2015-16 Professional Learning Plan School Bethlehem Elementary School
Professional Learning Goals for the 2015-16 Year (list only those goals you have…you do not need to have 4 just because there is space for 4 below)
PL Goal 1:
To increase the reading performance of students in grades k-5 through the use of explicit vocabulary so that the lowest 25% are at the end of the year
grade level F&P by the end of the 2015-16 school year. All students meet or exceed on F&P’s end of the year grade level’s expectations.
Session Activities aligned to Session Goals (what will
participants do?)
Session Goal
o
o
o
o
Construct
knowledge
Transfer
knowledge
into practice
Practice
teaching
Promote
reflection
Construct
knowledge
Date, Time,
Duration,
Location &
Facilitator
of session:
Literacy
Practitioner
and Literacy
Focus Team
August 5,
2015;
EQs/Learning
Objectives for PL
Session
To introduce Marzano’s 6
Step process for systematic
vocabulary instruction.
Construct Knowledge: workshop, institute, course, seminars,
book study, and classroom visits (observation).
Transfer knowledge into practice: curriculum development,
mentoring, coaching, modeling, supporting, demonstration
lessons.
Practice Teaching: co-teaching, coaching (Pre-brief,
observation, debrief), implementation conversations
(discussing what worked/did not work after attempted), walk
thru forms specific to PL strategy.
Promote Reflection: coaching (debrief process specifically),
study groups, student work examination protocols




Workshop to introduce explicit vocabulary and
Marzano’s 6 Step process.
Model a lesson.
Coaching
Focus Walks
Session
Deliverables
Teachers will
leave with an
understanding of
Marzano’s 6 Step
process.
A poster of the 6
steps for
classroom display
and examples of
vocabulary.
A lesson plan
template for
implementation of
Marzano’s 6 Step
process
Evaluation Plan aligned to
Evaluation Level:
o Participants’ reactions
o Participants’ learning
o Organization support
& change
o Participants use of
new knowledge &
skills
o Student Impact
Outcomes


Participant’s
learning
Student Impact
Outcomes
(Increase in F&P
scores)
Construct
knowledge
Literacy
Practitioner
and Literacy
Focus Team
To identify Tier 2 and
Tier 3 word lists.




Workshop to introduce and identify Tier 2 and
Tier 3 word lists.
Model a lesson
Coaching
Focus Walks
August 19,
2015
Teachers will
construct Tier 2
and 3 word lists
for each subject
area; A poster for
Tier 1,2 and 3
words.


Participant’s
learning
Student Impact
Outcomes
(Increase in F&P
scores)
Examples of Tier
1,2 and 3 words.
Practice
Teaching
Construct
knowledge
Literacy
Practitioner
and Literacy
Focus Team
September
2, 2015;
October 7,
2015
Literacy
Practitioner
and Literacy
Focus Team
To identify Tier 2 and
Tier 3 word lists.
Implementation conversations by grade level.
To identify vocabulary
games to support the
teaching of explicit
vocabulary.
Workshop to identify vocabulary games to support the
teaching of explicit vocabulary.
To identify vocabulary
games to support the
teaching of explicit
vocabulary.
Implementation conversations by grade level.
September
23, 2015
Practice
Teaching
Literacy
Practitioner
and Literacy
Focus Team
October 21,
2015
Participants use of new
knowledge/skills and
student impact outcomes.
Teachers will
make games to
use as resources
to implement and
reinforce explicit
vocabulary.
Teachers will
make 3-4 games
during the Make
It/Take It session.
Teachers will
make games to
use as resources
to implement and
reinforce explicit
vocabulary.
Teachers will
make 3-4 games
Participant’s learning
Participants use of new
knowledge/skills and
student impact outcomes.
during the Make
It/Take It session.
Practice
Teaching
Literacy
Practitioner
and Literacy
Focus Team
To develop consistency
with implementation of
Marzano’s 6 step
process.
Grade level observations of Marzano’s 6 step process.
Teachers will observe within the grade level as well as
across grade levels.
Teachers will
identify
consistencies,
strategies and
resources for
classroom
implementation.
Participants use of new
knowledge/skills and
student impact outcomes.
PL Goal 2: To raise student achievement in Social Studies by implementing Project Based/Inquiry Based strategies with 85% of students
passing common end of unit assessments developed in POINT for pilot grades 1st and 5th.
Session Activities aligned to Session Goals(what will
participants do?)
Session Goal
o
o
o
o
Construct
knowledge
Transfer
knowledge
into practice
Practice
teaching
Promote
reflection
Construct
knowledge
Date, Time,
Duration,
Location &
Facilitator
of session:
EQs/Learning
Objectives for PL
Session
Personalized To identify
Learning
project/inquiry based
Focus Team learning strategies.
PL Project
Manager
PL Coach
Construct Knowledge: workshop, institute, course,
seminars, book study, classroom visits (observation).
Transfer knowledge into practice: curriculum
development, mentoring, coaching, modeling, supporting,
demonstration lessons.
Practice Teaching: co-teaching, coaching (Pre-brief,
observation, debrief), implementation conversations
(discussing what worked/did not work after attempted),
walk thru forms specific to PL strategy.
Promote Reflection: coaching (debrief process specifically),
study groups, student work examination protocols
Workshop to identify project based learning strategies.
Session Deliverables
Teachers will leave
with an
understanding of
Project Based/Inquiry
Based Learning
strategies.
A lesson plan
template for
developing PBL/IBL
Evaluation Plan aligned
to Evaluation Level:
o Participants’
reactions
o Participants’ learning
o Organization support
& change
o Participants use of
new knowledge &
skills
o Student Impact
Outcomes
Participant’s learning
learning
experiences/activities.
Transfer
knowledge
into practice
Personalized To develop PBL
Learning
instructional units.
Focus Team
Curriculum development of grade level PBL units
Teachers will leave
with PBL/IBL
instructional units.
Participants use of new
knowledge and skills
Workshop on rubrics and developing rubrics.
Workshop on rubrics
and developing
rubrics.
Teachers will also
leave with sample
rubrics developed by
the grade level during
the session.
Teachers will leave
with an
understanding of
Student Goal Setting.
Participant’s learning
PL Project
Manager
Construct
knowledge
PL Coach
Personalized To understand rubrics
Learning
and how to develop
Focus Team rubrics.
PL Project
Manager
Construct
knowledge
PL Coach
Personalized Understanding the
Learning
impact of student goal
Focus Team setting on academic
achievement. To
PL Project
identify student goal
Manager
setting strategies.
Workshop on student goal setting.
Teachers will also
leave with a goal
setting template to
use with students.
PL Coach
Construct
knowledge
SAGE
Resource
Teachers
Personalized Understanding the
Learning
impact of student led
Focus Team conferences on
academic achievement.
PL Project
To identify the process
Manager
of student led
conferences.
Participant’s learning
Workshop on student led conferences.
Teachers will leave
with an
understanding of
Student Led
Conferences.
Participant’s learning
PL Coach
Transfer
knowledge
into practice
SAGE
Resource
Teachers
Personalized Understanding the
Learning
impact of student led
Focus Team conferences on
academic achievement.
PL Project
To identify the process
Manager
of student led
conferences.
PL Coach
Workshop on student led conferences.
Teachers will leave
with a Student Led
Conference Checklist
and Parent Evaluation
Form developed
during the session.
Participants use of new
knowledge and skills
SAGE
Resource
Teachers
PL Goal 3: Project Based Learning 101 – To identify and understand the elements of Project Based Learning and to develop three Project Based
learning experiences in the content areas of Science/Social Studies for grades K, 2nd-4th.
Session Activities aligned to Session Goals(what will
participants do?)
Session Goal
o
o
o
o
Construct
knowledge
Transfer
knowledge
into practice
Practice
teaching
Promote
reflection
Date, Time,
Duration,
Location &
Facilitator
of session:
EQs/Learning
Objectives for PL
Session
Construct Knowledge: workshop, institute, course,
seminars, book study, classroom visits (observation).
Transfer knowledge into practice: curriculum
development, mentoring, coaching, modeling, supporting,
demonstration lessons.
Practice Teaching: co-teaching, coaching (Pre-brief,
observation, debrief), implementation conversations
(discussing what worked/did not work after attempted),
walk thru forms specific to PL strategy.
Promote Reflection: coaching (debrief process specifically),
study groups, student work examination protocols
Session Deliverables
Evaluation Plan aligned
to Evaluation Level:
o Participants’
reactions
o Participants’ learning
o Organization support
& change
o Participants use of
new knowledge &
skills
o Student Impact
Outcomes
Construct
knowledge
Personalized To identify
Learning
project/inquiry based
Focus Team learning strategies.
Workshop to identify project based learning strategies.
PL Project
Manager
PL Coach
Transfer
knowledge
into practice
Personalized To develop PBL
Learning
instructional units
Focus Team
Curriculum development of grade level PBL units
Teachers will leave
with an
understanding of
Project Based/Inquiry
Based Learning
strategies.
Participant’s learning
A lesson plan
template for
developing PBL/IBL
learning
experiences/activities.
Teachers will leave
Participants use of new
with PBL/IBL
knowledge and skills
instructional units.
PL Project
Manager
Construct
knowledge
PL Coach
Personalized To understand rubrics
Learning
and how to develop
Focus Team rubrics.
Workshop on rubrics and developing rubrics.
Workshop on rubrics
and developing
rubrics.
Participant’s learning
Workshop on student goal setting.
Teachers will leave
with an
understanding of
Student Goal Setting.
Participant’s learning
PL Project
Manager
Construct
knowledge
PL Coach
Personalized Understanding the
Learning
impact of student goal
Focus Team setting on academic
achievement. To
PL Project
identify student goal
Manager
setting strategies.
PL Coach
SAGE
Resource
Teachers
Teachers will also
leave with a goal
setting template to
use with students.
Transfer
knowledge
into practice
Personalized Understanding the
Learning
impact of student led
Focus Team conferences on
academic achievement.
PL Project
To identify the process
Manager
of student led
conferences.
PL Coach
Workshop on student led conferences.
Teachers will leave
with a Student Led
Conference Checklist
and Parent Evaluation
Form developed
during the session.
Participant’s learning
SAGE
Resource
Teachers
PL Goal 4:
Session Activities aligned to Session Goals(what will
participants do?)
Session Goal
o
o
o
o
Construct
knowledge
Transfer
knowledge
into practice
Practice
teaching
Promote
reflection
Date, Time,
Duration,
Location &
Facilitator
of session:
EQs/Learning
Objectives for PL
Session
Construct Knowledge: workshop, institute, course, seminars,
book study, classroom visits (observation).
Transfer knowledge into practice: curriculum development,
mentoring, coaching, modeling, supporting, demonstration
lessons.
Practice Teaching: co-teaching, coaching (Pre-brief,
observation, debrief), implementation conversations
(discussing what worked/did not work after attempted), walk
thru forms specific to PL strategy.
Promote Reflection: coaching (debrief process specifically),
study groups, student work examination protocols
Session
Deliverables
Evaluation Plan aligned to
Evaluation Level:
o Participants’ reactions
o Participants’ learning
o Organization support
& change
o Participants use of
new knowledge &
skills
o Student Impact
Outcomes
Only Launch Cohort 15 & 16 schools and Title 1 Schools Need to Complete & Submit This Form
2015-16 Professional Learning Plan School Bethlehem Elementary School
Plan for Support & Follow up BEYOND the Summer- A key to getting professional learning to “stick” is to provide continuous support and follow up. Given
that the Launch schools will have project managers and coaches for the 15-16 school year, you have an opportunity to share the monitoring and follow up of
professional learning. Using the table below, please articulate your plan for support & follow up, dividing those responsibilities as you see fit across the
additional positions available to you.
Plans to support
Implementation of PL
Goals
Goal 1: To increase the reading
performance of students in
grades k-5 through the use of
explicit vocabulary so that the
lowest 25% are on the end of
the year grade level F&P by the
end of the 2015-16 school year.
How will building administration
support implementation & follow up on
this work during the 15-16 year?



Professional Learning on
Explicit Vocabulary Strategies
Observation of Teacher
instruction by administrators.
Through the use of Focus Walks
by the Literacy Focus Team to
ensure implementation of
Explicit Vocabulary strategies.
How will the school’s Coach (Title 1 or
Personalized Learning) support
implementation & follow up on this
work during the 15-16 year?
 Professional Learning on
Explicit Vocabulary Strategies
by the Literacy Practitioner.
 Make it Take It Professional
Learning Session by the
Literacy Practitioner.
 Focus Walks by the Literacy
Focus Team.
How will the school’s Personalized
Learning Project Manager support
implementation & follow up on this
work during the 15-16 year?
 Focus Walks


Goal 2: To raise student
achievement in Social Studies
by implementing Project
Based/Inquiry Based strategies
with 85% of students passing
common end of unit
assessments developed in
POINT.
Goal 3: Project Based
Learning 101 – To identify and
understand the elements of
Project Based Learning and to
develop three Project Based
learning experiences in the
content areas of Science/Social
Studies for grades K, 2nd-4th.
Goal 4:










Data discussions with the
Literacy Focus Team to support
the use of Explicit Vocabulary
Strategies.
Schedule for implementation.

Professional Learning on
Project Based/Inquiry Based
Strategies.
Schedule to support planning
of units.
Walk Throughs
Grade Level Meetings
Data Review

Professional Learning on
Project Based/Inquiry Based
Strategies.
Schedule to support planning
of units.
Walk Throughs
Grade Level Meetings
Data Review










Focus Walks by the
Personalized Learning Coach.
Modeling Explicit Vocabulary
Strategies with classroom
teachers.
Professional Learning on
PBL/IBL strategies.
Focus Walks
Planning with the grade levels
Professional Learning on
incorporating technology with
PBL/IBL units.
Professional Learning on
Instructional Technology use
within the classroom.

Professional Learning on
PBL/IBL strategies.
Focus Walks
Planning with the grade levels
Professional Learning on
incorporating technology with
PBL/IBL units.
Professional Learning on
Instructional Technology use
within the classroom.





Professional Learning on
PBL/IBL strategies.
Focus Walks
Planning with the grade levels
Professional Learning on
PBL/IBL strategies.
Focus Walks
Planning with the grade levels