Bremerton School DistrictACT System

OVERVIEW OF THE INTERACTIVE PROFESSIONAL DEVELOPMENT MODEL

Assessment

Common Core

TPEP

ASSESSMENT, CCSS, & TPEP

What ACT is:

It is a district-wide, interactive, & engaging professional development model

It is an opportunity to build capacity in ALL teacher-leaders and administrators as we transition to CCSS through assessments & new Teacher/Principal evaluation.

It is a Professional Learning Community that fosters active learning, participation, support, and teaching adult learners

It will improve the communication loop about key federal, state, and district initiatives between teachers, principals and central office

District ACT TrainingAssessment, Common Core, and TPEP

Building ACT Representatives train

Content/Grade Professional Learning

Teams. Extended learning

opportunities available for interested individuals

and groups.

Content/Grade Professional Learning Teams apply new learning and resources to

make make adjustments to curriculum and instruction.

Content/Grade Professional Learning

Teams discuss the implications and

outcomes of the new learning.

Discussions occur at multiple levels including:

building level, cross grade level, within grade, and through

online sharing tools.

Building ACT Representative shares

implications and outcomes Content/Grade

Professional Learning Team at District ACT

Training.

Information will be used to inform future training, support, and resources.

Teach

Learn

ApplyDiscuss

Revise

Student

September

Overview of ACTMajor Shifts

OctoberELA/Literacy

Text-dependent questioning/responses

November

Mathematics and SBACStandards of Practice,

Progressions, Math released items

December

TPEPBSD Framework

JanuaryELA/Literacy

Content Rich Fiction/Non-fiction

Basal Alignment Project Lessons

Social Studies/Science Stems

FebruaryMathematics

MarchELA/Literacy

AprilMathematics

MaySmarter Balanced

Assessments

JuneNext Steps for 2013-14

Celebrate

SETTING THE STAGERolling the ACT plan

ACTION IN SEPTEMBER

Explained ACT system and goals Reviewed components of effective professional

development PLC vs PLD Team and individual expectations

Established norms Reviewed Major Instructional Shifts in ELA/Literacy and

Mathematics Launched BSD ACT PLC Edmodo site

PROFESSIONAL DEVELOPMENT AND LEARNING

Professional Development Learning Communities

-The term “professional development” means a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement-

Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment

PROFESSIONAL DEVELOPMENT AND LEARNING

STORMING, FORMING, NORMING

Creating group “norms” will help to establish how we will collaborate, communicate, and actively work

together this year as an ACT team Sample norms are on your table tops In your table groups, please take five minutes to identify the norms that

you believe are important for our group to establish Feel free to add your own “norms” ideas From your table lists, we will share out to create the initial large-group

norm list together on chart paper We will then revisit the norms at our next meeting to make sure they

are workable for all We will honor the norms at each meeting by having them visible

ELA/Literacy Mathematics

Classroom Materials and Instructional Resources

Reading lists are balanced

Materials are focused… ERASE!

Teacher Knowledge and Practice

80% of questions are text- dependent

Have a deep understanding of major work of the grade

Student Work Demonstrate close encounters with text through writing

Demonstrate fluency and deep understanding of areas of focus

Alberti, Sandara. Achieve the Core

GETTING INTO THE WORKOctober ACT Meeting

ACTION IN OCTOBER Feedback activity

How was CCSS major shift information shared and used in your schools?

Video and table discussion activity Text-dependent questioning and responses (Engage New York)

New learning 7 steps for developing text dependent questions – Achieve the Core Domains of Knowledge (Webb) and Cognitive Rigor Matrix (Hess)

Breakout sessions Elementary – text dependent questioning sorting activity Secondary – text dependent questioning in the content areas

Training “take back” activities and guiding questions on Edmodo

TRAINING AND SHARED RESOURCES

Using Edmodo as the tool that unites

ONLINE TOOL TO SUPPORT OUR WORK

EDMODO FILES FOR SEPTEMBER AND OCTOBER

SUPPORT TOOLS FOR ACT WORKSTORED ON EDMODO