Strand C – In Depth
Competencies 8 and 9:
• The teacher demonstrates a willingness to
examine and implement change, as
appropriate.
• The teacher works productively with
colleagues, parents and community
members.
• Higher licensure levels demand higher
competency levels.
Two Sections
• Section I – Examining and Implementing
Change
• Section II – Collaboration
• The two sections represent different
aspects of Professional Learning and
should be documented seperately.
Two Sections
• Do not have to be related to one another.
• These sections may describe either
independent activities or those related in
some way
– For example, your consideration of change in
Section 1 may be an outgrowth of a
collaboration activity in Section 2
Section I – Examining and
Implementing Change
•
Primarily deals with Competency 8
•
Meant for you to tell the story of how you
explored one or more ideas for improving
your teaching.
Examining and Implementing Change
Preparation
– Identify an area in which you seek to improve
your practice.
Examining and Implementing Change
Data Collection
– As you investigate this area over an extended
period of time (weeks, months, semester,
year)
1. Keep records of any reading, workshops,
coursework, professional development, classroom
observations, or other ways you sought
information.
2. Keep a running record of what you have learned
and insights you have gained as you gather
information
Examining and Implementing Change
Data Collection
• As you investigate this area over an
extended period of time (weeks, months,
semester, year)
3. Collect evidence of changes in your practice
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Documents
- Photographs
Student or parent testimony
Observer’s description
Short audio/video (3 min. max)
Student work
Public presentations
Other concrete representation of your practice
Examining and Implementing Change
Data Collection
• Remember to save examples of
instructional work, student work, parent
communication, observation notes, ect.,
that provide evidence of how teaching has
changed.
Examining and Implementing Change
Documentation Guidelines for External Review
• Explain the area you wish to investigate
and what prompted you to do it.
• Explain what you learned from one or
more resources and what you learned
from trying new ideas in your classroom.
• Explain how your practice changed and
what your plans are for future growth in
this or another area.
Examining and Implementing Change
Documentation Guidelines for External Review
• To support your explanation, select up to 4
pieces of evidence that illustrate changes.
Label and number your illustrations and
refer to them in your explanation by name
and number. Include them as illustrations.
• Provide a list of up to 10 resources that
you consulted.
Considerations
• Choose an area in which you want to improve
your practice and tell the story of how you
accomplished or made progress towards this
goal.
• Consider interests, evaluations, needs of
students, and PDP
• Describe the steps taken to learn more about the
selected aspect of teaching, including identifying
resources that were used.
Considerations
• Describe the activities that have changed
your teaching:
– What did I do?
– How did I change?
– What effects did the change(s) have on
students?
• Think about how to continue to improve
practice in this or another area.
Section 2 - Collaboration
•
Primarily deals with Competency 9
•
Helps reviewers understand how you
collaborate with others in education to
improve student learning.
Collaboration
Preparation
• Select an area to share with reviewers:
– collaboration with colleagues,
– parents,
– and/or community members
• You only have to choose one: colleagues,
parents, and/or community members.
Collaboration
Data Collection
• Collect any data and keep notes about
your collaborative activities.
• Keep a running record of your interactions
and their outcomes.
• Collect evidence that illustrates your
productivity in this area:
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Documents
- Photographs
Student or parent testimony
Observer’s description
Short audio/video (3 min. max)
Student work
Public presentations
Other concrete representation of your practice
Collaboration
Documentation Guidelines for External Review
• Explain one way you work with colleagues,
parents, and/or community members.
Include:
– Your goals for this collaboration
– How you interacted with other to achieve
these goals
– The outcomes for this collaboration
Collaboration
Documentation Guidelines for External Review
• To illustrate your explanation, provide
documents that offer concrete
representation of your collaboration.
• Include up to 4 of the following:
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Documents
- Photographs
Student or parent testimony
Observer’s description
Short audio/video (3 min. max)
Student work
Public presentations
Other concrete representation of your practice
Collaboration
Documentation Guidelines for External Review
• Label and number your illustrations so that
you can refer to them in your description.
Considerations
• Tell the story of one collaborative activity
with colleagues, parents or community
members related to your work as a
teacher. In selecting this collaborative
activity, consider the groups worked with
over time, or the roles that you have taken
in the group(s) (participant, facilitator,
presentor, leader, other)
Considerations
• In choosing the ONE collaborative activity
to describe, consider the following
questions:
– What types of collaboration do I value or have
had the opportunity to participate? Have any
of these types of collaboration been more
successful for me than others? How do I
know? What is the evidence?
Considerations
• In choosing the ONE collaborative activity
to describe, consider the following
questions:
– Did any one of these collaborative activities
affect my work with students, parents or
colleagues more substantively or successfully
than other activities?
– Do I have evidence of presentations,
newsletters, performances, or other activities
from any of these collaborations?
Tips
• Document activities related to the
collaborative activity discussed in Section
II:
– Keep a file or log of professional activities
related to this collaboration
– Collect evidence of collaborative work with
peers, parent, and/or community members
involved in this collaborative activity
– Maintain a journal of timely reflections
Tips
• Document activities related to the collaborative
activity discussed in Section II:
– Save email communications with colleagues, parents,
and/or community members.
– Make video or audio recordings of your activities.
– Keep agenda, notes, and handouts of your
presentations related to this collaboration
– Document parent communications and involvement
with your teaching, if relevant for this collaborative
activity.
• Do not exceed the limits for any section
specified in the guidelines.
• External reviewers will consider material
up to the specified limits:
– Words
– Minutes or audio or video
– Resources
• Exceeding the limits for any section may
jeopardize your score for Strand C.
Criteria for Success
• In order for your PDD to be rates as
meeting the Strand C competencies, the
Criteria for Success must be met (pg. 28
of Requirements and Guidelines).
• Failure to meet any of the Criteria for
Success may result in a rating of “Does
not Meet.”
Begin Strand C today
• Section I – begin thinking about an area that you
would like to learn more about (can be tied to
Strand A)
– Identify an area in which you seek to improve your
practice
– Keep records of any reading, workshops, coursework,
or other ways you sought information.
– Keep a running record of what you have learned
– Implement some of your learned practices into your
classroom
– Collect evidence of changes in your practice
Begin Strand C today
• Section II – For Hobbs teachers, your work
during PLC is wonderful for this section. For
other districts, focus on collaborating in one of
the areas and begin.
– Monitor you collaboration with colleagues, parents,
and/or community members.
– Collect data and keep notes about your collaborative
activities and their outcomes.
– Collect evidence that illustrates your productivity in
this area.
**Collaboration must deal with student learning and
achievement.