D. Deming L20357497
Week 4
EDLD 5333 Leadership for Accountability
Week 4: Action Planning and Professional Growth
Overview
Performance Reporting Resources: Frequently Asked Questions
2013 Accountability System FAQ: Answers to questions on the 2013 accountability system.
TAPR FAQ: Information on a school or district's performance, and how to understand the Texas
Academic Performance Reports (formerly AEIS).
PEG FAQ: Answers to questions regarding school transfers and the Public Education Grant
program.
AYP FAQ: Answers to questions regarding federal accountability and Adequate Yearly
Progress.
Posting of Accountability Ratings FAQ: Answers to questions on requirements to publish
school ratings on report cards and on the internet, as mandated by TEC §39.361 and §39.362.
PDF FAQ: Instructions on downloading and printing PDF reports.
As part of the Comprehensive Needs Assessment of your selected campus, you reviewed the
Texas Academic Performance Report (TAPR) and analyzed demographic data, student
achievement data (index 1), student progress data by student group (index 2), and achievement
of economically disadvantaged and the two lowest performing ethnicity student groups (index
3). Graduation rates (4 & 5 year), dropout rates, and other index 4 indicators were reviewed.
After selecting a targeted area of need, you wrote a S.M.A.R.T. goal and objective for the
targeted area of need, and researched strategies and activities, including specific professional
development, to address the targeted area so that your campus could attain the goal and
objective.
This week, you will complete a campus action plan and an agenda for a one-day professional
development that addresses the targeted need/weakness.
IMPORTANT: Submit the assignment to TK20 and Blackboard. It will be graded in TK20
‘only’. A zero will be assessed if not submitted to TK20. Check your MyLamar e-mail for
instructions sent from the TK20 Help Desk.
For additional help with TK20, e-mail TK20@lamar.edu or call (409) 880-2126.
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Rubric
Use the following rubric to guide your work.
Tasks
Accomplished
(10)
Proficient (8)
Needs
Improvement (7)
Unacceptable (0)
Week 4 Assignment: Action Planning and Professional Growth
Part 1: Create a
campus action plan
ELCC 2.1
Tx.Admin.Code
Principal standards:
c.5,6,7,8,9 and g.1,2,3
1a-Analyze data from
various reports.Look for:
diversity, disabilities,
language, age, socioeconomic., etc.
………………………
ELCC 2.4
1b-Create a campus action
plan. Look for: Critical
elements and relevant
subgroup
……………………….
ELCC 2.3
1c-Apply Best Practice to
Student Learning Part Look
for: Best Practice research
and presentation guidelines
Part 2: Complete an
agenda for one
professional
development day.
Completes campus
action plan to
address targeted
area of need based
on analysis of data
from the needs
assessment (i.e.,
accountability
reports and
demographic data).
Completes action
plan to address
targeted area of
need based on
analysis of data from
the needs
assessment (i.e.,
accountability
reports and
demographic data).
Completes action
plan to address
targeted area of
need based on
analysis of data from
the needs
assessment (i.e.,
…………………….
……………………
…………………….
Plan includes all
critical elements
from the lecture and
PowerPoint (see
Resources) addressed:
S.M.A.R.T. goal &
S.M.A.R.T.objective,
targeted subgroups,
Plan includes five to
six critical elements
from the lecture and
PowerPoint
addressed:
S.M.A.R.T. goal &
S.M.A.R.T. objective,
targeted subgroups,
……………………..
…………………….
and a minimum of 3
research based
strategies/activities
which address the
objective in the
action plan,
person(s)
responsible, timeline,
resources/estimated
cost, formative
evaluation, &
summative
evaluation.
and a minimum of 2
research based
strategies/activities
which address the
objective in the
action plan,
person(s)
responsible, timeline,
resources/estimated
cost, formative
evaluation, &
summative
evaluation.
and a minimum of 1
research based
strategy/activity
which addresses the
objective in the
action plan,
person(s)
responsible, timeline,
resources/estimated
cost, formative
evaluation, &
summative
evaluation.
10 pts.
8pts.
7pts.
Develops a
professional
development agenda
that connects directly
Develops a
professional
development agenda
that addresses the
Develops a
professional
development agenda
that fails to address
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Does not complete
action plan.
(0 points)
accountability
reports and
demographic data).
Plan includes one to
four critical elements
from the lecture and
PowerPoint
addressed:
S.M.A.R.T. goal &
S.M.A.R.T. objective,
targeted subgroups,
……………………..
Does not tie the
professional
development agenda
to the goal/objective
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ELCC 2.2
Tx.Admin.Code
Principal standards:
d.1,2,3,7
2. Provide an Effective
Instructional Program:
Complete an agenda for a
professional development
day. Look for: Relation to
goal; observations with
feedback; collaborative
reflection; coaching, lesson
plan reviews, etc., realistic
timeline
to the goal and
objective stated in
the action plan and
includes the topic,
subtopic, and
addresses adult
learning (i.e.,
observations with
feedback,
collaborative
reflection, coaching,
lesson plan reviews,
etc.)
strategies/activities
for the agenda’s
delivery.
Completes a detailed
timeline (including
dates of
implementation,
monitoring points for
formative
assessments) and a
plan for follow-up
training as needed to
ensure optimal
implementation.
10 pts.
Responses and
Mechanics
Responses are
relevant to course
content. Student
adheres to APA
stylistic guidelines.
Writing is
consistently clear,
concise, and well
organized. Excellent
sentence/paragraph
construction.
Thoughts are
consistently
expressed in a
coherent and logical
manner. There are
no errors in
grammar, spelling, or
punctuation.
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goal/objective cited
in the action plan
including the topic &
subtopic, but does
not specify
strategies/activities
addressing adult
learning to deliver
professional
development.
one of the following:
the goal/objective
cited in the action
plan or a follow-up
plan for professional
development and
implementation.
7 pts.
stated in the action
plan or state
strategies/activities
for professional
development
delivery. Does not
create a timeline or
follow-up
professional
development.
0 pts.
Creates a follow-up
plan that lacks
sufficient detail
within timeline.
Lacks dates of
implementation,
monitoring points for
formative
assessments or
follow up training to
ensure optimal
implementation.
8 pts.
Responses are
relevant to course
content. Student
adheres mostly to
APA stylistic
guidelines. Writing is
mostly clear,
concise, and well
organized. Good
sentence/paragraph
construction.
Thoughts are not
always expressed in
a coherent and
logical manner.
There are three or
fewer errors in
grammar, spelling, or
punctuation.
Responses do not
reflect knowledge of
course content.
Student adheres
loosely to APA
stylistic guidelines.
Writing is unclear
and/or disorganized.
Weak
sentence/paragraph
construction.
Thoughts are not
expressed in a
coherent and logical
manner. There are
four or more errors in
grammar, spelling, or
punctuation.
Responses do not
reflect knowledge of
course content, lack
clarity and depth,
and/or include
multiple errors in
grammar, spelling,
and punctuation,
including APA errors.
(0 points)
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Discussion Board
due dates and
postings criteria
Cite sources using
APA format
Posts a substantive
response to each
discussion prompt by
the 4th day of each
week (2 points), and
responds to two
colleagues in by the
7th day @ 11:59 p.m.
(1 point). Total = 3
points each week.
See first column.
(0 points)
(0 points)
APA format
required
Discussion Board Overview: A thorough response is more than “I agree,” or “Awesome
comments.” Be specific (e.g.,“I agree with your comment about the first question because . . .,”
or “Awesome comments – I really like your suggestions for involving parents, community
members, along with teachers and students because. . .”) We encourage you to write two or
more sentences in responding to other students’ posts. The professors will be monitoring your
Discussion Board responses and we look forward to learning from one another. We grow from
sharing insights and suggestions with one another.
Reference Citations
Reference citations should be specific and preferably in APA format in order to receive
full credit. General statements such as "Research indicates" or "Marzano points out" do
not constitute a reference citation. Remember, the purpose of an appropriate citation is
to allow readers of your work to easily identify the written work and author. For example,
if you use a phrase like, “The Marzano guidelines emphasize . . .”, guide the reader to the
source of this comment, Marzano (2009).
Part 1: Campus Action Plan
(ELCC 1.1a,b;1.2b,1.3a,b;1.4a,b,c;2.1a;2.2a,b,c;2.3a,b,c;3.3a,b)
For a campus to make lasting change, school improvement must be an ongoing, continuous
process. In Part 1, you will demonstrate your understanding of continuous improvement by
creating an action plan for an area of weakness that you identified in an analysis of
accountability data. Your budget for the plan is $6,000 from your campus’s general fund.
Sometimes campuses have SCE, Title I, Title II, or grant funds, so you may want to check with
your principal.
Also, see the Funding Sources document in the Resource section of this course for an
explanation of funding source options you could possibly include.
Directions:
 In the Resource section, locate and view the PowerPoint, District and Campus
Planning and Decision Making, from Education Service Center XV. This PowerPoint
provides information that will help you successfully complete the action plan for your
Application assignment. PowerPoint is in Resource Section-week 4. The powerpoint
also contains important information regarding the make-up and primary responsibilities
of the Site Based Decision Making committee that will be helpful on the TeXes principal
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



certification exam.
Review the Friend ISD Action Plan, and use it as an example for creating the action plan
for your selected campus.
Complete the action plan for your selected campus. Remember your budget is
$6,000….more if you have some of those other fund sources mentioned.
For help with additional possible funding sources, go to Resources Section-week 4:
Possible Fund Sources.
This sample plan is “very” minimal. You should research scientifically based strategies
and programs including technology and professional development that would enhance
your plan and ensure success. (See Resources: Helpful Websites-Weeks 3 & 4).
Be creative, but realistic in your action plan. Your students, faculty, and parents are
counting on you.
Sample Action Plan
S.M.A.R.T.Goal (long range,3-5 years): Friend ISD will have an Exemplary rating by 2017.
S.M.A.R.T. Objective (current school year): By May 2015, 85% of all 5th graders in all
student groups*, including special education students tested, will meet the state
standard in science.
Target population: All 5th grade students, including special education students.
Activity
Strategy
Person(s)
Responsible
Timeline
Resources/Estimated
Cost
Provide
teacher
training in the
use of the 5E
Model for
science
instruction
Science
coordinator
August-May
Title I funds
Training ongoing (monthly
sessions)
Hands-on science lab
materials- $2000
Provide afterschool
tutorials for
students atrisk for failure.
Sonia Jones, A.P.
Oct. – Nov.
2014
SCE Funds: .4 FTEs: $11,480
Hire two
additional
science
teachers to
reduce the
studentteacher ratio
from 28:1 to
20:1 to meet
the needs of
Edward Goodwin,
Principal
Jan. – April
2015
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Aug. 2014 –
May 2015
Materials: $2038 (Campus
general fund)
SCE 1.4 FTE: $42,000
(140 students, 5 science
teachers, 70% at-risk
Need 2 additional teachers to
reduce the ratio to 20:1
Formative
Evaluation
Follow-up walkthroughs
to observe science
instruction; lesson plans
including 5E;
departmental planning
meetings.
Students at-risk for
failure will demonstrate
improvement on sixweek exams and
benchmark tests, per
disaggregated data
reports.
Improved six-week
grades for all students,
especially those at-risk
for failure in science.
Calculation: 2 teachers hired at
$30,000 each; 70% of $60,000
charged SCE)*
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students atrisk for failure
in science.
*Not included in the plan
Campus Action Plan-use this campus action planning template, which includes all TEA
required elements of a campus plan, to complete your assignment.
S.M.A.R.T. Goal (long range,3-5 years):
By 2018, 80% percentage of 7th grade student groups at Taylor Middle School will
achieve a Satisfactory or Level III Advanced performance score in Writing on the
STAAR test.
S.M.A.R.T. Objective (What we can accomplish in one school year):
By the end of the school year 2015, Taylor Middle School will improve its 7th grade
writing scores within the African American, Hispanic, White, Students with
Disabilities, ELL, and Economically Disadvantaged populations so that at least a
combined score of 70% will meet or perform above the state standard on the STAAR
state Writing assessment.
Target Population(s): 7th Grade African American, Hispanic, White, Students with
Disabilities, ELL, and Economically Disadvantaged students.
Activity/
Strategy
(Include 3)
1.Strategy #1
Eliminate
achievement
gaps
Person(s)
Responsible
Director of
C, I, & A
Principal
Curriculum
Taylor Middle
Specialist
School will
Trained
send four
Teachers
teachers to
different
training
sessions so they
can help
develop writing
strategies that
address the
learning needs
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Timeline
Resources/Estimated
Cost
On-going
Training for teachers:
June 2014May 2015
$ 2000/ $500 per
teacher
Formative
Evaluation
Learning
communities
will
incorporate,
review, and
evaluate the
strategies,
which are
presented by
the trained
teachers, in
their
classrooms
and share
their results
of student
performance
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and specific
academic
problems of
low -achieving
students at
Taylor Middle
School:
in regular
staff
development
meetings.
Trained
teachers will
provide
activities to
measure
student
growth,
feedback
from student
conferences,
researchbased
assessments
options, and
school wide
data during
professional
developments
and
department
meetings.
a. STAAR
Training
Session
b. Curriculum
planning;
horizontal and
vertical
alignment,
training.
c.
Differentiated
Instruction
Training
d. Effective
Instructional
Writing
Strategies
Training
The collected
information
will be shared
through
professional
learning
communities
during staff
development
sessions.
2. Strategy #2
Provide
training in
technology to
students and
staff
Taylor Middle
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Director of
C, I, & A
On-going
training
Principal
August
2014-May
2015
Instructional
Technologist
Software
Funds from Title II
Part D; Enhancing
Education through
Technology
Training and Software
not covered: $3000
Ongoing
tracking and
testing by the
teachers using
the data
created from
the software.
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School
Presenter, if
provides a
needed.
tutorial for the
staff in a
variety of
technology skill
sets and online
resources. Staff
will be trained
and provided
software
adaptable for
students’
abilities to
enhance
instruction and
increase overall
student
performance in
Writing. This
will enable
teachers to
identify
strengths and
weaknesses by
tracking student
performance
through a
uniform school
program.
3. Strategy #3:
Principal
Provide a
student support
system
Counselors
Monitor to
ensure that
information is
provided for
parents and
students about
expectations,
study
requirements,
and other
general
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Teachers
Classified
staff
instructing
students
On-going
training
August
2014-May
2015
Title 1 funds
$1000- cost for
tutoring not covered
by Title 1 funds
(Texas Education
Agency, 2013, p. 24).
Title I
assessment is
typically
recorded at
quarterly
periods.
Students atrisk for
failure will
demonstrate
improvement
on six-week
exams and
benchmark
tests as
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information to
increase student
success in
Writing. The
following
methods can be
used:
a. Parent
Communication
and
Responsiveness
Sessions led by
counselors and
teachers
b. Counselor
and school
Newsletters
c. District and
Campus
Website
assessed in
tutoring
sessions.
Improved sixweek grades
and practice
STAAR tests
for all
students,
especially
those at-risk
for failure in
Writing
Parent
visibility at
events
Parent
feedback and
outreach
d. Provision of
after-school
tutoring for
students at-risk
for failure
Texas Education Agency. (2013). Federal cost principles side-by-side (pp. 1-36, Rep.). Austin,
TX: Texas Education Agency. Retrieved December 10, 2014, from
http://www.fwisd.org/files/_qdDKo_/9c6d55730279ea0d3745a49013852ec4/1314_Federal_Cost_Principles_Side_by_Side.pdf
Summative Evaluation: Use your “objective” as your evaluation statement. (This allows you to
determine if you achieved what you said you would achieve in one school year.)
Summative Evaluation statement:
All three strategies must work together to achieve the S.M.A.R.T. objective in one
school years’ timeframe. It begins with training teachers in four research –based areas
of effective writing characteristics and applying these concepts in regularly scheduled
professional development opportunities. During the professional developments,
learning communities will discover how to apply a range of developmental and cultural
instructional strategies in the classroom, work collaboratively with staff to identify
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successful strategies for the school culture, analyze student progress, and problemsolve concerns. These communities should work to “clarify and share learning
intentions and criteria for success with students” (Williams, 2007-2008, p. 37) so
actions that progress student skills are occurring across the curriculum. This can be
measured through participation, observations, and gathered data.
In addition to the formative and summative assessments from the classroom, current
student skills and growth will obtained through the implementation of the writing
software programs provided to the teachers at the beginning of the year. This data will
help illustrate areas of need and subgroup proficiencies. Lastly, with the student
support system, students who are needing additional help with writing will have tutors
and other resources available. These resources should be used as soon as student data
(software, six week test, report cards, formative and summative assessment scores, etc.)
indicates an area of weakness and it should provide practice STAAR test questions to
determine a correlation between their tutoring and skill level. By incorporating all three
campus strategies, staff, parents, and students should be able to reinforce the
importance of writing and help to improve 7th grade writing skills.
William, D. (2007-2008). Changing classroom practice. Educational Leadership,
65(4), 36-41
Part 2: Professional Development Agenda (ELCC 2.4 a,b,c)
Professional growth is an integral part of a Campus Improvement Plan. In professional learning
communities, staff members understand that continuously honing their skills is necessary for
ongoing school improvement.
In Part 2 of this week’s Application, you will develop an agenda for a professional development
day that addresses the targeted campus need and include a timeline for follow-up professional
development.
Directions:

In the Resources Section, locate and view the PowerPoint, Professional Development
Planning: Matching Trainings to Teacher and Student Learning Needs, from the School
Improvement Resources Center (SIRC) of Region XIII Educational Service Center. This
PowerPoint provides information to consider in successfully completing the professional
development portion of this assignment.

Develop a one-day professional development agenda that does the following:
- Connects directly to the goal/objective cited in the action plan.
- Includes the topic and subtopics for the professional development day.
- Includes strategies/activities from Week 3 research that are directly related to the
goal/objective stated in the action plan. Remember, one of your strategies was to
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provide effective professional development of some type. This is where you use
the strategy(ies).

Develop a timeline and plan for follow-up professional development to ensure
implementation. Follow-up can include coaching, classroom observations with
feedback, staff meetings, lesson plan reviews, and other appropriate activities.
Professional Development Agenda-use the template to complete the assignment.
Action Plan Goal (same as in action plan):
By 2018, 80% percentage of 7th grade student groups at Taylor Middle School will
achieve a Satisfactory or Level III Advanced performance score in Writing.
Action Plan Objective (same as in action plan):
By the end of the school year 2015, Taylor Middle School will improve its 7th grade
writing scores within the African American, Hispanic, White, Students with
Disabilities, ELL, and Economically Disadvantaged populations so that at least a
combined score of 70% will meet or perform above the state standard on the state
Writing assessment.
Topic of professional development: Eliminating Achievement Gaps in Writing
Subtopics (if applicable): 7th grade writing
Grade Level:
Facilitator:
Location:
Start Time:
End-Time:
6-8
Principal/
trained
facilitators
Taylor Middle
School
8:00 a.m.
3:30 p.m.
Strategy/
Activity
Preparation for
workshop
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Purpose
Description
Steps
Estimated
Time
Teachers
understand the
ways their
discipline
supports writing
goals and
approaches used
for
differentiation,
inquiry- based
learning, and
assessment.
They also
Teachers will
bring a writing
assignment. It
may include: a
lesson plan, a
handout, an
outline, a
writing prompt,
or other
resources used
during class
assignments.
If possible,
prior to the
session, the
facilitator
requests
teachers to
bring a writing
assignment
and/or student
samples (if
available). An
agenda of the
workshop
(prior
preparation
work)
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recognize the
strengths and
limitations of
each approach in
addressing
problems,
issues, and
concerns.
Welcome and
staff survey
Staff
understands how
their views
affect the
integration of
writing across
the curriculum
and impacts
their instruction
and learner
needs.
should also be
provided. This
should be
requested
through an
email and a
hard copy.
Preassessment
of staff viewsA handout
reviewing
writing is
completed by
individual
teachers. It
could be a
worksheet or
prompts;
teachers select a
prompt to
respond to that
aligns with their
views/discipline.
1. Welcome
the group and
provide agenda
for the day,
with the goal
clearly stated.
8:00-8:30
am
2. Arrange the
seating to be in
groups of 4-5
at tables. This
should be
random
selection, using
grouping
strategies, such
as playing
cards, etc., so
that teachers
are working
with peers
from other
disciplines or
grade levels.
3. Teachers are
provided a
writing
overview
worksheet or
they are given
three prompts;
teachers select
one prompt to
respond, such
as assessment
of student
needs,
overview of
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writing as it
relates to
academic rigor,
or what they
consider before
giving a
writing prompt
in class (10
minutes).
4. After
writing, ask
teachers to turn
to the person
sitting next to
them and pairshare their
responses (5
minutes).
5. The
facilitator leads
multiple
rounds of
sharing pairshare responses
and records
answers (10
minutes).
Review of
STAAR test
results from the
7th grade
Staff is able to
use learner data
to analyze
students’ level
of achievement
on the last
STAAR test and
how it relates to
the action plan
objective.
Staff examines
the STAAR
writing scores
for the school by
campus
subgroups,
grade level
subgroups, and
comparable
schools.
1. Provide
STAAR results
to staff.
8:30-9:30
am
2. In small
groups,
examine school
writing scores
by sub group
and record
responses on
group chart (15
minutes)
3. Examine 7th
grade scores by
sub group and
record
responses on
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chart (15
minutes).
4. Compare
scores to other
campuses in
district and
across the
state. Record
group
responses on
chart (10
minutes).
5. Share top 2
group
responses for
each part in
large group
sharing; record
on overhead
for staff to
identify
commonalities
(20 minutes).
Developing
Effective
Teaching
Strategies for
Writing
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Teachers learn
strategies to
differentiate
instruction and
engage all
learners in
writing. They
are also
provided
opportunities to
share individual
successes with
the group for
mentoring/coteaching future
opportunities.
Teachers are
given articles
selected by
trained members
related to the
four areas
mentioned in the
campus action
plan: STAAR
training,
curriculum
planning for
writing,
differentiated
instruction, and
effective
instructional
strategies. They
identify
strategies related
to improvement
in student
1. Distribute
9:30-10:35
copies of
am
selected
articles
provided by the
teachers that
attended
training
sessions (see
campus action
plan). Teachers
are encouraged
to highlight
significant
passages (15
minutes).
2. After
reading,
handout a sheet
to link
highlighted
passages to the
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writing on the
STAAR test.
STAAR
expectations.
(10 minutes)
3. Teachers
share and
record their
responses in
small groups or
similar article
(15 minutes).
4. Small
groups select
one item to
share with
large group (10
minutes).
5. In large
groups,
facilitator
records
responses on
overhead
according to
the article topic
(15 minutes).
Break
Identification of
formative and
summative
writing
assessments
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10:3510:50 am
The teacher
understands the
difference
between
formative and
summative
assessment in
writing. They
identify
strategies for
designing or
selecting
assessments to
address specific
learning goals
and individual
Teachers
classify the most
effective writing
strategies based
on the list
generated by the
staff. As a small
group, they
determine
methods of
formative and
summative
assessment to
measure these
strategies.
1.After
reviewing the
group
responses on
effective
writing
strategies for
overall student
learning,
teachers will
write
independently
about what
they think are
the most
applicable
10:5012:00 pm
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needs.
characteristics
of effective
writing
assignments
(10 minutes)
2. Individuals
are requested
to share their
responses. The
facilitator
charts their
answers (15
minutes).
3. Large group
reaches
consensus on
definition of
formative and
summative
assessment
(15-20
minutes).
3. Small
groups then
work together
to determine
the best
practices for
measuring the
characteristics
Answers are
categorized in
either
formative or
summative
assessment on
a shared
document (1520 minutes).
Lunch
Consensus on
Formative and
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12:00-1:00
pm
Teachers know
when and how
The staff will
collaboratively
1. Small
groups
1:00-1:45
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Summative
Writing methods
to evaluate and
report learner
progress against
staff identified
“in need”
STAAR writing
standards. They
also recognize
how to make
accommodations
in assessments
and testing
conditions for
all subgroups.
create a
document of
suggested
formative and
summative
assessments to
measure the
selected
effective writing
characteristics
needed for the
STAAR test.
reconvene to
pm
discuss which
suggestions are
the best
practices and
assessments for
the student
population.
They reach
consensus on
one or two to
share with
group (15
minutes).
2. Groups
share their
responses and
facilitator
highlights the
answers on the
shared
document for
large group
viewing (15
minutes).
3. As a large
group, the staff
votes on the
top responses
for school
implementation
(15 minutes).
Whole group
case study
Lamar University 2014
Teachers
recognize the
strengths and
needs of
individual
learners and
options for
planning
instruction that
responds to
individual
characteristics.
The staff will
watch a case
study video and
identify the
purpose,
planning,
expectations,
process,
product, and
evaluation of a
writing
assignment in
the video. They
1. The large
group will
watch a case
study video
and evaluate it
against the
following
criteria:
purpose,
planning,
expectations,
process, and
product (20
1:45-2:45
pm
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will work in
grade or content
area to create a
writing
assignment that
meets school
needs.
minutes).
2. Results will
be shared with
the large
group;
strengths and
weaknesses (15
minutes).
3. Small
groups will be
created based
on grade level
and/or subject
area. The
groups will
create a writing
assignment that
fits their
subject or
grade level.
They will
determine the
purpose,
planning,
expectations,
process,
product, and
evaluation of
the assignment
in the form of
writing for
implementation
in their subject/
grade level (25
minutes).
Individual
Writing Sample
Review
Lamar University 2014
Teachers will
demonstrate
how to adjust
plans based on
assessment
information and
learner needs.
Teacher will
evaluate and
revise their
sample work to
reflect the
characteristics
determined for
effective
writing.
1. Teachers
will use the
writing sample
assignment
they brought
for evaluation.
If they did not
bring an
assignment,
they will write
2:45-3:15
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about a writing
assignment
they have done
in the past.
Using the
identification
method from
the previous
activity, they
will examine
their writing
sample to
revise their
assignments
(10 minutes).
2. They will
share revisions
in small grade
level or content
area groups (10
minutes).
3. Select
volunteers will
share with
whole group
(10 minutes).
Reflection and
Conclusion
Teachers will
contribute their
learning and
needs to support
high
expectations for
student
achievement in
writing.
Individuals will
reflect on the
workshop and
provide
information for
future
professional
development in
the area of
writing.
1.Individuals
3:15-3:30
will respond to pm
reflection
questions
Possible
questions could
include:
a. How would
you describe an
effective
writing
assignment?
b. What
changes are
you
considering for
your classroom
and/or for
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developing
writing?
c. What
concerns do
you have?
d. What would
you like to
learn more
about? (10
minutes)
2. Thank the
group for their
participation
and have them
turn in their
written
reflections
before leaving
(5 minutes)
Professional Development Follow-up
Explain in a paragraph how you would follow up your professional development agenda to
insure successful implementation of the strategies/program/activities. Include the
strategy/activity and a timeline. Remember that effective professional development is not a one
time event.
The professional development activity allows for future growth that will be based
on staff needs, as determined by their reflections and student data. This is important
because, as Heritage (2007) points out; “Without a strong base of domain knowledge
there is a danger that teachers’ analyses will focus on the surface aspects of learning at
the expense of deeper levels of understanding. An inaccurate analysis of the students’
learning status will lead to errors in what the next instructional steps will be” (p. 144).
From here, an Improvement in Writing Committee could be formed to create a schoolwide template of writing strategies, along with a calendar of professional development
events, where student samples, assessments, and writing prompts or activities are
shared. The samples should be from a variety of 7th grade subgroups to ensure all needs
and objectives are being met. The learning community could assist with grading; what
constitutes below-level, at-level, or above-level and include built-in “…time for peer
coaching teams to plan how they will monitor their implementation of the new
initiative and how they will determine the effect of the initiative on their students”
(Joyce & Showers, 2003, p. 5). As with the professional development, this activity
should occur monthly, but it could be structured for small group/department and
staggered for regular implementation. Each meeting will result in meeting notes and
plans for next steps. Administrators should be involved in the process to ensure
implementation of suggestions and support. Additionally, based on the campus action
plan, software to record student scores should be used as data to drive future
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instructional strategies before implementation of new or revised methods.
Heritage, M. (2007). Formative assessment: What do teachers need to know and
do? Phi Delta Kappan, 89, 140-145.
Joyce, B., & Showers, B. (2003). Student achievement through staff development.
National College for School Leadership, 1-5. Retrieved on December 8, 2014, from
http://forms.ncsl.org.uk/mediastore/image2/randd-engaged-joyce.pdf
Internship/Practicum assignment:
Continue to complete Campus-Supervised activities from your internship plan and enter a
reflection for each activity into the Campus-Supervised Summary Report template. All courseembedded and campus-supervised reflections must be completed by your final course.
Both Reports will be turned in as assignments in your final course.
In this course there is a key assessment that is required to be submitted through Tk20. This
assignment will be graded in Tk20. If you fail to submit this assignment through Tk20, a zero
(0) will be recorded for the assignment in Blackboard. If you need assistance with Tk20, please
contact the Lamar Tk20 helpdesk at tk20@lamar.edu or call 409-880-2126.
Your Tk20 assignment for this course will be due by the end of Week 4
Steps for completing your assignment in Tk20.
1.
2.
3.
4.
5.
6.
7.
8.
Login to Tk20
Look under Pending Tasks on the Home tab.
Select the link that says “Please send the course binder for (EDLD 5333)”.
Once you have opened your Course Binder, go to the Assignments tab and follow the
instructions for creating your Tk20 artifacts.
Next go to the Artifacts tab and use the Artifact Wizard to create your artifact.
Note: Be sure to select the correct Artifact type (form) from the drop down list.
Once your artifact is created, it is stored in the Artifacts tab. Your instructor still cannot view it.
Next you will go open your Course Binder again, go to the Assignments tab, and select the
words “Click here to attach”. Tk20 will look in your stored Artifacts for the same type of
artifact form that you were asked to create. Select your artifact, click “continue” and “Ok”.
Once you have attached all the required artifacts, you will “Submit” your course binder for
review. After you submit your binder, it will be locked for editing.
Remember, these simple steps …
A. Artifacts are created in Tk20 using the Artifact Wizard and stored in the Artifacts tab.
B. Artifacts must then be attached to a Course binder before your instructor can view them.
C. Courses binders must be submitted for review to be graded by your instructor.
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If you need to have your Tk20 password reset, please email the Lamar Tk20 helpdesk at
tk20@lamar.edu or call 409-880-2126. If you need to make changes or revisions to your
submitted course binder, please contact your Instructional Associate or course instructor.
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