Teacher Lesson
Plans
 Student writing
 Department meetings
 Every Tuesday at
2:10pm during
weekly faculty
meetings
 Planned Identified Faculty
Training Days
3
 Teachers
samples
 Electronic
Presentations and
training handouts
4